Mathematics 7

Date: February 6-12, 2019

Class period:
Monday Tuesday/Thursday Wednesday Friday
7:45-8:45 Tulip 7:45-9:45 Rose 7:45-9:45 Tulip 8:45-9:45 Rosal
8:45-9:45 Dahlia 10:00-12:00 Daisy 10:00-12:00 Dahlia 11:00-12:00 Dahlia
10:00-12:00 Rosal 1:00-3:00 Vanda 2:00-3:00 Rosal 1:00-2:00 Tulip

I. OBJECTIVES
At the end of the session, the students in Math 7 must be able to:
• translate English phrases to Mathematical phrases and vice versa
• recognize the different words used in every phrase to effectively and accurately
translate phrases
• construct phrases and translate to either Mathematical or English phrases

Content: Patterns and Algebra

Content Standards: The learner demonstrates understanding of key concepts of
algebraic expressions, the properties of real numbers as applied in linear equations, and
inequalities in one variable.
Performance Standards: The learner is able to model situations using oral, written,
graphical, and algebraic methods in solving problems involving algebraic expressions,
linear equations, and inequalities in one variable.
Learning Competency: The learner translates English phrases to mathematical phrases
and vice versa.
Code: M7AL-IIc-1

II. SUBJECT MATTER

a. Topic
Translating Verbal Expressions to Mathematical Expressions and vice versa.
b. References
E-Math, Elementary Algebra. 2010. Oronce, Orlando A. and Mendoza, Marilyn O.
c. Time allotment

d. Instructional materials
Bond Paper, Manila Paper, Felt tip pen

III. PROCEDURE (Lesson Development)

i. Prayer
ii. Greetings
iii. Checking of Attendance
iv. Review

B. Lesson Proper (Presentation)

i. ACTIVITY
Activity 1. The students will be grouped into 5. Each will translate the statements below
into numbers (in figures) and operations.
Example: one plus x  𝟏+𝒙
Group1 1. four plus k  𝟒+𝒌
Group2 2. p minus seven  𝒑−𝟕
Group3 3. negative two divided by five  −𝟐 ÷ 𝟓
Group4 4. sixteen times c  𝟏𝟔 × 𝒄
Group5 5. r times k  𝒓×𝒌

ii. ANALYSIS
Q1. How did you translate verbal expressions to mathematical expressions?
A1. By changing the statement into mathematical statement, that is, to change from
letters/words to numbers and operations.
iii. ABSTRACTION
Q1. What is a mathematical phrase?
A1. Mathematical phrases are sentences used in mathematics by using numbers,
letters, and fundamental operations.
Q2. What is an English phrase?
A2. English phrases are sentences used in mathematics by using words.
Q3. How to translate English phrases to Mathematical phrases, and vice versa?
A3. To translate English phrases to Mathematical phrases, and vice versa, these are the
clue words needed to be followed.

OPERATION KEY WORD / EXAMPLE TRANSLATION

PHRASE

ADDITION Plus A number x plus three 𝑥+3

+ More than Ten more than x 10 + 𝑥
The sum of The sum of x and five 𝑥+5
The total of The total of six and x 6+𝑥
Increased by A number x increased 2+𝑥
by two
Added to Eleven added to a 11 + 𝑥
number

SUBTRACTION Minus A number x minus 𝑥−7

seven
− Less than Four less than x 𝑥−4
The difference of The difference of x and 𝑥−3
three
Less Nine less a number 9−𝑥
Decreased by A number decreased 𝑥 − 12
by twelve
Subtracted from Six subtracted from a 𝑥−6
number

MULTIPLICATION Times Eight times n 8𝑛

× ∙ () ∗ The product of The product of 14𝑧
fourteen and z
Twice; double Twice a number c 2𝑐
Thrice; triple Triple of b 3𝑏
Multiplied by Negative six multiplied −6𝑔
by g
Of Three-fourths of k 3
𝑘
4

DIVISION The quotient of The quotient of x and 𝑥

seven 7
÷ / Divided by Ten divided by x 10
𝑥
The ratio of The ratio of a number 𝑥
to eight 8
Distributed (or Eight pieces distributed 8
split) equally equally among two 2
people

EQUALS Equals Seven less than x 𝑥 − 7 = 10

 equals ten
= Is Three times a number is 3𝑥 = −6
negative six
Is the same as Eight is the same as 8 = 2𝑥
twice a number
Yields Twelve added to a 𝑥 + 12 = 5
number yields five
Amounts to Nine less a number 9 − 𝑥 = 20
amounts to twenty

EXPONENTS / POWERS The square of; The square of x; or 𝑥2

squared a number squared
𝐚𝐧 The cube of; The cube of a number; 𝑥3
cubed x cubed
To the 𝑛𝑡ℎ power A number to the fifth 𝑥5
(𝑛 is the number power; x to the fifth
of exponent) power

iv. APPLICATION
Translate the following.

1. The quotient of a number and 9

Translation: _____________________
2. The product of 5 and y added to 3
Translation: _____________________
3. 12 more than a number
Translation: _____________________

4. 2𝑥 − 5
Translation: _____________________
5. 2𝑦
Translation: _____________________

IV. ASSESSMENT (Evaluation)

B. Formative (Assessment as Learning)
C. Summative (Assessment of Learning)

Directions: Match each verbal phrase under Column A to its mathematical phrase
under Column B. A choice may be used more than once.

COLUMN A COLUMN B
______ 1. the sum of a number and three A. 𝑥 + 3
______ 2. four times a certain number decreased B. 3 + 4𝑥
by one
______ 3. one subtracted from four times a number C. 4 + 𝑥
______ 4. a certain number decreased by two D. 𝑥 + 4
______ 5. four increased by a certain number E. 4𝑥 − 1
______ 6. a certain number decreased by three F. 𝑥 − 2
______ 7. three more than a number G. 𝑥 − 3
______ 8. twice a number decreased by three H. 3 − 𝑥
______ 9. a number added to four I. 2 − 𝑥
______ 10. the sum of four and a number J. 2𝑥 − 3
______ 11. the difference of two and a number K. 4𝑥 + 3
______ 12. the sum of four times a number and
 three
______ 13. a number increased by three
______ 14. the difference of four times a number
and one

TRANSLATE EACH OF THE FOLLOWING ENGLISH PHRASES INTO A MATHEMATICAL

EXPRESSION.
15. the sum of x and y

16. the product of x and y

17. the difference of x and y
18. x more than y
19. x less than y
20. the sum of x and the difference of y and z
21. the product of x and the sum of y and z
22. the difference of the product of x and y and z

TRANSLATE EACH OF THE FOLLOWING MATHEMATICAL EXPRESSIONS INTO AN ENGLISH

PHRASE USING THE WORDS SUM, DIFFERENCE, PRODUCT AND/OR QUOTIENT.
23.) x(y + z)

24.) xy + xz
25.) z (x - y)
26.) ( x + z) + (y - z)
27.) x(y - z)

28.) 2-5/y
29.) 5x-4
30.) x+2z

V. ASSIGNMENT (Agreement)
Review the topic. Create your own examples.

Prepared by: Checked by: Noted by:

Guilven Rey P. Blanco Guilven Rey P. Blanco Josie R. dela Cruz

Subject Teacher MATH Coordinator Teacher In-Charge