School: MARASBARAS CENTRAL SCHOOL Grade Level: GRADE 6

GRADES 1 to 12 Teacher: MARY ROSE CORNITO - GONZALES Learning Area: MATHEMATICS

DAILY LESSON LOG Teaching Dates and Time: MARCH 6-10, 2023 (WEEK 4) Quarter: 3RD QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of sequence in forming rules, expressions and equations.
B. Performance Standard The learner is able to apply knowledge of sequence, expressions, and equations in mathematical problems and real-life situations.
C. Learning Formulates the rule in finding the nth term using different strategies (looking for a pattern, Differentiates expression
Competencies / guessing and checking, working backwards) e.g. 4,7,13,16,…n (the nth term is 3n+1) from equation.
Objectives Code: M6AL-IIId-7 Code: M6AL-IIId-15 WEEKLY TEST/
SUMMATIVE
II. CONTENT Patterns and Algebra: Patterns and Algebra: Patterns and Algebra: Patterns and Algebra: TEST
Formulating the Rules for Formulating the Rules for Formulating the Rules for Differentiating Expression
Sequences Sequences Sequences from Equation
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Lesson Guide in Elem. Math Lesson Guide in Elem.
Gr. 6 p.85-87 Math Gr. 6 p. 1-6
2. Learner’s Materials pages 21st Century Mathletes 6, 21st Century Mathletes 6, pages 21st Century Mathletes 6, 21st Century Mathletes 6,
pages 213-223 213-223 pages 213-223 Pages 224-237
3. Textbook pages 21st Century Mathletes 6, 21st Century Mathletes 6, pages 21st Century Mathletes 6, 21st Century Mathletes 6,
pages 213-223 213-223 pages 213-223 Pages 224-237
4. Additional Materials from
Learning Resource (LR)
Portal
B. Other Learning Resources Mathletes 6 textbook, video Mathletes 6 textbook, video clip, Mathletes 6 textbook, Mathletes 6 textbook,
clip, power point power point presentation, video clip, power point video clip, power point
presentation drawings of patterns, picture presentation presentation
cards
IV. PROCEDURES
A. Reviewing previous lesson Drill: Have the pupils skip Drill: Game “ Snow Ball “ Drill: Have the pupils skip Drill:
or presenting the new count by 5, by 8, by 10 and Have a drill on skip counting. count by 4, by 6, by 7 and Drill on Giving Terms or
lesson by 12 Say, “ Let us have skip counting by 9. Phrases that Refer to
Present the ff. sequences and by 3s from 3 to 30.” Then, point Present the ff. sequences Addition, Subtraction,
let the pupils give the 7th at one pupil to start. The pupil and let the pupils give the Multiplication, or Division
term in each. who started will point to 7th term in each. Game
3,6,9,12,…….. another pupil to continue and 1.5,12,19,26, ……. a)Divide the class into 2
0.6, 0.12, 0.18, ……. so on and so forth until you 2.2,10,18,26, …… groups.
7, 14, 21, 28, ……. reach 30. Every pupil should 3. 2,10,50,250,…… b) Teacher gives an
10,20,30,40, ……… listen to the previous answer to 4. 305,296,287,278, …… operation, say “addition.”
 9,14,19,24, ……… be able to give his/her own 5. 6,21,36,51, ……….. c) Each member of the
Review: answer. The same procedure groups simultaneously
will be done to the following goes to the board and
items. See to it that every pupil writes a term or phrase
in class will recite. that refers to the given
a.Skip count by 4 from 4 to 40. operation.
b.Skip count by 5 from 5 to 50. Ex. more than, increased
c.Skip count by 6 from 6 to 60. by, plus, added to, etc.
Ask : Did you enjoy the activity? d) Within 2 minutes, each
How were you able to follow the group has to write as many
sequence of our skip counting? terms or phrases as they
Emphasize the value of can. Afterwards, the
alertness. teacher checks and counts
Do this exercise of patterns. Let the correct answers.
the pupils fill in the missing e) Repeat the same process
shapes / numbers. with subtraction,
multiplication, and
1.) division.
f) The group with the most
2.) number of correct answers
wins.
3.) Review:
4.)12, 17, 22, ___, 32, ___, ___
5.)1K, 2J, 3I, ___, ___, ___, 7E

Review
Guessing Game
Divide the class into 4 groups.
Show them the picture cards.
Let them guess the name of the
figure.

B. Establishing a purpose for Have the pupils guess the Have a game on identifying Draw the next two Write an expression for
the lesson next letter in the sequence. whether a number is odd or patterns each problem/situation on
O, T,T, F,F,S,S,E, even. the blanks.
Group the pupils into 2. As 1. Helen is 13 years old,
group 1 gives a number, Group Helen’s father is 4 years
2 answers odd or even, then more than twice her age.
 have them do it vice-versa. ____
Ask: Have you tried answering Answer: 2. Edna is 155 cm tall.
a number pattern with missing Lilia’s height is 10 cm less
terms? Let them know that odd than twice Edna’s height. __
or even numbers are used in 3. Roman weights 25
number patterns. kilograms. His father
weighs 5 kg less than 3
times Romans weight. _____
4. Francis is ten years old.
Ben is twice as old as
Francis. _____
5. Aning is five years old. I
am six years more than
thrice her age. _
C. Presenting Present the Fibonacci Presentation Group Activity: Present  5 + 3 and 5 + 3 = 8 
Examples/Instances of Numbers in Pascal’s triangle Mrs. Quinay presented 4, 10, 16, 22, 28 on the board.
new lesson and show the sum of these number patterns to Write down the next two Have a pupil read aloud
numbers diagonally. (See TG his Math class. terms of the sequence. the expression 5 + 3 and
p. 85 & Textbook p. 213) 1, 3, 7, 15, 31, 63 b) Write down an the equation 5 + 3 = 8.
Write the three numbers in Ask : What do you think is the expression for the nth term Ask: What is the difference
the pattern. rule/pattern used to find the 2nd of this sequence. between 5 + 3 and 5 + 3 =
term? 3rd ? 4th? 5th? 6th? c) Work out the 50th term 8?
1x2+1=3 of the sequence. -Many students will
15 x 2 + 1 = 31 Solution quickly respond by stating
3x2+1=7 a) From looking at the that one has an equals sign
31 x 2 + 1 = 63 sequence we can see that and the other does not.
7 x 2 + 1 = 15 each term is 6 larger than Say: 5 + 3 is called an
Patterns : ( x 2 + 1 ) or ( +2, the previous term. We say expression. An expression
+4, +8, +16, +32 ) the term-to-term rule is consists of a number or a
"add 6". Therefore the next combination of numbers
two terms are 34 and 40. joined by operation symbols.
b) The nth term of a An expression does not have
sequence is always written an equal sign.
in the form "?n + ?". Erase 5 + 3. Point to 5 + 3 = 8.
The number in front of the Ask: What is on the left
"n" is always the difference side of the equals sign?
to get from one term to the What is on the right side?
next. Since the difference is Elicit from students that an
6, the first part of our rule expression or value is on
will be "6n". The rule both sides of the equals
follows the six times table: sign in 5 + 3 = 8. Try to
6, 12, 18, 24... etc. have students describe the
Now compare the 6 times numbers as well as the
table with our rule: operation. The left side is
 6 x table 6 12 18 24 30 an expression, 5 + 3, that is
equal to the value of the
Sequence 4 10 16 22 28 right side, 8.
The numbers in the Say: 5 + 3 = 8 is called an
sequence are always 2 less equation. The left side of an
than the 6 times table so equation equals the right
we "adjust" our rule by side.
subtracting 2. Now putting (Continue with additional
this together gives us: examples, using different
nth term = 6n - 2. numbers. Try using two
c) Now we know the numbers on each side as
nth term = 6n - 2 we just well. Make sure both sides
need to substitute n = 50 in of these equations are
order to find the 50thterm equal.)
of the sequence.
So: The 50th term = 6 x 50 -
2
             = 300 - 2
          = 298

D. Discussing new concepts The four basic operations Group the pupils into 4. Let Show a video on how to Show a video of
and practicing new skills (Addition, Subtraction, them answer items a to d by formulate the rule in “Difference Between
#1 Multiplication and division) formulating/finding the rule in finding the nth term using Expression and Equation”
are commonly used in a finding the next term in a different strategies.
sequence of numbers. In the sequence. Group 1 will answer “Writing a Formula from a Discuss the difference
Fibonacci numbers above, a, Grp.2 for b, Grp. 3 for c, Grp. 4 Sequence” between expressions and
you start with the first two for d. Let the pupils present equations
numbers. The succeeding their work on the board.
numbers are the sum of the A.) 2, 5, 14, 41, 122
previous two. Therefore, Ans.( x 3 – 1 )
following the pattern, the B.) 1, 5, 13, 29, 61
next three terms in the Ans( x 2 + 3 )
sequence are 13, 21 & 24. C.) 1, 12, 34, 78, 166
Try to find the next four Ans( +5 x 2 )
patterns. D.) 6, 9, 15, 27, 51
Ans.( - 2 x 2 + 1 )
E. Discussing new concepts Numbers, figures, objects or How did you find the activity ? Group Activity:
and practicing new skills symbols arranged in a How were you able to find the Write the ff. sentences or
#2 definite order or sequence is answer to the number pattern? phrases in proper column:
often encountered in Expected answers : 1.a phrase
mathematics. Determine the order of 2.a sentence
numbers if it is ascending or 3.solves
Discuss the content on page descending. 4.simplifies
214-218 of 21st Century Find the difference between the 5.has a relation symbol
Mathletes. consecutive terms. 6. has no relation symbol
To find the rule of the next 7. has no equal sign
term, use the difference 8. Has an equal sign
between terms. 9. Has a left and right sides
Explore and Discover 10. Doesn’t have any sides
A. Expression Equation

1, 3, 6, 10, 15, 21, 28, 36, 45

The encircled numbers

form a number sequence. A
number sequence is a list of
numbers in which successive
terms follow a rule or pattern.
Each number in s sequence is
called a term.
Looking at the pattern of
the encircled number, to find
the 2nd term add 2, for the 3rd
term add 3, for the 4th term add
4, for the 5th term add 5, for the
6th term add 6, for the 7th term
add 7, for the 8th term add 8,
and for the 9th term add 9.
Therefore. the rule in the
sequence is ( +2, +3, +4, +5, +6,
+7, +8, +9 ).
By studying the
sequence of numbers, we can
find the rule governing the
terms. The rule can tell us what
number will come next in the
 sequence.
B. Find the missing terms in
the following situations below:

Can you find the pattern or

sequence used?
The numbers inside the
pentagon are multiplied by
consecutive odd numbers 3, 5,
7. Starting with 3 x 3 = 9, then 9
x 5 = 45, then 45 x 7 = 315, so
the missing number in the last
pentagon is 2 835 ( 315 x 9 = 2
835 ).
The series of numbers inside
the hexagon uses even numbers
as factors. So, the missing
number inside the last hexagon
is 768
( 96 x 8 =768 ).
F. Developing mastery Find the rule, then, write the Study the rule/pattern. Supply Group Activity: Finding the Group Activity:
(Leads to Formative missing terms. the missing terms. nth term. Encircle the expression
Assessment) In each question there are and box the equation:
12, 17, 22, ____, 32, ____ 9, 16, 25, 36, ____ four terms of a sequence of
____, ____, 67, 70, 73 16, ____, 36, 49, ____, 81 numbers: a) Write down
56, ____, 42, 35, 28, ____ 10, 38, 150, ____, 2 390 the rule using n to
3, ____, 27, 81, ____ 8, 16, 64, _____, _____ represent the nth term.
78, 70, 62, ____, ____ 6, 6, 18, _____, 630, _____ b) Find the 10th and 15th
terms.

Answer:

G. Finding practical Group Activity: Find the nth Group Activity: Find the missing Group Activity: Distribute Group Activity:
 applications of concepts term rule for each of the terms and write the rules. this activity sheet to each 1.Using power point
and skills in daily living following linear sequences. 5, 6, 8, ____, 15, ____ group: presentation, the teacher
18, 20, 24, ____, 38, ____ will flash an expression or
1. 7,9,11,13,15,...
55, 54, 51, 46,___, ___, 19 equation.
25, 28, 3, ____, ____, 70 The leader of the group
2. −3,−2,−1,0,1,... 82, 81, 78, ____, 66, ____ will write EX if the
statement is an expression
3. 2,6,10,14,18,... and EQ if it is an equation.
2N + 5 = 45
4. 3,6,9,12,15,... 5 x (8-7)
N = 10 (7+11)
5. 2,7,12,17,22,... Answers: N + 15 = 35 – N
100/5 = 20
6. 12,13,14,15,16,...
(25 ÷ 5) x 9
7. 5,6,7,8,9,... 2 (N + 6) = 22
5 (N + 6)
8. 0,1,2,3,4,... 7x10 =5N
16 x 7
9. −3,−2,−1,0,1,...

10. 20,21,22,23,24,...
H. Making generalizations Lead the pupils to give the following generalization by asking: How do you differentiate
and abstractions about the expression from equation?
lesson How do we find / formulate the rules in finding the next term in a sequence? To sum up:
Ans: 1.Expressions are
Determine the order of numbers if it is ascending or descending. incomplete mathematical
Find the difference between the consecutive terms. phrases whereas equations
To find the rule of the next term, use the difference between terms. are complete mathematical
Example: statements.
2.Expressions are like the
typical English phrase
whereas equations are
complete sentences.
3.Equations show
relationships whereas
expressions don’t show
any.
4.Equations have an equal
sign whereas expressions
don’t have any.
5.Equations are to be
solved while expressions
 are to be simplified.
6.Equations have a
solution while expressions
don’t have any.
(Let the pupils watch the
video about the differences
of “Expression VS.
Equation.”)
I. Evaluating Learning A. Answer EVALUATE in Write the rule used for each Write down the next term Look at the statements
Math Textbook on page 221. sequence, then write the for each of the ff. below. Draw a circle if the
missing number. sequences, then find the statement is an expression
1)3, 7, 11, 15, ____ rule. and a square if it is an
Ans:19 ( +4 ) equation.
2)5, 9, 17, 33, ____ _____1.)5 + 9
Ans:65 ( x 2 – 1 ) _____2.) (50÷5) = 5
3)20, 12, 8, 6, ____ 2
Ans:5 ( ÷ 2 + 2 ) _____3.) 8 x 6 = 48
4)2, 8, 26, 80, ____ _____4.) 0.5+0.2=0.4 + 0.3
Ans:242 ( x 3 + 2 ) _____5.) (75x2)
5)36, 69, 135, 267, ____ 10
Ans:531 ( x 2 – 3 )

J. Additional activities for Answer Math Challenge on Study each sequence. Give the Study the following Give the differences and
application and page 223 rule used then give the missing sequence of figure. Then, similarities of expression
remediation term. draw the next figure and and equation using Venn
105, 100, ____, 75, ____ write the rule used to find Diagram
6, 10, 15, 21, ____, ____ the answer.
3, 7, 19, ____, 163, ____
4, 6, 10, ____, ____, 66

Answer:

V. REMARKS
 VI. REFLECTIONS
A. No. of learners who earned Aristotle: ________ Aristotle: ________ Aristotle: ________ Aristotle: ________
80% on the formative Newton: ________ Newton: ________ Newton: ________ Newton: ________
assessment Einstein: ________ Einstein: ________ Einstein: ________ Einstein: ________
Galileo: ________ Galileo: ________ Galileo: ________ Galileo: ________
B. No. of learners who Aristotle: ________ Aristotle: ________ Aristotle: ________ Aristotle: ________
require additional Newton: ________ Newton: ________ Newton: ________ Newton: ________
activities for remediation Einstein: ________ Einstein: ________ Einstein: ________ Einstein: ________
who scored below 80% Galileo: ________ Galileo: ________ Galileo: ________ Galileo: ________
C. Did the remedial lessons Aristotle: ________ Aristotle: ________ Aristotle: ________ Aristotle: ________
work? No. of learners who Newton: ________ Newton: ________ Newton: ________ Newton: ________
have caught up with the Einstein: ________ Einstein: ________ Einstein: ________ Einstein: ________
lesson Galileo: ________ Galileo: ________ Galileo: ________ Galileo: ________
D. No. of learners who Aristotle: ________ Aristotle: ________ Aristotle: ________ Aristotle: ________
continue to require Newton: ________ Newton: ________ Newton: ________ Newton: ________
remediation Einstein: ________ Einstein: ________ Einstein: ________ Einstein: ________
Galileo: ________ Galileo: ________ Galileo: ________ Galileo: ________
E. Which of my teaching
strategies worked well?
Why did this work?
F. What difficulties did I
encountered 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: Checked and Verified: Noted:

MARY ROSE CORNITO-GONZALES HELEN E. DAACO FILIETA W. WANIWAN

Teacher Master Teacher I School Head