School: BARAS-PINUGAY PHASE 2 ELEMENTARY SCHOOL Grade Level: VI

GRADE 6 Teacher: ARMELOU A. MAGSIPOC Learning Area: MATHEMATICS

DAILY LESSON LOG Teaching Dates and Time: FEBRUARY 26-MARCH 1, 2024 (WEEK 4) Quarter: 3RD QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY CATCH-UP 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 / gives the translation of real-life verbal expressions and equations into letters or symbols and vice versa. M6AL-IIIe-16
Objectives defines a variable in an algebraic expression and equation. M6AL-IIIe-17
represents quantities in real-life situations using algebraic expressions and equations.
M6AL-IIIe-18

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, 200-209 21st Century Mathletes 6, 21st Century Mathletes 6 21st Century Mathletes 6,

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 clip, Mathletes 6 textbook, video clip, Mathletes 6 textbook, video clip, Mathletes 6 textbook, video
power point presentation power point presentation, power point presentation clip, power point presentation
drawings of patterns, picture cards
IV. PROCEDURES
A. Reviewing previous lesson or Drill: Given the ff. scenarios, ask Drill: Drill: Write the expression for the
presenting the new lesson the pupils which of the four basic 1.The cafeteria bought lots of Identify the number that should be in following:
operations is involved. frozen pizzas to serve. If you place of the question mark to make 1. Seventy-five decreased by
1.Ruth had typed 12 pages of her know the total amount of money the mathematical statement correct. five
research paper during the first they spent and how many pizzas ? + 5 =22 2.Fourteen divided by the sum
day. On the second day she typed they bought, how could you figure 72/? =8 of three and four
14 pages. How many pages did out the cost of 1 pizza? Why do 19 = ? – 12 3.Triple the sum of eleven and
she type in all? you believe that? What is the 7+2=3+? six
2. Johann was given Php200 by action of this operation? 21 x ? =63 4.One more than the product
his mom. His younger brother (You would divide the total cost by Review: of six and eight
Drake borrowed Php20 from him. the number of pizzas to find the Translate the ff. word phrases to 5.Twenty plus five less than
How much money did he have cost of one pizza. Division algebraic expressions eighty
left? separates the money spent into 1.Five times the sum of a and b 6.Take away 10 from 50
 3. Bless is 9years old. Her older equal stacks. Each stack 2.Twelve decreased by twice x 7.Four more than twice three
brother Ed is twice as old as she represents the cost of one pizza. 3.the ratio of 11 and thrice p 8.Difference of 17 and 8
is. How old is Ed? Division separates a quantity into Translate the ff. algebraic 9. fifteen more than the
4. Mrs. Cruz brought home a 2000 equal parts.) expressions to word phrases quotient of seventy-two and
ml bottle of orange juice. She 2.)Pete bought some candy and 4.)51 –(x+5) nine
divided this equally among her gave some of the pieces to his 5.) 7 (2-x) 10. one hundred twenty
five children. How much did each best friend, Hal. How could you 6. x+3 increased by nineteen
child receive? figure out how many pieces Pete 2
Review: has left? Why do you believe this? Review: Give the Expressions
Supply the next 3 terms. What is the action of the of the ff. verbal phrases
1.)Z, X, V,….. operation?
2.)a + b, 2c + 2d, 3e + 3f (Subtract the number of pieces he
3.)¼, 2/5, 3/6, ….. gave to a friend from the number
4.)10, 15, 20, ……. of pieces he purchased. You are
5.)1/5, 1/10, 1/15 starting with the whole, taking
away a part so what is left is the
other part. The subtraction action
is to take away, or compare by
finding the difference.)
3. Bob and Tyler do not have
enough money to buy a box of
donuts, but they have the exact Answer:
amount needed if they combine
their money. How would you find
the cost of a box of donuts? What
is the action of this operation?
(You would find the sum of Bob's
and Tyler's money. Combine is
the action of addition.)
4.Macy wants to buy each of her
classmates a Coke. How would
you figure out the cost? What is
the action of this operation?
(You would multiply the cost of the
Coke by the number of
classmates. Repeated addition of
the same value is multiplication)
B. Establishing a purpose for the Present the ff. road signs. (TG Show picture of the president Allow the pupils to find a partner. One Show the video of the
lesson p.188) ask the class if they can Duterte. member of the pair is to make his or “Variiables Song”. Let the
identify and explain the meaning Ask: What expression describes her own word phrase and the other pupils sing that song.
of each sign. President Rodrigo Duterte? member is to translate it into
If we use expressions to describe algebraic expression. Then, the two
 our President, we also use members exchange roles. Ask some
expressions in Mathematics, to volunteer pairs to share their word
describe relationships between phrases and algebraic expressions to
numbers and the operations being the class. Write these on the board.
used.

Ask if they can give other road

signs aside from the road signs
presented.

C. Presenting Examples/Instances Ask the pupils the ff. question: Define an expression for Present the ff. situation to the class: Present the video “Variables
of new lesson The jeepney fare for the first 4km students, "A math phrase without Maricel buys 5 star apples for ₱5.00 and Algebraic Expression”
is ₱8.00 and an additional ₱1.00 an equal or inequality sign." Tell each and 3 guyabanos for ₱32.50
for every km. Richie will go to students that expressions are each. She gives the cashier a
Cubao from Antipolo. The solved. This lesson is to translate ₱200.00 bill. Write an expression for
distance from Antipolo to Cubao is written words to numbers, the total cost of the fruits she buys
about 28 km. how much does she operational symbols, and and an equation for the amount of
need to pay? variables. change the cashier should give her.
Answer: Remind students that a variable is Discuss the answer to the situation.
Study the illustration below: a placeholder for one or more See page 232-233 of the textbook
numbers. "Some number" is a
phrase that indicates a variable is
needed.
Show pupils how to break down a
verbal expression, beginning with
simple expressions.
If the first 4 km is ₱8.00, we need
a.Example: Given "some number
to find the amount of fare for the
increased by 5", ask students,
remaining distance to get the
"What action is happening in this
amount which Richie needs to
phrase?" (Answer: We are making
pay. The remaining distance is 24
larger, joining to, adding to). Then
km. Let y= the fixed amount of
ask, "What operation indicates
₱1.00 for every km. to find the
this action?" (Answer: Addition) x
total amount fare, we will use the
+5
expression 24y + 8.
b.Example: Given "51 less than
Evaluate:
some number." Ask students,
24y +8 24(1)+8=32
"What action is happening in this
Therefore, Richie needs to pay
phrase?" (Answer: We are
₱32.00
decreasing, going down,
 subtracting). Then ask, "What
operation indicates this action?"
(Answer: Subtraction) x - 51;
taking away from the x.
Discuss the role and plays in this
written sentence. Example: Sum
of 12 and e. (12 + e)
Tell students that they have to
read very carefully using context
clues to determine what action is
required. They will need to reread
some problems in order to focus
on the needed information.
D. Discussing new concepts and Consider this problem: Group Activity: Deepening: Show a video of “Translating
practicing new skills #1 Glen is a newly hired messenger Translate each phrase or Define the ff. term: Verbal Expressions into
in a multinational company in sentence into a mathematical Equation a mathematical sentence Algebraic Equations”
Makati. As a trainee, he needs to expression or equation. with an equal sign (=) which shows
wear a polo-shirts everyday. He 1.Twelve more than a number. that two expressions or both sides are Write a variable expression to
was given a clothing allowance of SOLUTION: 12+x equal. represent each of the
₱6,000.00. how many polo-shirt 2.Eight minus a number. Give the ff. equation and explain following:
can he buy using this amount? SOLUTION: 8−x which is the left member and which is 1.The sum of a number and
3.An unknown quantity less the right member. 3x + 5 = 20 twelve.
fourteen. Common words Translated as = 2.The difference between a
SOLUTION: x−14 equal or equals number and eight.
4.Six times a number is fifty-four. is/are 3.Three times a number
SOLUTION: 6x=54 is equal to 4.A number squared plus five
5.Two ninths of a number is result is 5.A number divided by two
eleven. yields plus seven
Discuss the contents on page SOLUTION: 2/9x=11 6.Four times the quantity of a
225-226 of Mathletes textbook. 6.Three more than seven times a Tell the pupils that this time , you will number plus six
number is nine more than five be translating sentences instead of 7.A number times two divided
times the number. phrases. The technique is very much by four
SOLUTION the same as the previous lesson 8.A number times six plus the
3+7x=9+5x except that this time, it already same number times two
7.Twice a number less eight is involves the equal sign and on either 9.A number squared plus
equal to one more than three side of the equal sign is a phrase that seven take a way four
times the number. is represented by an algebraic 10.A number divided by three
SOLUTION: expression. plus twelve
2x−8=3x+1 or 2x−8=1+3x 11.A number times five and
another number times six
12.Sixteen less than a number
times negative four
 13.A number times eight
divided by two
14.A number divided by six
and another number times
negative five
15.A number divided by four
plus another number divided
by sixteen
E. Discussing new concepts and To translate word phrases into Discuss examples 4-5 on page Discuss examples 1-5 on how to Discuss examples 5-8 on how
practicing new skills #2 algebraic expressions, familiarity 228-229 of Mathletes txbk. translate verbal phrases or sentences to translate verbal phrases or
with words and phrases to algebraic equations. sentences to algebraic
associated with symbols or Show the video of “ Learn to Give the ff. examples. Show how you equations.
operations are important. The translate algebraic expressions translate the first example, then ask
table (on page 226) lists some into word” the pupils to translate the rest. Again, Translate the ff. into an
keywords that are used to allow the pupils to use a letter they algebraic equation.
describe common mathematical prefer for the variable. A number decreased by seven
operations. Translate the ff. into an algebraic is fifteen.
equation. A number increased by fifty-
The sum of a number and five is five is equal to eighty-eight.
twelve. Twelve times a number is sixty
Twice a number decreased by six is The quotient of a number and
equal to sixteen. nine is one hundred thirty-five.
If nine is added to the difference of a The sum of a number and
number and nineteen, the sum is forty-six is one hundred
Discuss examples 1-3 on page ninety. twenty-five.
227-228 of Mathletes txbk. Twice the sum of a number and two is
twenty-two
The product of thirteen less than
thrice a number and five will result to
forty-five.
F. Developing mastery Group Activity: Group Activity: Group Activity: Translate each algebraic
(Leads to Formative Translate in algebraic symbols. Translate in algebraic symbols. Give the ff. scenarios and ask pupils equation into words.
Assessment) 1. twice a number x added to 10 1.)twice a number a divided by to do what is asked in the problem. 2n + 5 = 45
Ans:2x + 10 three Ans:2a / 3 1.Mr. and Mrs. Panem own a laundry n = 10 (7+11)
2.A number n decreased by five 2.)five times a number x minus shop. They had 134 customers this n + 15 = 35 – n
Ans:n - 5 four Ans:5x - 4 week, 18 fewer than last week. Write n
3. a number and multiplied by 7 3.)Thrice the sum of a an algebraic equation for the number = 20 5
Ans: 7y number x and six Ans:3 (x + 6) of customers they had last week.
4.) A number x is divided by two 2. Aling Martha, when asked about 2 (n + 6) = 22
Translate algebraic symbols into added to seven Ans:7 + x / 2 her age, replies “I am six years older
mathematical statement. than twice the age of my youngest Write a variable expression to
4.)2x + y Translate algebraic symbols into child.” Express her age in algebraic represent each of the
 (this can be stated as :) mathematical statement. equation if her age now is 66. following:
twice the sum of x and y 5.)5x + 2y 3. Grade 6 basketball team scored Four times ten divided by five
two times x increased by y the product of five X added to the three less than thrice as many points Twelve diminished by two
and more than twice x product of two and y as their opponent. Their total score at Six times three added to
x exceeds by twice y the sum of five times x and two the end of the game was 108. Write seven
5.)x - 3y times y an algebraic equation for the number Eight added to the product of
x minus thrice y five times x increased by twice y of points they scored. five and three
thrice y subtracted from x twice and more than five times x Afterwards, call on students to share Twenty-five added to two
three times y less than x their responses and justify their Three times twenty-five less
x diminished by thrice y Afterwards, call on students to answers. Encourage other students to twenty
6.) x / y - 2z share their responses and justify contribute to the dialogue The sum of three and thirty-
the quotient of x and y decreased their answers. nine divided by seven
by twice z
x divided by y less twice z
twice z less than the quotient Afterwards, call on students to
of x and y share their responses and
the difference between the justify their answers.
quotient of x and y, and twice z Encourage other students to
Afterwards, call on students to contribute to the dialogue
share their responses and justify
their answers.

G. Finding practical applications of Pair-share: Pair-share: Translate each phrase or sentence to Translate each phrase or
concepts and skills in daily living Write an expression for each of 1. Translate into verbal phrases. a mathematical expression or sentence to a mathematical
the following: a.)3x - 4 equation. expression or equation.
1.add 4 and 8, then multiply by 3 b.)n + 8 1.A number minus the opposite of 1.A quantity less twelve.
2.subtract 9 from 14, then multiply c.)2 / x + y negative one. 2.Six more than an unknown
by 2 d.)5y - 2 2.A number minus the opposite of number.
3.subtract 7 from 24, then divide e.)2x + 3 negative twelve. 3.A number minus four.
by 6 3.Eleven added to three times a 4.A number plus seven.
4.the quotient of a number and 4 2. Translate in algebraic symbols. number. 5.A number increased by one.
5.the product of 23 and twice a a.eight times a 4.Six plus five times an unknown 6.A number decreased by ten.
number number x increased by three. number. 7.Negative seven added to
6.times the sum of 9 and a b.five times a number n added to 5.Twice a number minus seven some number.
number y six. equals four. 8.Negative nine added to a
 7.15 less than 7 times a number c.fifteen added to the quotient of a 6.Ten times a quantity increased by number.
Answers: number y and two. two is nine. 9.A number plus the opposite
1. (4 + 8)3 d.twenty four multiplied by the 7.When fourteen is added to two of six.
2. (14 - 9)2 sum of x and y. times a number the result is six. 10.A number minus the
3. (24 - 7)/6 e.the sum of the number n and 8.Four times a number minus twenty- opposite of five.
4. n/4 seven multiplied by two. nine is eleven.
5. 23(2n) 9.Three fifths of a number plus eight
6. 5(9 + y) is fifty.
7. 7n - 15 10.When four thirds of a number is
increased by twelve, the result is five.

H. Making generalizations and What is an algebraic expression? How do you translate real-life verbal expressions and equations into letters or
abstractions about the lesson symbols and vice versa
You need to read very carefully using context clues to determine what action is required. They will need to
reread some problems in order to focus on the needed information.

I. Evaluating Learning Evaluate A (1-30), pages 229-230 Evaluate A (31-40) & B (1-5), pages Translate each sentence into Translate each algebraic
of 21st Century Mathletes 230 of 21st Century Mathletes algebraic equation. equation into words.
Textbook Textbook 1.A number increased by four is (Page 236 of 21st Century
twelve. Mathletes)
2.A number decreased by nine is
equal to eleven.
3.Five times a number is fifty
4.The quotient of a number and
seven is eight.
5.The sum of a number and ten is
twenty.
6.The difference between six and a
number decreased by four.
7.Three times a number increased
by six is fifteen.
8.Eight less than twice a number is
sixteen.
9.Thirty is equal to twice a number
decreased by four.
10.If four times a number is added
to nine, the result is forty-nine.
J. Additional activities for Instructions: Write the expression Instructions: Write the expression
application and remediation or equation in algebraic form. Answer Math Challenge on page or equation in algebraic form. Answer Math Challenge on
1. 3 times the quantity mm minus 231 1. two times a number plus 9 page 237
7 2. 7 less than the product of 12 and
2. What is an algebraic expression a number
 for "3 less than the product of 2 3. x minus twenty divided by two
and a number x"? times x
3.12 more than a number. 4.describe 8 times x plus 3.
4. six times the difference of a 5. Three times some number plus
number and 9. eleven

V. Remarks
VI. REFLECTIONS
A. No. of learners who earned 80%
on the formative assessment
B. No. of learners who require
additional activities for
remediation who scored below
80%
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? 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 & Noted:

ARMELOU A. MAGSIPOC JULY R. VELGADO

Teacher I Principal I