GRADE 6 School BOLANEY ELEMENTARY SCHOOL Grade Level 6

Teacher JAY MARK C. ROMERO Learning Area MATHEMATICS

Teaching Dates March 20, 2023 / 9:35 – 10:25 Quarter Quarter 3
DETAILED LESSON PLAN
and Time

I. OBJECTIVES
The learner demonstrates understanding of sequence in forming rules,
A. Content standards expressions and equations.
The learner is able to apply knowledge of sequence, expressions, and
B. Performance Standards equations in mathematical problems and real-life situations.
 Gives the translation of real-life verbal expressions and equations into
letters and symbols and vice versa. (M6AL-IIIe-16)
C. Learning Competencies / Objectives  Identify the keywords and phrases associated with symbols or
operations in real-life verbal expressions and equations.

Values Integration Focus on comprehending problem

GIVING TRANSLATION OF REAL-LIFE VERBAL EXPRESSIONS AND
II. CONTENT
EQUATIONS INTO LETTERS OR SYMBOLS AND VICE VERSA
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages MELCS, pp. 299, 21st Century MATHletes, pp. 88 – 91
ADM Mathematics 6 Quarter 3 – Module 3: Giving Translation of Real-Life
2. Learner’s Material pages Verbal Expressions and Equations Into Letters or Symbols and Vice Versa pp.
1 - 17
3. Textbook pages 21st Century MATHletes, pp. 224 – 231
4. Additional Materials from Learning
Resource (LR) portal
PowerPoint Presentation, multi-media devices, board, instructional
B. Other Learning Resources
materials such as flashcard
IV. PROCEDURE
DRILL
Stand up everyone, let’s do a short activity. I will be presenting examples of
an expression or equation and you will identify if it is an expression by doing
a Dab posed and Heart posed if it is an equation.

1. 8x + 5x
2. 15n ÷ 20c
3. 46(23 – 4) = b
A. Reviewing Previous Lesson or
Presenting the New Lesson 4. 4 5 + 102 = x
2 4
5. ×
3 5
REVIEW
Differentiate expression from equation.
 What is an expression?
 What is an equation?

B. Establishing a purpose for the Classify the words or phrases based on what mathematical operation is
lesson being described.
WORDS AND PHRASES
addition subtraction multiplication division equal
plus minus times divided by is equal to
the sum of the difference of the product of the quotient of is
more than less than of the ratio of is the same as
added to decrease by twice per fewer
increase by diminished by multiplied by less
the total of subtracted from thrice take away

+ – ×, •, () ÷, —, ⁄ =
  Who wants to paste the first word or phrase in the board?

Check the placement of each word or phrase if correct.

 Are all the words or phrases in the first column about the addition
sign?
 What word or phrase does not belong in the first column?
 Where should we place the word or phrase? Is it in the first
column? Second? Third? Fourth? Or fifth?

These words and phrases will help you later on in translating verbal
expressions and equations to letters or symbols and vice versa.

Show example of verbal expression and equation

“The sum of a number and eight divided by two.”

Kindly read the definition of verbal expression or equation.

C. Presenting Examples/Instances of Verbal expression or equation is an equation or expression that is written in

the New Lesson the form of word phrases.

Can anyone give another example of verbal expression or equation. Write in

the board.

 What are the words or phrases about addition again class?

 How about the words or phrases describing subtraction?
 What are the words or phrases related to multiplication?
 What about the words or phrases associated with division?
 Lastly, what are the words or phrases which is the same as equal?

Very good class, give yourself a finger heart clap.

Please repeat after me.
123 Finger heart…123 Finger heart…112123 Finger heart
It’s your turn now.

On a piece of paper write all the keywords or phrases that are associated
with mathematical symbols or operations. Beside each keyword and phrase
write the symbol or process it represents.
Example:
The difference between six and a number is two.
Answers:
Difference –
Is =
D. Discussing New Concepts and
1. A number increased by four is twelve.
Practicing New Skills #1
2. If four times a number is added to nine, the result is forty.
3. Thirty is equal to twice a number decreased by four.

Are you done let’s check your activity.

 Who wants to answer item number one? Write your answer on
the board.
 Who got three? two? one? zero?

E. Discussing New Concepts and Fill in the blank to complete the verbal expression or algebraic expression
 by writing the correct operation or phrase. Write your answer on the manila
paper.
Example:
The sum of m and 3 ➡️m + 3
11 – n ➡️n subtracted from 11

Practicing New Skills #2 1. Six more than twice a number ➡️2a ___ 6
2. (b + 8) ÷ 2 ➡️The sum of a number and eight ____ two.
3. Fourteen added to the difference of a number and twenty-three, the sum
is eighty ➡️
g – 23 ___ 14 ___80

 Is it hard to identify the keywords or phrases in the verbal

expression?
 Then what will you do so you can identify the keywords and phrases
in a verbal expression or equation?
F. Values Integration
In order for you to easily identify the keywords or phrases in a verbal
expression and designate the correct operation. Always be focused so you
can comprehend the statements and successfully accomplished your task.

Identify the keywords and phrases in the problem and write it on a piece of
paper together with the operation symbol it is pertaining.
G. Developing Mastery (Leads to 1. Mico weighed s more than Allan whose two times Mico’s weight.
Formative Assessment 3) 2. Anna’s is trice taller than Bea’s which is sixty centimeters tall.
3. In a 400-meter dash, the sum of Ben and Ken speed multiplied by
(MAPEH INTEGRATION) two diminished by two meter per second is fifteen meter per
second.

Go to your groupmates and create three verbal expressions and equations

H. Finding Practical Application and
by using the keywords and phrases discussed earlier.
Skills in Daily Living
COMPLETE ME
Complete each sentence in the presentation.
1. Addition can be described by words or phrases such as
________________________________.
2. Words and phrases like ____________________ pertain to
subtraction.
I. Making Generalization and
3. Times, the product of, of, twice, multiplied by, and thrice is
Abstraction About the Lessons
associated with__________________.
4. Division is associated with the words or phrases
_______________________________.
5. The equal sign can be changed to words or phrases like
____________________________.

Direction: On a piece of paper, copy each item and encircle the keyword or
operation that will make the statement or equation right.
Example:
(10 × k) – 15 ➡️Fifteen (subtracted from, multiplied from) ten times k

The quotient of h and three ➡️h ( –, +, ÷) 3

J. Evaluating Learning 1. 7(12+4) ➡️ Seven (divided by, multiplied by, decreased by) the sum of
twelve and four
2. The quotient of h and three ➡️h ( — , - , + ) 3
3. (5•k) – 30 ➡️Thirty (added from, divided from, taken from) five times k
4. Half of k ➡️k ( ÷, ×, +) 2
5. 3r ➡️(per, thrice, less) r

K. Additional Activities for Application Direction: On a piece of paper, copy each item and encircle the keyword or
or Remediation operation that will make the statement or equation right.
 1. 9(12÷4) ➡️ nine (divided by, multiplied by, decreased by) the quotient of
twelve and four
2. The sum of b and two ➡️b ( — , - , + ) 2
3. (4•k) + 25 ➡️ Twenty-five (added from, divided from, taken from) four
times k
4. Half of g ➡️g ( ÷, ×, +) 2
5. 3 – f ➡️3 (per, thrice, less) f

V. REMARKS

VI. REFLECTION

Prepared by: Checked: Reviewed by: Approved by:

JAY MARK C. ROMERO KARY JOY D. DELA CRUZ MARY JANE R. TADENA MA. ELENA R. MENDEZ
Practice Teacher Teacher III, Cooperating Teacher Master Teacher I Head Teacher III