“Matthew 6–7,” New Testament Institute Teacher Manual (2025)
Matthew 6–7
As the Savior continued the Sermon on the Mount, He taught the importance of doing good works to please our Heavenly Father and not to seek attention from others. He also taught His disciples to first seek “the kingdom of God” (Matthew 6:33) and to judge righteously, and He taught them how to detect false prophets. The Savior encouraged His listeners to build their lives on His sure foundation by hearing and obeying His teachings (see Matthew 7:24–27).
Additional Resources
Scripture Helps: New Testament, “Matthew 6–7”
Note: The “Introduction to the Course” provides guidance on how to use the four standard lesson elements that follow.
Encouraging Personal Study
Before class, consider sending students one or more of the following messages or some of your own:
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Why do you serve others? What is in your heart when you fast and pray? Ponder these questions as you read Matthew 6:1–8, 16–18.
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What is most important to you? Read Matthew 6:25–34, and consider how important God is in your life.
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Think of ways you may have judged others in the last week, and then read Matthew 7:1–5. Consider watching the video “Looking through Windows” (2:19).
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Do you have questions? Read and ponder Matthew 7:7–11 to learn how to find the answers.
Questions and Sharing
Provide time for students to ask questions and share insights and truths they discovered in their personal study of Matthew 6–7.
Skill Training
Matthew 6:1–8, 16–18 might be a helpful place to use the skill “Finding Themes in the Scriptures” in Scripture Study Skills. Matthew 7:1–2 might be a good place to use the skill “Using Restoration Scripture to Understand the Bible” in Scripture Study Skills.
Learning Activity Options
Multiple learning options are provided for you and your students. Prayerfully choose which option or options will be most meaningful for your class.
What motivates my acts of service and devotion to God?
Provide students with the following self-assessment, and invite them to circle the most truthful response for each statement:
Display the following table and invite students to read each passage, looking for a common theme. Explain that a theme is a recurring and unifying idea (see “Finding Themes in the Scriptures” in Scripture Study Skills).
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Common Theme | |
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Common Theme | |
Common Theme | |
Common Theme |
Invite students to share the common theme they discovered and their thoughts and insights about it. They may identify a theme or truth similar to the following: Heavenly Father’s greatest rewards go to those who serve and worship Him without expecting praise, recognition, or earthly reward. (If helpful, you could review “Matthew 6:1–4. How did the culture in New Testament times affect how people gave alms?” in Scripture Helps: New Testament.)
Consider inviting students to discuss the following questions in small groups:
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Why do our motives for serving and worshipping the Lord matter? How can our motives for serving and worshipping Him influence our experience?
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What can we learn from the Savior’s example about having righteous motives as we serve God and others?
To encourage students to seek personal inspiration, you could invite them to record their thoughts about one of the following questions:
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What can you learn about yourself by assessing why you engage in religious acts of service and worship?
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What can you do to make your personal acts of devotion more sincere and Christlike?
How can I improve my prayers?
Consider displaying the following questions from Elder Joseph B. Wirthlin:
Do your prayers at times sound and feel the same? Have you ever said a prayer mechanically, the words pouring forth as though cut from a machine? Do you sometimes bore yourself as you pray? (“Improving Our Prayers,” Ensign, Mar. 2004, 26)
Invite students to ponder how they might answer Elder Wirthlin’s questions.
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What can we learn about prayer from Jesus Christ’s life and example?
You could display the following incomplete statement: I can make my prayers more Christlike and meaningful by …
Invite students to silently read Matthew 6:5–13; 7:7–8, looking for different ways they could complete the statement on the board.
After allowing time for students to study, invite them to share different ways they could complete the statement. (This could include some of the following principles and practices: I can make my prayers more Christlike and meaningful by praying in a private place; avoiding vain repetitions; showing reverence to Father in Heaven; seeking to know the Lord’s will; asking for things I need; asking for forgiveness; asking for help to overcome temptation.)
Students could select one statement and share with the class or in small groups how applying this truth has helped them have more meaningful prayers with Heavenly Father.
As part of your discussion, it may be important to talk about how we can show reverence to Heavenly Father in our prayers. Consider asking the following questions:
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What do we learn about reverence from the Savior’s prayer?
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How can we show more reverence for Heavenly Father in our prayers? (You could watch “Face to Face with President Eyring and Elder Holland” from time code 37:45 to 44:35 for ideas.)
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It may help to share the following statement from President Dallin H. Oaks:
In offering prayers, members of our Church do not address our Heavenly Father with the same words we use in speaking to a fellow worker, to an employer, or to a merchant in the marketplace. We use special words that have been sanctified by use in inspired communications. …
President Spencer W. Kimball (1895–1985) said, “In all our prayers, it is well to use the pronouns thee, thou, thy, and thine instead of you, your, and yours inasmuch as they have come to indicate respect.” (“The Special Language of Prayer,” New Era, Jan. 2006, 3)
As part of your discussion, invite students to select one principle or practice they feel would most help them improve their prayers with Heavenly Father. Give students time to record what they will do to better follow that principle.
How can I put God first in my life?
Point out that once we establish our priorities, they guide our decision making. You could then display the following scenarios or some that may be more relatable to your students. Briefly discuss how a person’s priorities may influence how they respond to these situations.
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Should I serve a mission? There are many other good things I could be doing.
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I’m not sure if I should pursue marriage before completing my education.
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Should I accept a calling when it feels too challenging or scary?
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I believe the scriptures are important, but it’s hard to find time for meaningful gospel study.
Invite students to read Matthew 6:19–24, 31–34, looking for what the Savior taught about priorities. Allow time for study and discussion. Then invite students to share what they found. Consider discussing some of the following questions to deepen students’ learning:
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In what ways do the treasures of our hearts reveal our priorities? How can we determine what we treasure most? (You may want to give students time for self-reflection.)
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What does it mean to have an eye “single to the glory of God”? (Joseph Smith Translation, Matthew 6:22 [in Matthew 6:22, footnote b]). (It may help to review “Matthew 6:22. What does ‘if therefore thine eye be single’ mean?” in Scripture Helps: New Testament.) What can we learn from the Savior’s life about having an eye “single to the glory of God”?
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What did Jesus teach should be our highest priority? How will we be blessed if we follow this counsel? (Help students identify a principle like the following: As we seek first to build up the kingdom of God, He will bless us with what we need.)
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What do you think it means to seek first to build up God’s kingdom?
Consider sharing the following statement by President Ezra Taft Benson:
We must put God in the forefront of everything else in our lives. …
When we put God first, all other things fall into their proper place or drop out of our lives. Our love of the Lord will govern the claims for our affection, the demands on our time, the interests we pursue, and the order of our priorities.
We should put God ahead of everyone else in our lives. (“The Great Commandment—Love the Lord,” Ensign, May 1988, 4)
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Why might someone feel anxious about putting God first in their life? How can we overcome this worry? (Note: It might be helpful to point out that in Matthew 6:25–34, the phrase “take no thought,” or a variation of it, is mentioned several times. This phrase means to not be overly worried [see “Matthew 6:25, 34. What does it mean to ‘take no thought’?” in Scripture Helps: New Testament].)
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What blessings have you experienced or could you experience by striving to put God first in your life?
Consider reviewing the scenarios you displayed at the beginning of this learning activity. You could invite students to share how the Savior’s and President Benson’s teachings could help students put God first. You could also invite students to identify an additional effort they can make to put God first in their lives.
Is it OK to judge others?
Consider writing the following questions on the board:
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What things should we judge?
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What things should we not judge?
Arrange the class into pairs or groups. Assign each pair or group a question to discuss and invite them to list some of their responses on the board.
Invite students to read Matthew 7:1–2 and consider the meaning of the Savior’s teachings. Remind students that Restoration scripture can often help clarify Bible teachings. Invite students to practice using Restoration scripture to better understand Matthew 7:1–2 by looking in the footnotes for passages that clarify the Savior’s teachings. If needed, point students to Joseph Smith Translation, Matthew 7:1–2 (Gospel Library) and Alma 41:14–15.
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What additional insights do we gain from these Restoration scripture passages?
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What did the Savior ask His disciples to teach the people? (Students might identify truths such as the following: If we avoid making unrighteous judgments, God will extend the same mercy and fairness to us. We are commanded to make righteous judgments.)
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What are some examples of unrighteous judgments that we might make? How are we and others affected when we judge unrighteously?
Improving Our Teaching and Learning
Define difficult words and phrases. As students study the scriptures, they may encounter words or phrases they are unfamiliar with or do not understand. You can help students understand difficult words or phrases in the scriptures by directing them to dictionaries, student manuals, footnotes, and scripture-study helps.
To help students better understand the difference between righteous and unrighteous judgments, you could display a thick piece of wood (beam) and a tiny splinter or speck (mote). Or you could show the following images of a beam and a mote. (Note: The Savior’s reference to a beam and mote is an example of hyperbole, a figure of speech that uses exaggeration to make a point.)
Invite students to read Matthew 7:3–5 and look for the Lord’s message about judging.
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What do you think the Savior’s analogy teaches us about judging?
You could read and discuss the following statement by President Dieter F. Uchtdorf, then of the First Presidency:
This business of beams and motes seems to be closely related to our inability to see ourselves clearly. I’m not sure why we are able to diagnose and recommend remedies for other people’s ills so well, while we often have difficulty seeing our own. (“Lord, Is It I?,” Ensign or Liahona, Nov. 2014, 56)
Invite students to review their lists of things we should judge and not judge on the board and to briefly discuss any changes they might make.
Help students continue thinking about what it means to make righteous judgements. You could do this by inviting them to study the statement by President Dallin H. Oaks found in Scripture Helps: New Testament under the heading “Matthew 7:1. What does it mean to ‘judge not’?” Invite students to consider highlighting any phrases they find helpful.
Invite students to create their own simple statement of how they want to better live the principle of righteous judgment. You could encourage them to put their statement, along with any others they find helpful, on their device, a mirror, or a paper they could carry in their pocket as a daily reminder.
How can I better act on the truths I learn from the Savior?
Consider displaying some fruit or the accompanying images of fruit. Invite students to share how they can tell the difference between good and bad fruit.
Invite students to read Matthew 7:15–20, looking for what truth the Savior taught using the analogy of fruit.
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How did the Savior teach us to protect ourselves from people who appear harmless (sheep) but are in fact dangerous (wolves)? (If needed, explain that “fruits” can represent a person’s teachings, actions, and ideas.)
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How do someone’s fruits help us know who they really are? (President M. Russell Ballard taught that fruits “are the results” generated by a “way of life” [“Faith, Family, Facts, and Fruits,” Ensign or Liahona, Nov. 2007, 26].)
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How could this truth be applied to our friendships, our search for a spouse, our work life, resources on the internet, or social media?
Point out that bringing forth good fruit requires us to not only talk about the gospel but to also live it (see Matthew 7:21–23; Luke 6:46). Invite students to read Matthew 7:21, 24–27 and share what they find. You may want to write their comments on the board. (Students may share truths like the following: We build our foundation on Jesus Christ when we both hear and do what He asks. Building on the rock of Christ allows us to weather life’s storms and enter His kingdom.)
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How can hearing and living the Lord’s teachings help you make Christ your foundation?
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How can you improve at not just hearing or knowing what the Lord wants you to do but also at sincerely acting on that knowledge? (You could give students time to record something they could do better.)
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How can building on the rock of Christ help you weather life’s storms? (You could invite students to read Helaman 5:12 and watch “Spiritual Whirlwinds” [2:25].)