This Learning Plan is open to be corrected or enhanced. This is just a sample of Lesson plan that was used during my classroom observation in Mathematics 6 of Second Quarter. DISCLAIMER: Some photos are not owned by the presenter. it was taken from various sites on Google.

1. “Nohay cosaimposible, cree, junto-junto pwede”
” Nothing is impossible, believe, together we can.”
Lesson Plan in Mathematics 6
Name of the Teacher:
Date of Observation:
Time:
LEARNING OBJECTIVES
Content Standard
The learners…
• demonstrates understanding of order of operations, ratio and
proportion, percent, exponents, and integers.
Performance Standard
The learners should be able to...
• apply knowledge of order of operations, ratio and proportion,
percent, exponents, and integers in mathematical problems and
real -life situations.
Learning Competency
• Describe the set of integers and identify real -life situations that make
use of it.
Objectives
At the end of a 60-minute discussion, the grade 6 pupils can do the
following with at least 75% level of accuracy:
a. Tell what is an integer;
b. Describe set of integers, negative or positive; and
c. Appreciate the importance of integers and can relatively
connect to a real-life situations.
SUBJECT MATTER
Title Integers
Reference ADM: Math-G6-Q2-Mod8-v2.pdf
Materials Manila paper, construction paper, cartolina,
marker
Approach Explicit
CLTA – Communicative Language Teaching Approach
Strategy Bridging English to Filipino, Brainstorming, APK,
Number-Heads Together, 1-minute paper,
Popcorn
Philosophy in Teaching Progressivism, Essentialism, Constructivism
Integration Community and Subject Integration

2. “Nohay cosaimposible, cree, junto-junto pwede”
” Nothing is impossible, believe, together we can.”
LEARNING PROCESS
Teacher’s Activity Pupils’ Activity
A. Preparatory Activity
1. Greetings (1 minute)
Good afternoon Class! Today we are
going to discuss and learn another
lesson. To start, what are the things you
need to remember?
2. Drill/Recall (2 minutes)
A. Recall
Last meeting, what did we discuss?
Follow-up Question:
✓ Who can define what an
exponent is?
B. Drill
On the board is an illustration of what
particular figure?
In the middle is the topic that I want you
to think of.
I will distribute you the popped corn and
I want you to write words or figures that
relate to the topic.
Are you ready?
3. Incentive Chart (4 minutes)
Intro – Integers are numbers that either
be negative or positive.
I have here 4 number lines that
represents each group. If you respond
fast and acquire correct responses your
group will jump on the X axis and if
misbehavior is present, your group will
jump going to the Y axis.
Good afternoon Teacher Cris!
Behave, listen, participate,
etc.
Last meeting, we discussed
about exponents.
- Exponent is the number
of times you multiply a
certain number from
the base.
-Popcorn
-Yes Sir!

3. “Nohay cosaimposible, cree, junto-junto pwede”
” Nothing is impossible, believe, together we can.”
B. Developmental Activity
1. Motivation (6 minutes)
• Draw a thermometer for each item.
1) Freezing point of water
2) Boiling point of water
3) Normal body temperature
4) 41 degrees below normal body
temperature
5) 8 degrees below freezing point
2. APK – Activating Prior Knowledge (2 mins.)
• What are the numbers found in the
X axis?
• What are the numbers found in the
Y axis?
C. Teaching/Modeling (I Do!) (15 minutes)
- Positive and negative numbers and
zero are called integers.
- Zero is neutral. It is neither positive nor
negative.
- Positive integers are found to the right
of zero in a number line. It means that
their value are greater than zero.
- Negative integers are found to the left
of zero in a number line. It means that
their value are less than zero.
- Two integers are opposites of each
other if each has the same distance
from zero. One is positive while the
other is negative.
- Positive Numbers
- Negative Numbers

4. “Nohay cosaimposible, cree, junto-junto pwede”
” Nothing is impossible, believe, together we can.”
D. Guided Practice (We Do!) (10 minutes)
Use a number line to identify the integers
being described.
1. An integer that is 8 units to the right of -5.
2. What integer is 10 units to the left of +4?
3. 15 units to the right of 0
4. 7 units to the right of -19
5. An integer that is halfway between +14
and -2 on a number line.
E. Independent Practice (You Do!) CLT – Group Activity/Presentation (8 minutes)
Directions: Plot on the number line the integer described in each of the
following situations.
1) The temperature on the highlands where the Yakans live
decreased by 6◦C
2) lost 4 kilograms after getting sick
3) A group of Zamboangueños going 18-kilometer elevation
upstream of Vitali.
4) To dance a “No te Vayas” you need to move 3 steps
backward
5) To have a long drive from Limpapa to Licomo consumed 30
liters of fuel.
IV. Evaluation (8 minutes)
Directions: Write an integer to describe each situation.
1) withdrew ₱20 000.00 from her savings account
2) absent from school for 15 days
3) received ₱50 000.00
4) spent a total of ₱10 000.00 for medicine
5) a gain of 7 kg
V. Summary (4 minutes) 1 – minute paper
• In summary, what is the importance of integers and how can you
relatively connect to a real-life situations?
VI. Assignment/Remedial
Plot on the number line the integer described in each of the following
situations.
1) temperature reading of 99◦C
2) an additional of 15 points in Math quiz
3) walk 7 kilometers down the valley
4) 42 feet below sea level
5) stands at approximately 35 meters east