Republic of the Philippines

DEPARTMENT OF EDUCATION
Region VI – Western Visayas
Division of Negros Occidental
District of Manapla
MES DE MARIA ELEMENTARY SCHOOL
S.Y. 2020-2021

A Semi-Detailed Lesson Plan in Mathematics 6

COT 1 Grade Level GRADE 6

Teacher MAY LOURD JINKY B. SY Learning Area MATHEMATICS
Teaching Date & Time March 19, 2021 Quarter THIRD

RPMS: KRA’s &

I. OBJECTIVES
Objectives
The learner demonstrates understanding of
A. Content Standards sequence in forming rules, expressions and
equations.

The learner is able to apply knowledge of

B. Performance
Standards
sequence, expressions and equations in
mathematical problems and real-life situations.

C. Learning Gives the translation of real-life verbal

Competency expressions and equations into letters and
symbols and vice-versa. M6AL-IIIe-16

Value: Being Helpful; Resiliency; Compassion

GIVING THE TRANSLATION OF REAL-LIFE
II. CONTENT VERBAL EXPRESSIONS AND EQUATIONS INTO
LETTERS AND SYMBOLS AND VICE-VERSA
III. LEARNING RESOURCES
A. References
1.Teacher’s Guide Lesson Exemplar 3RD Qtr pages 54-58
2.Learner’s Materials pages 224-237
3.Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Powerpoint Presentation, Video, Activity Cards,
Resources Charts
IV. PROCEDURES
A. Reviewing previous Opening Song: MathDali
lesson or presenting the
new lesson Last time, we have discussed about algebraic
expressions and equations, right? Kindly look Objective 1
under your chairs/tables if you can find the Apply knowledge of
envelopes which contain either an algebraic content within and
expression or an algebraic equation. Read and across curriculum.
determine if it is an expression or equation. (at
least five randomly selected chairs/tables).
1) 5x
2) (6+4) – 9 = 1
3) 14 = 7y
4) B + 8 = 13
5) 12m – 3

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 Ask:
Based from our previous discussion and Objective 3 Apply a
from the answers of your classmates a while ago, range of teaching
strategies to develop
how do you differentiate an algebraic expression
critical and creative
from an algebraic equation? thinking as well as
other higher-order
thinking skills.
Inside the envelopes in front of you are five cards Objective 7
which contain different symbols used in Select, develop,
expressions and equations. Raise above your organize and use
head the symbol that can be associated with the appropriate teaching
and learning
key words and phrases I will flash on the screen.
resources, including
ICT, to address
+ – x ÷ = learning goals.

1) twice Objective 1
2) will result to Apply knowledge of
B. Establishing a 3) more than content within and
purpose for the lesson 4) difference across curriculum.
5) the ratio of

Say:
Just like these symbols that can be Objective 2 Ensure
associated with key words and phases, there are the positive use of
some real-life verbal expressions and equations ICT to facilitate the
teaching and learning
that can be translated into algebraic expressions
process.
and equations.

Say: Objective 5
Today, we are going to translate real-life Plan and deliver
verbal expressions and equations into letters or teaching strategies
symbols and vice-versa. that are responsive
to the special
educational needs of
Read and analyze the situation below. learners in difficult
circumstances,
When the entire province of Negros including: geographic
Occidental was placed under Enhanced isolation, chronic
Community Quarantine (ECQ) on March 30-April illness, displacement
30, 2020, local government units initiated relief due to armed conflict,
operations to their respective areas by distributing urban resettlement or
C. Presenting disasters; child
examples/ instances of food packs to every family.
Each family of Hda. Lourdes in Barangay abuse and child labor
the lesson practices.
San Pablo, Manapla received the following.
1) a number of kilograms of rice increased by 2
Objective 4 Establish
2) canned goods which is twice the number of a learner-centered
kilograms of rice received culture by using
3) 14 packs of milk less than twice the number teaching strategies
of canned goods that respond to
learner’s linguistic,
cultural, socio-
economic and
religious
backgrounds.

D. Discussing new Individual Activity no. 1 Objective 5

concepts and practicing Using the situation presented above, translate the Plan and deliver
new skills #1 real-life expressions for the food commodities teaching strategies
received by the families in Hda. Lourdes, Brgy. that are responsive
to the special
San Pablo by filling up the chart/table inside your
educational needs of
envelopes. learners in difficult

2
 Since we are still practicing safety health
protocols against COVID-19, what are the things
that we must follow while doing this activity?

Standards for Individual Activity during COVID-19

1. Wear face mask.
2. Practice social distancing. circumstances,
3. Work within your alloted space. including: geographic
4. Follow the directions written on the activity isolation, chronic
cards. illness, displacement
5. Make your area clean and in order after due to armed conflict,
the activity. urban resettlement or
disasters; child
ACTIVITY CARD abuse and child labor
practices.
Directions: Translate the real-life expressions
used in the situation above into letters and
symbols (algebraic expression).

Food Real-life Algebraic

Objective 7
Commodity Expressions Expressions Select, develop,
organize and use
a number of appropriate teaching
kilograms and learning
Rice
increased by resources, including
2 ICT, to address
twice the learning goals.
Canned number of
Goods kilograms of
rice
14 packs less
than twice the
Milk
number of
canned goods
E. Discussing new *Check pupils’ answer by presenting the correct Objective 7
concepts and practicing answer on the screen. Select, develop,
new skills #2 organize and use
Using the answers on the previous activity, appropriate teaching
and learning
answer the following questions:
resources, including
1. What do you write when you do not know ICT, to address
the exact number of things being referred learning goals.
to in the expression or equation? (letters)
2. What is the translation of the phrases
increased by, twice and less than?
(+, x, -)
3. What do you call these phrases?
(context clues or key words) Objective 6 Use
strategies for
Say: providing timely,
Here are some of the key words or context accurate and
clues that are used to describe basic constructive
mathematical operations. feedback to improve
learner performance.
Symbol Key Words / Context Clues
addition, plus, the sum of, more than,
+
added to , increased by , the total of
subtraction, minus , the difference
- of , less than, decreased by,
diminished by , subtracted from, less
x,. , multiplication , times , the product
() of , twice , multiplied by , of

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 +, division , divided by , the quotient of ,
__ , / the ratio of
is equal to, equals , is , is the same as,
=
the result is

Objective 1
Apply knowledge of
Individual Activity 2 content within and
across curriculum.
Read and analyze the situation below.

Celyn, a grade 6 pupil, learned how to

sew simple household linens during her Home
Economics class in grade 5. When her father lost
his job during the pandemic, Celyn and her
mother sew facemasks and sold them to support
the needs of the family.

The table below shows the number of facemasks

sold by Celyn and her mother to their
neighbouring haciendas. Objective 5
Plan and deliver
No. of Facemasks teaching strategies
Hacienda that are responsive
Sold
to the special
Cambucao 1 3c ÷ 6 = 50
educational needs of
Quinaroyan 3F + 6 = 66 learners in difficult
Rita 30 = k – 40 circumstances,
including: geographic
Ask: isolation, chronic
F. Developing mastery 1) What kind of a girl is Celyn? Why? (helpful illness, displacement
(Leads to Formative – because she is helping their family to due to armed conflict,
Assessment 3) meet their needs) urban resettlement or
2) Are you familiar with Child Labor? (yes/no) disasters; child
abuse and child labor
For those who answered yes, does the
practices.
situation of Celyn promote child labor?
Why? Why not?
Note: Discuss briefly whether the situation of
Celyn is considered as a child labor practice.

ACTIVITY CARD
A. Directions: Translate the letters and
symbols which correspond to the number
of facemasks sold by Celyn and her
mother into real-life equations (algebraic
equations). Objective 3 Apply a
No. of range of teaching
Real-life
Hacienda Facemasks strategies to develop
Equations
Sold critical and creative
Cambucao 1 3c ÷ 6 = 50 thinking as well as
Quinaroyan 3F + 6 = 66 other higher-order
Rita 30 = k – 40 thinking skills.

*Let the pupils read their answers.

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 Objective 5
Plan and deliver
Individual Activity 3 teaching strategies
that are responsive
A. Directions: Give the translation of the following to the special
real-life expressions and equations into letters educational needs of
and symbols. learners in difficult
1) The school bought alcohol twice as much circumstances,
as last month’s supply. including: geographic
2) Forty is the number of facemasks used by isolation, chronic
grade 6 teachers in January which is ten illness, displacement
G. Finding practical due to armed conflict,
more than the number of facemask used urban resettlement or
applications of concepts
and skills in daily living by grade 5 teachers. disasters; child
3) Parents get and submit modules for 2 abuse and child labor
weeks added to 8 weeks during the 1st practices.
Quarter which is equal to ten weeks.
Objective 7
B. Directions: Give the translation of the following Select, develop,
algebraic expressions and equations into organize and use
phrases and words. appropriate teaching
4) W – 2 = 3 and learning
5) S ÷ 4 resources, including
ICT, to address
learning goals.
How can you give the translation of real-life verbal
expressions and equations into letters and
symbols and vice-versa? Objective 3 Apply a
range of teaching
H. Making strategies to develop
To give the translation of real-life verbal
generalizations and critical and creative
abstractions about the
expressions and equations into letters and thinking as well as
lesson symbols and vice-versa, analyze first the given other higher-order
and translate the key words and phrases into thinking skills.
symbols. Then, use letters to represent the
unknown number of things being referred to in the
expression or equation.
A. Directions: Give the translation of the following
phrases and sentences into algebraic
expressions or equations. Objective 7
1) A number increased by four is twelve Select, develop,
2) Five times a number organize and use
appropriate teaching
3) The quotient of a number and seven is and learning
I. Evaluating Learning
eight. resources, including
B. Directions: Give the translation of the following ICT, to address
phrases and sentences into algebraic learning goals.
expressions or equations.
4) 2n – 13 = 9
5) 2g + 4
J. Additional activities List down the number of modules you received for
for application of this week. Write these using mathematical
remediation expressions and equations.
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who requires
additional activities for remediation
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

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E. Which of my teaching strategies
worked well? Why did these 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/ discover which I
wish to share with other teachers?

Demonstrated by:

MAY LOURD JINKY B. SY

Teacher 3
Ratee

Observed by:

ARLOU M. AYCO
Head Teacher 3
Rater