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Detailed Lesson Plan in Mathematics 6

I. Objectives: At the end of the lesson the pupils are expected to:
Compares and arranges integers. (M6NS-IIh-154)
II. Content: INTEGERS
III. Learning Resources
A. References
1. Teacher’s Guide Pages:
Lesson Guide in Elementary Mathematics pages 356 -358
2. Learner’s Materials Pages:
3. Textbook Pages:
Math for Life (Worktext in Mathematics) 6 pages 183 – 190
Author(s):
Villamayor, Adela C., Celeridad-Wright, Amelia D., and de Joya, Eden C
4. Additional Materials from Learning Resource (LR):

B. Other Learning Resources


Number Line, Flash Cards, Number Cards, Activity Sheets, PowerPoint
Presentation, and Pictures

IV. Procedures

Teacher’s Activity Pupil’s Expected Response(s)


Are you ready to learn mathematics? Yes, sir! We are ready to learn
mathematics
I am going to flash a series of numbers then you will answer it as
greater than, less than, or equal

A. Reviewing previous lesson or presenting the new lesson

Teacher’s Activity Pupil’s Expected Response(s)


Drill: Use >, <, or = to compare the following numbers.

1. 21 15 1. >
2. 145 1, 120 2. <
3. 65 25 + 40 3. =
Review: Plot the following integers using the number line.
“THE CLOTHES LINE”
1. The teacher will distribute the paper clothes with an indicated
integers and yarn to every group. The pupils will follow the directions given
2. The teacher will instruct to hang those paper clothes on the yarn. and hang those paper clothes on the yarn
And wait for the signal of “go”. according to the indicated integers.

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B. Establishing a purpose for the lesson

Teacher’s Activity Pupil’s Expected Response(s)


Motivation: Classify the following pictures to a 0 Answer:
(neutral), - (negative), + (positive)

1. 1. 0 (neutral)

2. 2. – (negative)

3. 3. + (positive)

C. Presenting examples/instances of the new lesson

Teacher’s Activity Pupil’s Expected Response(s)


By using the NUMBER LINE the teacher will ask the following.
a. What are the numbers to the right of zero? Are they greater a. Positive numbers, yes, they are
than 0? greater than 0.
b. What are the numbers to the left of zero? Are they less than b. Negative numbers, yes, they are
0? less than 0.
c. Can we say that 10 is greater than -10? c. No,
d. Let’s find out.

D. Discussing new concepts and practicing new skills #1

Tier 1 Pupil’s Expected Response(s)


A. Arrange the following integers on the number line. A. Arrange the following integers on the
number line.
1. {3,5,6,8} 1.

2. {-5, -3, -1, 0, 3} 2.

3. {-1, 0, -2, -3} 3.

Tier 2 Pupil’s Expected Response(s)


A. Order each set of integers from least to greatest and then
from greatest to least.
Least to Greatest Greatest to Least Least to Greatest Greatest to Least
1. -12, 0, 9, 3 _______________ ________________ 1. -12, 0, 3, 9 9, 3, 0, -12
2. -5, 3, 6, -4 _______________ ________________ 2. -5, -4, 3, 6 6, 3, -4, -5
3. 32, -25, 16, -14 _______________ ________________ 3. -25, -14, 16, 32 32, 16, -14, -25

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Tier 3 Pupil’s Expected Response(s)
A. Complete the line below and plot the indicated points.

K E S

1. Point K is located 7 units to the left of 0


2. Point E is located 4 units to the right of K.
3. Point S is located at 0.

E. Discussing new concepts and practicing new skills #2

Tier 1 Pupil’s Expected Response(s)


B. Compare the following integers using <, >, and/or =. B. Compare the following integers using
<, >, and/or =.
1. -4 2
2. -1 0 1. <
3. 2 3 2. <
3. <
Tier 2 Pupil’s Expected Response(s)
B. Act-out the following symbols (<, >, or =) using your arms then
compare the following integers. Does your classmate(s) answer
the flashed integers correctly? Put a check  if it is correct and
 if it is wrong.
The pupils will act-out the symbols and
1. -4 -8 check if they act it out correctly.
2. -10 0
3. 8 9
Tier 3 Pupil’s Expected Response(s)
Compare the given integers. Write <,>, or = on each blank. Possible answer.
1. 5 ____ -8 1. >
2. -5 ____ -3 2. >
3. 0 ____ -7 3. >

F. Developing Mastery (Leads to Formative Assessment)

Teacher’s Activity Pupil’s Expected Response(s)


Group Activity: The teacher will group the pupils into 3 groups and let
them answer on the worksheet.

A. Write >, < or =

1. 150 -149 1. >


2. 5 units of -6 9 2. <
3. 16 -16 3. >

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B. Arrange the following integers to least to greatest and vice versa.
Least to Greatest Greatest to Least
Least to Greatest Greatest to Least
1. -10, -9,7,3 7,3,-9,-10
1. -10, 7, 3, -9 _______________ ________________
2. -2,-1,1,2 1,2,-1,-2
2. 1,2,-1,-2 _______________ ________________
3. -6,-4,0,5 5,0,-4,-6
3. 0,5,-6,-4 _______________ ________________

G. Finding practical application of concepts and skills in daily living

Teacher’s Activity Pupil’s Expected Response(s)


Activity A

1. The teacher will show the flash card to the pupils then the pupils The pupils will response/act-out the
will act-out the answer. correct answer on the flash card
2. The class will show the correct symbol using their arms.

a. -4 -8
b. 8 9
c. -12 -12

Activity B

1. The teacher will distribute the integers in every group. Then the
The pupils will arrange themselves
teacher will show the integers to them.
according to the given integers.
2. The pupils will arrange the integers they are holding from least to
greatest.
a. {5,1,0,-2,3}
b. {1,2,-3,-1,6}
c. {4, -4, -5, 5}

H. Making generalizations and abstractions about the lesson

Teacher’s Activity Pupil’s Expected Response(s)


Let the pupils make the generalization by asking the following questions:
1. How will you compare integers using >,<, or =? Answers may vary.
2. How will you arrange the integers?

I. Evaluating Learning

Teacher’s Activity Pupil’s Expected Response(s)


A. State whether the following sentence is true or false. Expected answers are:

1. -7 < 9 A. 1.True
2. +9 > 6 2. True
3. -7 > 6 3. False

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B. Arrange the following integers from highest to lowest and vice- B. (Possible answers)
versa.

4. (0,1,12,-3) 1. a. 12,1,0,-3 b. -3,0,1,12


5. (-6, -7, 1, 2, -8) 2. a. 2,1,-6,-7,-8 b. -8,-7,-6,1,2

J. Additional activities for application or remediation


Write the integers for each, then >,< or = to compare them.

1. 200 below the 0 150 below 0.


2. 1500 ft above the ground 1500 ft below the ground.
0 0
3. 7 below 0 C 7 C above 00C.
0

Prepared by:

JUN REY L. PARREÑO


Teacher Demonstrator

Attested by:

LIGAYA H. MONTELIJAO GABRIEL J. PINTOR


EPS – Mathematics IV – A Jaro District Supervisor