School: San Juan Elementary Grade Level: VI

GRADES 1 to 12 Teacher: Marc Kevin M. Micua Learning Area: MATHEMATICS

DAILY LESSON LOG Teaching Dates and MARCH 4- MARCH 8, 2024 (WEEK 6)
Time: Quarter: 3RD QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES The learner…..
A. Content Standard demonstrates understanding of sequence in forming rules, expressions and equations.
B. Performance Standard is able to apply knowledge of sequence, expressions, and equations in mathematical problems and real-life situations.
C. Learning Competencies / solves routine and non-routine problems involving different types of numerical expressions and equations such as 7+ 9 =___ + 6. CATCH UP FRIDAY
Objectives creates routine and non-routine problems involving numerical expressions and equations.

II. CONTENT Patterns and Algebra Patterns and Algebra Patterns and Algebra Patterns and Algebra
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 21ST Century Mathletes, p.85-90 21ST Century Mathletes, p.85-90 21ST Century Mathletes, p.91-93 21ST Century Mathletes, p.91-93

2. Learner’s Materials pages 21st Century Mathletes 6, 200- 21st Century Mathletes 6, 21st Century Mathletes 6 21st Century Mathletes 6,
209

3. Textbook pages 21st Century Mathletes 6 21st Century Mathletes 6 21st Century Mathletes 6 21st Century Mathletes 6,

4. Additional Materials from

Learning Resource (LR) Portal
B. Other Learning Resources Mathletes 6 textbook, video Mathletes 6 textbook, video clip, Mathletes 6 textbook, video clip, Mathletes 6 textbook, video clip,
clip, power point presentation power point presentation, drawings power point presentation power point presentation
of patterns, picture cards
IV. PROCEDURES
A. Reviewing previous lesson or Drill: Determining what number A. Simplify each of the expression by Put the known terms together on one A. Simplify each expression.
presenting the new lesson should be in place of the combining like terms. Follow the side and the unknown terms on the Follow the rules from the order
question mark to make the order of operations. other side of the equation. of operation.
mathematical statement
correct. Example: 3m+5m = 8m, 5p+2y-3p Examples: 2x + 4 = 20 2x = 20 – 4, 1. 8x + 9 – 3 + 2x
1. + 7=11 = 5p-3p+2y = 2p+2y, 8p+2p-7q = 3a – 8 = 10 3a = 10 + 8 2. 12 – 2*5 + 3y + y
2. 96/? = 6 10p-7q 3. 9a – 3a*2 +6a – 9
3. 2 x (15-?) = 20 1. 6a + 59 = 1. 4b + 7 = 41 4. 7 + 9*3 +5n -3n
4. 5 x (? + 2) =15 2. 7x – 5x = 2. 7a + 5 = 54 5. 36c + 11c -9c +4d
5. ? + 3 = 21 - ? 3. 9 + 2 + x = 3. 5 + 8y = 77
Review: 4. 3p + 5 – 2p = 4. 4a + 35 = 51
Translate the ff. sentences to 5. 4t + 3 – 2t + 6 = Ans:
algebraic equations 6. 7a + 2a + 3b = B. 1. 4b = 41 – 7 2. 7a = 54 - 5
1.Twice a number is equal to Ans: 3. 8y = 77 – 5 4. 4a = 51 - 35
six. A. 1. 11a 2. 2x 3. 11 + x 4.
 2.If three times a number is
decreased by two, the answer is
seven.
3.The ratio of a number and ten
is two.
1p + 5 or p + 5 5. 2t + 9 6. 9a + 3b
4.Half of the sum of a number
and three is six
5.The difference of seven and a
number is equal to six times the
number.
B. Establishing a purpose for the Impress your pupils by being Show a video to the pupils Show the video of Beginning Algebra Show a video to the pupils
lesson able to guess the number they “Solving Equation Song” & Word Problem Steps https://www.youtube.com/
are thinking of. Ask a pupil to watch?v=-EwUcnZx4dI
think of any number from 1-10.
Have it undergo a series
of operations and have the
pupil update the answer in his
mind in every operation done.
Finally, ask the pupil to give the
answer he or she had to the last
operation done. Using your
knowledge of algebra and
working backward, guess the
original number.
C. Presenting Examples/Instances Ige is twice as old as his brother Consider the ff. verbal sentences. Read and solve this problem: Let us find the value of the
of new lesson Elmo. The sum of their ages is 1. A number increased by 5 is A basket is full of fruits with bananas variable in another equation.
21. How old are they now? 12 and mangoes. The bananas are 3 times Solve for variable
Present the ways in solving 2. The sum of two numbers is the number of mangoes. How many of x in 5x – 3x = 24.
equations in the form ax + b = c. 8. If the first number is 3, each kind of fruits are there, if there 5x – 3x = 24 5x and 3x are
use 2x + 3 = 7 as an example what is the second number? are 20 fruits in the basket? two like terms, so we can
 Guess and test 3. If we let x be the unknown The number of mangoes is unk?nown, subtract to get 2x.
 Cover Up number, how can these so let us represent n for mangoes. 2x = 24 to find the value of
 Work Backward sentences be translated into n = number of mangoes x, divide 24 by 2.
 Balancing Method mathematical equations? The bananas are 3x the number of X = 24 ÷ 2
(TG p. 95) What is the value of x? mangoes, so if n is number of X = 12
Show a video of “Basic Algebra (Discuss the content on page mangoes; the number of banana is 3n. To check, let us evaluate 5x – 3x,
Rules” 238-239 3n = number of bananas given x = 12
Original File Submitted and Add the number of mangoes and 5x – 3x = 5 (12) – 3 (12) = 60 – 36
Formatted by DepEd Club bananas and we will have the = 24, then 24 =24
Member - visit depedclub.com total number of fruits. Since the total Therefore, 12 is the solution to
for more number of fruits is 20, the equation 5x – 3x = 24.
therefore, the equation will be:
3n + n = 20 When we add or subtract like
Let’s find the solution to variable n is terms, add or subtract the
 the equation, 3n + n = 20. number part of the terms, while
3n + n = 20 simplify 3n + n. They the variable remains the same.
are two like terms, so we can add to The
get 4n. number part of a term is called
4n=20 we know 4n means 4 times n. the coefficient of 5x is 5 and the
n = 20 ÷ 4 to get the value of n, variable is x.
divide 20 by 4. n = 5 Other expressions have unlike
the solution to variable n in the terms like 4x + 2y and 5x + 3.
equation 3n + n = 20 is 5. The unlike terms of 4x + 2y are 4x
n is the number of mangoes, so there and 2y. We cannot add or
are 5 mangoes. subtract unlike terms. 8x and 2
3n is the number of bananas, so there are unlike terms, so we cannot
are 15 bananas. add
To check, given the value n = 5, lets 8x + 2.
evaluate 3n + n.
3n + n = 3(5) + 5 = 15 + 5 = 20, then 20
=20
Therefore the value of the variable n
in 3n + N = 20 is 5.
D. Discussing new concepts and Define the ff. term: Study these other examples of finding Discussion:Try to look at how Study this example: evaluate the
practicing new skills #1  Solution- a number solution to equations: expressions are simplified. expression, 5x + 3.2x – 5,
that makes an 1. Find the solution to variable x in a. 5 x k =5k d. 3 x X x Y = 3xy given x = 4.
algebraic equation true the equation, x + 3 = 19. b. a ÷ 7 = a/7 e. 5 x b ÷ 8 = 5b/8 5x + 3.2x – 5 = 5(4) + 6x – 5 = 20 +
or correct. c. a x b x a = a²b f. (c x d) ÷ (e x f) = 6(4) – 5 =20 + 24 – 5 = 39
Introduce the 4 basic rules for X + 3 = 19 transpose 3 to the cd/ef Substitute the value of X and
solving equations. other side of the equation using the Another example: multiply, before adding and
1. Addition Property of inverse operation If we give a value to the variable, we subtracting to get the answer of
Equality: if the same x = 19 – 3 x = 16 can evaluate an algebraic 39.
quantity is added to expression. Let’s evaluate 2a + 3b, if a
both sides of an To check, evaluate x + 3, given x = 16 = 5 and b =8.
equation, the resulting X + 3 = 16 + 3 = 19 the result is 2a means 2 times a and we write: 2*a
equation is equivalent 19, therefore 16 is the value of x in or 2 (a)
to the original x + 3 = 19. 3b means 3 times b and we write: 3*b
equation. or 3(b)
2. Subtraction Property of To evaluate 2a + 3b, given a=5 and
Equality: If the same b=8, we may do this:
quantity is subtracted 2a + 3b = 2(5) + 3(8) = + 24 = 34
from both sides, the Notice that we get a number when we
resulting equation is evaluate an expression.
equivalent to the We also need to follow the rule of
original. operations. That is, starting from
3. Multiplication Property left to right, multiply or divide first
of Equality: If both before adding or subtracting.
sides of an equation
 are multiplied by the
same (nonzero)
quantity, the resulting
equation is equivalent
to the original
equation.
4. Division Property of
Equality: If both sides
of an equation are
divided by the same
(nonzero) quantity, the
resulting equation is
equivalent to the
original equation.
Give the ff. examples to be
solved using different
methods.
1. N + 5 = -5
2. 5y – 2 = 18
3. C + 18 = 29
4. -32 = 15 + d
5. 3f = -12
E. Discussing new concepts and Study another example: Find the value of the variable in 6n + Find the solution to 9x – 3 = 15. Write the following algebraic
practicing new skills #2 2n 2n + 5 = 29. expressions without using the
Find the value of – 4 =10 9x – 3 = 15 transpose 3 to the multiplication signs.
−3
6n + 2n + 5 = 29 add like terms 6n other side of the equation using the
2n and 2n to get 8n. inverse operation Example: a.) 5 x b = 5b b.) 6
-3 ( – 4) = (10) (-3) 8n + 5 = 29 transpose 5 to 9x = 15 + 3 x (c+7) = 6(c+7)
−3 the other side of equation using the 9x = 18 to find the value of x, divide
multiplying both sides by inverse operation. 18 by 9. 1. 7 x a =
-3. (MPE) 8n = 29 – 5 X = 18 ÷ 9 X = 2 2. X x 10 =
2n + 12 = -30 8n = 24 to find the value of n, 3. 5 x (a+2) =
2n + 12 – 12 = -30 -12 Subtract divide 24 by 8. To check, evaluate 9x – 3, given x = 2. 4. 4 x a + 5 x b =
12 from both sides (SPE) n = 24 ÷ 8 n = 3 9x – 3 = 9(2) – 3 = 18 – 3 = 15 the 5. 1 x n – 10 =
2n= -42 result is 15, therefore 6. 5 + 2 x c =
2n −42 To check, evaluate 6n + 2n + 5, 2 is the solution to the
= Divide both sides
2 −2 given n = 3. equation 9x – 3 = 15. Group Activity:
by 2 (DPE) 6(3) + 2(3) +5 = 18 + 6 + 5 = 29 Group Activity: Creates routine and non-routine
The result is 29, therefore 3 is the Creates routine and non-routine problems involving numerical
Group Activity: value of n in 6n + 2n + 5 = 29 problems involving numerical expressions and equation. Let the
B. Find the solution to each expressions and equations using the other group answer the problem
equation. Notice that we put the known term data given below. you had created.
6. 9x + 3 = 48 on one side of the equation Item Price
7. 3b + 14 = 29 and the unknown on the other side. Bath soap 35.50
 8. 4n – 10 = 38 The term with variable, 8n is the Toothpaste 55.50
Ans.: unknown and the known terms are 5 Shampoo 64.50
A. 1. x = 8 2. n = 10 3. c = and 29. Toothbrush 79.50
21 4. a = 6 5. p = 2 B. 6. An equation has two sides separated
5 7. 5 8. 12 by the = symbol. When we Example:
transpose terms from one side of the a) Which two items that can be
Group Activity: equation to the other side, we purchased
Creates routine and non-routine use the inverse operation. with 100 without change?
problems involving numerical Like for example 9x – 3 = 15,
expressions and equation. Let transpose 3 to the other side, it Write the equation.
the other group answer the becomes 9x = 15 + 3, likewise 8n + 5 =
problem you had created. 29 becomes 8n = 29 – 5. b)What is the total cost of 2 bath
soaps and a toothpaste? Write the
equation.

F. Developing mastery Group Activity: A. Simplify each of equation by Solve each equation then check: . Find for the solution of each
(Leads to Formative Assessment) Assigned the given examples on combining like terms. Follow the 1. z/4 – 7 = 3 equation.
page 239-246 of Mathlete Txbk. order of operation. 2. 3x/4 = -9 1. 2b + 10 =12
Let the leaders of the group 1. 2x + 9x – 3 – 5x = 6x – 3 3. -5y/-2 = 10 2. 8 + 5x = 41
explain the assigned problems 2. 5n – 3n + 6 – 3 = Find for the solution of each equation. 3. 6c – 42 = 12
to them. 3. 9y + 20 – 5 + 6 = 1. x + 15 = 23 4. 3n = 60 + n
4. 12a – 2a + 5 = 2. 6x – 8 = 10 5. 7a + 5 = 54
5. 12y + 8 – 2y + 6 = 3. 4b – 12 = 24
G. Finding practical applications of Give the scenarios and tell the Write an algebraic equation and solve A. Solve for the variable in each Evaluate each expression, given x
concepts and skills in daily pupils to follow this flow in the equation. equation. = 2 and y = 3.
living solving the equation: During the council meeting, the 1. 3x + 8 = 32 x = _____ 1.. 2x + 4y = 2(2) + 4(3) = 4 + 12 =
a. What is asked? number of women is 2 times the 2. 5n – 28 = 22 n = _____ 16
b. What are the given number of men. How many women 3. 2c – 16 = 26 c = _____ 2. 12y + 3x = ________
facts? and men attended the meeting if 4. 5a - 3a = 9 + 3 a = _____ 3. 5x * 2y = _____
c. What equation shall there were 30 people present? 5. 9p + 3p = 43 – 19p p = _____ 4. 8x – 3y = ________
we do to solve the Group Activity: 5. 7x – 4y + 6xy = ________
problem? What is the Creates routine and non-routine
solution to the problems involving numerical
equation? expressions and equation. Let the
(See TG on page 96) other group answer the problem you
had created.

H. Making generalizations and What are the four basic rules in solving equations?
abstractions about the lesson An algebraic expression is any combination of numbers constant and variables with operations such as addition,
subtraction, multiplication or division.
To evaluate an expression means to find a number solution to the expression, given the value of the variables.
To simplify an expression means to make it simple or shorter by combining like terms in the expressions.
I. Evaluating Learning Refer to textbook, pages 247 Refer to textbook, pages 247 and let Write an expression for each Answer the ff. problems.
and let the pupils answer the pupils answer Evaluate A-C, all problem/situation and solve the 1.Four friends share a box of
Evaluate A-C, all even- even-odd items. expression. pens. Each receives 3 pens.
numbered items. Write and solve the equation to
1.Helen is 13 years old, Helen’s father find the number of pens in the
is 4 years more than twice her age. box.
2.Edna is 155 cm tall. Lilia’s height is 2.There are 56 pupils in a class.
10 cm less than twice Edna’s height. Thirty-six of them joined the
3.Roman weights 25 kilograms. His fieldtrip. Write an equation to
father weighs 5 kg less than 3 times find the number of pupils who
Romans weight. did not join the fieldtrip.
4.Francis is ten years old. Ben is twice 3.A can travels at an average
as old as Francis. span of 36 km per hour. Write
5.Aning is five years old. I am six years and solve an equation to predict
more than thrice her age. how many hours it will take to
travel 432 km if it continues at
this speed.

J. Additional activities for Answer Math Challenge on page 248

application and remediation
V. Remarks
VI. REFLECTIONS
______ of Learners who earned ______ of Learners who earned ______ of Learners who earned ______ of Learners who earned 80% above
A. No. of learners who earned
80% above 80% above 80% above
80% in the evaluation
______ of Learners who require ______ of Learners who require ______ of Learners who require ______ of Learners who require additional activities for remediation
B. No. of learners who require
additional activities for remediation additional activities for additional activities for
additional activities for
remediation remediation
remediation
C. Did the remedial lessons work ______Yes ______No ______Yes ______No ______Yes ______No ______Yes ______No
? No. of learners who have ______ of Learners who caught up ______ of Learners who caught up ______ of Learners who caught ______ of Learners who caught up the lesson
caught up with the lesson the lesson the lesson up the lesson
D. No. of learners who continue ______ of Learners who continue to ______ of Learners who continue ______ of Learners who continue ______ of Learners who continue to require remediation
to require remediation require remediation to require remediation to require remediation
E. Which of my teaching Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
strategies worked well ? Why ___ Socratic Questioning ___ Socratic Questioning ___ Socratic Questioning ___ Socratic Questioning
did this work ? ___ Game-Based Learning ___ Game-Based Learning ___ Game-Based Learning ___ Game-Based Learning
___ Interactive Lecture ___ Interactive Lecture ___ Interactive Lecture ___ Interactive Lecture Demonstrations
Demonstrations Demonstrations Demonstrations The activity can be a classroom experiment, a survey, a simulation or
The activity can be a classroom The activity can be a classroom The activity can be a classroom an analysis of secondary data.
experiment, a survey,a simulation experiment, a survey, a simulation experiment, a survey, a ___Cooperative Learning
 or an analysis of secondary data. or an analysis of secondary data. simulation or an analysis of ___Jigsaws
___Cooperative Learning ___Cooperative Learning secondary data. ___Gallery Walks
___Jigsaws ___Jigsaws ___Cooperative Learning ___Fieldtrips
___Gallery Walks ___Gallery Walks ___Jigsaws ___Making notes from book
___Fieldtrips ___Fieldtrips ___Gallery Walks ___Use of internet/audio visual presentation
___Making notes from book ___Making notes from book ___Fieldtrips ___Text books
___Use of internet/audio visual ___Use of internet/audio visual ___Making notes from book ___Investigations
presentation presentation ___Use of internet/audio visual ___Models
___Text books ___Text books presentation ___Demonstrations
___Investigations ___Investigations ___Text books Other Techniques and Strategies used:
___Models ___Models ___Investigations ___Manipulative Tools
___Demonstrations ___Demonstrations ___Models ___Pair Work
Other Techniques and Strategies Other Techniques and Strategies ___Demonstrations ___ Explicit Teaching
used: used: Other Techniques and Strategies ___ Group collaboration
___Manipulative Tools ___Manipulative Tools used: ___ Carousel
___Pair Work ___Pair Work ___Manipulative Tools ___ Diads
___ Explicit Teaching ___ Explicit Teaching ___Pair Work ___ Differentiated Instruction
___ Group collaboration ___ Group collaboration ___ Explicit Teaching ___ Discovery Method
___ Carousel ___ Carousel ___ Group collaboration ___ Lecture Method
___ Diads ___ Diads ___ Carousel Why?
___ Differentiated Instruction ___ Differentiated Instruction ___ Diads ___ Complete IMs
___ Discovery Method ___ Discovery Method ___ Differentiated Instruction ___ Availability of Materials
___ Lecture Method ___ Lecture Method ___ Discovery Method ___ Pupils’ eagerness to learn
Why? Why? ___ Lecture Method ___ Group member’s collaboration/cooperation in doing their tasks
___ Complete IMs ___ Complete IMs Why? ___ Audio Visual Presentation of the lesson
___ Availability of Materials ___ Availability of Materials ___ Complete IMs
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Availability of Materials
___ Group member’s ___ Group member’s ___ Pupils’ eagerness to learn
collaboration/cooperation in doing collaboration/cooperation in doing ___ Group member’s
their tasks their tasks collaboration/cooperation in
___ Audio Visual Presentation of ___ Audio Visual Presentation of doing their tasks
the lesson the lesson ___ Audio Visual Presentation of
the lesson

__ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
__ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
F. What difficulties did my
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
principal or supervisor can help
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
me solve ?
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works

G. What innovation or localized Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
 __Contextualized/ Localized and __Contextualized/ Localized and __Contextualized/ Localized and __Contextualized/ Localized and Indigenized IM’s
Indigenized IM’s Indigenized IM’s Indigenized IM’s __ Localized Videos
__ Localized Videos __ Localized Videos __ Localized Videos __ Making big books from
materials did I use/discover __ Making big books from __ Making big books from __ Making big books from views of the locality
which I wish to share with views of the locality views of the locality views of the locality __ Recycling of plastics to
other teachers ? __ Recycling of plastics to __ Recycling of plastics to __ Recycling of plastics to be used as Instructional Materials
be used as Instructional be used as Instructional be used as Instructional __ local poetical composition
Materials Materials Materials
__ local poetical composition __ local poetical composition __ local poetical composition
Prepared by: Checked by:
Marc Kevin M. Micua Carolyn B. delos Reyes EdD
Teacher I Master Teacher I
Noted by:
Louradel A. Maloles
Teacher in Charge