This document outlines a practice teaching lesson plan on patterns and algebra that defines variables and expressions. The objectives are to demonstrate understanding of sequences in forming rules, expressions, and equations. The lesson plan includes reviewing previous concepts, establishing the purpose of defining variables, presenting sample problems, discussing new concepts through examples, independent practice identifying variables, finding applications, generalizing the definition of a variable, evaluating learning, and additional practice problems. The lesson concludes with reflections on its effectiveness.
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Sample Lesson Plan: Finding the Area of a Composite FigureCRISALDO CORDURA
This Learning Plan is open to be corrected or enhanced. This is just a sample of Lesson plan that will be used for online class of Mathematics 6: Module 6
DISCLAIMER: Some photos are not owned by the presenter. it was taken from various sites on Google.
Solves Multi- step Routine and Non-routine Problems involving Division and an...Nerisa Herman
solve multi-step routine and non-routine problems involving division and any of the other operations of decimals, mixed decimals, and whole numbers including money using appropriate problem solving strategies and tools. M6NS-If-113.3
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Defining a variable in an algebraic expression and equation.
1. PRACTICE TEACHING LESSON
MATHEMATICS VI
EXPLICIT TEACHING
December 12, 2017
(Experimental 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
Defines a variable in an
algebraic expression and
equation.
PATTERNS AND
ALGEBRA
* Defining a
variable in an
algebraic
expression and
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 identifying the missing
number to make the mathematical
statement correct.
Direction: Identify the number that should
be in place of the question mark to make the
mathematical statement correct.
1. ? + 5 = 22
2. 72/? = 8
3. 19 = ? – 12
4. 21x? = 63
2. Conducting a reviewon translating the
word phrases into expression or equation.
Direction:Translate word phrases to an
equation or an expression.
1. Five times the sum of 4 and 6.
2. twelve decreased by ten.
3. The sum of a twenty-eight and twelve is
forty.
4. sixteen decreased six is ten.
B. Establishing a purpose for a lesson:
Present a video about variables to the class.
Ask: According to the video, what is a variable?
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.
E. Which of my
teaching
strategies
2. 5. Other
Learning
Resources
Indoor and outdoor
real objects,
pictures, videos,
laptop, TV, Charts
C. Presenting the problem opener
Aling Martha, when asked about her age, replies “I
am six years older than twice the age of my
youngest child”. How can we express her age in
algebraic expression if her age now is 66.
Let x be the age of her youngest child.
2x + 6 = 66 Aling Martha’s age
Six years
Older than
Twice the age of her youngest child
Algebraic expression: 2x + 6 = 66
worked well?
Why did this
work?
F. What
difficulties
did I
encounter
which my
principal or
supervisor
can help me
solve?
G. What
innovation or
localized
materials did
I use to
discover
which I wish
to share with
other
teachers?
D. Discussing newconcepts and practicing
newskills
Say: In the example earlier, the age of Aling
Martha’s youngest child is unknown so it
was represented by a letter which is x.
Ask: Do you have an idea if what do you call
a letter in an algebraic expression?
For example:
2x + 6 = 66 What is x?
Ask: Do you think the value of x changes?
How could you define a variable?
3. Define the meaning of Variable
Variable – is any letter or symbol that
represents a number.
Define altogether the meaning of
Variable.
Ex. 200-5m+3n=p ; m,n & p are the variables
Ex 2. 4(2x+3y) = 100
Ask: What is the variable in the equation?
Say: Translate the following to an
algebraic expression and determine the
variable that you used.
A number increased by seven is
seventeen.
Ans: x + 7 = 17
Ask: What is the algebraic expression of
this phrase? What variable did you used?
2. Independent Practice
Say: Determine the variable that you used.
1. m(4-3)
2. 2x + 8 = 64
3. 3m-2y = 60
4. A number being added to 10 is equal to fifteen.
4. E. Finding practical applications of concepts in
daily living.
Form three groups.
Translate the following word phrase to an algebraic
expression and determine the variable that you used.
Twenty-four added to four times a number will result
to thirty six.
4x+24=36
Variable: x
F. Generalization
What is a Variable?
G. Evaluating Learning
Direction: Determine the variable in the
equation.
1. 6x+3y = 36
2. n = 12
24
3. x – y +2
II. Translate to Algebraic equation and
determine the variable that you used.
1. Four less than a number is equal to twenty six.
H. Additional activities for application.
Solve:
Translate the following into expression or equation
5. and find the variable.
Twelve decreased by four times a number is 64.
Prepared and Demonstrated by: APRIL ROSE ANIN, Student Teacher
Checked by:
EMILYN D. ESCAMILLA – T – III
Cooperating Teacher
