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 13-17, 2023 (WEEK 5) 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  Gives the translation of real-life verbal expressions and equations into letters or symbols and vice versa.
Competencies / Code: M6AL-IIIe-16
Objectives  Defines a variable in an algebraic expression and equation.
WEEKLY TEST/
Code: M6AL-IIIe-17
SUMMATIVE
 Represents quantities in real-life situations using algebraic expressions and equations.
TEST
Code: 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- 21ST Century Mathletes, p.85-90 21ST Century Mathletes, 21ST Century Mathletes,
90 p.91-93 p.91-93
2. Learner’s Materials pages 21st Century Mathletes 6, 21st Century Mathletes 6, 21st Century Mathletes 6 21st Century Mathletes 6,
200-209

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, 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: Given the ff. scenarios, Drill: Drill: Write the expression for
or presenting the new ask the pupils which of the 1.The cafeteria bought lots of Identify the number that the following:
lesson four basic operations is frozen pizzas to serve. If you should be in place of the 1. Seventy-five decreased
involved. know the total amount of question mark to make the by five
1.Ruth had typed 12 pages of money they spent and how mathematical statement 2.Fourteen divided by the
her research paper during many pizzas they bought, how correct. sum of three and four
the first day. On the second could you figure out the cost of ? + 5 =22 3.Triple the sum of eleven
day she typed 14 pages. How 1 pizza? Why do you believe 72/? =8 and six
many pages did she type in that? What is the action of this 19 = ? – 12 4.One more than the
all? operation? 7+2=3+? product of six and eight
2. Johann was given Php200 (You would divide the total cost 21 x ? =63 5.Twenty plus five less
by his mom. His younger by the number of pizzas to find Review: than eighty
brother Drake borrowed the cost of one pizza. Division Translate the ff. word 6.Take away 10 from 50
Php20 from him. How much separates the money spent into phrases to algebraic 7.Four more than twice
money did he have left? equal stacks. Each stack expressions three
3. Bless is 9years old. Her represents the cost of one pizza. 1.Five times the sum of a 8.Difference of 17 and 8
older brother Ed is twice as Division separates a quantity and b 9. fifteen more than the
old as she is. How old is Ed? into equal parts.) 2.Twelve decreased by quotient of seventy-two
4. Mrs. Cruz brought home a 2.)Pete bought some candy and twice x and nine
2000 ml bottle of orange gave some of the pieces to his 3.the ratio of 11 and thrice 10. one hundred twenty
juice. She divided this equally best friend, Hal. How could you p increased by nineteen
among her five children. How figure out how many pieces Translate the ff. algebraic
much did each child receive? Pete has left? Why do you expressions to word Review: Give the
Review: believe this? What is the action phrases Expressions of the ff.
Supply the next 3 terms. of the operation? 4.)51 –(x+5) verbal phrases
1.)Z, X, V,….. (Subtract the number of pieces 5.) 7 (2-x)
2.)a + b, 2c + 2d, 3e + 3f he gave to a friend from the 6. x+3
3.)¼, 2/5, 3/6, ….. number of pieces he purchased. 2
4.)10, 15, 20, ……. You are starting with the whole,
5.)1/5, 1/10, 1/15 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
amount needed if they combine Answer:
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 Present the ff. road signs. (TG Show picture of the president Allow the pupils to find a Show the video of the
the lesson p.188) ask the class if they Duterte. partner. One member of “Variables Song”. Let the
can identify and explain the Ask: What expression describes the pair is to make his or pupils sing that song.
meaning of each sign. President Rodrigo Duterte? her own word phrase and
If we use expressions to the other member is to
describe our President, we also translate it into algebraic
use expressions in Mathematics, expression. Then, the two
to describe relationships members exchange roles.
between numbers and the Ask some volunteer pairs
operations being used. to share their word
Ask if they can give other phrases and algebraic
road signs aside from the expressions to the class.
road signs presented. Write these on the board.

C. Presenting Ask the pupils the ff. Define an expression for Present the ff. situation to Present the video
Examples/Instances of question: students, "A math phrase the class: “Variables and Algebraic
new lesson The jeepney fare for the first without an equal or inequality Maricel buys 5 star apples Expression”
4km is ₱8.00 and an sign." Tell students that for ₱5.00 each and 3
additional ₱1.00 for every expressions are solved. This guyabanos for ₱32.50 each.
km. Richie will go to Cubao lesson is to translate written She gives the cashier a
from Antipolo. The distance words to numbers, operational ₱200.00 bill. Write an
from Antipolo to Cubao is symbols, and variables. expression for the total
about 28 km. how much does Remind students that a variable cost of the fruits she buys
she need to pay? is a placeholder for one or more and an equation for the
Answer: numbers. "Some number" is a amount of change the
Study the illustration below: phrase that indicates a variable cashier should give her.
is needed. Discuss the answer to the
Show pupils how to break down situation. See page 232-
a verbal expression, beginning 233 of the textbook
with simple expressions.
a.Example: Given "some number
increased by 5", ask students,
If the first 4 km is ₱8.00, we "What action is happening in
need to find the amount of this phrase?" (Answer: We are
fare for the remaining making larger, joining to, adding
distance to get the amount to). Then ask, "What operation
which Richie needs to pay.
 The remaining distance is 24 indicates this action?" (Answer:
km. Let y= the fixed amount Addition) x + 5
of ₱1.00 for every km. to find b.Example: Given "51 less than
the total amount fare, we some number." Ask students,
will use the expression 24y + "What action is happening in
8. this phrase?" (Answer: We are
Evaluate: decreasing, going down,
24y +8 24(1)+8=32 subtracting). Then ask, "What
Therefore, Richie needs to operation indicates this action?"
pay ₱32.00 (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 Consider this problem: Group Activity: Deepening: Show a video of
and practicing new skills Glen is a newly hired Translate each phrase or Define the ff. term: “Translating Verbal
#1 messenger in a multinational sentence into a mathematical Equation a mathematical Expressions into
company in Makati. As a expression or equation. sentence with an equal Algebraic Equations”
trainee, he needs to wear a 1.Twelve more than a number. sign (=) which shows that
polo-shirts everyday. He was SOLUTION: 12+x two expressions or both Write a variable
given a clothing allowance of 2.Eight minus a number. sides are equal. expression to represent
₱6,000.00. how many polo- SOLUTION: 8−x Give the ff. equation and each of the following:
shirt can he buy using this 3.An unknown quantity less explain which is the left 1.The sum of a number and
amount? fourteen. member and which is the twelve.
SOLUTION: x−14 right member. 3x + 5 = 20 2.The difference between a
4.Six times a number is fifty- Common words Translated number and eight.
four. as = 3.Three times a number
SOLUTION: 6x=54 equal or equals 4.A number squared plus
5.Two ninths of a number is is/are five
eleven. is equal to 5.A number divided by two
SOLUTION: 2/9x=11 result is plus seven
6.Three more than seven times yields 6.Four times the quantity
Discuss the contents on page a number is nine more than five of a number plus six
225-226 of Mathletes times the number. Tell the pupils that this 7.A number times two
textbook. SOLUTION time , you will be divided by four
3+7x=9+5x translating sentences 8.A number times six plus
7.Twice a number less eight is instead of phrases. The the same number times
 equal to one more than three technique is very much the two
times the number. same as the previous 9.A number squared plus
SOLUTION: lesson except that this seven take a way four
2x−8=3x+1 or 2x−8=1+3x time, it already involves 10.A number divided by
the equal sign and on three plus twelve
either side of the equal 11.A number times five
sign is a phrase that is and another number times
represented by an six
algebraic expression. 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 To translate word phrases Discuss examples 4-5 on page Discuss examples 1-5 on Discuss examples 5-8 on
and practicing new skills into algebraic expressions, 228-229 of Mathletes txbk. how to translate verbal how to translate verbal
#2 familiarity with words and phrases or sentences to phrases or sentences to
phrases associated with Show the video of “ Learn to algebraic equations. algebraic equations.
symbols or operations are translate algebraic Give the ff. examples. Show
important. The table (on expressions into word” how you translate the first Translate the ff. into an
page 226) lists some example, then ask the algebraic equation.
keywords that are used to pupils to translate the rest. A number decreased by
describe common Again, allow the pupils to seven is fifteen.
mathematical operations. use a letter they prefer for A number increased by
the variable. fifty-five is equal to eighty-
Translate the ff. into an eight.
algebraic equation. Twelve times a number is
The sum of a number and sixty
five is twelve. The quotient of a number
Twice a number decreased and nine is one hundred
by six is equal to sixteen. thirty-five.
Discuss examples 1-3 on If nine is added to the The sum of a number and
page 227-228 of Mathletes difference of a number and forty-six is one hundred
txbk. nineteen, the sum is ninety. twenty-five.
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 Translate in algebraic Give the ff. scenarios and equation into words.
Assessment) symbols. symbols. ask pupils to do what is 2n + 5 = 45
1. twice a number x added to 1.)twice a number a   divided by asked in the problem. n = 10 (7+11)
10 Ans:2x + 10 three Ans:2a / 3 1.Mr. and Mrs. Panem own n + 15 = 35 – n
2.A number n decreased by 2.)five times a number x minus a laundry shop. They had n
five Ans:n - 5 four Ans:5x - 4 134 customers this week, = 20 5
3. a number and multiplied 3.)Thrice the sum of a 18 fewer than last week.
by 7 Ans: 7y number  x and six Ans:3 (x + 6) Write an algebraic 2 (n + 6) = 22
4.) A number x is divided by two equation for the number of
Translate algebraic added to seven Ans:7 + x / 2 customers they had last Write a variable
symbols into mathematical week. expression to represent
statement. Translate algebraic symbols 2. Aling Martha, when each of the following:
4.)2x + y  into mathematical statement. asked about her age, Four times ten divided by
(this can be stated as :) 5.)5x + 2y replies “I am six years five
twice the sum of x and y the product of five X added to older than twice the age of Twelve diminished by two
two times x increased by y the product of two and y my youngest child.” Six times three added to
and more than twice x the sum of five times x and two Express her age in seven
x exceeds by twice y times y algebraic equation if her Eight added to the product
5.)x - 3y five times x increased by age now is 66. of five and three
x minus thrice y twice  y 3. Grade 6 basketball team Twenty-five added to two
thrice y subtracted from x twice and more than five scored three less than Three times twenty-five
three times y less than x times x thrice as many points as less twenty
x diminished by thrice y their opponent. Their total The sum of three and
6.) x / y - 2z Afterwards, call on students score at the end of the thirty-nine divided by
the quotient to share their responses and game was 108. Write an seven
of x and y decreased by justify their answers. algebraic equation for the
twice z number of points they
x divided by y less twice z scored.
Afterwards, call on
twice z less than the quotient Afterwards, call on
students to share their
of x and y students to share their
responses and justify
the difference between the responses and justify
their answers. Encourage
quotient of x and y, and their answers. Encourage
other students to
twice z other students to
contribute to the
Afterwards, call on contribute to the
dialogue
students to share their dialogue
responses and justify their
answers.
G. Finding practical Pair-share: Pair-share: Translate each phrase or Translate each phrase or
applications of concepts Write an expression for 1.  Translate into verbal sentence to a sentence to a
and skills in daily living each of the following: phrases. mathematical expression mathematical expression
1.add 4 and 8, then multiply a.)3x - 4 or equation. or equation.
by 3 b.)n + 8 1.A number minus the 1.A quantity less twelve.
2.subtract 9 from 14, then c.)2 / x + y opposite of negative one. 2.Six more than an
multiply by 2 d.)5y - 2 2.A number minus the unknown number.
3.subtract 7 from 24, then e.)2x + 3 opposite of negative 3.A number minus four.
divide by 6 twelve. 4.A number plus seven.
4.the quotient of a number 2. Translate in algebraic 3.Eleven added to three 5.A number increased by
and 4 symbols. times a number. one.
5.the product of 23 and twice a.eight times a 4.Six plus five times an 6.A number decreased by
a number number x increased by three. unknown number. ten.
6.times the sum of 9 and a b.five times a number n added 5.Twice a number minus 7.Negative seven added to
number y to six. seven equals four. some number.
7.15 less than 7 times a c.fifteen added to the quotient 6.Ten times a quantity 8.Negative nine added to a
number of a number y and two. increased by two is nine. number.
Answers: d.twenty four multiplied by the 7.When fourteen is added 9.A number plus the
1. (4 + 8)3 sum of x and y. to two times a number the opposite of six.
2. (14 - 9)2 e.the sum of the number n and result is six. 10.A number minus the
3. (24 - 7)/6 seven multiplied by two. 8.Four times a number opposite of five.
4. n/4 minus twenty-nine is
5. 23(2n) eleven.
6. 5(9 + y) 9.Three fifths of a number
7. 7n - 15 plus eight is fifty.
10.When four thirds of a
number is increased by
twelve, the result is five.

H. Making generalizations What is an algebraic expression? How do you translate real-life verbal expressions and
and abstractions about the equations into letters or symbols and vice versa
lesson 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 Evaluate A (31-40) & B (1-5), Translate each sentence Translate each algebraic
229-230 of 21st Century pages 230 of 21st Century into algebraic equation. equation into words.
Mathletes Textbook Mathletes Textbook 1.A number increased by (Page 236 of 21st Century
four is twelve. Mathletes)
2.A number decreased by
nine is equal to eleven.
 3.Five times a number is
fifty Original File Submitted
4.The quotient of a number and Formatted by DepEd
and seven is eight. Club Member - visit
5.The sum of a number and depedclub.com for more
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 Instructions: Write the
application and expression or equation in Answer Math Challenge on page expression or equation in Answer Math Challenge on
remediation algebraic form. 231 algebraic form. page 237
1. 3 times the 1. two times a number plus
quantity mm minus 7 9
2. What is an algebraic 2. 7 less than the product
expression for "3 less than of 12 and a number
the product of 2 and a 3. x minus twenty divided
number x"? by two times x
3.12 more than a number.  4.describe 8 times x plus
4. six times the difference of 3. 
a number and 9.  5. Three times some
number plus eleven 

V. REMARKS

VI. REFLECTIONS
A. No. of learners who Aristotle: ________ Aristotle: ________ Aristotle: ________ Aristotle: ________
earned 80% on the Newton: ________ Newton: ________ Newton: ________ Newton: ________
formative 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