Republic of the Philippines

Department of Education
REGION III – CENTRAL LUZON
SCHOOLS DIVISION OFFICE OF NUEVA ECIJA
BONGABON CENTRAL SCHOOL
BRGY. SOCIAL, BONGABON, NUEVA ECIJA, 3128

SEMI-DETAILED LESSON PLAN IN MATHEMATICS VI

THIRD QUARTER
I. OBJECTIVES:
 Calculate speed, distance, and time (M6ME-IIIg-17)
1.1 define speed, distance, and time
1.2 tell the unit of measure used for speed, distance, and time
1.3 derive a formula in calculating for the speed, distance, and time
1.4 solve for speed, distance, and time

II. CONTENT:
Calculating Speed, Distance, and Time

III. LEARNING RESOURCES:

References: MELC (M6ME-IIIg-17)
Lesson Guide in Mathematics 6 pp.
Self Learning Modules
Materials: Recorded Video Lesson

IV. PROCEDURE:
A. Reviewing previous lesson or presenting the new lesson
1. Review: Let us review the previous lesson about representing quantities.
Evaluate the following expressions to find the value of x. Write your answers on a sheet of paper.
1. 8x = 64
2. x – 24 = 12 + 4
3. 5x – 12 = 13
4. 10x + 2 = 5x + 27
5. 5x – 8 = 15 + 22
B. Establishing a purpose for the lesson
Due to the New Normal situation brought by the pandemic, we commonly hear the
words social distancing or physical distancing. This means we keep a distance of at least 1 meter
from each other and avoid spending time in crowded places or in group, aside from wearing face
mask, face shield and washing hands, the minimum safety protocol standards imposed by the
Inter-Agency Task Force (IATF) to limit the speed of spread of covid-19 transmission.

The units of measurement of distance are kilometer (km), meter (m), centimeter (cm), millimeter (mm).
The units of measurement of time are hour (h), minute (min), second (sec).
The units of measurement of speed are kilometer per hour (km/h), minute per second (min/sec),
centimeter per second (cm/sec), millimeter per second (mm/sec).

C. Discussing new concepts

Filipinos are fond of traveling out of town and out of the country but for the meantime, let us
enjoy our home-life and recall the places we have travelled before this pandemic.

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 What is the most faraway place you have been to? Do you know how far is it? How long did you
travel? Do you know the speed at which your vehicle travelled? Have you noticed that when the speed
of the vehicle is faster, the time it takes to reach a place is lessened?

Speed is a scalar quantity that refers to “how fast an object is

moving”. Speed can be thought of as rate by which an object
covers distance.
Example 55 km/h
Distance is the total length between two positions.
Example (Distance of Bulacan to Baguio) kilometers
Speedometer or speed meter is an
instrument on a vehicle’s dashboard
Time is the quantity measured or measurable period during
indicating its speed. which an action, process, or condition exists or continues.
Example 4 hours

Present this problem situation.

We had a family vacation in Baguio. My father drove our van from City of Malolos to Baguio
City at an average speed of 55 kilometers per hour, for a total of 4 hours. How far did we travel?
 Analyze the problem.
 What is asked?
 What are the given information/data?

TIP: An easy way to remember the formula for speed (S), distance (D), and time (T) is by using a magic
triangle. D (distance) goes in the top of the triangle, S (speed) goes in the bottom left of the triangle and
T (time) goes in the bottom right of the triangle as shown in the picture.

• To find the total distance travelled, we simply multiply the given speed and time.
Distance = speed x time
= 55 x 4
= 220 km
Answer: We travelled 220 kilometers

D. Continuation of the discussion of the new concepts

Cover with your fingers the shaded part of the triangle. What
letters can you see? Letters S and T are next to each other it
means multiplication. So, we can say that the formula for
calculating distance is D = S x T

Example: Calculate the distance that you will travel if you will drive for 3.5 hours at 75 km/h.
D= SxT
= 75 km/h x 3.5 h
Distance = 262.5 km.
Answer: You will travel a distance of 262.5 kilometers.

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 Cover with your fingers the shaded part. What letters can you
see? Since D is over T so it means division, we can derive the
formula of speed as

Example: A car travels 120 km in 2 hours; find the speed of the car.
S=𝐷x�
= 120 𝑘�2 ℎ
Speed = 60 km/h
Answer: The car travels 60km/h.

Now, cover with your fingers the shaded part. What letters can
you see? D is over S, so we can derive the formula for time as
distance divided by speed.

Example: A bus travelled 252 kilometers at 72 km/h. How long does it travel?

Time= 3.5 hours

Answer: The bus travelled for 3.5 hours.

E. Developing Mastery
Directions: Complete the table below. Write your answers on a sheet of paper.

F. Making generalization and abstraction about the lesson

Fill in the blanks with the correct term to complete the statement.
1. To solve for the distance travelled _________________the speed and time.
2. To find how fast an object is moving, we must solve for its _______________.
3. To solve for the time consumed ______________ distance by speed.
4. To solve for the speed ________________ distance by time
5. Kilometer per hour is the unit of measure used for __________________.

G. Finding practical application

Solve for speed, distance, or time. Write your answers on a sheet of paper.
1. Calculate the distance that you will travel if you will drive for 3 hours at 45 km/h?
2. How long does it take to travel 240 kilometers at 60 km/h?
3. If the distance traveled by a train is 492 km in 4 hours, what is its speed?
4. Determine the time taken when, distance is 595 km and speed is 85 km/h.
5. Find out the distance covered when, speed is 880 km/h and time is 6 hours.

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 V. EVALUATION:
Using the given illustration and data (speed, distance, or time) answer the following situations.
1. Time traveled from Peter’s house to school.
2. Distance of market to Cecile’s house.
3. Speed of travel from Cecile’s house to church
4. Distance from Cecile’s house to Park.
5. Distance from Peter’s house to Park.

VI. REFLECTION:
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require 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
E. Which of my teaching strategies worked well?
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?

Prepared by:

KAREN MAE B. RUZ

Grade 6 Mercury Adviser

Observed by:

FERNANDO C. PERIDA
Master Teacher II

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