Republic of the Philippines

Department of
Education
SCHOOLS DIVISION OF
CALAPAN CITY
School/ Division Grade Level Grade 10
Teacher
Learning Area Science 10
No. of Session/s/ Date 1 Session – June 6, 2022
Quarter 4th
(Monday)

LESSON PLAN

I. OBJECTIVES

A. Content Students will demonstrate proficiency in understanding and interpreting mathematical

Standards language and symbols.

B. Performance Students will apply mathematical language and symbols to solve complex problems.
Standards
C. Learning At the conclusion of the lesson, students are expected to recognize challenges within
Competencies mathematical language, describe its traits, differentiate between mathematical vocabulary,
sentences, and expressions, comprehend mathematical conventions, convert spoken
descriptions into mathematical symbols, and utilize mathematical language in sets and logic
applications.

By the end of the lesson, students are expected to:

1. Recognize challenges within mathematical language

2. Explain the characteristics of mathematical language.
3. Differentiate between mathematical vocabulary, sentences, and expressions.
4. Understand conventions in mathematics, including common symbols.
5. Translate verbal descriptions into mathematical symbols.
6. Utilize mathematical language in the context of sets and logic.
D. Objectives At the end of the lesson the students should be able to:

1. Recognize common difficulties in mathematical language.

2. Describe the precision and conciseness of mathematical language.
3. Differentiate between mathematical vocabulary, sentences, and expressions.
4. Explain the meaning and use of common mathematical symbols.
5. Translate word problems into mathematical expressions.
6. Apply mathematical language to solve real-world problems involving sets and logic.
II. CONTENT Mathematical Language and Symbols: Variables

III. LEARNING
RESOURCES

A. References

1. Teachers
Guide Pages
2. Learner’s
Materials
Pages
3. Textbook
Pages
4. Additional
Materials from
LR Portal
B. Other

PEDRO V. PANALIGAN MEMORIAL NATIONAL HIGH SCHOOL

Comunal, Calapan City /0936 – 943 – 9875 / [email protected]
 Republic of the Philippines
Department of
Education
SCHOOLS DIVISION OF
Learning CALAPAN CITY
Resources
7E’s Learning
IV. PROCEDURES Teacher’s Activity
Model Students’ Activity & Materials

Preliminaries

Prayer (Let us bow our heads and feel

____, kindly lead the prayer. the presence of our Almighty
God. In the name of the Father…
AMEN.)

Greetings
Good Morning Ma’am! Good
Good Morning class! Morning Sir!

Classroom Management
Before you take your seat, arrange
your chairs properly, pick up the (The students arrange their chairs
pieces of paper, and observe social & will pick up the pieces of
distancing. paper under their chairs.)

Checking of Attendance
All seats are occupied, so everyone
is present for today’s class. (The student will give
Now give yourself five claps! themselves five claps.)

Checking of Assignment
Do we have an assignment? No, Ma’am!
Okay if we have no assignment then
let’s have a recap on our last
discussion.
ELICIT Before we begin our new lesson,
A. Reviewing let’s have a quick review of our
the previous lesson yesterday through an activity.
lesson or
presenting The title of our activity is Pick Me!
the new
lesson I have here a Wheel of names and
Wheel of fortunes each names that
will be pick will be the one to (The students will listen to the
answer the corresponding question instruction)
that will be picked by the wheel of
fortune also.
None, Ma’am!
Is it clear? Any question?
Yes, Ma’am!
Okay, let’s begin.
(The student will be picked and
answer the corresponding
questions)

Questions: Answers:
1. Divine Proportion

PEDRO V. PANALIGAN MEMORIAL NATIONAL HIGH SCHOOL

Comunal, Calapan City /0936 – 943 – 9875 / [email protected]
 Republic of the Philippines
Department of
Education
SCHOOLS DIVISION OF
CALAPAN CITY What is
the other 2. 1.618
name for Golden Ratio?
3. Golden Spiral
What's the approximate value of the
Golden Ratio? 4. Addition

Name one famous natural pattern 5. Subtraction

where the Golden Ratio can be
observed. 6. Greater than and Less than

What does the '+' symbol mean in

mathematics?

What does the '-' symbol represent in

mathematical operations?

Explain the difference between '>' Yes, Ma’am!

and '<' symbols in mathematical
comparisons.

Did you enjoy the activity?

Very Good. It seems that you

understand our lesson yesterday.
ENGAGE Before we begin our new lesson,
B. Establishing let’s have a simple game
a purpose for
the lesson Activity 2: Symbolic Challenge
The class will be divided into row
C. Presenting groups. There will be one
examples/inst representative who will answer the (The student will listen to the
ances of the flash questions and every time instruction)
new lesson he/she answers correctly the crown
will pass into the next player
otherwise it will go back. His/her
groupmates will guess the word. The Yes, Sir!
group who first finisher in line will
be the winner!
(The student will answer.)
Is it clear?

Okay, I will now disseminate your (The students will follow.)

pets.

(The students will begin to race.)

And the race will begin!

Those symbols and the activity that

you’ve done has something to do
with today’s lesson which is
Mathematical Language and
Symbols: Variables
For us to be guided in our lesson let (The students will read the
me present to you our lesson objectives)
objectives.

PEDRO V. PANALIGAN MEMORIAL NATIONAL HIGH SCHOOL

Comunal, Calapan City /0936 – 943 – 9875 / [email protected]
 Republic of the Philippines
Department of
Education
SCHOOLS DIVISION OF
CALAPAN CITY 1. Recognize common
(Teacher difficulties in mathematical
will post the lesson objective) language.
2. Describe the precision and
Everybody. Please read. conciseness of mathematical
language.
3. Differentiate between
mathematical vocabulary,
sentences, and expressions.
4. Explain the meaning and use
of common mathematical
symbols.
5. Translate word problems into
mathematical expressions.
6. Apply mathematical language
to solve real-world problems
involving sets and logic.
Pre-activity Discussion
D. Discussing To begin our lesson, can you tell me
new concepts what is a language to you?
and
practicing EXPLORE If students did not raise hand, use
new skills #1 the wheel of names

E. Discussing
new concepts Yes, __________ Students answer may vary.
and
practicing
new skills #2
Okay, thank you let’s hear from Wheel of names will pick
another perspective.

Student will answer

Yes, __________

Excellent! Language is indeed our

tool for communication and Yes Ma’am!
conveying thoughts. Based on
your understanding about
language, do you think
Mathematics is a language too?

To begin with, let’s differentiate an

English language to Mathematics
for better understanding. Students will listen and take
down notes
(The teacher will tell the differences
based on the ppt presentation)

5 is a number and 3 is also a

number but if you insert an addition

PEDRO V. PANALIGAN MEMORIAL NATIONAL HIGH SCHOOL

Comunal, Calapan City /0936 – 943 – 9875 / [email protected]
 Republic of the Philippines
Department of
Education
SCHOOLS DIVISION OF
CALAPAN CITY sign,
now this
will become expression and can be
read as “five plus three”

In English language, Ana is a word

specifically a Noun, Elsa is also a
Noun and together with AND you
can make “Ana and Elsa” which is a
sentence but not a complete
sentence.

Now this where the difficulties

come in, the word AND in English
language and Mathematics forms a
different idea. Since “and” in
mathematics is equivalent to “plus”

The word “is” may be represented

in mathematics using different
symbols. For example:
5 is the square root of 25
5 is less than 10
5 is a prime number.

However, in this last example, the

word IS sharing the same definition
for English and Mathematics since
“IS” is a linking verb here and so if
we translate it in mathematics, it Yes, Ma’am!
will only be 5. Do you understand?

And like any other languages,

mathematics can be also learned.
Here are the characteristics of it.

Precise - Able to make very fine

distinction.

If I ask you, what do you think is

the difference between me and Sir
(Students answer may vary)
Joey?

Yes, it could be but, when it comes

to mathematically speaking, we can
make a distinction between as two.
Say for example, our heights, I am
5’ foot tall and Sir Joey is 5’2 foot.

By that, you can tell our differences

easily, right? Yes, Ma’am!

Concise - Able to say things briefly.

Powerful - Able to express complex
thoughts with relative ease Students will raise their hands

PEDRO V. PANALIGAN MEMORIAL NATIONAL HIGH SCHOOL

Comunal, Calapan City /0936 – 943 – 9875 / [email protected]
 Republic of the Philippines
Department of
Education
SCHOOLS DIVISION OF
CALAPAN CITY Do you
guys
have any questions so far?

Teacher will answer their questions

Now let us proceed to the

vocabulary, sentences, and
expressions.

Every language has its vocabulary

(the words), and its rules for
combining these words into
complete thoughts (the sentences).
Mathematics is no exception. As a
first step in discussing the
mathematical language, we will
make a very broad classification
between the `nouns' of mathematics
(used to name mathematical objects
of interest) and the `sentences' of
mathematics (which state complete
mathematical thoughts). Student will respond

Here is the example, do you guys

see it at the back?

Okay, good. As you can see,

mathematics and English have both
their own noun and also their
complete thought or expression.

The noun such as Manila is part of

word with no complete thought the
same in the mathematics.

Now let’s look into its parts deeper.

Sentences is a Mathematical
sentence is the analogue of an
English sentence; it is a correct
arrangement of mathematical
symbols that states a complete
thought.

An expression does NOT state a

complete thought; in particular, it
does not make sense to ask if an
expression is true or false

the symbol + is what we called a

connective which is used to connect

PEDRO V. PANALIGAN MEMORIAL NATIONAL HIGH SCHOOL

Comunal, Calapan City /0936 – 943 – 9875 / [email protected]
 Republic of the Philippines
Department of
Education
SCHOOLS DIVISION OF
CALAPAN CITY objects of
a given
type to get a ‘compound’ object of
the same type.

Sentences can be true or false. The

notion of “truth” (i.e., the property of
being true or false) is a fundamental
importance in the mathematical
language; this will become apparent
as you read the book.

Based on the discussion who can tell (The student will raise their
F. Developing what is the cardinal, ordinal, and hand)
mastery nominal in this paragraph?
(leads to
Formative Yes, _____
Assessment) 25th floor is cardinal
2502 is nominal
Valedictorian is an ordinal
Very Good.

Now, let's determine if you can

identify the truth in sentences.

Activity 3: Truth of Sentences (The student will listen)

I'll present you with some

mathematical sentences, and I'd like
you to discern whether they are true
or false.
(The students will answer the
activity)
EXPLAIN 1. 2 + 2 = 4

2. The moon is made of cheese.

Possible Answers:
3. 7 - 5 = 3 1. True
2. False
4. A triangle has four sides. 3. False
4. False
.

Now you understand the truth of

sentences, now let’s proceed.

To determine if you understand our

experiment involving Charles’ law,
let’s have Self Check (The student will raise either
Thumbs-up, middle thumbs-up,
I understand and can explain or thumbs down.)
it to others.

PEDRO V. PANALIGAN MEMORIAL NATIONAL HIGH SCHOOL

Comunal, Calapan City /0936 – 943 – 9875 / [email protected]
 Republic of the Philippines
Department of
Education
SCHOOLS DIVISION OF
CALAPAN CITY
I
think I understand but would
love to double-check with
classmates.

I’m still confused.

Okay, let’s see what will you raise?

I guess everyone understands our

experiment and can explain it to
others.

Now, answer the following questions

(The students will answer the
on your worksheet for 5 minutes.
activity)
Are you done?
Yes, Ma’am!
Okay, let’s check your answers.
(The student will read and
Are there any unclear ideas? You answer questions.)
can ask, so that we can clarify it.

To determine if you understand our

experiment involving Charles’ law,
let’s have Self Check

I understand and can explain

it to others.

I think I understand but

would love to double-check
with classmates. (The student will raise either
Thumbs-up, middle thumbs-up,
I’m still confused. or thumbs down.)

Okay, let’s see what will you raise?

(The students will answer the
I guess everyone understands our questions.)
experiment and can explain it to
others.

You did great! Now you've

successfully identified the correct
expressions.

Look on different mathematical

symbols on your module,

PEDRO V. PANALIGAN MEMORIAL NATIONAL HIGH SCHOOL

Comunal, Calapan City /0936 – 943 – 9875 / [email protected]
 Republic of the Philippines
Department of
Education
SCHOOLS DIVISION OF
CALAPAN CITY
After
familiarizing yourself with the The students will analyze the
symbols, let’s move on to mathematical symbols and its
translating words into symbol. uses)
To better understand, let’s have an
activity Okay, sir.
Exercises: Translate me!

1. Two thirds of a number is 6 (The students will answer the

2. Eight more than a number. activity)
3. Three more than seven times a
number is nine more than five
times the number. Answer key
4. one more than three times the 1. 2/3x = 6
number. 2. 8 + x
5. The sum of two numbers is 3. 3 + 7x = 9 + 5x
greater than their product. 4. 1 + 3x
5. a + b > ab
(The teacher can still give
examples)

Okay, very good!

G. Finding Application to Real-life Situation
practical
applications
of concepts Now, let's explore set operations
and skills in together. I will present you with
daily living. sets, and I'd like you to perform
tasks such as union, intersection,
and complement.
(The student’s answer may vary)
Set A contains {1, 2, 3}, and Set B
contains {3, 4, 5}. Determine A ∪
B (union).

Set X consists of {red, green,

blue}, and Set Y consists of
{green, yellow, orange}. Calculate
X ∩ Y (intersection).
ELABORATE
Congratulations on mastering
these fundamental set operations.
Understanding these concepts is Yes, Sir!
crucial in mathematical language, None, Sir!
and you're doing an excellent job.
Keep up the great work!

Those are some of the real-life

applications.

Is it clear?
Do you have any questions?
Summary of the lesson
H. Making
generalizatio

PEDRO V. PANALIGAN MEMORIAL NATIONAL HIGH SCHOOL

Comunal, Calapan City /0936 – 943 – 9875 / [email protected]
 Republic of the Philippines
Department of
Education
SCHOOLS DIVISION OF
ns and CALAPAN CITY
abstractions
about the ELABORATE
lesson

Quiz Pen and Paper Quiz

I. Evaluating
learning The teacher will administer the quiz. The student will answer the quiz
in 10 minutes
Direction: Read and analyze the
following questions. Translate the
following into mathematical
expressions/sentences.

1. 3 and x added to 55

2. 4 subtracted from 75 is less than

2x

3. Square root of 45 is greater than

EVALUATE or equal to x divided by y

4. 7x and 21 minus 5xy

5. 6 is an even number

Identify the following is an

expression or a sentence

1. 7 < x > 9
2. √ 5x +2
3. 7 = 2x
4. √ 40 – 1.5
5. φ

J. Additional That’s all for today, Goodbye

activities for EXTEND Class!
application or
remediation Goodbye Sir, Goodbye Visitors!

V. REMARKS

VI. REFLECTIONS

PEDRO V. PANALIGAN MEMORIAL NATIONAL HIGH SCHOOL

Comunal, Calapan City /0936 – 943 – 9875 / [email protected]
 Republic of the Philippines
Department of
Education
SCHOOLS DIVISION OF
CALAPAN CITY

Prepared by:

Pre-Service Teacher

Checked by:

Cooperating Teacher

PEDRO V. PANALIGAN MEMORIAL NATIONAL HIGH SCHOOL

Comunal, Calapan City /0936 – 943 – 9875 / [email protected]