This document outlines a lesson plan on teaching mathematical expressions and equations to 6th grade students. The objectives are for students to differentiate between expressions and equations, translate word phrases to numerical expressions, and write simple equations. The lesson procedures include a review game, discussion of new concepts like expressions and equations, practice exercises, and a group activity to identify examples. Student understanding is evaluated through practice problems writing expressions and solving equations. The teacher reflects on teaching strategies and seeks help from the principal on any difficulties encountered.

1. PRACTICE TEACHING LESSON
MATHEMATICS VI
EXPLICIT TEACHING
November 22, 2017
(Control Group)
OBJECTIVES CONTENT
LEARNING
RESOURCES
PROCEDURE REMARKS REFLECTION
A. CONTENT
STANDARDS
Demonstrates
understanding of
sequence in
forming a rule,
expression and
equation.
B. PERFORMANCE
STANDARDS
Apply knowledge
of sequence,
expressions and
equations.
C. LEARNING
COMPETENCIES
Differentiates expression
from equation, Translate
word phrase to
numerical expressions
and write a simple
equation.
EXPRESSION
AND QUATION
* Differentiating
expression from
equation,
translating word
phrases to
numerical
expressions and
writing a simple
equation.
A. Referrences:
1. Teacher’s
Guide pp.
21st Century
Mathletes pp.
77-81
CG Math 6
LG Math 6
2. Learner’s
Material pp.
21st
century
Mathletes pp.
200-209
3. Textbook pp.
Math for
life
pp.233-
237
4. Additional
Materials
From
Learning
Resources
(LR) Portal
A. Reviewing previous lesson or presenting the
newlesson:
1. Having a drill on giving terms or phrases
that refer to addition, subtraction,
multiplication and division.
Game:
a. Divide the class into two groups.
b. Teacher gives an operation say:
“Addition”
c. Each member of the group will
simultaneously goes to the board and writes
many terms as they can. Afterwards,the
teacher checks and counts the correct
answer.
d. Repeat the same process with subtraction,
multiplication and division.
e. The group with the most numbers of
correct answer wins.
2. Conducting a reviewon Sequence.
Direction: supply the next three terms.
1. A, C, E, G,_,_,_
2. 10, 15, 20, _,_,_
3. 1/5, 1/10/,1/15
b. Establishing a purpose for a lesson:
Say: Name the presidents of the Philippines.
1. Show them pictures of different Presidents and
let them identify it.
Ask: What expression describes Marcos? Emilio
Aguinaldo, and Rodrigo Duterte.
A. Number of
learners who
earned 80%
in the
evaluation.
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
lessons.
D. No. of
learners
who
continue to
have
remediation.

2. 5. Other
Learning
Resources
Indoor and outdoor
real objects,
pictures, videos,
laptop, TV, Charts
Ask: Why should we remember our presidents?
Say: If we use expressions to describe the
presidents, we also use expressions in
Mathematics, to describe relationship between
numbers and operations being used.
E. Which of
my teaching
strategies
worked
well? Why
did this
work?
D. Discussing newconcepts and practicing new
skills
1. Present an activity chart.
A. Mathematical Expression
Word
Phrase
Numerical
Expressions
Four times ten
divided by five
(4x10)÷5
Twelve
diminished by
two.
12-2
Six times three
added to seven
(6x3)+7
Eight addedto
the product of
andthree.
8+(5x3)
The quotient of
thirtysix and
six
36÷6
Ask: What are the mathematical terms used in
the phrases? What terms denotes addition?
Subtraction? Multiplication and Division?
Start discussing the “Mathematical
Expression”.
F. What
difficulties
did I
encounter
which my
principal or
supervisor
can help me
solve?
What
innovation or
localized
materials did
I use to
discover
which I wish
to share with
other
teachers?

3. Say: What consists of a mathematical
expression?
Mathematical expression is a finite
combination of symbols that is formed
according to rules that depend on the context.
Let the students define the meaning of
“Mathematical Expression”.
f. Practice Exercises
Say: Write an expression for the
following
1. Your age plus 3.
2. Your age five years ago.
3. Your age plus twice your age.
4. Thrice your age
B. Mathematical Equation
The Philippines is an archipelago of more than
7,100 islands. Most of these islands are volcanic
origin. There are 27 volcanoes and 18 are still
active. What are the numbers of volcanoes that
are inactive? Write a number sentence and solve
the problem.
Number sentence:27-18=9
Say: The number sentence that we write is called
an equation.
Show an equation and a numerical expression –
Differentiate.
An equation is a mathematical sentence found by
placing an equal sign (=) between two
expression.

4. Say What is a mathematical equation?
Examples:
1. 18-9=5=6
2. 2+10=12-6
2. Independent Practice
Ask: What are the difference between the
mathematical expression and a mathematical
equation?
Say: Identify if the given example is an equation or an
expression.
1. (4x10)÷5
2. 7-5 = 1+1
3. N/5 = 20
4. (2x5)+3
G. Finding practical applications of concepts in
daily living.
1. Have a group work activity.
Divide the class into 4 groups. In every item or
number, each team must have a representative on the
board. The team who got the correct answer will be
given 1 point and the team who has the most of the
points will be declared as the w inner.
1. Identify: Equation or expression
2x+4
2. Write the numerical expression
Four times the sum oftwo and five.
3. Write the word phrase of this numerical expression.
2+25
4. Complete the equation
2+2+2 = 2X
5. Write a number sentence or an equation.

5. Allan has 25 lollipops. He gave 20 lollipops to his
sister Ana. How many lollipops are left?
H. Generalization
How can you differentiate a mathematical
expression to a mathematical expression?
J. Evaluating Learning
I. Direction: Write the expression ofthe
following
1. Seventy-five decreased by five.
2. The sum of eleven and nineteen.
3. Four times the quotient of10 and 2
II. Direction: Write and solve the equation ofthe
problem. 2pts.
There are 56 pupils in a class. Thirty-six of them
joined the fieldtrip. Write and solve the equation to
find the number of pupils who did not attend the field
trip.
J. Additional activities for application.
Write an expression for the problem.
1. Edna is 155 cm. tall. Lilia’s height is ten cm. less
than twice Edna’s height.
Prepared and Demonstrated by:APRIL ROSE ANIN, Student Teacher
Checked by:
EMILYN D. ESCAMILLA – T – III
Cooperating Teacher