1) The document outlines a lesson plan for a 7th grade mathematics class on the language of algebra. 2) The objectives are for students to translate between verbal and mathematical phrases involving constants and variables, and to differentiate between constants and variables in algebraic expressions. 3) The lesson plan details various activities and examples to teach students about translating verbal phrases to algebraic expressions using letters, numbers, and symbols. It provides guidance on using parentheses, brackets, and other notation properly in algebraic expressions.

1. Name: Joelyn B. Rubio
Grade Level: Grade 7
Subject Area: Mathematics
Lesson Plan in Mathematics 7
I. OBJECTIVES: At the end of the lesson the students should be able to:
1. Translate verbal phrases to mathematical phrases and vice versa: and
2. Differentiate between constant and variables in a given algebraic expression.
Subject Matter
Topic: The Language of Algebra
Reference: Grade 7- E-math worktext in Mathemtics
Code:
Teaching Materials:
 Power Point Presentation
 Video presentation
 Meter stick
 Ruler
 Illustration of Matric System
III. Procedure
A. Preparation
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
1. Routine Activities
a. Cleaning the classroom
“Before we start, kindly arrange your chairs
and check if there are any pieces of trash
around you. Please properly dispose it to
maintain classroom cleanliness.”
b. Prayer
“Class, please stand up for a short prayer.
May I request ____ to please lead the
prayer?”
c. Greetings/Checking of
Attendance
“Good morning, class!”
“Please sit down.”
The students will properly arrange
their seats and dispose any pieces of
trash they may find.
The students will stand up and pray.
“Good morning, Ma’am!
The students will sit down.

2. “I’d like to know how many absentees we
have today.”
“That’s good to hear, class!”
“We’re glad to say that there are no
absentees for today.”
B. Motivation:Arrange Me!
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
Good morning class!
Before we start our lesson,I want you to
arrange this scramble word.
1. Smus
2. Ferencedif
3. Ductpor
4. qouentit
5. tolta
Very good. When you hear the word
Sums? Difference? Product? Qoutient?
What comes first in your mind?
Very good students!!
C. Presentation:
So, today we will dicuss about the
language of algebra.
When hear the word Algebra, what comes
first in your mind?
Very good!
Algebra is defined as branch of
mathematics which generalizes the fact in
arithmetic spoken language, letters and
punctuation are used to create word
phrases. In the language of algebra, letters
along with numbers and operation
symbols are used to create expressions.
Good Morning Ma’am
1. Sums
2. Difference
3. Product
4. Quotient
5. Total
Sum- plus, total. Add
Difference- Minus, Subtract
Product- Times, Multiply
Qoutient- Divide
Algebra is defined as branch of
mathematics which generalizes the fact in
arithmetic spoken language, letters and
punctuation are used to create word
phrases.

3. We shall begin by learning how to translate
some of the rules in arithmetic and words
into language of algebra.
The Language of Algebra is composed of:
a. Numerals
0,1,2,3,4,5,6,7,8,9
b. Letters or variables to represent
unknown numbers
A variable is a symbol which represent any
number from the given replacement set.
The replacement set is the set of values of
the variable. A constant is a symbol which
haa exactly one numberin its replacement
set. Any numeral is a constant such as 7, 4
and 11. Pi . is also a constant. If m has a
replacement set of (9), then m is a constant.
The following are the common symbols
used for variales: x, y, z, a,b,Ø
The letters, numbers and mathematical
symbols can be used to translate long word
statement into short mathematical sentence
or expressions.
c. Symbols or Signs
Operational
There are many ways to express addition,
subtraction, multiplication, or division of
algebraic expressions. Some verbal
expressions leading to algebraic expression
with addition and subtraction are shown.
Table 3.1
Verbal Phrase Algebraic Translation
The sum of m
and 8
M + 8
10 added to c C +10
7 plus a 7 + a
5 more than 1 5 + 1
q increased by
p
q-p
11 greater than
n
N+11

4. The difference
of 8 and m
8 – m
10 subtracted
from c
c-10
7 minus a 7-a
5 less than t T – 5
t decreased by
p
t-p
9 take away d 9 – d
18 reduced by
n
18-n
1 000 less f 1000 - f
Note: In subtraction, you must be careful
about the order of the number. For example ,
1000 less f is 1000-f and f less1000 is f-
1000.
Example 1.
Write two verbal phrases for each
expression.
a. 3 + 4
b. 7 – n
Solutions:
Expressions Keyword Verbal
Phrases
3 + 4 Plus The sum of
3 and 4
3 plus 4
7 – n Minus N less than
7
7 decreased
by n
Try it!!!
a. 8-3
b. N +5
Example 2.
Expressions Keyword Verbal
Phrases

5. Let n represent a certain number. Then
translate each into an algebraic expression
a. 9 more than a number
b. 14 decreased by a number
Solutions
Phrases Keyword Expressions
9 more than
a number
More than N + 9
14
decreased
by a
number
Decreased 14-n
Try it!!!
Let n represent a certain number. Then
translate each into an algebraic expression.
a. A number less than 22
b. A number greater than 11
Example 3.
Marvin worked m hours finishing his
homework in mathematics. He worked p
hours less on his homework in science.
Write an expression that represents:
a. The number of hours he spent
finishing his homework in science.
b. The total number of hours he
worked for his homework in
mathematics and Science.
Solutions :
a. Because he worked m hours in
finishing his homework in
mathematics and p hours less in
science, he worked m-p hours
finishing his homework in science.
b. Because he worked m hours in his
homework in mathematics and m-p
hours in science, the total time he
spent on the two subjects was m +
(m-p)
Try it!!
Marvin worked t hours finishing his
homework in mathematics. He worked p
hours less on his homework in science.
Write an expression that represents:
a. The number of hours he spent
finishing his homework in science
8-3 minus 8 less 3
8 minus 3
N+5 plus N plus 5
Phrases Keyword Expressions
A number
less than
22
Less than 22-n
A number
greater
than 11
Greater
than
11+n

6. b. The total number of hours he
worked fot his homework in
mathematics and science
Table 3.2
Verbal Phrase Algebraic Translation
The product of
8 and m
8m
10 times c 10c
Twice x 2x
½ of p ½ p
7 multiplied by
b
7b
The quotient of
8 and m
8/m
10 divided by c 10/c
The ratio of 7
and a
7/a
P split into 4
equal parts
p/4
X divided into
10
10/x
10 divided into
q
q/10
Note: The multiplications sign(x) is seldom
used in algebra since it is mistaken foe letter
x. Thus, if we wish to express the idea of
eight times the number, we can do this in
any of the following ways;
8.n or 8(n) or 8n
Instead of expressing it as 8 x n
For two numbers, parenthesis are often
preferred over a raised dot, which may be
confused with a decimal. Thus, 8 x 4 is
expressedas 8(4).
The division symbol (÷) are rarely used in
algebra. More often, we used the fraction
bar. Thus. For a ÷ b, we write a/b.
Example 4.
Write a verbal phrase for each expressions.
a. 20 ÷ 5
b. 8(4)
Solutions:
a. Because he worked t hours in
finishing his homework in
mathematics and p hours less
in science, he worked t-p hours
finishing his homework in
science.
b. Because he worked m hours in
his homework in mathematics
and m-p hours in science, the
total time he spent on the two
subjects was t + (t-p)

7. Expressions Keyword Verbal
Phrases
20÷5 Quotient The quotient
of 20 and 5
8(4) Times 8 times 4
Try it!!!
Write a verbal phrase for each expressions.
a. 40 ÷ 5
b. 7(4)
Example 5.
Translate each into an algebraic expression.
a. 12 more than 5 times number
b. The number q divided by 7
Solution:
Phrases Keyword Expressions
12 more
than 5 times
number
More than
Times
5n+12
The number
q divided by
7
Divided Q ÷7
Tri it!!!
Translate each into an algebraic expression.
a. The number p divided by 8
b. The product of 12 and a number,
increases by 8.
Example 6.
Let m and n represent two numbers. Write
an algebraic expressions that represents the
difference obtained when 9 times the first
number is subtracted the quotient obtained
when the second number divided by 12.
Solutions:
9 times the first number id denoted by 9m.
The quotient obtained when the second
number is divided by 12 is the fraction
𝑛
12
is
𝑛
12
—9m.
Expressions Keyword Verbal
Phrases
40 ÷ 5 Quotient The
quotient of
40 and 5
7(4) times 7 times 4

8. Try it!!!
Let m and n represent two numbers. Write
an algebraic expressions that represents the
difference obtained when 4 times the first
number is subtracted the quotient obtained
when the second number divided by 8.
Symbols of Relationship
= equals, is equal to, is
>is greater than, is more than
< is less than
≠ is not equal to
≥ is greater than or equal to
≤ is less than or equal to
Symbols of groupings
Parenthesis ( )as in 3(4x-y)
Brackets [ ] as in 4- [3 + (x – 5)]
Braces { ] as in x –{5+[y –(3+x]}
Bar ______ as in fraction
4−7𝑥
𝑦
The following examples illustrate why
parenthesis are used in algebra:
 Parentheses can be used to group
expressions to denote a single
number. Thus, 3(4x-y) represents
three times the difference of 4x and y
 Parentheses can be used to write the
product of two numbers without
using the multiplication sign. Thus, 4
times 7 may be written as 4(7), (4)7,
or (4)(7).
 Parentheses can be used to
established operation in evaluation.
Thus. 7(5 + 3) means to addthe
numbers 5 and 3 inside the
parentheses before multiplying by 7.
That is, 7(5 + 3)= 7(8)=56
Note: that we had written 7.5+3, we would
have a different problem since 7 . 5 =35 and
35 + 3= 38.)
4 times the first number id denoted by 4m.
The quotient obtained when the second
number is divided by 8 is the fraction
𝑛
8
is
𝑛
8
—4m
Phrases Keyword Expressions
The
number p
divided by
8
Divided p÷8
The
product of
12 and a
number,
increases
by 8.
Product
Increased
by
12n+8

9. D. Application:
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
So class after you have learned the
language of algebra What have you
realized?
After we learned the language of algebra
we realized that before we conclude the
situation or issues we need first to know
the symbols, phrases and expressions that
we are going use and understand the
keyword.
E. Evaluation:
Get ½ crosswise. Choose the letter of the phrase that best matches each expression.
Copy and answer. Write the letter of your answer before the number.
______1. 10-4
______2. 4 ÷ 10
______3. (10)4
______4.4 + 10
______5. 10÷4
______6.(10n) +4Type equation here.
______7.4+
𝑛
10
______8.(4 + 𝑛)2
− 10
a. The sum of 4 and the quotient of n and 10
b. 4 increased by 10
c. The quotient of 10 and 4
d. The square of the sum of 4 and n diminished by 10
e. The difference of 10 and 4
f. 10 multiplied b 4
g. The product of 10 and n increased by 4
h. 4 divided by 10
F. Assignment:
 Translate each into an algebraic expression. Use any letter to represent the unknown
unless otherwise specified.
1. Nine less than a certain number
2. Thirteen decrease by a number
3. 14 more than the product of 9 and t.
4. The sum of n and 7 multiplied by 11.
5. Five times the product of d and e.

10. Prepared by: Checked by: Noted by:
JOELYN B. RUBIO ANTHONY B. LEGARIO, MAT EXPECTACION J. ACBANES
Mathemtics Teacher Subject Coordinator-Mathemtics Principal IV
Teacher 1