School: TUGTUG ELEMENTARY SCHOOL Grade Level: VI

Teacher: MARICEL D. VILLASERAN Learning Area: MATHEMATICS

Teaching Dates and Time: NOVEMBER 22, 2018 (WEEK 5) Quarter: 3rd QUARTER

OBJECTIVES
A. Content Standards demonstrates understanding of sequence in forming rules,
expressions and equations.
B. Performance Standards is able to apply knowledge of sequence, expressions, and
equations in mathematical problems and real-life situations.
C.Learning Competencies/ Differentiates expression from equation.
Objectives M6AL-IIId-15
II. CONTENT Patterns and Algebra
LEARNING RESOURCES
A. References Lesson Guide in Elem. Math Gr. 6 p. 1-6
1. Teacher’s Guides 21st Century Mathletes 6,

2. Learner’s Material pages 21st Century Mathletes 6,

3. Textbook Pages
4. Additional Reference from Mathletes 6 textbook, video clip, power point presentation
Learning Resource
B. Other Learning Resources
https://www.youtube.com/watch?v=4sU6osLo6bk&t=3s
III. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson Drill:
Identify the number that should be in place of the question
mark to make the mathematical statement correct.
? + 5 =22
72/? =8
19 = ? – 12
7+2=3+?
21 x ? =63
Review:
Translate the ff. word phrases to algebraic expressions
1.Five times the sum of a and b
2.Twelve decreased by twice x
3.the ratio of 11 and thrice p
Translate the ff. algebraic expressions to word phrases
4.)51 –(x+5)
5.) 7 (2-x)
6. x+3
2

B. Establishing a purpose for the Allow the pupils to find a partner. One member of the pair is
lesson to make his or her own word phrase and the other member
is to translate it into algebraic expression. Then, the two
members exchange roles. Ask some volunteer pairs to
share their word phrases and algebraic expressions to the
class. Write these on the board.
C. Presenting examples/instances Present the ff. situation to the class:
of the new lesson Maricel buys 5 star apples for ₱5.00 each and 3 guyabanos
for ₱32.50 each. She gives the cashier a ₱200.00 bill. Write
an expression for the total cost of the fruits she buys and an
equation for the amount of change the cashier should give
her.
Discuss the answer to the situation.

D. Discussing new concepts and

practicing new skill #1 Deepening:
Define the ff. term:
Equation a mathematical sentence with an equal sign (=)
which shows that two expressions or both sides are equal.
Give the ff. equation and explain which is the left member
and which is the right member. 3x + 5 = 20
Common words Translated as =
equal or equals
is/are
is equal to
result is
yields

Tell the pupils that this time, you will be translating

sentences instead of phrases. The technique is very much
the same as the previous lesson except that this time, it
already involves the equal sign and on either side of the
equal sign is a phrase that is represented by an algebraic
expression.

E. Discussing new concepts and

practicing new skill #2 Discuss examples 1-5 on how to translate verbal phrases or
sentences to algebraic equations.
Give the ff. examples. Show how you translate the first
example, then ask the pupils to translate the rest. Again,
allow the pupils to use a letter they prefer for the variable.
Translate the ff. into an algebraic equation.
The sum of a number and five is twelve.
Twice a number decreased by six is equal to sixteen.
If nine is added to the difference of a number and nineteen,
the sum is ninety.
Twice the sum of a number and two is twenty-two
The product of thirteen less than thrice a number and five
will result to forty-five.

F. Developing mastery (Leads to

Formative Assessment) Group Activity:
Give the ff. scenarios and ask pupils to do what is
asked in the problem.
1.Mr. and Mrs. Panem own a laundry shop. They had 134
customers this week, 18 fewer than last week. Write an
algebraic equation for the number of customers they had
last week.
2. Aling Martha, when asked about her age, replies “I am
six years older than twice the age of my youngest child.”
Express her age in algebraic equation if her age now is 66.
3. Grade 6 basketball team scored three less than thrice as
many points as their opponent. Their total score at the end
of the game was 108. Write an algebraic equation for the
number of points they scored.
Afterwards, call on students to share their responses
and justify their answers. Encourage other students to
contribute to the dialogue

F. Finding practical applications

of concepts and skills in daily Translate each phrase or sentence to a mathematical
living expression or equation.
1.A number minus the opposite of negative one.
2.A number minus the opposite of negative twelve.
3.Eleven added to three times a number.
4.Six plus five times an unknown number.
5.Twice a number minus seven equals four.
6.Ten times a quantity increased by two is nine.
7.When fourteen is added to two times a number the result
is six.
8.Four times a number minus twenty-nine is eleven.
9.Three fifths of a number plus eight is fifty.
10.When four thirds of a number is increased by twelve, the
result is five.

G. Making generalizations and

abstractions about the lesson What is an algebraic expression? How do you translate
real-life verbal expressions and equations into letters or
symbols and vice versa

H. Evaluating learning
Instructions: Write the expression or equation in algebraic
form.
1. two times a number plus 9
2. 7 less than the product of 12 and a number
3. x minus twenty divided by two times x
4. describe 8 times x plus 3.
5. Three times some number plus eleven

I. Additional activities for

application or remediation Drill:
Identify the number that should be in place of the question
mark to make the mathematical statement correct.
? + 5 =22
72/? =8
19 = ? – 12
7+2=3+?
21 x ? =63
Review:
Translate the ff. word phrases to algebraic expressions
1. Five times the sum of a and b
2. Twelve decreased by twice x
3. the ratio of 11 and thrice p

Translate the ff. algebraic expressions to word phrases

4.)51 –(x+5)
5.) 7 (2-x)
6. x+3
2
IV. REMARKS
V. REFLECTION
A. No. of learners who earned
80% on the formative
assessment
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching
strategies worked well? Why
did these works?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?

Prepared by:

MARICEL D. VILLASERAN
Teacher III
Observed by:

ESTRELLA A. NUÑEZ
Head Teacher III