School: SAN JOSE ELEMENTARY SCHOOL Grade Level: VI

Teacher: ANNALICE R. QUINAY Learning Area: MATHEMATICS

Teaching Dates and Time: DECEMBER 4- DECEMBER 9, 2017 (WEEK 6) Quarter: 3RD QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES The learner…..
A. Content Standard demonstrates understanding of sequence in forming rules, expressions and equations.
B. Performance Standard is able to apply knowledge of sequence, expressions, and equations in mathematical problems and real-life situations.
C. Learning Competencies / solves routine and non-routine problems involving different types of numerical expressions and equations such as 7+ 9 =___ + 6. Answer the questions
Objectives creates routine and non-routine problems involving numerical expressions and equations. on Chapter Test , page
97-98
II. CONTENT Patterns and Algebra Patterns and Algebra Patterns and Algebra Patterns and Algebra
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 21ST Century Mathletes, p.85-90 21ST Century Mathletes, p.85-90 21ST Century Mathletes, p.91-93 21ST Century Mathletes, p.91-93

2. Learner’s Materials pages 21st Century Mathletes 6, 200- 21st Century Mathletes 6, 21st Century Mathletes 6 21st Century Mathletes 6,
209

3. Textbook pages 21st Century Mathletes 6 21st Century Mathletes 6 21st Century Mathletes 6 21st Century Mathletes 6,

4. Additional Materials from

Learning Resource (LR)
Portal
B. Other Learning Resources Mathletes 6 textbook, video Mathletes 6 textbook, video clip, Mathletes 6 textbook, video clip, Mathletes 6 textbook, video clip,
clip, power point presentation power point presentation, drawings power point presentation power point presentation
of patterns, picture cards
IV. PROCEDURES
A. Reviewing previous lesson Drill: Determining what number A. Simplify each of the expression by Put the known terms together on one A. Simplify each expression. Preparation
or presenting the new should be in place of the combining like terms. Follow the side and the unknown terms on the Follow the rules from the order
lesson question mark to make the order of operations. other side of the equation. of operation.
mathematical statement
correct. Example: 3m+5m = 8m, 5p+2y-3p Examples: 2x + 4 = 20 2x = 20 – 4, 1. 8x + 9 – 3 + 2x
1. + 7=11 = 5p-3p+2y = 2p+2y, 8p+2p-7q = 3a – 8 = 10 3a = 10 + 8 2. 12 – 2*5 + 3y + y
2. 96/? = 6 10p-7q 3. 9a – 3a*2 +6a – 9
3. 2 x (15-?) = 20 1. 6a + 59 = 1. 4b + 7 = 41 4. 7 + 9*3 +5n -3n
4. 5 x (? + 2) =15 2. 7x – 5x = 2. 7a + 5 = 54 5. 36c + 11c -9c +4d
5. ? + 3 = 21 - ? 3. 9 + 2 + x = 3. 5 + 8y = 77
Review: 4. 3p + 5 – 2p = 4. 4a + 35 = 51
Translate the ff. sentences to 5. 4t + 3 – 2t + 6 = Ans:
algebraic equations 6. 7a + 2a + 3b = B. 1. 4b = 41 – 7 2. 7a = 54 - 5
1.Twice a number is equal to six. Ans: 3. 8y = 77 – 5 4. 4a = 51 - 35
 2.If three times a number is A. 1. 11a 2. 2x 3. 11 + x 4.
decreased by two, the answer is 1p + 5 or p + 5 5. 2t + 9 6. 9a + 3b
seven.
3.The ratio of a number and ten
is two.
4.Half of the sum of a number
and three is six
5.The difference of seven and a
number is equal to six times the
number.
B. Establishing a purpose for Impress your pupils by being Show a video to the pupils Show the video of Beginning Algebra Show a video to the pupils Test Proper
the lesson able to guess the number they “Solving Equation Song” & Word Problem Steps https://www.youtube.com/watch
are thinking of. Ask a pupil to ?v=-EwUcnZx4dI
think of any number from 1-10.
Have it undergo a series
of operations and have the
pupil update the answer in his
mind in every operation done.
Finally, ask the pupil to give the
answer he or she had to the last
operation done. Using your
knowledge of algebra and
working backward, guess the
original number.
C. Presenting Ige is twice as old as his brother Consider the ff. verbal sentences. Read and solve this problem: Let us find the value of the Checking
Examples/Instances of new Elmo. The sum of their ages is 1. A number increased by 5 is A basket is full of fruits with bananas variable in another equation.
lesson 21. How old are they now? 12 and mangoes. The bananas are 3 times Solve for variable
Present the ways in solving 2. The sum of two numbers is the number of mangoes. How many of x in 5x – 3x = 24.
equations in the form ax + b = c. 8. If the first number is 3, each kind of fruits are there, if there 5x – 3x = 24 5x and 3x are
use 2x + 3 = 7 as an example what is the second number? are 20 fruits in the basket? two like terms, so we can
 Guess and test 3. If we let x be the unknown The number of mangoes is unk?nown, subtract to get 2x.
 Cover Up number, how can these so let us represent n for mangoes. 2x = 24 to find the value of
 Work Backward sentences be translated into n = number of mangoes x, divide 24 by 2.
 Balancing Method mathematical equations? The bananas are 3x the number of X = 24 ÷ 2
(TG p. 95) What is the value of x? mangoes, so if n is number of X = 12
Show a video of “Basic Algebra (Discuss the content on page mangoes; the number of banana is 3n. To check, let us evaluate 5x – 3x,
Rules” 238-239 3n = number of bananas given x = 12
Add the number of mangoes and 5x – 3x = 5 (12) – 3 (12) = 60 – 36
bananas and we will have the = 24, then 24 =24
total number of fruits. Since the total Therefore, 12 is the solution to
number of fruits is 20, the equation 5x – 3x = 24.
therefore, the equation will be:
3n + n = 20
 Let’s find the solution to variable n is When we add or subtract like
the equation, 3n + n = 20. terms, add or subtract the
3n + n = 20 simplify 3n + n. They number part of the terms, while
are two like terms, so we can add to the variable remains the same.
get 4n. The
4n=20 we know 4n means 4 times n. number part of a term is called
n = 20 ÷ 4 to get the value of n, the coefficient of 5x is 5 and the
divide 20 by 4. n = 5 variable is x.
the solution to variable n in the Other expressions have unlike
equation 3n + n = 20 is 5. terms like 4x + 2y and 5x + 3.
n is the number of mangoes, so there The unlike terms of 4x + 2y are 4x
are 5 mangoes. and 2y. We cannot add or
3n is the number of bananas, so there subtract unlike terms. 8x and 2
are 15 bananas. are unlike terms, so we cannot
To check, given the value n = 5, lets add
evaluate 3n + n. 8x + 2.
3n + n = 3(5) + 5 = 15 + 5 = 20, then 20
=20
Therefore the value of the variable n
in 3n + N = 20 is 5.
D. Discussing new concepts Define the ff. term: Study these other examples of finding Discussion:Try to look at how Study this example: evaluate the Recording
and practicing new skills #1  Solution- a number solution to equations: expressions are simplified. expression, 5x + 3.2x – 5,
that makes an 1. Find the solution to variable x in a. 5 x k =5k d. 3 x X x Y = 3xy given x = 4.
algebraic equation true the equation, x + 3 = 19. b. a ÷ 7 = a/7 e. 5 x b ÷ 8 = 5b/8 5x + 3.2x – 5 = 5(4) + 6x – 5 = 20 +
or correct. c. a x b x a = a²b f. (c x d) ÷ (e x f) = 6(4) – 5 =20 + 24 – 5 = 39
Introduce the 4 basic rules for X + 3 = 19 transpose 3 to the cd/ef Substitute the value of X and
solving equations. other side of the equation using the Another example: multiply, before adding and
1. Addition Property of inverse operation If we give a value to the variable, we subtracting to get the answer of
Equality: if the same x = 19 – 3 x = 16 can evaluate an algebraic 39.
quantity is added to expression. Let’s evaluate 2a + 3b, if a
both sides of an To check, evaluate x + 3, given x = 16 = 5 and b =8.
equation, the resulting X + 3 = 16 + 3 = 19 the result is 2a means 2 times a and we write: 2*a
equation is equivalent 19, therefore 16 is the value of x in or 2 (a)
to the original x + 3 = 19. 3b means 3 times b and we write: 3*b
equation. or 3(b)
2. Subtraction Property of To evaluate 2a + 3b, given a=5 and
Equality: If the same b=8, we may do this:
quantity is subtracted 2a + 3b = 2(5) + 3(8) = + 24 = 34
from both sides, the Notice that we get a number when we
resulting equation is evaluate an expression.
equivalent to the We also need to follow the rule of
original. operations. That is, starting from
 3. Multiplication Property left to right, multiply or divide first
of Equality: If both before adding or subtracting.
sides of an equation
are multiplied by the
same (nonzero)
quantity, the resulting
equation is equivalent
to the original
equation.
4. Division Property of
Equality: If both sides
of an equation are
divided by the same
(nonzero) quantity, the
resulting equation is
equivalent to the
original equation.
Give the ff. examples to be
solved using different
methods.
1. N + 5 = -5
2. 5y – 2 = 18
3. C + 18 = 29
4. -32 = 15 + d
5. 3f = -12
E. Discussing new concepts Study another example: Find the value of the variable in 6n + Find the solution to 9x – 3 = 15. Write the following algebraic
2𝑛
and practicing new skills #2 Find the value of – 4 =10 2n + 5 = 29. expressions without using the
−3
9x – 3 = 15 transpose 3 to the multiplication signs.
2𝑛 6n + 2n + 5 = 29 add like terms 6n other side of the equation using the
-3 ( – 4) = (10) (-3)
−3 and 2n to get 8n. inverse operation Example: a.) 5 x b = 5b b.) 6
multiplying both sides by 8n + 5 = 29 transpose 5 to 9x = 15 + 3 x (c+7) = 6(c+7)
-3. (MPE) the other side of equation using the 9x = 18 to find the value of x, divide
2n + 12 = -30 inverse operation. 18 by 9. 1. 7 x a =
2n + 12 – 12 = -30 -12 Subtract 8n = 29 – 5 X = 18 ÷ 9 X = 2 2. X x 10 =
12 from both sides (SPE) 8n = 24 to find the value of n, 3. 5 x (a+2) =
2n= -42 divide 24 by 8. To check, evaluate 9x – 3, given x = 2. 4. 4 x a + 5 x b =
2𝑛 −42
= Divide both sides by 2 n = 24 ÷ 8 n = 3 9x – 3 = 9(2) – 3 = 18 – 3 = 15 the 5. 1 x n – 10 =
2 −2
(DPE) result is 15, therefore 6. 5 + 2 x c =
To check, evaluate 6n + 2n + 5, 2 is the solution to the
Group Activity: given n = 3. equation 9x – 3 = 15. Group Activity:
B. Find the solution to each 6(3) + 2(3) +5 = 18 + 6 + 5 = 29 Group Activity: Creates routine and non-routine
equation. The result is 29, therefore 3 is the Creates routine and non-routine problems involving numerical
6. 9x + 3 = 48 value of n in 6n + 2n + 5 = 29 problems involving numerical expressions and equation. Let the
 7. 3b + 14 = 29 expressions and equations using the other group answer the problem
8. 4n – 10 = 38 Notice that we put the known term data given below. you had created.
Ans.: on one side of the equation Item Price
A. 1. x = 8 2. n = 10 3. c = and the unknown on the other side. Bath soap 35.50
21 4. a = 6 5. p = 2 B. 6. The term with variable, 8n is the Toothpaste 55.50
5 7. 5 8. 12 unknown and the known terms are 5 Shampoo 64.50
and 29. Toothbrush 79.50
Group Activity: An equation has two sides separated
Creates routine and non-routine by the = symbol. When we Example:
problems involving numerical transpose terms from one side of the a) Which two items that can be
expressions and equation. Let equation to the other side, we purchased
the other group answer the use the inverse operation. with 100 without change?
problem you had created. Like for example 9x – 3 = 15,
transpose 3 to the other side, it Write the equation.
becomes 9x = 15 + 3, likewise 8n + 5 =
29 becomes 8n = 29 – 5. b)What is the total cost of 2 bath
soaps and a toothpaste? Write the
equation.
F. Developing mastery Group Activity: A. Simplify each of equation by Solve each equation then check: . Find for the solution of each
(Leads to Formative Assigned the given examples on combining like terms. Follow the 1. z/4 – 7 = 3 equation.
Assessment) page 239-246 of Mathlete Txbk. order of operation. 2. 3x/4 = -9 1. 2b + 10 =12
Let the leaders of the group 1. 2x + 9x – 3 – 5x = 6x – 3 3. -5y/-2 = 10 2. 8 + 5x = 41
explain the assigned problems 2. 5n – 3n + 6 – 3 = Find for the solution of each equation. 3. 6c – 42 = 12
to them. 3. 9y + 20 – 5 + 6 = 1. x + 15 = 23 4. 3n = 60 + n
4. 12a – 2a + 5 = 2. 6x – 8 = 10 5. 7a + 5 = 54
5. 12y + 8 – 2y + 6 = 3. 4b – 12 = 24
G. Finding practical Give the scenarios and tell the Write an algebraic equation and solve A. Solve for the variable in each Evaluate each expression, given x
applications of concepts pupils to follow this flow in the equation. equation. = 2 and y = 3.
and skills in daily living solving the equation: During the council meeting, the 1. 3x + 8 = 32 x = _____ 1.. 2x + 4y = 2(2) + 4(3) = 4 + 12 =
a. What is asked? number of women is 2 times the 2. 5n – 28 = 22 n = _____ 16
b. What are the given number of men. How many women 3. 2c – 16 = 26 c = _____ 2. 12y + 3x = ________
facts? and men attended the meeting if 4. 5a - 3a = 9 + 3 a = _____ 3. 5x * 2y = _____
c. What equation shall there were 30 people present? 5. 9p + 3p = 43 – 19p p = _____ 4. 8x – 3y = ________
we do to solve the Group Activity: 5. 7x – 4y + 6xy = ________
problem? What is the Creates routine and non-routine
solution to the problems involving numerical
equation? expressions and equation. Let the
(See TG on page 96) other group answer the problem you
had created.

H. Making generalizations and What are the four basic rules in solving equations?
abstractions about the An algebraic expression is any combination of numbers constant and variables with operations such as addition,
lesson subtraction, multiplication or division.
 To evaluate an expression means to find a number solution to the expression, given the value of the variables.
To simplify an expression means to make it simple or shorter by combining like terms in the expressions.
I. Evaluating Learning Refer to textbook, pages 247 Refer to textbook, pages 247 and let Write an expression for each Answer the ff. problems.
and let the pupils answer the pupils answer Evaluate A-C, all problem/situation and solve the 1.Four friends share a box of
Evaluate A-C, all even- even-odd items. expression. pens. Each receives 3 pens.
numbered items. Write and solve the equation to
1.Helen is 13 years old, Helen’s father find the number of pens in the
is 4 years more than twice her age. box.
2.Edna is 155 cm tall. Lilia’s height is 2.There are 56 pupils in a class.
10 cm less than twice Edna’s height. Thirty-six of them joined the
3.Roman weights 25 kilograms. His fieldtrip. Write an equation to
father weighs 5 kg less than 3 times find the number of pupils who
Romans weight. did not join the fieldtrip.
4.Francis is ten years old. Ben is twice 3.A can travels at an average
as old as Francis. span of 36 km per hour. Write
5.Aning is five years old. I am six years and solve an equation to predict
more than thrice her age. how many hours it will take to
travel 432 km if it continues at
this speed.

J. Additional activities for Answer Math Challenge on page 248

application and
remediation
V. Remarks
VI. REFLECTIONS
A. No. of learners who earned
80% on the formative
assessment
B. No. of learners who require
additional activities for
remediation who scored
below 80%
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 this work?

F. What difficulties did I

encountered 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:

ANNALICE R. QUINAY
Master Teacher 1
San Jose ES
San Pablo City