Detailed Lesson Plan in Mathematics 6

I. Objectives

At the end of the lesson, the pupils can be able to:

a. differentiate algebraic expression from equation;

b. translate real-life verbal expressions and equations into letters or symbols and vice
versa; and

c. show perseverance in translating real-life verbal expressions into letters or symbols

and vice versa.

II. Subject Matter

Topic: Translating Real-life Verbal Expressions and Equations into Letters or Symbols
and Vice Versa

Reference: Module in Mathematics 6 Quarter 3 Week 3 and The World of Mathematics

and Beyond 6

Materials: PowerPoint presentation, marker, manila paper, flashcards

KBI: Participation

III: Procedure/ Strategy

Teacher's Activity Pupil's Activity

A. Preparation

Everybody stand, let us pray. (Pupils are praying.)

Good morning class! Good morning, ma'am!

How are you this morning? We are good, ma'am.

Wow! Good to hear that!

Are there absent in the class today? None ma’am.

Wow perfect attendance, give yourselves

a round of applause.
(Pupils will clap their hands)
Are you ready for our next lesson this
morning?

Then show me that you are ready. Yes ma’am.

Everybody sit properly.
(Pupils will sit properly)
Before I formally start our new lesson,
let us have first our agreements. When your
teacher starts to talk in front, what will you
do?
(Pupils raise their hand to answer)
Yes Eliza?

Why do you have to listen attentively?

Eliz: We have to listen attentively.
Okay Noah.
(Pupils raise their hand to answer)

Noah: We have to listen attentively so that we

How about if you want to answer? can fully understand the lesson.
Okay Lourence. (Pupils raise their hand to answer)
Very Good! But why do you have to do so? Lourence: We should raise our hand if we
Yes Mark. want to answer.

(Pupils raise their hand to answer)

Wonderful! Mark: To avoid unnecessary noises and

answering in chorus.
Please read again our agreements for the
whole duration of our class.
(The pupils read the agreements)

1. Listen attentively

2. Raise your hand if you want to answer

B. Drill

I will show something on the TV and all you

(The pupils read the algebraic expressions and
equations.)
have to do is to read what's written in it. Is
that understood?
C. Motivation

Let’s take a look at this one, we have the (Pupils raise their hands to answer.)
sum of 6 and 3, can you translate this into
numerical expression? Ella: 6+3

Yes Ella.

Excellent Ella! How about this one, the (Pupils raise their hands to answer.)
difference of 2 and a number. Reymond: 2-x
Okay Reymond. (Pupils raise their hands to answer.)
Fantastic Reymond! Okay, the last one the Shane: 6+n=10
sum of 6 and a number is 10.

Okay Shane.
(Pupils clap their hands.)
Outstanding Shane! Everybody clap their
hands for Ella, Reymond, and Shane.

D. Presentation

Class, based on the cards that I have

shown you, do you have any idea on what
will be our lesson for today?

Our lesson for today is all about translating

real-life verbal expressions and equations into

letters or symbols and vice versa.

e. Discussion
 From mathematical word phrases and
sentences, we will turn it into algebraic
expressions and equations by using symbols 2k (42 ÷ 7) and 3x, ma’am.
and letters.

Let us define first what is an algebraic

expression and equation.

Algebraic expression - is any meaningful

combination of numbers, variables and
operated symbols.

Let us go back to the flashcards I had

shown you earlier. One example of algebraic
expression is 3x + 8. Aside from this, what
are the other examples of algebraic expression
from the shown flashcards?

Fantastic!

And now let’s talk about equation.

Equation - is a mathematical sentence Because it has an equal sign, ma’am.

with an equal sign (=) which shows that two
expressions on either side is equal.

With the given definition, it would be

just easy for us to identify the equation since Yes, ma’am.
it contains an equal sign (=) which implies
that the two expressions are equal.

An example of equation is the one we 80 ÷ 2n =60 and 20m + 33= 73

had in our flashcards earlier which is 20 – z =
13.

Why do you think this is an example of

equation? Yes, ma’am.

Great! it is an example of equation

because it has an equal sign which implies
that the two expressions from each side have
the same value. Is that clear?

Alright! Aside from this example, what We are ready, ma’am.

are the other examples of equation in the
flashcards?

Marvelous!

Did you understand now the difference twice a number added to ten
between algebraic expression and equation?

Good to know that!

No, ma’am.
Since we already know the difference
between algebraic expression from equation,
let us now proceed on translating verbal
expressions and equations into letters and
symbols. Are you ready?

I have here a mathematical word phrase.

Please read.

twice a number added to ten

Do you know how to translate it into an

algebraic expression or equation?

In translating mathematical word phrase

into algebraic expression and equation, it is
important to familiarize the words and
phrases associated with symbols and
operations. Let’s take a look on these tables.

Mathematical Symbols Word

Operation/Symbols Phrases

Addition increased
by, more
than, the
+ sum of,
plus,
added to,
the total of

Subtraction minus,
less, less
than, the
difference
 of,
decreased
- by,
diminished
by,
subtracted
from,

Multiplication times, of,

the
× product of,
twice,
multiplied
by,

Division divided
by, the
÷ quotient
of, the
ratio of

Equals is, equals,

is the same
= as, is
equal to

Here are also some examples of word

phrases and its corresponding algebraic
expressions.

Word Phrase Algebraic

Expressions

m plus 5

the sum of m and 5

m increased by 5 m+5

5 more than m

n - 12

n decreased by 12
 the difference of n and 12

n diminished by 12 n- 12

12 less than n

12 subtracted from n

2 times y

twice of y

y multiplied by 2 2y

the double of y Addition, ma’am.

the product of 2 and y

x divided by 4 Because of the word phrase “added to”.

the quotient of x and 4 x÷4 The (+) sign, ma’am.

the ratio of x to 4

Let’s go back to the given mathematical

word phrase earlier.
2, ma’am.
twice a number added to ten
10, ma’am.
What operation do you think we are going
to use?

Very good! Why are we going to use

addition? We don’t know ma’am.
Correct! What symbol are we going to use
then?
We don’t know ma’am.
Good job!

How about with the word “twice”, what

symbol or number are we going to use?

Correct! How about with ten?

Yes!

Now class, how about with the phrase “a

number”? Do you think we still have to
translate it?

Of course, we still have to translate it.

But what doyou think would be its symbol?

Class, since the value of the number is

unknown, we can use a variable to represent
its quantity.

Let’s talk about variable first.

Variable – is a symbol used to represent the 2x + 10

unknown number or quantity.

Since the value of a number is unknown, we

can use any letter in the English alphabet as
its symbol. Let’s try using x as the number.

So, we will have:

twice a numberadded to ten

2 x + 10

What do you think now will be its translation?

Fantastic!
The minus (-), ma’am,
That is how you are going to translate a
mathematical word phrase into an algebraic
expression or equation. 50
Another example:

fifty is equal to thrice a number decreased

by ten

Since “decreased by” implies subtraction,

what symbol of operation are you going to
use?

Very good! 3n, ma’am.

How about fifty? 3n – 10 =50
 Correct! And of course, the equal sign (=)
for “is equal to” and 10 for word phrase “ten”.
An equation, ma’am.
And again, since we have an unknown
number, we have to use a variable. Let’s try
using n as a number, so “thrice a number”
will be?

What do you think will be the algebraic

expression or equation?

Is it an expression or equation?

Correct! (Answers of the pupils may vary)

Now, let us try translating an algebraic

expression and equation into a mathematical
word phrase. By familiarizing the given word
phrases and its corresponding symbols, we
can still successfully translate the other way
around.

Lets’ try the expression 5t + 7. How are you

going to translate it?

Let’ start from the first term which is 5t.

It could be “the product of five and y” or

“five times y”. Since 5 is beside y, it is
understandable that they are being multiplied. Yes, ma’am.

For the operation, we can use “added by” or

“more than” since the plus sign (+) was used
in the expression. To combine it, 5t + 7 in
mathematical word phrase is “the product of
five and t added by seven” or “ five times y
more than seven) Twenty-four divided by 4 subtracted by 5 is
equals to 1.
Is that understood?

Let’ try once again translating an equation

into a mathematical word phrase.
Equation: (24÷4)-5 =1

What is your answer? The difference of sixteen and fivemultiplied

Wow! Amazing! - a 5 x

Let’s give this a one shot. Express the to the quotient of twenty-nine and seven is
mathematical word phrases into an algebraic
expression or equation. Let a be the unknown ÷ 29 7
number. thirty-three.
The difference of a number and five 33
multiplied to the quotient of twenty-nine and
7 is thirty-three. Answer:

(a-5)(29÷7)=33

The sum of twenty-one and eight subtracted

by seventeen.

Translate this as well into mathematical word

phrases.

(21 + 8) – 17 An algebraic expression is any meaningful

f. Generalization
What is the difference between
algebraic expression and equation?
combination of numbers, variables and
operated symbols while equation is a
mathematical sentence with an equal sign (=)
which shows that two expressions on either
side is equal.

Outstanding!
g. Application

At this moment, we will have a group

activity. Each group will receive a manila
paper to write your answer. After answering,
you have to choose a representative to present
your work.

Group1:

Match column A with Column B. Write the

letter of the correct answer in the space
provided

A B

__1. The product of a.) 3( 28÷4)= 21

n and ten more than
nineteen

__2. 4 times y b.(13 + x) + (40-y)

__3. Thrice the c.) 10n + 19

quotient of twenty-
eight and four will Expected Answer:
result to twenty-one 1. c
__4. The sum of d.) 17+11 =28 2. e
thirteen and x 3. a
increased by the 4. b
difference of forty 5. d
and y

__5. 28 is the result e.) 4y

of adding seventeen
and eleven.

Group 2:

Express the following into algebraic Expected Answer:

expression or equation. Use n as the unknown 1. 8x ÷ 2 = 20
number. 2. 20 + z
 1.the product of x and 8 divided by two is 20 3. 2 ( n – 6)
4. (25 – 4) n = 5
2. twenty more than z
5. 30 - n2 = 14
3. twice the difference of x and six

4. The difference between 25 and four times a

number is five

5. The square of a number subtracted from

thirty is 14. Expected Answer:

Group 3: Answers may vary.

Translate the following algebraic expression

and equation into a mathematical phrase or
sentence.

1. x² - 16= 48

2. 29 - 2y

3. (30÷15) + 14

4. 64 - 5k = 34

5. y + 28

IV. Evaluation

Translate the following mathematical phrases/sentences into algebraic expression or

equation.

1. A number subtracted from one hundred is sixty-nine

2. Thirty-six less than two times twelve

3. Three times the sum of seven and x

Translate the following algebraic expression and equation to word phrases.

4.) 51= m - 42

5.) 3 (6x)
V. Assignment

During pandemic, Sandy’s father baked 150 cookies for 9 PNP frontliners. Sandy wanted to
share cookies with her 6 friends, too. How would she divide the cookies?

From the given problem, what is the mathematical phrase?

How will you translate the mathematical phrase into an algebraic expression?

Do you use a symbol to represent the unknown number?

The number of cookies that Sandy and his father has to share is unknown.

Let us represent n for the number of cookies.

Prepared by:

Maryjane I. Cabañog
Student Teacher