DLL Mathematics 6 Whole Year

School: JAMPASON ELEMENTARY SCHOOL Grade Level: VI
GRADES 1 to 12 Teacher: HAZEL JANE F. BAGUIO Learning Area: MATHEMATICS

DAILY LESSON LOG Teaching Dates and
Time: Week 1 (August 22 – 26, 2022) Quarter: 1st Quarter
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards: The learner demonstrates understanding of the four fundamental operations involving fractions.
B. Performance Standards: The learner is able to apply the four fundamental operations involving fractions in mathematical problems and real-
life situations.
C. Learning Competencies/Objectives:
Write the LC Code for each M6 N S- Ib -9 0 .2 M6 N S- Ib -9 2 .2 M6 N S- I b- 92 . 2 M6 N S- I b- 93 . 2
The learner multiplies The learner solves routine The learner solves non- The learner creates
simple fractions and mixed problems involving routine problems involving problems (with reasonable
fractions. multiplication with or multiplication with or answers) involving
without addition or without addition or multiplication without or
subtraction of fractions subtraction of fractions with addition or
and mixed fractions using and mixed fractions using subtraction of fractions
appropriate problem appropriate problem and mixed numbers.
solving strategies and tools solving strategies and tools
correctly. correctly.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
Multiplying Simple Solving Routine Problems Solves Non-Routine Creating Problems (With
Fractions and Mixed Involving Multiplication Problems Involving Reasonable Answers)
II. CONTENT Fractions with or without Addition or Multiplication with or Involving Multiplication
Subtraction of Fractions without Addition or Without or With Addition
and Mixed Fractions Using Subtraction of Fractions or Subtraction of Fractions
Appropriate Problem and Mixed Fractions Using and Mixed Fractions
Solving Strategies and Appropriate Problem
Tools Solving Strategies and
Tools
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of
III. LEARNING RESOURCES
concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal MISOSA Module Grade 5 MISOSA Module Grade 6 - MISOSA Module Grade 6 -
and 6 - Multiplication of Solving one-step word Solving two-step word
Mixed Numbers and problems on multiplication problems on multiplication
Fractions of Fractions of Fractions
DLP Grade 5 Module 27 DLP Grade 5 Module 27
Lesson Guide in Lesson Guide in

Elementary Mathematics 5 Elementary Mathematics 5
p217 p217
B. Other Learning Resources Flash Cards Flash Cards Flash Cards
Powerpoint Presentation Powerpoint Presentation Powerpoint Presentation
IV. PROCEDURES
A. Reviewing Previous Lesson or Review game (charade)
Presenting the New Lesson Review: (Using flash Complete the table below Divide the class into 5
cards) Call 4 volunteers who will groups.
serve as the actors.
Ask each group to write as
The pupils will act to show many words as they can,
the following words without related to the following.
saying any words.
a) Addition (e.g. sum of,
Check total, added to, in all)
Plan b) Subtraction (e.g. less,
Solve diminished, deducted,
Understand difference)
Multiplication
The pupils will guess the
product, twice, times)
word.
d) Division (e.g. quotient,
After all the words are divided by)
revealed, ask another pupil All common answers will be
to arrange the words in order. eliminated. The group
with the most number of
Let the pupils explain the correct answers remain
importance of each step. will be the winner.
Let them state what will Original File Submitted and
happen if they missed any Formatted by DepEd Club
of the steps. Member - visit depedclub.com
for more
B. Establishing a Purpose for the Show a picture of kids jogging Show a picture of a mother Show a picture of a girl who is
Lesson in a track oval preparing a chicken dish for baking.
Show a picture of a man Ask: lunch. Ask: What can you say about
harvesting fruits from a farm.  What are the children doing? Ask: the picture? What do you
Ask pupils what are the things  Why is it important for us to  What is your favorite chicken think is the girl doing?
they can see in a farm. exercise? dish? Why?
 What do you think mother
Ask the characteristics of the
will cook for lunch?
man.
C. Presenting Examples/Instances of Problem Opener: Problem Opener: Problem Opener: Let the pupils give a name for
the Lesson Mang Emong harvests crates Carlo can jog 4 23 km in one Michael saved 200 pesos. He the girl in the picture.
of mangoes each day. hour. How far can he jog in 12 used 12 of it to buy a bag and Ask them to make a
The table shows the record of hour? 12 of his remaining money to scenario/situation.
his harvest. Let the pupils discuss the steps buy a book. What fraction of Ask: What are the needed
in solving word problems. his money was left? How ingredients in making a cake?
Understand much was left? Out of the given situation, let
 What is the problem asking Let the pupils discuss the steps the pupils create an
you to find? in solving word problems. interesting word problem.
 What are the given Understand Let them discuss. What are the
information that will help us  What is asked in the things they should consider in
solve the problem? problem? creating a word problem?
Plan  What are the given facts?
 Can you visualize how to go
through the problem? Plan
How many crates of mangoes  What strategies can you  What are the operations to
can Mang Emong harvest in suggest to solve this problem? be used?
half an hour? In 4 hours? In 4  What is the correct number
12 hours? Solve sentence?
 Show the solution.
What operation can we use in Solve
solving the problem? Check  Show the solution.
 Have you checked your
Elicit from the learners how to calculations? Check
multiply mixed numbers and  Did you use correctly all  Have you checked your
fractions. important data provided? calculations?
Let the pupils observe what  Does the answer make  Did you use correctly all
happened in every step of the sense? important data provided?
solution.  Did you look for another way  Does the answer make
to solve the problem to find sense?
out if your answer is correct?  Did you look for another way
to solve the problem to find
out if your answer is correct?
D. Discussing New Concepts and Pair work Group work Group work Group work (5 groups)
Practicing New Skills #1 Find the product of the Groups 1 and 2 (using any Answer the following Make another interesting
following. Reduce the answer to strategy): problems. problem out of the previous
simplest form, whenever “A garden plot is 5 1/2 meters What comes next in the given situation.
possible. long and 2/3 meter wide. set of number Ask: What if the girl will bake 2
What is the area of the garden cakes? 3 cakes? How are we
plot?” going to adjust the
Groups 3 and 4 (using any ingredients?
strategy):
“How many cubic meters of

water can a tank 1/2 meter
long, 1/3 meter wide, and 2 2/3
meters high hold?”
Each group will present their

output in class.
E. Discussing New Concepts and Solve the following. Write the Think-pair-share Let each group exchange the
Practicing New Skills #2 answer in simplest form, Answer the problem below. problems they made. Group 1
whenever possible. Use different strategies in will answer the work of group
1) Multiply 2 1//3 by 3/5 . solving. 2, Group 2 will answer the
2) What is 4/5 of 2 1/8 ? 1) A truck was 78 filled with work of group 3, and so on.
3) Find the product of 1 1/3 x 2 grocery items for delivery. The
1/2 x 3/5 . driver delivered 23 of this to
supermarket. What part of the
truckload of grocery items was
delivered? What part of the
truck load was not delivered?
Encourage the pupils to use

different strategies in solving.
Let the pupils share what
strategy they used in solving.
F. Developing Mastery Assign a number to every Solve: Pair work Make a meaningful problem of
(Leads to Formative Assessment 3) student in the class. Mang Celso caught 40 1/2 Solve: the given problem and solve.
Randomly select a pupil or kilograms of fish. He sold 3/4 Ken planted a mongo seed. He 1)
group of pupils to answer a of it. How many kilograms noticed that the seed grew 1/5
question. of fish did he sell all in all? times larger than the previous
Say: All even numbers please week. This week, he measured
stand up the plant and found out that it
Only pupils assigned to an is 10 cm tall. How tall will the
even number will stand up and plant be two weeks from now?
answer a question on their The teacher will guide the
show-me-board. pupils in answering the
a) All even numbers problem.
b) All multiples of 3
c) Numbers divisible by 4
d) Numbers between 20 and
30
e) Numbers divisible by 5
*Make it sure that all pupils

will be called.
Answer the following. Reduce
the answer in simplest form. The plant will grow 2 cm taller,
1) 5 14 x 27 so it will become 12cm.
2) 29 x 7 78
3) What is 12 of 9 13 ? 10 X 1/5 = 2
4) What is the product of 4
and 3 25? During the second week, it will
5) What is 34 x 12? grow 2 25 cm. After the
second week, the height of the
Add more if necessary. plant will be 14 25 cm.
12 X 1/5 = 12/5 = 2 2/5
The teacher may extend the

problem until the 10th week.
G. Finding Practical Applications of Read, analyze, and solve the Read, analyze and solve the Read and solve the following Act out.
Concepts and Skills in Daily Living problem below. following problems. problems. Show your neat and The class will be divided into 4
Mang Jess used 3/4 liters of Show your neat and complete complete solution. groups. Each group will be
paint to cover 10 1/2 square solution. 1) Mang Daniel had 4 3/4 given time to create their
meters of wall. How many 1) Aling Maria has 6 2/3 hectares of land. He used 3/5 word problem. After the time,
liters of paint is needed to kilograms of malagkit rice. She in planting mango trees, and they will act out their problem.
cover 12 1/4 square meters of used 3/4 of it and made biko. 14 in planting santol trees. The remaining groups will
wall? How many kilograms of rice What fraction of Mang guess the problem by writing it
did she use in making biko? Daniel’s land is planted with on their white boards.
trees?
2) Josephine’s house is 2 1/4 1) Rowena has 1/2 meter of
kilometers away from school. red ribbon, 1 2/3 meters of
Carlo’s house is 2/3 as far as yellow ribbon. She used 2/5 of
Josephine. How far is Carlo’s it for her project. How much
house from the school? ribbon did she use for her
project?
H. Making Generalizations and How do we multiply mixed What are the steps in solving What are the steps in solving How do we create word
Abstractions about the Lesson numbers and fractions? word problems? word problems? problems?
Why is it important to change Why is each step important in Why is it important to check What are the things to
the mixed number to problem solving? your answer? consider in making meaningful
improper form before mathematical word problems?
multiplying?
In what real-life situations can
we apply the concept of
multiplying mixed numbers
and fractions?
I. Evaluating Learning Answer the questions below. Solve the following problems. Solve the following problems. Group evaluation.
Write the answer in simplest Let each member of the group
form, whenever possible. 1) A street sweeper can clean 1) Rica can drink 3 1/2 liters of evaluate their own work based
1) If you multiply 5/6 and 3 10 2/3 meters of street in half water in a day. How many on the rubric given. Let them
4/5, what will you get? an hour. How many meters of liters of water can she drink in discuss how to improve their
2) Find the value of N in the street can he clean if he works 5 days if on the 5th day she work.
statement: for only 3/4 of an hour? drank 1/4 liters more? After the each group’s
4/7 x 6 3/5 = N 2) Jules can run 5 2/3 2) The laborers can finish discussion, let the pupils
3) If 2/9 x 4 5/8 are multiplied, kilometers in one hour. How cementing 4/5 kilometer of rewrite their work.
the product is _____. far can he go if he runs for road in a day. How many
only 3/8 of an hour? kilometers of road can they
finish if they work for 10 1/2
days?
J. Additional Activities for Application Please refer to Lesson Guide in Solve the following problems. Solve the following problems. Create your own interesting
or Remediation Elementary Mathematics 5, Show your neat and complete Show your neat and complete and challenging word
pp. 208- 209 solution. solution. problem.
1) A jug contains 4 1/2 liters of 1) A rectangular lot is 10 Rubrics
water. How many liters can it 2/3 meters long and 5 5: Creates a problem clearly
hold if it is 2/3 full? 3/8 meters wide. If ½ with complete data.
meters wide 4: Creates unclear problem
2) Mang Mariano harvested 25 pavement is place with complete data.
1/2 sacks of palay. He saved around the lot, what 3: Creates a problem with
2 /17 of the sacks. How many is the area of the lot incomplete data.
sacks of palay did Mang not covered by the 2: Attempts to create a
Mariano save? pavement? problem.
1: No work at all.
IV. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the
V. REFLECTION students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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. _____No. of learners who have _____No. of learners who _____No. of learners who _____No. of learners who _____No. of learners who have
of learners who have caught up with caught up with the lesson have caught up with the have caught up with the lesson have caught up with the lesson caught up with the lesson
the lesson lesson
1. No. of learners who continue to _____No. of learners who _____No. of learners who _____No. of learners who _____No. of learners who _____No. of learners who
require remediation continue to require continue to require continue to require continue to require continue to require
remediation remediation remediation remediation remediation
Strategies used that work Strategies used that work Strategies used that work Strategies used that work Strategies used that work
well: well: well: well: well:
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
___ Games ___ Games ___ Games ___ Games ___ Games
___ Power Point ___ Power Point Presentation ___ Power Point Presentation ___ Power Point ___ Power Point Presentation
Presentation ___ Answering preliminary ___ Answering preliminary Presentation ___ Answering preliminary
___ Answering preliminary activities/exercises activities/exercises ___ Answering preliminary activities/exercises
activities/exercises ___ Discussion ___ Discussion activities/exercises ___ Discussion
___ Discussion ___ Case Method ___ Case Method ___ Discussion ___ Case Method
___ Case Method ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Case Method ___ Think-Pair-Share (TPS)
___ Think-Pair-Share (TPS) ___ Rereading of ___ Rereading of ___ Think-Pair-Share (TPS) ___ Rereading of
2. Which of my teaching strategies
___ Rereading of Paragraphs/Poems/Stories Paragraphs/Poems/Stories ___ Rereading of Paragraphs/Poems/Stories
work well? Why did these work? Paragraphs/Poems/Stories ___ Differentiated Paragraphs/Poems/Stories
___ Differentiated ___ Differentiated Instruction
___ Differentiated Instruction Instruction Instruction ___ Differentiated Instruction ___ Role Playing/Drama
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Discovery Method
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Lecture Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method Why?
Why? Why? Why? ___ Complete Ims
Why?
___ Complete Ims ___ Complete Ims ___ Complete Ims ___ Availability of Materials
___ Complete Ims
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Pupils’ eagerness to learn
___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Group member’s
___ Pupils’ eagerness to learn
___ Group member’s ___ Group member’s ___ Group member’s Cooperation in doing their
___ Group member’s
Cooperation in doing their Cooperation in doing their Cooperation in doing their tasks
Cooperation in doing their
tasks tasks tasks
tasks
__ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
D. What difficulties did I encounter __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
which my principal or supervisor can __ Colorful Ims __ Colorful Ims __ Colorful Ims __ Colorful Ims __ Colorful Ims
help me solve? __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
3. What innovations or localized Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
materials did I used/discover which I __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
wish to share with other teachers? __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from
views of the locality views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be
used as Instructional Materials used as Instructional Materials used as Instructional Materials used as Instructional Materials used as Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
__Flashcards __Flashcards __Flashcards __Flashcards __Flashcards
Prepared by:
HAZEL JANE F. BAGUIO Checked by:

Teacher I
DEVIE J. WAHING Reviewed by:
Master Teacher 1
MARK JOSEPH C. JIMENEZ
Principal
DAILY LESSON LOG Teaching Dates and
Time: Week 2 (August 29 – September 2, 2022) Quarter: 1st Quarter

V. OBJECTIVES
D. Content Standards: The learner demonstrates understanding of the four fundamental operations involving fractions.
E. Performance Standards: The learner is able to apply the four fundamental operations involving fractions in mathematical problems and real-
life situations.
F. Learning Competencies/Objectives:
Write the LC Code for each M6 N S- Ib -9 0 .2 M6 N S- Ib -9 2 .2 M6 N S- I b- 92 . 2 M6 N S- I b- 93 . 2
The learner multiplies The learner solves routine The learner solves non- The learner creates
simple fractions and mixed problems involving routine problems involving problems (with reasonable
fractions. multiplication with or multiplication with or answers) involving
without addition or without addition or multiplication without or
subtraction of fractions subtraction of fractions with addition or
and mixed fractions using and mixed fractions using subtraction of fractions
appropriate problem appropriate problem and mixed numbers.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
Multiplying Simple Solving Routine Problems Solves Non-Routine Creating Problems (With
Fractions and Mixed Involving Multiplication Problems Involving Reasonable Answers)
VI. CONTENT Fractions with or without Addition or Multiplication with or Involving Multiplication
Subtraction of Fractions without Addition or Without or With Addition
and Mixed Fractions Using Subtraction of Fractions or Subtraction of Fractions
Appropriate Problem and Mixed Fractions Using and Mixed Fractions
Solving Strategies and Appropriate Problem
Tools Solving Strategies and
Tools
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of
VII. LEARNING RESOURCES
concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
C. References
7. Textbook Pages
Learning Resource (LR) portal MISOSA Module Grade 5 MISOSA Module Grade 6 - MISOSA Module Grade 6 -
and 6 - Multiplication of Solving one-step word Solving two-step word
Mixed Numbers and problems on multiplication problems on multiplication
Fractions of Fractions of Fractions
DLP Grade 5 Module 27 DLP Grade 5 Module 27
Lesson Guide in Lesson Guide in

Elementary Mathematics 5 Elementary Mathematics 5
p217 p217
D. Other Learning Resources Flash Cards Flash Cards Flash Cards
Powerpoint Presentation Powerpoint Presentation Powerpoint Presentation
VIII. PROCEDURES
K. Reviewing Previous Lesson or Review game (charade)
Presenting the New Lesson Review: (Using flash Complete the table below Divide the class into 5
cards) Call 4 volunteers who will groups.
serve as the actors.
Ask each group to write as
The pupils will act to show many words as they can,
the following words without related to the following.
saying any words.
a) Addition (e.g. sum of,
Check total, added to, in all)
Plan b) Subtraction (e.g. less,
Solve diminished, deducted,
Understand difference)
Multiplication
The pupils will guess the
product, twice, times)
word.
d) Division (e.g. quotient,
After all the words are divided by)
revealed, ask another pupil All common answers will be
to arrange the words in order. eliminated. The group
with the most number of
Let the pupils explain the correct answers remain
importance of each step. will be the winner.
Let them state what will Original File Submitted and
happen if they missed any Formatted by DepEd Club
of the steps. Member - visit depedclub.com
for more
L. Establishing a Purpose for the Show a picture of kids jogging Show a picture of a mother Show a picture of a girl who is
Lesson in a track oval preparing a chicken dish for baking.
Show a picture of a man
Ask: lunch. Ask: What can you say about
harvesting fruits from a farm.
 What are the children doing? Ask: the picture? What do you
Ask pupils what are the things
 Why is it important for us to  What is your favorite chicken think is the girl doing?
they can see in a farm.
exercise? dish? Why?
Ask the characteristics of the  What do you think mother
man. will cook for lunch?
M. Presenting Examples/Instances of Problem Opener: Problem Opener: Problem Opener: Let the pupils give a name for
the Lesson Mang Emong harvests crates Carlo can jog 4 23 km in one Michael saved 200 pesos. He the girl in the picture.
of mangoes each day. hour. How far can he jog in 12 used 12 of it to buy a bag and Ask them to make a
The table shows the record of hour? 12 of his remaining money to scenario/situation.
his harvest. Let the pupils discuss the steps buy a book. What fraction of Ask: What are the needed
in solving word problems. his money was left? How ingredients in making a cake?
Understand much was left? Out of the given situation, let
 What is the problem asking Let the pupils discuss the steps the pupils create an
you to find? in solving word problems. interesting word problem.
 What are the given Understand Let them discuss. What are the
information that will help us  What is asked in the things they should consider in
solve the problem? problem? creating a word problem?
Plan  What are the given facts?
 Can you visualize how to go
through the problem? Plan
How many crates of mangoes  What strategies can you  What are the operations to
can Mang Emong harvest in suggest to solve this problem? be used?
half an hour? In 4 hours? In 4  What is the correct number
12 hours? Solve sentence?
 Show the solution.
What operation can we use in Solve
solving the problem? Check  Show the solution.
 Have you checked your
Elicit from the learners how to calculations? Check
multiply mixed numbers and  Did you use correctly all  Have you checked your
fractions. important data provided? calculations?
Let the pupils observe what  Does the answer make  Did you use correctly all
happened in every step of the sense? important data provided?
solution.  Did you look for another way  Does the answer make
to solve the problem to find sense?
out if your answer is correct?  Did you look for another way
to solve the problem to find
out if your answer is correct?
N. Discussing New Concepts and Pair work Group work Group work Group work (5 groups)
Practicing New Skills #1 Find the product of the Groups 1 and 2 (using any Answer the following Make another interesting
following. Reduce the answer to strategy): problems. problem out of the previous
simplest form, whenever “A garden plot is 5 1/2 meters What comes next in the given situation.
possible. long and 2/3 meter wide. set of number Ask: What if the girl will bake 2
What is the area of the garden cakes? 3 cakes? How are we
plot?” going to adjust the
Groups 3 and 4 (using any ingredients?
strategy):
“How many cubic meters of

water can a tank 1/2 meter
long, 1/3 meter wide, and 2 2/3
meters high hold?”
Each group will present their

output in class.
O. Discussing New Concepts and Solve the following. Write the Think-pair-share Let each group exchange the
Practicing New Skills #2 answer in simplest form, Answer the problem below. problems they made. Group 1
whenever possible. Use different strategies in will answer the work of group
1) Multiply 2 1//3 by 3/5 . solving. 2, Group 2 will answer the
2) What is 4/5 of 2 1/8 ? 1) A truck was 78 filled with work of group 3, and so on.
3) Find the product of 1 1/3 x 2 grocery items for delivery. The
1/2 x 3/5 . driver delivered 23 of this to
supermarket. What part of the
truckload of grocery items was
delivered? What part of the
truck load was not delivered?
Encourage the pupils to use

different strategies in solving.
Let the pupils share what
strategy they used in solving.
P. Developing Mastery Assign a number to every Solve: Pair work Make a meaningful problem of
(Leads to Formative Assessment 3) student in the class. Mang Celso caught 40 1/2 Solve: the given problem and solve.
Randomly select a pupil or kilograms of fish. He sold 3/4 Ken planted a mongo seed. He 1)
group of pupils to answer a of it. How many kilograms noticed that the seed grew 1/5
question. of fish did he sell all in all? times larger than the previous
Say: All even numbers please week. This week, he measured
stand up the plant and found out that it
Only pupils assigned to an is 10 cm tall. How tall will the
even number will stand up and plant be two weeks from now?
answer a question on their The teacher will guide the
show-me-board. pupils in answering the
a) All even numbers problem.
b) All multiples of 3
c) Numbers divisible by 4
d) Numbers between 20 and
30
e) Numbers divisible by 5
*Make it sure that all pupils

will be called.
Answer the following. Reduce The plant will grow 2 cm taller,
the answer in simplest form. so it will become 12cm.
1) 5 14 x 27
2) 29 x 7 78 10 X 1/5 = 2
3) What is 12 of 9 13 ?
4) What is the product of 4 During the second week, it will
and 3 25? grow 2 25 cm. After the
5) What is 34 x 12? second week, the height of the
plant will be 14 25 cm.
Add more if necessary.
12 X 1/5 = 12/5 = 2 2/5
The teacher may extend the

problem until the 10th week.
Q. Finding Practical Applications of Read, analyze, and solve the Read, analyze and solve the Read and solve the following Act out.
Concepts and Skills in Daily Living problem below. following problems. problems. Show your neat and The class will be divided into 4
Mang Jess used 3/4 liters of Show your neat and complete complete solution. groups. Each group will be
paint to cover 10 1/2 square solution. 1) Mang Daniel had 4 3/4 given time to create their
meters of wall. How many 1) Aling Maria has 6 2/3 hectares of land. He used 3/5 word problem. After the time,
liters of paint is needed to kilograms of malagkit rice. She in planting mango trees, and they will act out their problem.
cover 12 1/4 square meters of used 3/4 of it and made biko. 14 in planting santol trees. The remaining groups will
wall? How many kilograms of rice What fraction of Mang guess the problem by writing it
did she use in making biko? Daniel’s land is planted with on their white boards.
trees?
2) Josephine’s house is 2 1/4 1) Rowena has 1/2 meter of
kilometers away from school. red ribbon, 1 2/3 meters of
Carlo’s house is 2/3 as far as yellow ribbon. She used 2/5 of
Josephine. How far is Carlo’s it for her project. How much
house from the school? ribbon did she use for her
project?
R. Making Generalizations and How do we multiply mixed What are the steps in solving What are the steps in solving How do we create word
Abstractions about the Lesson numbers and fractions? word problems? word problems? problems?
Why is it important to change Why is each step important in Why is it important to check What are the things to
the mixed number to problem solving? your answer? consider in making meaningful
improper form before mathematical word problems?
multiplying?
In what real-life situations can
we apply the concept of
multiplying mixed numbers
and fractions?
S. Evaluating Learning Answer the questions below. Solve the following problems. Solve the following problems. Group evaluation.
Write the answer in simplest Let each member of the group
form, whenever possible. 1) A street sweeper can clean 1) Rica can drink 3 1/2 liters of evaluate their own work based
1) If you multiply 5/6 and 3 10 2/3 meters of street in half water in a day. How many on the rubric given. Let them
4/5, what will you get? an hour. How many meters of liters of water can she drink in discuss how to improve their
2) Find the value of N in the street can he clean if he works 5 days if on the 5th day she work.
statement: for only 3/4 of an hour? drank 1/4 liters more? After the each group’s
4/7 x 6 3/5 = N 2) Jules can run 5 2/3 2) The laborers can finish discussion, let the pupils
3) If 2/9 x 4 5/8 are multiplied, kilometers in one hour. How cementing 4/5 kilometer of rewrite their work.
the product is _____. far can he go if he runs for road in a day. How many
only 3/8 of an hour? kilometers of road can they
finish if they work for 10 1/2
days?
T. Additional Activities for Application Please refer to Lesson Guide in Solve the following problems. Solve the following problems. Create your own interesting
or Remediation Elementary Mathematics 5, Show your neat and complete Show your neat and complete and challenging word
pp. 208- 209 solution. solution. problem.
1) A jug contains 4 1/2 liters of 2) A rectangular lot is 10 Rubrics
water. How many liters can it 2/3 meters long and 5 5: Creates a problem clearly
hold if it is 2/3 full? 3/8 meters wide. If ½ with complete data.
meters wide 4: Creates unclear problem
2) Mang Mariano harvested 25 pavement is place with complete data.
1/2 sacks of palay. He saved around the lot, what 3: Creates a problem with
2 /17 of the sacks. How many is the area of the lot incomplete data.
sacks of palay did Mang not covered by the 2: Attempts to create a
Mariano save? pavement? problem.
1: No work at all.
VI. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the
VII. REFLECTION students learn?
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. _____No. of learners who have caught _____No. of learners who have _____No. of learners who have _____No. of learners who have _____No. of learners who have caught
up with the lesson caught up with the lesson caught up with the lesson caught up with the lesson up with the lesson
of learners who have caught up with
the lesson
d. No. of learners who continue to _____No. of learners who continue to _____No. of learners who continue to _____No. of learners who continue to _____No. of learners who continue to _____No. of learners who continue to
require remediation require remediation require remediation require remediation require remediation
require remediation
Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
___ Discussion ___ Discussion ___ Discussion ___ Discussion ___ Discussion
___ Case Method ___ Case Method ___ Case Method ___ Case Method ___ Case Method
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ ___ Think-Pair-Share (TPS) ___ ___ Think-Pair-Share (TPS)
___ Rereading of ___ Rereading of Rereading of Rereading of ___ Rereading of
e. Which of my teaching strategies Paragraphs/Poems/Stories Paragraphs/Poems/Stories Paragraphs/Poems/Stories Paragraphs/Poems/Stories Paragraphs/Poems/Stories
work well? Why did these work? ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ ___ Role Playing/Drama ___ ___ Role Playing/Drama ___ ___ Role Playing/Drama ___ ___ Role Playing/Drama ___
Discovery Method Discovery Method Discovery Method Discovery Method Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why?
Why? Why?
___ Complete Ims ___ Complete Ims ___ Complete Ims
___ Complete Ims ___ Complete Ims
___ Availability of Materials ___ ___ Availability of Materials ___ Availability of Materials ___
___ Availability of Materials ___ ___ Availability of Materials
Pupils’ eagerness to learn ___ Pupils’ eagerness to learn Pupils’ eagerness to learn
Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s Cooperation in ___ Group member’s Cooperation ___ Group member’s Cooperation in
___ Group member’s Cooperation ___ Group member’s Cooperation
doing their tasks in doing their tasks doing their tasks
in doing their tasks in doing their tasks
f. What difficulties did I encounter __ Pupils’ behavior/attitude __ __ Pupils’ behavior/attitude __ __ Pupils’ behavior/attitude __ __ Pupils’ behavior/attitude __ __ Pupils’ behavior/attitude __
which my principal or supervisor can Colorful Ims Colorful Ims Colorful Ims Colorful Ims Colorful Ims
help me solve? __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
g. What innovations or localized __ Making use big books from views of __ Making use big books from views __ Making use big books from views __ Making use big books from views __ Making use big books from views of
materials did I used/discover which I the locality of the locality of the locality of the locality the locality
wish to share with other teachers? __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as
Instructional Materials Instructional Materials Instructional Materials Instructional Materials Instructional Materials
Prepared by:

Teacher I Reviewed by:
DEVIE J. WAHING
Master Teacher 1 MARK JOSEPH C. JIMENEZ
Principal
DAILY LESSON LOG Teaching Dates and Time: WEEK 3 September 5 – 9, 2022 Quarter: 1ST QUARTER

h. OBJECTIVES
G. Content Standards: The learner demonstrates understanding of the four fundamental operations involving fractions.
H. Performance Standards: The learner is able to apply the four fundamental operations involving fractions in mathematical problems and real-
life situations.
I. Learning Competencies/Objectives:
Write the LC Code for each M6 N S- Ic - 96 .2 M6 N S- I c- 9 7. 2 M6 N S- I c- 9 7. 2 M6 N S- I c- 9 8. 2
The learner divides The learner solves routine The learner solves routine
simple fractions and mixed problems involving division problems involving division with The learner creates problems (with reasonable answers)
fractions. without any of the other any of the other operations of involving division without or with any of the other operations of
operations of fractions fractions fractions and mixed numbers.
and mixed fractions using and mixed fractions using .
appropriate problem appropriate problem
II. Content
Solving Routine Problems Solving Routine Problems Creating Problems (With Reasonable Answers) Involving
Involving Division Involving Division Division Without or With any other operations of Fractions
without any other operations with any other operations of and Mixed Fractions
Division of Fractions and Mixed
of Fractions and Mixed Fractions and Mixed Fractions
Numbers
Fractions Using Using
Appropriate Problem Appropriate Problem
Solving Strategies and Solving Strategies and
Tools Tools
i. LEARNING RESOURCES
E. References
11. Textbook Pages
12. Additional Materials from BEAM LG Grade 6, Module 10 DLP Gr. 6 Module 40 BEAM LG Gr. 6 Module 10 BEAM LG Gr. 6 Module 10
Learning Resource (LR) portal pp. 6 – 7 BEAM LG Gr. 6 Module 10 p.
BEAM LG Gr. 6 Module 10 p. 32 33
F. Other Learning Resources Teacher-made worksheets Teacher-made worksheets Teacher-made worksheets Teacher-made worksheets Teacher-made worksheets
Videos: https://youtu.be/hTIQd
Rqh7eg
https://youtu.be/4aOVp
cBHeNM
j. PROCEDURES
U. Reviewing Previous Lesson or Picture Equation: (Review of Group Game: The class will be
Presenting the New Lesson multiplying fractions) Students Group Activity: The class will be Collaborative Activity: The class Give a group activity to the divided into 5 groups. Each group
will be grouped into 5. Each divided in groups with five will be divided into 10 groups. class (see DLP Creating will make a problem similar to the
group will be given set of members. As a group, they will Each group will be given a Problemreview) Ask the one posted by the teacher. After
pictures illustrating various answer questions given by the worksheet to recall the concept following questions: making the problem, each group
fractions. What the pupils will teacher involving division of of division of fractions and its 1. How do you find the activity? will exchange their work and
do is to find the pictures of fractions. The group who will get application in problem solving. 2. What did you consider in answer the problems made by
fractions that will give the the highest score will be (Worksheet No. 4) Note: You arranging the phrases? 3. What the other group. “Mark makes
indicated product when declared the winner. can limit the number of groups can you say about the problems decorative candles. He has 3 2/3
multiplied. 1. 6/8 ÷ 2/5 formed? kg of wax at home and buys 5 1/4
2. 5 7/8 ÷ 3/5 4. Do you think it is easy to kg more. If he uses 3/7 kg of wax
Example: 2/ 3 𝑥 ¾ 3. 9 1/6 ÷ 5 make problems? for each candle, how many
4. 10 / 2 ÷ 4 1/4 candles can he make in all?”
5. 7/15 ÷ 3 1/5
V. Establishing a Purpose for the Ask the learners: 1. How did Ask the learners: Inform the class that the Facilitate the processing of the
Post a problem and instruct the
Lesson you arrive with your answer in 1. How do we divide fractions? target for today’s lesson is to pupils’ works.
learners to solve it using any
each one? (cite various examples given write interesting and
method. “There were 10 1/2
2. How do we multiply fractions different types of fractions, ex. challenging word problems
loaves of bread which were
and mixed numbers? Dividing whole number by a for their classmates to solve.
equally shared with 21 street
3. In what instances do we fraction; a fraction by another Ask them what they already
children. What part of the bread
need to divide fractions and fraction etc.) know about creating word
did each child get?” Call for
mixed numbers? 2. How do we solve word problems.
volunteers to solve the problem
problems?
on the board. Allow the students
to explain their work and
compare it with the others.
W.Presenting Examples/Instances of Give an overview on dividing Introduce Polya’s 4 steps in To facilitate the presentation Introduce another way of
the Lesson fractions through video solving problems:  Understand Give a new set of problems of the lesson, refer to the crafting word problems, this
presentation. Direct solution: the problem What is asked? (combination of different attached DLP (“During the time given the mathematical
(https://youtu.be/hTIQ What are the given?  Devise a operations) and ask the pupils to lesson” part). sentences.
dRqh7eg) Using bar model: plan What operation to be used? analyze and differentiate it from Original File Submitted and
(https://youtu.be/4aOV What is the number sentence?  other problems they have Formatted by DepEd Club
pcBHeNM) Carry out the plan What is the encountered. Member - visit depedclub.com
complete solution?  Look back for more
and evaluate the solution Check 1. Mother gave 2/7 of a cake to
if the answer is correct.
Note: You may also show the her sister and 1/5 to her father. If
solution using bar mode she will divide the remaining cake
to her 3 children, what part of the
cake will each get? 2. Mike drank
1/2 glass of milk at breakfast, 2/3
glass at lunch and 4/5 glass at
dinner. If he has one bottle of
milk which is good for 6 glasses,
will it last for 4 days?
X. Discussing New Concepts and Think-pair-share: Using bar Think-pair-share: Two (2) Collaborative activity: Give
Practicing New Skills #1 models, divide the following problems will be posted and will Triads: The class will be divided this problem as an exercise
fractions. be solved by the pupils in pairs. into group of three. Each group (problem that was already
1. 8 ÷ 1/2 (refer to DLP Gr. 6 Module 40 will be provided with a task card. presented to them before):
2. 5/6 ÷ 3 pp. 6 – 7) (Worksheet No. 5) Mikka did 2/13 of a load of
3. 4/6 ÷ 1/3 laundry on Thursday and 5/13
4. 3 1/2 ÷ 1/3 of a load of laundry on Friday.
5. 1/5 ÷ 2 1/5 If she will still do laundry on
Saturday and Sunday, what
part of the remaining laundry
will each day have?
Y. Discussing New Concepts and Collaborative Activity: The class Collaborative Activity: Give a After the activity, the teacher Collaborative Activity: Post
Practicing New Skills #2 will work on this activity in task card that each group will will ask the pupils their insights mathematical statements on the
groups. “Follow Me” Complete solve. (Refer to Worksheet 2 – and experiences while doing the board which the class will try to
instruction and activity sheets Let’s Investigate) A rubric on task. form word problems about.
could be found in BEAM LG Gr. how the work of the pupils be 1. 5 3/4 ÷ 4
6 Module 10 pp. 22-28 graded will also be provided. 2. 3 5 7 ÷ 2 3
(from BEAM LG Gr. 6 Module Write on the board the
10 pp. 32) problems that the pupils may
think. Then volunteers will solve
each problem on the board.
Z. Developing Mastery Individual Activity: Find each Individual Activity: In their Individual Activity: Let the pupils Individual Activity: Let the pupils
(Leads to Formative Assessment 3) quotient. notebook, let the pupils solve solve the following individually. do the following individually.
1. 5/8 ÷ 2/3 these problems. 1. Margarita solicited 10 2/3 1. Write a problem similar to
2. 3 1/3 ÷ 2/5 1. Shane has a piece of rope litres of paint for the Brigada “Don Antonio has 7 7/8 hectares
3. 5 3/5 ÷ 4 that is 7 4/5 meters long. If he Eskwela. Their City Mayor gave of land. His wife has 2/3 of what
4. 4 1/2 ÷ 2 1/3 cuts it into pieces that are each their school another 7 2/5 litres he has. If they will divide their
5. 7/9 ÷ 2 3/4 3/5 of a unit long, how many of paint. If each classroom lands among their 7 children,
pieces does he have? needs 2 3/7 litres, how many what part will each child have?”
2. Dawn is making pan cakes classrooms can be painted? 2. Write a story problem that
for her friends. Each pan cake 2. Rona has 20 1/2 meters of shows: 3 5/7 ÷ 4/5 = �
requires 4 1/3 table spoon of cloth, she uses 2/3 of it for a
flour. If she has 10 friends, do girls’ dress. The remaining cloth
you think 43 1/2 spoons of will be used for a baby dress. If
flour is enough? Explain. each dress needs 4/5 meters,
how many baby dress can Rona
make?
AA. Finding Practical Applications of Ask: In your everyday life, how Ask the students if the Ask: From all the activities that Ask: If you will relate to a song
Concepts and Skills in Daily Living can the concept of dividing problems they encounter we had, aside from the concept your experience in creating
fractions be helpful to you? during the lesson really do of dividing fractions, what other word problems, what would it
Explain the reason of saying so. happen in real-life. ideas do you think are useful in be and why?
our daily lives?
BB. Making Generalizations and “How do we divide a whole Let the pupils recall and Encourage the pupils to Let the pupils discuss to the Let the pupils discuss to the
Abstractions about the Lesson number by a fraction? a generalize the steps in solving identify the techniques and class the points to remember class the points to remember
fraction by another fraction? a word problems. strategies they applied in order when creating word problems. when creating word problems.
mixed number by a fraction? a 1. Understand the problem to solve the problems the
mixed number by a whole? 2. Devise a plan quickest way possible aside
mixed numbers? a Fraction by a 3. Carry out the plan from the steps you’ve given
mixed number? 4. Look back and evaluate the them.
solution
CC. Evaluating Learning Refer to worksheet No. 1 Refer to worksheet No. 3 Refer to worksheet No. 6 1. Write a word problem that
can be solved by the statement
12 5/7 ÷ 2 1/5 . 2. Create a
problem similar to this: “Martin
is a long distance runner. He can
run a mile at a consistent pace
of 8 2/5 minutes. How many
miles can he run in 1 1/3 hours if
he keeps that pace?”
DD. Additional Activities for Make a journal stating what Make a poster showing real-life Write a paragraph explaining
Application or Remediation you have learned and how you situations of solving word your experience in creating
will apply the concept of problems about fractions. word problems and discuss its
division of fraction inside your importance to your daily life.
home.
VIII. REMARKS
IX. REFLECTION
a. No. of learners who earned 80%
in the evaluation
b. No. of learners who require
remediation
c. Did the remedial lessons work? No. of _____No. of learners who have caught _____No. of learners who have caught _____No. of learners who have caught _____No. of learners who have caught _____No. of learners who have caught
up with the lesson up with the lesson up with the lesson up with the lesson up with the lesson
learners who have caught up with the
lesson
d. No. of learners who continue to _____No. of learners who continue to _____No. of learners who continue to _____No. of learners who continue to _____No. of learners who continue to _____No. of learners who continue to
require remediation require remediation require remediation require remediation require remediation
require remediation
Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
___ Discussion ___ Discussion ___ Discussion ___ Discussion ___ Discussion
___ Case Method ___ Case Method ___ Case Method ___ Case Method ___ Case Method
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of ___ Rereading of ___ Rereading of ___ Rereading of ___ Rereading of
e. Which of my teaching strategies work Paragraphs/Poems/Stories Paragraphs/Poems/Stories Paragraphs/Poems/Stories Paragraphs/Poems/Stories Paragraphs/Poems/Stories
well? Why did these work? ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ ___ Role Playing/Drama ___ ___ Role Playing/Drama ___ ___ Role Playing/Drama ___ ___ Role Playing/Drama ___
Discovery Method Discovery Method Discovery Method Discovery Method Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why? Why?
___ Complete Ims ___ Complete Ims ___ Complete Ims ___ Complete Ims ___ Complete Ims
___ Availability of Materials ___ ___ Availability of Materials ___ ___ Availability of Materials ___ ___ Availability of Materials ___ ___ Availability of Materials ___
Pupils’ eagerness to learn Pupils’ eagerness to learn Pupils’ eagerness to learn Pupils’ eagerness to learn Pupils’ eagerness to learn
___ Group member’s Cooperation ___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation ___ Group member’s Cooperation in
in doing their tasks doing their tasks doing their tasks in doing their tasks doing their tasks
f. What difficulties did I encounter which __ Pupils’ behavior/attitude __ __ Pupils’ behavior/attitude __ __ Pupils’ behavior/attitude __ __ Pupils’ behavior/attitude __ __ Pupils’ behavior/attitude __
my principal or supervisor can help me Colorful Ims Colorful Ims Colorful Ims Colorful Ims Colorful Ims
solve? __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
g. What innovations or localized Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
materials did I used/discover which I
__ Making use big books from views __ Making use big books from views of __ Making use big books from views of __ Making use big books from views __ Making use big books from views of
of the locality the locality the locality of the locality the locality
wish to share with other teachers? __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as
Instructional Materials Instructional Materials Instructional Materials Instructional Materials Instructional Materials
Prepared by:

DEVIE J. WAHING
Principal
School: Grade Level: VI

GRADES 1 to 12
Teacher: Learning Area: MATHEMATICS
DAILY LESSON LOG Teaching Dates and Time: (WEEK 4) Quarter: 1ST QUARTER

I.OBJECTIVES
A.Content Standards The learner demonstrates understanding of the four fundamental operations involving fractions and decimals.
B.Performance Standards The learner is able to apply the four fundamental operations involving fractions and decimals in mathematical problems and real-life.
C. Learning Competencies M6NS-Id-106.2 M6NS-Id-106.2 M6NS –Id-108.2 M6NS – Id – 109.2

Solves 1 or more steps Creates problems (with
Adds and subtracts decimals and Adds and subtracts decimals routine and non-routine reasonable
HOLIDAY mixed decimals through ten and mixed decimals through problems involving answers)involving addition
thousandths without or with ten thousandths with addition and/or and/or subtraction of
regrouping. regrouping. subtraction of decimals decimals and mixed
and mixed decimals using decimals.
appropriate problem
solving strategies and
tools.
II.CONTENT Adding and Subtracting Decimals Adding and Subtracting Solving 1 or more steps Creating problems (with
and Mixed Decimals Through Ten Decimals and Mixed routine problems reasonable answers)
Thousandths without regrouping Decimals Through Ten involving addition involving addition and/or
Thousandths without and/or Subtraction of subtraction of decimals and
regrouping decimals and mixed mixed decimals.
decimals using
appropriate problem
solving strategies and
tools
A.References
1.Teacher’s Guide Pages
2.Learner’s Materials Pages
3.Textbook Pages
4. Additional Materials from Learning
Resources (LR) Portal
B.Other Learning Resources strips of paper, 10 x 10 grid, drill cards, chart, flash cards
numberline, Show-Me-Board
IV. PROCEDURES
A. Review Previous Lessons Find the sum or difference: Mental Computation Drill on Drill on addition and What are the steps in
1) 0.421 + 0.002 = Adding/Subtracting decimals subtraction using drill cards. solving problems involving
2) 12.21 + 9.18 = through Ten Thousandths addition and subtraction of
3) 0.77 – 3.12 = Without Regrouping. What is the first thing to do decimals?
4) 1.24 – 0.123 = in answering word
5) 5.55 – 0.64 = problems?
B. Establishing purpose for the Lesson Present a simple story. What will you do if you Do you help others in need? During break time, Marie
receive excess change from Why? Is it good to help buys boiled Kamote worth
Andeng does not easily throw the amount/goods you others? P 3.25. Pandan juice for
things or objects like paper bags, bought? P6.50 and Pancake that
plastic spoons and forks, pieces cost P 10.25. How much
of strings or ribbons, Christmas or change must he get if his
birthday wrappers, and others. money is P 50.00
She neatly stores them in a box Original File Submitted and
or cabinet for future use. Formatted by DepEd Club
 What does Andeng do Member - visit
with the used things or depedclub.com for more
objects?
 What kind of girl is she?
 Do you also recycle
things/objects? Why?
C. Presenting examples /instances of the Problem Opener. Marianne bought a kilo of Read and analyze the Post the jumbled
new lessons mango at Php 45.50 and problem sentences/phrases written
Oneday,Precious,Andrea’s pineapple at Php 35.00. Is it on strips of Cartolina and
younger sister needed 4 pieces of right to receive a change of Jose and Wally went to a let the pupils read it.
ribbon for her project. Linda gave Php 29.50 at her Php book store. Wally found a
her yellow, pink, blue, and red 100.00? Why? good book which cost Php Fredie spent P
ribbons with lengths 0.2 m, 120.00 and Php 99.50. He 12.50 for a
0.48m,0.3m and 0.15m only had Php 1500.00 in his notebook
respectively. How long are the purse but he wanted to buy
yellow and blue ribbons if put the book very much.Jose And P
together? offered to lend her some 10.45 for a
money. How much will Jose folder
When Precious compared the red give to Wally to buy the
and pink ribbons which is longer? book?
By how much?
How much
did he
spend in
all?
P 10.20 for
a ballpen,
P 9.85 for a
tube of
paste
In the
opening of
school year
D. Discussing new concepts and practicing Let pupils write this on their “  What does the 1.What is asked in the Arrange
In thethe
opening
new skills #1. Show Me Board”. Let them problem ask for? problem? phrases/sentences
of school year.to form
discuss/explain the placement of  What are the given 2. What are the given facts? a word problems.
Fredie spent P
decimal points and what place facts? 3. What operations are Answer
12.50 for a
value should be added first,  What operations needed to solve the
notebook,
second and so on… are needed to solve problem?
{ 10.20 for a
0.2 m the problem? 4. What is the hidden
ballpen, P 9.85
+ 0.3 m  How much change question?
0.5 m did she get? Is it the 5. What is the number
for glue, and P
right amount? sentence needed to solve 10.45 for a 2
 If you were given an the problem? folders. How
much did he
spent in all?
excess change what 6. What did Jose do after
will you do? knowing that Wally has only
 Is it good to eat Php 150.00 ?
fruits? Why? 7. Is it good to help others?
 What good How do you feel after
character traits helping other people?
does the problem
show?
E. Discussing new concepts & practicing Work in Pair. Solve the missing number: Read and analyze word Divide the class into 3
new skills #2 Find the sum or difference. 1. ____ + 0.362 = 0.841 problem. groups. Provide each group
1) 0.23 + 0.72 =______ 2. 0.56 + ____ = 0.9365 an envelope with activity
2) 0.002 + 0.234 + 0.3141 = 3. ____ - 0.4553 = 0.189 Lani and Sol went to a book inside it. Arrange the
________ 4. 0.743 - _____ = 0.58 fair. Lani found 2 good problem given.
3)0.4213 + 0.031 + 2.1122 = 5. 0.8644 – 0.3729 = ___ books which cost P 45.00
________ and P 67.50. She only had P Group 1
4) 0.0925 – 0.033 = ____ 58.00 in her purse but Carl is making an
5) 0.5571 – 0.1032 = ___ wanted very much to buy assignment for
the books. Sol offered to mathematics he spent
give her money. How much 15.48 min.How many
will Sol give for Lani to be hours did he spent in all?
able to buy the books? While science spent 25.34
1. The word problems asked min.
for
2. The problem needs Group 2
3. The operation to be used After the oil price hike, the
is _______________ unleaded gasoline worth
4. The number sentence is 41.09. How much is the
___________________ increased?
The current price of
unleaded gasoline is P
40.46.
Group 3
Ina 500 m dash
competition, while Joshua
finished in 178.03 seconds.
Bato finished in 168.23
seconds. How many
seconds earlier did Bato
reach the finished line
before Joshua did?
F. Developing Mastery (Leads to Formative Perform the indicated operation Find the sum/difference Solve this problem using Group Work
Assesment 3) 1. 0.234 2. 0.3234 vertically. AGONSA steps. Use the given information
+ 0.503 + 0.23 1. 0.2356 + 0.1156 = N Brgy. San Juan is divided below. Create question
2. 0.7651 + 0.3346 = N into 5 puroks. Each purok that involve addition and
3. 0.2134 4. 0.2039 3. 6.2785 + 11.1543 = N agreed to collect certain subtraction of decimal.
+ 0.1102 - 0.0237 4. 0.9623 – 0.3478 = N amount from the Then solve the problem.
5. 0.721 – 0.4625 = N households for the
5. 8.2648 incoming San Juan Fiesta. During Saturday, Nena
- 2.1435 Purok 1 collected Php help his mother in doing
985.50, Purok II collected household chores.
Php 1050.00. Purok III Sweeping the floor for
collected Php 785.00. Purok 30.45 min, washing the
IV collected Php 875.00 and dishes for 10.35 min and
Purok V collected Php watering plants for 5.75
5000.00 How much bigger is min.
the collection of Purok V
than that of the other 4
puroks?
1. What is asked?
2. What are the given facts?
3. What operations to be
used?
4. What is the number
sentence?
5. What is the solution to
the problem?
6. What is the answer?
Label your answer.
G. Finding Practical Applications of concepts Solve: Solve these problem Work by Pair. Create an addition and
and skills in daily living 1) How much more than 7.13 is Dennis went to Ayala Mall in Solve this problem subtraction
Prices ofproblem
fish using
9.99? Tagaytay because he wants following the steps in the given data
per kilogram below.
as Then
2) Take away 1.5125 from to buy shorts costing P 150. solving word problems. write the equation and
of May 2017
10.7899 If he saved P 35.50 last week solve.
Galunggong- P
3) Find the sum of 11.424 and and P 47.25 this week, how The Samahang Kabataan 120.99
98.455 much more will he save? agreed to share by
Tilapia – P
4) Selling boiled corn. Mang Obet distributing tickets to the
walked 2.5 km to Alfonso Market
140.75
motorists. The president
then 4.2 km around the town Bangus – P
collected Php 255.75, the
before taking rest. How many 160.25
treasurer collected Php
kilometers had he walked? 275.50 and the other Tilapia – P
5) Cardo will give 23.75 kg of officers collected Php 140.75
mangoes and 11.25 kg of chicos 495.75. If they spend Php Bangus – P
to his aunts. How many more 150.00 for printing tickets, 160.25
kilogram are the mangoes than how much were left to be
the chicos? shared to their barrio
fiesta?
H. Making Generalizations & Abstractions Let the pupils determine on how How do you add/subtract What are the important How do you create word
about the lessons to add/subtract decimals through decimals through ten steps in solving two to three problems involving
ten thousandths without thousandths with steps word problems in addition or subtraction of
regrouping. regrouping? addition and subtraction of decimals?
decimals?
I. Evaluating Learning Write the decimals in column Find the sum/difference Solve the Problem using Create an addition
then perform the indicated 1) 0.1361 + 0.13 + 0.3462 = N AGONSA steps. problem using the given
operation. 2) 0.556 + 0.1762 + 0.4417 = data below. Then solve.
1) 0.31 + 0.42 + 0.16 = N N Barangay Maligaya is 28.5
2) 0.13 + 0.0002 + 0.1002 = N 3) 0.923 – 0.05621 = N km from the town proper. Given:
3) 161.4676 – 20.1035 = N 4) Add 0.1352 to the sum of In going there, Ricardo 2.25 hours for studying
4) 16.021 decreased by 13.9452 0.3416 and 0.1235 traveled 12.75 kilometers 1.20 hours for extra
is ________ 5) Subtract 0.3286 from by jeep, 8.5 km by tricycle, curricular activities
5) Take away 2.3145 from 0.7584. and the rest by hiking. How 3.25 hours doing
12.6276 many kilometers did household chores
Ricardo hike?
J. Additional activities for application or Write the number sentence
remediation and solve:
Delia filled the container
with 3.5 litres of water.Her
mother used 0.75 litres of
water for cooking and 1.25
litres for palamig. How
much water was left in the
container?
V.REMARKS
VI. REFLECTIONS
A.No.of learners who earned 80% in the
evaluation
B. No.of learners who requires additional
acts.for remediation who scored below 80%
C. Did the remedial lessons work? No.of
learners who caught up with the lessons
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 encounter which my
principal/supervisor can help me solve?
G. What innovations or localized materials
did I used/discover which I wish to share
with other teachers?
Prepared by:

DEVIE J. WAHING
Principal

GRADES 1 to 12

July 3, 2017 July 4, 2017 July 5, 2017 July 6, 2017 July 7, 2017
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of the four fundamental operations involving fractions and decimals.
The learner is able to apply the four fundamental operations involving fractions and decimals in mathematical problems and real – life
B. Performance Standards
situations.
M6NS-Ie-113.2 M6NS-Ie-113.2
M6NS-Ie-111.3 The learner solves routine The learner solves non routine
M6NS-Ie-111.3 M6NS-Ie-111.4
The learner multiplies decimals problems involving problems involving
C. Learning Competencies/ The learner multiplies decimals The learner multiplies mentally
and mixed decimals multiplication of decimals and multiplication of decimals and
Objectives and mixed decimals with factors decimals up to 2 decimal places
with factors up to 2 decimal mixed decimals including money mixed decimals including money
up to 2 decimal places by 0.1, 0.01,10, and 100.
places using appropriate problem using appropriate problem
solving strategies. solving strategies
Solving Non-Routine Problems
Solving Routine Problems
Multiplying Decimals Up to 2 Involving Multiplication of
Multiplying Decimals and Mixed Multiplying Decimals and Mixed Involving Multiplication of
Decimal Places by 0.1, 0.01, 10 Decimals and Mixed Decimals
II. CONTENT Decimals with Factors Up to 2 Decimals with Factors Up to 2 Decimals and Mixed Decimals
and 100 Mentally Including Money Using
Decimal Places Decimal Places Including Money Using
Appropriate Problem Solving
Appropriate Problem
Strategies
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
MISOSA Module Gr. 5 – MISOSA Module Gr. 5 -
4. Additional Materials from NFE A&E Learning Material:
Multiplication of Mixed Decimals; Multiplication of Mixed
Learning Resources (LR) Multiplication and Division of
Proded Math 36-C: Multiplying Decimals; Proded Math 36-C:
Portal Decimals (2001), pp. 17-21
Mixed Decimals Multiplying Mixed Decimals
B. Other Learning Resources
IV. PROCEDURE
The school hosted a singing Flash the following and let each Revisit the previous lesson by Flash the following and let them Let the learners revisit their
contest. The scores of two pair show their answers using giving some examples for the show their answers using their experiences in the previous
contestants in the Finals are their drill boards. learners to work on. Then ask drill boards. lesson.
shown in the table below: 2.4 x 6 23.9 x 1.1 them to explain how to multiply
10 x 0.56= 4.63 x 0.1 Ask:
decimals and mixed decimals.
Stage Presence (20)

Voice Quality (40)
8.25 x 0.43 73 x 14.2 How do you know if a given word
Technique (25)
Then, flash the following and let 2.36 x 0 .01 0.36 x 0.001
Impact (15)
Contestant
23.4 x 1.25 them show their answers using problem involves multiplying
their drill decimals and mixed decimals?
Jo 35.7 17.6 20.8 14 Ask: How do we solve such word
How do we multiply decimals and 23 x 1 23 x 10 Ask:
A. Reviewing previous lessons or J36.3 15.9 21 13.2
problems?
e
mixed decimals? How do we multiply decimals and
presenting the new lesson
Answer the following How do you know where to place 23 x 100 23 x 1000 mixed decimals by 10 and 100? How
Questions. the decimal point in the product? do we multiply decimals and mixed
23 x 10 000 decimals by 0.1 and 0.01?
1) What is Jo's total score? What
Ask: What is a quick way to get the
is Jen's total score?
answer when a whole number is
2) Who won between Jo and
multiplied by 10, 100, or 1000 (or
Jen? even 10 000)?
3) Flow many more points
should the non-winner have
scored to tie with the winner?
Ask: Ask: Ask: Have you tried selling items to a Ask: Do your parents Ask:
Do you know how much we weigh Who among you do a lot of junkshop before? What items have sometimes ask you to buy goods Do you find the problem, in the
on the Moon? To find out, we need to exercise? What activities do you you sold? Is it good that we sell items in a market? What items do you previous lesson interesting and
multiply our weight on Earth by engage in to make yourself to junkshops? Why? usually buy? How do you feel challenging? Have you experienced
approximately 0.17 so we would physically fit? Why is it important Inform the learners that the target when your parents ask you to similar situations in real life?
know our weight on the Moon for us to exercise? What benefits for this lesson is for them to multiply buy something in market? Why Inform the class that the target in this
B. Establishing a purpose for the Inform the learners that today do we get from it? decimals mentally not only by 10 and lesson is fo them to develop their
is it important to help your
lesson they will be learning how to Inform the learners that today's 100, but also by 0.1 and 0.01. skills further in solving word problems
parents?
multiply decimals and mixed lesson will help them improve Original File Submitted and involving multiplication of decimal;
decimals by whole numbers. their skills further in Formatted by DepEd Club and mixed decimals
multiplying decimals and Member - visit depedclub.com
mixed decimals for more
C. Presenting Present this problem. "Louis, an Present this problem. Present this situation. Mang Present the following problem Present the following problem
examples/instances of the astronaut, will travel to the moon to Ambo sold copper wire to the to the class: to the class:
"Lola Patring keeps her body healthy
new lesson do some explorations on its surface. nearest junkshop. The table below "Joan went to the market to buy fish The area of a rectangular room is 24
by walking everyday. She walks at a shows
He weighs 63 kg here on Earth. What rate of 25.4 meters per minute. How PactheAmount
packs of copper wires he
Weight to be cooked by her mother for square metres. What could be the
sold.
k per kg in kg
would be his weight when he lands on far can she walk in 4.75 minutes?" lunch. She bought 2.5 kilos of tilapia possible dimensions of the room?
the moon?" A P45.75 0.01 at P110 per kilo. How much did she Length Width Area
Check if they understand the B P45.75 0.1
Check if they understand the pay for it?"
problem.
problem (e.g., What is his weight C P45.75 10 Check if they understand the
here on Earth? What is the problem (What does Lola Patring do to make D P45.75 100 Check if they understand the problem. Ask for clarifications
asking us to do?). her body healthy? How far can she problem. Ask for clarifications about it
Ask for an estimate of the walk in a minute? What is the about it.
answer. problem asking us to do?)
Do you think his weight on the moon Let them think about how they
Ask for an estimate of the Check if they understand the
is more than 10 kg? What is the most can arrive at the exact answer.
answer. Then, let them think situation.
it could be? Could it be 12 kg? Then, ask for an estimate of the
about how they can arrive at (How much is 1 kg of copper wire?
answer
the exact answer. How will Mang Ambo find the
amount he will be paid for each
pack?)
Think-Pair-Share Once an Think-Pair-Share Once an Let them find how much Mang Let them work on this problem Let them work on this problem
estimate is decided on, give each estimate is decided on, let them Ambo will be paid for each pack. in pairs. Emphasize the use of in small groups. Emphasize the
pair time to think about and solve solve the problem with a Focus on Packs C and D. Ask if Polya's 4 steps: Understand use of Polya's 4 steps:
the problem. Then, let them partner. Then, let them share they see any pattern. Plan, Solve, and Check. Understand, Plan, Solve, and
share their solutions with their solutions with the class. 45.75 x 10 = 457.5 Encourage them to use any Check. Encourage them to use
another pair. 25.4 x 4.75 = 120.65 m Ask: 45.75 x 100 = 4 575 appropriate strategy that will any appropriate strategy that
63 x 0.17 = 10.71 kg What do you notice between the Ask: When you multiply a decimal help them solve the problem. will help them solve the
Using only the result of this number of decimal places in the by 10 or 100, what do you notice Afterwards, let them display and problem. Afterwards, let them
D. Discussing new concepts and
computation and estimation, let factors and the number of decimal about the multiplicand and the explain their solutions to the display and explain their
practicing new skills #1
them give the exact answer to places in the product? product? What do you observe class solutions to the class.
each of the following: When do you drop zeros in a decimal about their digits? Some possible answers:
6.3 x 0.17 63 x 1.7 product? Provide more examples of Length Width Area
0.63 x 0.17 6.3 x 1.7 multiplying decimals by 10 and 3m 8 m 24 m
Ask: How did you know where to 100. 2.4 m 10 m 24 m
Ask: When you multiply a 7.5 m 3.2 m 24 m
place the decimal point in each
product? decimal by 10 or 100, what is a
quick way to get the answer?
Find each product. Example: 3.04 Post the following Focus on Packs A and B. Ask if Read, analyze and solve. Mother . Ask:
x 0.6 (see also Proded Math situation. they see any pattern. bought 15.75 kilos of flour for How is this problem similar
36- C, pp. 5-7) 45.75x 01 = 4.575 making trays of polvoron. If each kilo to/different from the problems we
Fred and Perry are shown the 45.75 x 001 = 0.4575 of flour costs P45.50, how much did solved yesterday?
Ask: How does multiplying decimals
following statement: 308 x 10.25 = she pay for it? What makes this problem
compare with multiplying whole
Ask: When you multiply a decimal by Let them present their solutions challenging?
numbers? Fred thinks that the exact answer
E. Discussing new concepts and 0.1 or 0.01, what do you notice about and explain why they think their
practicing new skills #2 can be read up to the ten the multiplicand and the product? answer is accurate.
thousandths place. But, Perry thinks What do you observe about their
it would be easier to read it until the Point out the importance of
digits? following the four steps when
hundredths place only. Which of
them is correct? Why? Provide more examples of solving word problems.
multiplying decimals by 0.1 and
0.01.
F. Developing Mastery Encircle the statement that In this number puzzle, the Complete the following puzzle. Read, analyze, and solve this Replace each letter with a
gives the greater product. number in each square is the problem. numeral that will make the
Examples: product of the numbers in the The classroom is 12.5 meters long following computation true.
1) 0.29 x 0.8 0.92 x 0.08 circles on either side of the and 7.25 meters wide. What is its 3 . A 4
2) 5.4 x 0.17 0.45 x 7.1 square. Complete the puzzle area? x B . C
. [You may add more word problems. C . A B
ACROSS See NFE A&E Learning Material:
1) 1.436 x 100 Multiplication and Division of
2) 45.38 x 10 Decimals (2001), pp. 17-18]
DOWN 1) 164 x 0.1
3) 10 x 3.83
4) 62.8 x 0.1
A student assistant in a university Mother bought 10.5 kilos of sugar at Mang Ambo found out that another Ask the learners to think of Point out that there are problem
earns P35 per hour. The table below P52.95 a kilo. How much did she pay junkshop buys copper wire at P48.5 situations outside the school situations in the real world that
shows the number of hours she for it? per kg. How much more could he wherein multiplying decimals they will find to have no clear
worked each day during a certain Ask the learners to think of have earned if he sold his 4 packs of would be useful to them pat to an answer. Ask them why
week. other situations wherein copper wire to this junkshop than the it is important for them to be
Day Hours multiplying decimals would be other one? capable of solving different
Monday 3.5 useful to them. Ask: When is it useful to compute types of problems.
G. Finding practical applications
Tuesday 2.25 products mentally?
of concepts and skills in daily
living Wednesday 275
Thursday 22
Friday 4.10
How much did she earn each day?
How much did each earn in that
week?
How do we multiply decimals and How do we multiply decimals and How do we multiply a decimal How do we solve word problems How do we solve word problems
mixed decimals? mixed decimals? by 10 or 100? What is a quick involving multiplication of decimals involving multiplication of decimals
How do you know where to place the How do you know when to annex or way to get the answer mentally? and mixed decimals? and mixed decimals?
H. Making generalizations and How do we multiply a decimal by 0.1 (Referring to Polya's 4 steps) Why is
decimal point in the product? drop zeros in the decimal product? (Referring to Polya's 4 steps) Why is
abstractions about the lesson or 0.01? What is a quick way to get each step important in problem each step important in problem
the answer mentally? solving? solving?
I. Evaluating learning Complete each statement. A swimmer can swim 50.2 Find the product mentally. Read, analyze and solve. Show Read, analyze and solve. Show
1)_________________The meters in 1 minute. How far can 1) 8.4 x 10 your complete and neat your complete and neat
product of 2.5 and 3.45 is he swim in: 2) 4.35 x 0.1 solution. solution.
________________. 1) 0.5 minute? 3) 134.23 x 0.01 Jason earns P380.65 daily. His sister
2) 18.72 times 2.9 is_____. 2) 1.25 minutes? 4) 0.24 x 100 earns 1.5 times what he earns daily. Emily plans to make a 4.5m-by-
3) 2.35 x 1.6 =________. 3) 3.75 minutes? 5) 1.23 x 0.1 How much does his sister earn in a 4.5m square garden in her
4) 24.56 multiplied by 3.5 is 4) 10.25 minutes? day? backyard. But due to lack of
equal to . 1) half an hour (You may add more.) space, she decides to make it
5) When 3.57 is multiplied by rectangular instead, whil
covering the same area. What
14.2, the number of decimal could be the possible
places in the product is dimensions of her garden?
because
Put the decimal point in the Read, analyze, and solve each Complete each table by [See NFE A&E Learning Material: Luis has P25, made up o' 10-
correct place in the product. problem. Show your complete following the rule. Multiplication and Division of centavo and 25- centavo coins.
1) 1.2 x 6 =72 and neat solution. Rule: Multiply by 0.1 Decimals (2001), pp. 19-21] How man' of each kind could he
2) 12.4 x 0.78 = 9 6 7 2 1) In April, a small business Input Output possibly have?
3) 3.34 x 1.4 = 4 6 7 6 establishment spent an average 0.5
4) 2.3 x 12.3 = 2 8 2 9 of P175.25 daily on electricity. 7.12
5) 2.34 x 1.23 = 2 8 7 8 2 How much did it pay for 6.3
Use the table below to find the electricity during that month? 48.9
J. Additional activities for amount to be paid for the given 2) A carpenter is computing for 19.07
application or remediation number of each item. the area of each room in the
(Assignment) house that they are
(Do this also for multiplying by 0.01,
constructing. Help him
complete the table below. 10 and 100.)
length width Area
5.45 m 3.2 m
10.2 m 4.1 m
6.75 m 5.61 m
10.75 m 6.32 m
4.32 m 3.12 m
V. REMARKS
VI. REFLECTION
A. No. of learners who

earned 80% of the
formative assessment
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?
Why did these work?
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?

GRADES 1 to 12 Teacher: Learning Area: MATHEMATICS

VII. OBJECTIVES
D. Content Standards The learner demonstrates understanding of the four fundamental operations involving fractions and decimals.
The learner is able to apply the four fundamental operations involving fractions and decimals in mathematical problems and real – life
E. Performance Standards
situations.
M6NS-Ie-113.2 M6NS-Ie-113.2
M6NS-Ie-111.3 The learner solves routine The learner solves non routine
M6NS-Ie-111.3 M6NS-Ie-111.4
The learner multiplies decimals problems involving problems involving
F. Learning Competencies/ The learner multiplies decimals The learner multiplies mentally
and mixed decimals multiplication of decimals and multiplication of decimals and
Objectives and mixed decimals with factors decimals up to 2 decimal places
with factors up to 2 decimal mixed decimals including money mixed decimals including money
up to 2 decimal places by 0.1, 0.01,10, and 100.
places using appropriate problem using appropriate problem
solving strategies. solving strategies
Solving Non-Routine Problems
Solving Routine Problems
Multiplying Decimals Up to 2 Involving Multiplication of
Multiplying Decimals and Mixed Multiplying Decimals and Mixed Involving Multiplication of
Decimal Places by 0.1, 0.01, 10 Decimals and Mixed Decimals
VIII. CONTENT Decimals with Factors Up to 2 Decimals with Factors Up to 2 Decimals and Mixed Decimals
and 100 Mentally Including Money Using
Decimal Places Decimal Places Including Money Using
Appropriate Problem Solving
Appropriate Problem
Strategies
IX. LEARNING RESOURCES
C. References
5. Teacher’s Guide pages
7. Textbook pages
MISOSA Module Gr. 5 – MISOSA Module Gr. 5 -
8. Additional Materials from NFE A&E Learning Material:
Multiplication of Mixed Decimals; Multiplication of Mixed
Learning Resources (LR) Multiplication and Division of
Proded Math 36-C: Multiplying Decimals; Proded Math 36-C:
Portal Decimals (2001), pp. 17-21
Mixed Decimals Multiplying Mixed Decimals
D. Other Learning Resources
X. PROCEDURE
The school hosted a singing Flash the following and let each Revisit the previous lesson by Flash the following and let them Let the learners revisit their
contest. The scores of two pair show their answers using giving some examples for the show their answers using their experiences in the previous
contestants in the Finals are their drill boards. learners to work on. Then ask drill boards. lesson.
shown in the table below: 2.4 x 6 23.9 x 1.1 them to explain how to multiply
10 x 0.56= 4.63 x 0.1 Ask:
decimals and mixed decimals.
Stage Presence (20)

Voice Quality (40)
8.25 x 0.43 73 x 14.2 How do you know if a given word
Technique (25)
Then, flash the following and let 2.36 x 0 .01 0.36 x 0.001
Impact (15)
Contestant
23.4 x 1.25 them show their answers using problem involves multiplying
their drill decimals and mixed decimals?
Jo 35.7 17.6 20.8 14 Ask: How do we solve such word
How do we multiply decimals and 23 x 1 23 x 10 Ask:
K. Reviewing previous lessons or J36.3 15.9 21 13.2
problems?
e
mixed decimals? How do we multiply decimals and
presenting the new lesson
Answer the following How do you know where to place 23 x 100 23 x 1000 mixed decimals by 10 and 100? How
Questions. the decimal point in the product? do we multiply decimals and mixed
23 x 10 000 decimals by 0.1 and 0.01?
4) What is Jo's total score? What
Ask: What is a quick way to get the
is Jen's total score?
answer when a whole number is
5) Who won between Jo and
multiplied by 10, 100, or 1000 (or
Jen? even 10 000)?
6) Flow many more points
should the non-winner have
scored to tie with the winner?
Ask: Ask: Ask: Have you tried selling items to a Ask: Do your parents Ask:
Do you know how much we weigh Who among you do a lot of junkshop before? What items have sometimes ask you to buy goods Do you find the problem, in the
on the Moon? To find out, we need to exercise? What activities do you you sold? Is it good that we sell items in a market? What items do you previous lesson interesting and
multiply our weight on Earth by engage in to make yourself to junkshops? Why? usually buy? How do you feel challenging? Have you experienced
approximately 0.17 so we would physically fit? Why is it important Inform the learners that the target when your parents ask you to similar situations in real life?
know our weight on the Moon for us to exercise? What benefits for this lesson is for them to multiply buy something in market? Why Inform the class that the target in this
L. Establishing a purpose for the Inform the learners that today do we get from it? decimals mentally not only by 10 and lesson is fo them to develop their
is it important to help your
lesson they will be learning how to Inform the learners that today's 100, but also by 0.1 and 0.01. skills further in solving word problems
parents?
multiply decimals and mixed lesson will help them improve Original File Submitted and involving multiplication of decimal;
decimals by whole numbers. their skills further in Formatted by DepEd Club and mixed decimals
multiplying decimals and Member - visit depedclub.com
mixed decimals for more
M. Presenting Present this problem. "Louis, an Present this problem. Present this situation. Mang Present the following problem Present the following problem
examples/instances of the astronaut, will travel to the moon to Ambo sold copper wire to the to the class: to the class:
"Lola Patring keeps her body healthy
new lesson do some explorations on its surface. nearest junkshop. The table below "Joan went to the market to buy fish The area of a rectangular room is 24
by walking everyday. She walks at a shows
He weighs 63 kg here on Earth. What rate of 25.4 meters per minute. How PactheAmount
packs of copper wires he
Weight to be cooked by her mother for square metres. What could be the
sold.
k per kg in kg
would be his weight when he lands on far can she walk in 4.75 minutes?" lunch. She bought 2.5 kilos of tilapia possible dimensions of the room?
the moon?" A P45.75 0.01 at P110 per kilo. How much did she Length Width Area
Check if they understand the B P45.75 0.1
Check if they understand the pay for it?"
problem.
problem (e.g., What is his weight C P45.75 10 Check if they understand the
here on Earth? What is the problem (What does Lola Patring do to make D P45.75 100 Check if they understand the problem. Ask for clarifications
asking us to do?). her body healthy? How far can she problem. Ask for clarifications about it
Ask for an estimate of the walk in a minute? What is the about it.
answer. problem asking us to do?)
Do you think his weight on the moon Let them think about how they
Ask for an estimate of the Check if they understand the
is more than 10 kg? What is the most can arrive at the exact answer.
answer. Then, let them think situation.
it could be? Could it be 12 kg? Then, ask for an estimate of the
about how they can arrive at (How much is 1 kg of copper wire?
answer
the exact answer. How will Mang Ambo find the
amount he will be paid for each
pack?)
Think-Pair-Share Once an Think-Pair-Share Once an Let them find how much Mang Let them work on this problem Let them work on this problem
estimate is decided on, give each estimate is decided on, let them Ambo will be paid for each pack. in pairs. Emphasize the use of in small groups. Emphasize the
pair time to think about and solve solve the problem with a Focus on Packs C and D. Ask if Polya's 4 steps: Understand use of Polya's 4 steps:
the problem. Then, let them partner. Then, let them share they see any pattern. Plan, Solve, and Check. Understand, Plan, Solve, and
share their solutions with their solutions with the class. 45.76 x 10 = 457.5 Encourage them to use any Check. Encourage them to use
another pair. 25.4 x 4.75 = 120.65 m Ask: 45.76 x 100 = 4 575 appropriate strategy that will any appropriate strategy that
63 x 0.17 = 10.71 kg What do you notice between the Ask: When you multiply a decimal help them solve the problem. will help them solve the
Using only the result of this number of decimal places in the by 10 or 100, what do you notice Afterwards, let them display and problem. Afterwards, let them
N. Discussing new concepts and
computation and estimation, let factors and the number of decimal about the multiplicand and the explain their solutions to the display and explain their
practicing new skills #1
them give the exact answer to places in the product? product? What do you observe class solutions to the class.
each of the following: When do you drop zeros in a decimal about their digits? Some possible answers:
6.3 x 0.17 63 x 1.7 product? Provide more examples of Length Width Area
0.63 x 0.17 6.3 x 1.7 multiplying decimals by 10 and 3m 8 m 24 m
Ask: How did you know where to 100. 2.4 m 10 m 24 m
Ask: When you multiply a 7.5 m 3.2 m 24 m
place the decimal point in each
product? decimal by 10 or 100, what is a
quick way to get the answer?
Find each product. Example: 3.04 Post the following Focus on Packs A and B. Ask if Read, analyze and solve. Mother . Ask:
x 0.6 (see also Proded Math situation. they see any pattern. bought 15.75 kilos of flour for How is this problem similar
36- C, pp. 5-7) 45.75x 01 = 4.575 making trays of polvoron. If each kilo to/different from the problems we
Fred and Perry are shown the 45.75 x 001 = 0.4575 of flour costs P45.50, how much did solved yesterday?
Ask: How does multiplying decimals
following statement: 308 x 10.25 = she pay for it? What makes this problem
compare with multiplying whole
Ask: When you multiply a decimal by Let them present their solutions challenging?
numbers? Fred thinks that the exact answer
O. Discussing new concepts and 0.1 or 0.01, what do you notice about and explain why they think their
practicing new skills #2 can be read up to the ten the multiplicand and the product? answer is accurate.
thousandths place. But, Perry thinks What do you observe about their
it would be easier to read it until the Point out the importance of
digits? following the four steps when
hundredths place only. Which of
them is correct? Why? Provide more examples of solving word problems.
multiplying decimals by 0.1 and
0.01.
P. Developing Mastery Encircle the statement that In this number puzzle, the Complete the following puzzle. Read, analyze, and solve this Replace each letter with a
gives the greater product. number in each square is the problem. numeral that will make the
Examples: product of the numbers in the The classroom is 12.5 meters long following computation true.
3) 0.29 x 0.8 0.92 x 0.08 circles on either side of the and 7.25 meters wide. What is its 3 . A 4
4) 5.4 x 0.17 0.45 x 7.1 square. Complete the puzzle area? x B . C
. [You may add more word problems. C . A B
ACROSS See NFE A&E Learning Material:
3) 1.436 x 100 Multiplication and Division of
4) 45.38 x 10 Decimals (2001), pp. 17-18]
DOWN 1) 164 x 0.1
5) 10 x 3.83
6) 62.8 x 0.1
A student assistant in a university Mother bought 10.5 kilos of sugar at Mang Ambo found out that another Ask the learners to think of Point out that there are problem
earns P35 per hour. The table below P52.95 a kilo. How much did she pay junkshop buys copper wire at P48.5 situations outside the school situations in the real world that
shows the number of hours she for it? per kg. How much more could he wherein multiplying decimals they will find to have no clear
worked each day during a certain Ask the learners to think of have earned if he sold his 4 packs of would be useful to them pat to an answer. Ask them why
week. other situations wherein copper wire to this junkshop than the it is important for them to be
Day Hours multiplying decimals would be other one? capable of solving different
Monday 3.5 useful to them. Ask: When is it useful to compute types of problems.
Q. Finding practical applications
Tuesday 2.25 products mentally?
of concepts and skills in daily
living Wednesday 275
Thursday 22
Friday 4.10
How much did she earn each day?
How much did each earn in that
week?
How do we multiply decimals and How do we multiply decimals and How do we multiply a decimal How do we solve word problems How do we solve word problems
mixed decimals? mixed decimals? by 10 or 100? What is a quick involving multiplication of decimals involving multiplication of decimals
How do you know where to place the How do you know when to annex or way to get the answer mentally? and mixed decimals? and mixed decimals?
R. Making generalizations and How do we multiply a decimal by 0.1 (Referring to Polya's 4 steps) Why is
decimal point in the product? drop zeros in the decimal product? (Referring to Polya's 4 steps) Why is
abstractions about the lesson or 0.01? What is a quick way to get each step important in problem each step important in problem
the answer mentally? solving? solving?
S. Evaluating learning Complete each statement. A swimmer can swim 50.2 Find the product mentally. Read, analyze and solve. Show Read, analyze and solve. Show
6)_________________The meters in 1 minute. How far can 6) 8.4 x 10 your complete and neat your complete and neat
product of 2.5 and 3.45 is he swim in: 7) 4.35 x 0.1 solution. solution.
________________. 5) 0.5 minute? 8) 134.23 x 0.01 Jason earns P380.65 daily. His sister
7) 18.72 times 2.9 is_____. 6) 1.25 minutes? 9) 0.24 x 100 earns 1.5 times what he earns daily. Emily plans to make a 4.5m-by-
8) 2.35 x 1.6 =________. 7) 3.75 minutes? 10) 1.23 x 0.1 How much does his sister earn in a 4.5m square garden in her
9) 24.56 multiplied by 3.5 is 8) 10.25 minutes? day? backyard. But due to lack of
equal to . 2) half an hour (You may add more.) space, she decides to make it
10) When 3.57 is multiplied by rectangular instead, whil
covering the same area. What
14.2, the number of decimal could be the possible
places in the product is dimensions of her garden?
because
Put the decimal point in the Read, analyze, and solve each Complete each table by [See NFE A&E Learning Material: Luis has P25, made up o' 10-
correct place in the product. problem. Show your complete following the rule. Multiplication and Division of centavo and 25- centavo coins.
6) 1.2 x 6 =72 and neat solution. Rule: Multiply by 0.1 Decimals (2001), pp. 19-21] How man' of each kind could he
7) 12.4 x 0.78 = 9 6 7 2 1) In April, a small business Input Output possibly have?
8) 3.34 x 1.4 = 4 6 7 6 establishment spent an average 0.5
9) 2.3 x 12.3 = 2 8 2 9 of P175.25 daily on electricity. 7.12
10) 2.34 x 1.23 = 2 8 7 8 2 How much did it pay for 6.3
Use the table below to find the electricity during that month? 48.9
T. Additional activities for amount to be paid for the given 2) A carpenter is computing for 19.07
application or remediation number of each item. the area of each room in the
(Assignment) house that they are
(Do this also for multiplying by 0.01,
constructing. Help him
complete the table below. 10 and 100.)
length width Area
5.45 m 3.2 m
10.2 m 4.1 m
6.75 m 5.61 m
10.75 m 6.32 m
4.32 m 3.12 m
XI. REMARKS
XII. REFLECTION
H. No. of learners who

earned 80% of the
I. No. of learners who
require additional
activities for remediation
J. Did the remedial lessons
lesson.
K. No. of learners who
continue to require
remediation.
L. Which of my teaching
Why did these work?
M. What difficulties did I
encounter which my
help me solve?
N. What innovation or
to share with other
teachers?


I.LAYUNIN (Objectives) Create problems (with reasonable Create problems (with Create problems (with reasonable Create problems (with reasonable Create problems (with
answers) involving division reasonable answers) involving answers) involving division answers) involving division without reasonable answers)
without or with any of the other division without or with any of without or with any of the other or with any of the other operations involving division without
operations of decimals and whole the other operations of operations of decimals and whole of decimals and whole numbers or with any of the other
numbers including money. decimals and whole numbers numbers including money. including money. operations of decimals
including money. and whole numbers
including money.
A.Pamantayang Pangnilalaman Demonstrate understanding of the Demonstrate understanding of Demonstrate understanding of the Demonstrate understanding of the Demonstrate
( Content Standards) four fundamental operations the four fundamental four fundamental operations four fundamental operations understanding of the four
involving fractions and decimals operations involving fractions involving fractions and decimals involving fractions and decimals fundamental operations
and decimals involving fractions and
decimals
B.Pamantayan sa Pagganap Able to apply the four Able to apply the four Able to apply the four Able to apply the four fundamental Able to apply the four
(Performance Standards) fundamental operations involving fundamental operations fundamental operations involving operations involving fractions and fundamental operations
fractions and decimals in involving fractions and fractions and decimals in decimals in mathematical problems involving fractions and
mathematical problems and real- decimals in mathematical mathematical problems and real- and real-life situations. decimals in mathematical
life situations. problems and real-life life situations. problems and real-life
situations. situations.
C. MgaKasanayan sa Pagkatuto Creating problems (with Creating problems (with Creating problems (with Creating problems (with reasonable Creating problems (with
(Learning Competencies) reasonable answers) involving reasonable answers) involving reasonable answers) involving answers) involving division without reasonable answers)
division without or with any of the division without or with any of division without or with any of the or with any of the other operations involving division without
other operations of decimals and the other operations of other operations of decimals and of decimals and whole numbers or with any of the other
whole numbers including money. decimals and whole numbers whole numbers including money. including money. operations of decimals
including money.
II.NILALAMAN (Content) Numbers and Number Sense Numbers and Number Sense Numbers and Number Sense Numbers and Number Sense Numbers and Number
Sense
III. KAGAMITANG PANTURO
(Learning Resources)
A.Sanggunian (References)
1.Mga pahina sa Gabay ng Guro
(Teacher’s Guide Pages) LG IN MATHEMATICS 6 pp.133-136 LG IN MATHEMATICS 6 pp.133- LG IN MATHEMATICS 6 pp.133-136 LG IN MATHEMATICS 6 pp.133-136 LG IN MATHEMATICS 6
TG MATH 6 pp.136-142 136 TG MATH 6 pp.136-142 TG MATH 6 pp.136-142 pp.133-136
TG MATH 6 pp.136-142 TG MATH 6 pp.136-142
CODE: M6NS-Ij-121.2; CODE: M6NS-Ij-121.2; CODE: M6NS-Ij-121.2;
CG p.189 CODE: M6NS-Ij-121.2; CG p.189 CG p.189 CODE: M6NS-Ij-121.2;
CG p.189 CG p.189
2.Mga Pahina sa Kagamitang pp.89-91 pp.89-91 pp.89-91 pp.89-91 pp.89-91
Pang-M ⁄ag-aaral (Learner’s
Materials Pages)
3.Mga pahina sa Teksbuk
(Textbook Pages)
4. Karagdagang Kagamitan mula
sa portal ng Learning Resource
(Additional Materials from
Learning Resources (LR) Portal)
B.Iba pang Kagamitang Panturo
(Other Learning Resources)
IV.PAMAMARAAN (Procedures)
A.Balik-Aral sa nakaraang aralin Drill: Mental computation Drill: Drill: Mental Computation: Solve the Drill: Mental computation
at/o pagsisimula ng aralin 1. Four kilos of onions cost P98.00. Mental Computation: Mental Computation: problem mentally. 1. Ten kilos of apples cost
(Review Previous Lessons) How much will a kilo cost? P450.00. How much will a
Vicky sold 36 kilos of Rico reads a book for 1.5 1. Mang Enteng sold 45 kilos of kilo cost?
Banana. If each person days. How many books mangoes. He decided to divide it
bought 1.5 kilos will he be able to read in equally to his 5 grandsons. how
each,how many people 7.5 days? many kilos of mangoes does each
bought the Bananas? grandson received?
B. Paghahabi sa layunin ng aralin Show pictures of different malls Show pictures of Toy Stores Show pictures of supermarkets Show pictures of Hardwares Show pictures of Gasoline
(Establishing purpose for the Ask pupils what are the things Ask pupils what are the things Ask pupils what are the things Ask pupils what are the things they Stations
Lesson) they see in malls? they see in Toy stores? they see in supermarkets? see in Hardwares? Ask pupils what are the
Have them write answers on the Have them write answers on Have them write answers on the Have them write answers on the things they see in
board the board board board Gasoline stations?
Have them write answers
on the board
C. Pag-uugnay ng mga halimbawa Group pupils according to Learning Group pupils according to Group pupils according to Learning Group pupils according to Learning Group pupils according to
sa bagong aralin (Presenting Barkadas. Learning Barkadas. Barkadas. Barkadas. Learning Barkadas.
examples /instances of the new Original File Submitted
lessons) and Formatted by DepEd
Club Member - visit
depedclub.com for more
D. Pagtatalakay ng bagong Group Activity: Group Activity: Group Activity: Group Activity: Group Activity:
konsepto at paglalahad ng *Each group will be given an *Each group will be given an *Each group will be given an *Each group will be given an *Each group will be given
bagong kasanayan #1 (Discussing envelop containing pictures. envelop containing pictures. envelop containing pictures. envelop containing pictures.(things an envelop containing
new concepts and practicing new (things they see in malls) (things they see in Toy Stores) (things they see in Supermarkets) they see in Hardwares) pictures.(things they see
skills #1. *Have each group create a *Have each group create a *Have each group create a *Have each group create a problem in Gasoline Stations)
problem involving division of problem involving division of problem involving division of involving division of decimals,mixed *Have each group create
decimals,mixed decimals or whole decimals,mixed decimals or decimals,mixed decimals or whole decimals or whole numbers a problem involving
numbers including money. using whole numbers including numbers including money. using including money.using the pictures division of
the pictures in the envelop. money.using the pictures in the the pictures in the envelop. in the envelop. decimals,mixed decimals
envelop. or whole numbers
including money.using
the pictures in the
envelop.
E. Pagtatalakay ng bagong Before going to their “Learning Before going to their “Learning Before going to their “Learning Before going to their “Learning Before going to their
konsepto at paglalahad ng Barkadas” remind pupils the Barkadas” remind pupils the Barkadas” remind pupils the Barkadas” remind pupils the “Learning Barkadas”
bagong kasanayan #2 (Discussing guidelines in working with group guidelines in working with guidelines in working with group guidelines in working with group remind pupils the
new concepts & practicing new mates. group mates. mates. mates. guidelines in working
slills #2) *After 5 minutes they will *After 5 minutes they will *After 5 minutes they will *After 5 minutes they will exchange with group mates.
exchange works and will answer exchange works and will exchange works and will answer works and will answer the problem *After 5 minutes they will
the problem formed by the other answer the problem formed by the problem formed by the other formed by the other Learning exchange works and will
Learning Barkadas. the other Learning Barkadas. Learning Barkadas. Barkadas. answer the problem
formed by the other
*Presentation of outputs *Presentation of outputs *Presentation of outputs *Presentation of outputs Learning Barkadas.
*Presentation of outputs
F. Paglinang sa Kabihasaan Ask pupil to get a partner and Ask pupil to get a partner and Ask pupil to get a partner and Ask pupil to get a partner and Ask pupil to get a partner
(Tungo sa Formative Assesment create a simple problem create a simple problem create a simple problem create a simple problem (localized) and create a simple
3) (localized) involving division of (localized) involving division of (localized) involving division of involving division of decimals,mixed problem (localized)
Developing Mastery (Leads to decimals,mixed decimals or whole decimals,mixed decimals or decimals,mixed decimals or whole decimals or whole numbers involving division of
Formative Assesment 3) numbers including money. whole numbers including numbers including money. including money. decimals,mixed decimals
money. or whole numbers
Ask: Ask: Ask: including money.
1. Who would like to share their Ask: 1. Who would like to share their 1. Who would like to share their
work in class? 1. Who would like to share work in class? work in class? Ask:
2. Let us analyze the problem. their work in class? 2. Let us analyze the problem. 2. Let us analyze the problem. 1. Who would like to
3. What operations are involved in 2. Let us analyze the problem. 3. What operations are involved in 3. What operations are involved in share their work in class?
the problem? 3. What operations are the problem? the problem? 2. Let us analyze the
4. Is the answer correct? involved in the problem? 4. Is the answer correct? 4. Is the answer correct? problem.
4. Is the answer correct? 3. What operations are
involved in the problem?
4. Is the answer correct?
G. Paglalapat ng aralin sa pang *Have the pupils make a poster How will you show cooperation Are you wise in spending your Do you want to do what Medz and What is the importance
araw-araw na buhay (Finding that shows the things they do at and helpfulness at home? money? Rose did? WhY? of having patience in
Practical Applications of concepts home during week ends. How? Cite some instances. everything we do?
and skills in daily living)
H. Paglalahat ng Aralin (Making How are you able to create a word How are you able to create a How are you able to create a word How are you able to create a word How are you able to
Generalizations & Abstractions problem with your Learning word problem with your problem with your Learning problem with your Learning create a word problem
about the lessons) Barkadas? Learning Barkadas? Barkadas? Barkadas? with your Learning
What helped you in the activity? What helped you in the What helped you in the activity? What helped you in the activity? Barkadas?
What steps have you employed to activity? What steps have you employed to What steps have you employed to What helped you in the
be able to create and answer the What steps have you employed be able to create and answer the be able to create and answer the activity?
word problem? to be able to create and word problem? word problem? What steps have you
answer the word problem? employed to be able to
create and answer the
word problem?
I.Pagtataya ng Aralin (Evaluating Have the pupils go to the school Have the pupils go to the Have the pupils go to the school Have the pupils go to the computer Have the pupils go to the
Learning) canteen. school nursery. library. room. tle Room.
*Have them list all the things they *Have them list all the things *Have them list all the things they *Have them list all the things they *Have them list all the
see with their corresponding price. they see with their see with their corresponding price. see with their corresponding price. things they see with their
*Instruct each pupil to create a corresponding price. *Instruct each pupil to create a *Instruct each pupil to create a corresponding price.
simple problem involving division *Instruct each pupil to create a simple problem involving division simple problem involving division *Instruct each pupil to
of decimals,mixed decimals or simple problem involving of decimals,mixed decimals or of decimals,mixed decimals or create a simple problem
whole numbers including money. division of decimals,mixed whole numbers including money. whole numbers including money. involving division of
decimals or whole numbers decimals,mixed decimals
including money. or whole numbers
including money.
J. Karagdagang gawain para Cut pictures from magazines or Cut pictures from magazines or Cut pictures from magazines or Cut pictures from magazines or Cut pictures from
satakdang-aralin at remediation news papers,then create a word news papers,then create a news papers,then create a word news papers,then create a word magazines or news
(Additional activities for problem involving division of word problem involving problem involving division of problem involving division of papers,then create a
application or remediation) decimals,mixed decimals or whole division of decimals,mixed decimals,mixed decimals or whole decimals,mixed decimals or whole word problem involving
numbers including money. decimals or whole numbers numbers including money. numbers including money. division of
including money. decimals,mixed decimals
or whole numbers
including money.
V.MGA TALA (Remarks)
VI. PAGNINILAY (Reflection)

A.Bilangng mag-
aaralnanakakuhang 80%
sapagtataya (No.of learners who
earned 80% in the evaluation)
B. Blgng mag-
aaralnanangangailanganngiba
pang gawain para sa remediation
(No.of learners who requires
additional acts.for remediation
who scored below 80%)
C. Nakatulongbaang remedial?
Bilangng mag-
aaralnanakaunawasaaralin? (Did
the remedial lessons work? No.of
learners who caught up with the
lessons)
D. Bilangngmga mag-
aaralnamagpatuloysa
remediation? (No.of learners who
continue to require remediation)
E.
Alinsamgaistrateheyangpatuturo
nakatulongnglubos?
Paanoitonakatulong? (Which of
my teaching strategies worked
well? Why did this work?)
F.
Anongsuliraninangakingnaranasa
nnasolusyonansatulongngakingpu
nongguro at superbisor? (What
difficulties did I encounter which
my principal/supervisor can help
me solve?)
G.
Anongkagamitangpanturoangakin
gnadibuhonanaiskongibahagisam
gakapwakoguro? (What
innovations or localized materials
did I used/discover which I wish
to share with other teachers?)

GRADES 1 to 12

I.LAYUNIN (Objectives) Create problems (with reasonable Create problems (with Create problems (with reasonable Create problems (with reasonable Create problems (with
answers) involving division reasonable answers) involving answers) involving division answers) involving division without reasonable answers)
without or with any of the other division without or with any of without or with any of the other or with any of the other operations involving division without
operations of decimals and whole the other operations of operations of decimals and whole of decimals and whole numbers or with any of the other
numbers including money. decimals and whole numbers numbers including money. including money. operations of decimals
including money.
A.Pamantayang Pangnilalaman Demonstrate understanding of the Demonstrate understanding of Demonstrate understanding of the Demonstrate understanding of the Demonstrate
( Content Standards) four fundamental operations the four fundamental four fundamental operations four fundamental operations understanding of the four
involving fractions and decimals operations involving fractions involving fractions and decimals involving fractions and decimals fundamental operations
and decimals involving fractions and
decimals
B.Pamantayan sa Pagganap Able to apply the four Able to apply the four Able to apply the four Able to apply the four fundamental Able to apply the four
(Performance Standards) fundamental operations involving fundamental operations fundamental operations involving operations involving fractions and fundamental operations
fractions and decimals in involving fractions and fractions and decimals in decimals in mathematical problems involving fractions and
mathematical problems and real- decimals in mathematical mathematical problems and real- and real-life situations. decimals in mathematical
life situations. problems and real-life life situations. problems and real-life
situations. situations.
C. MgaKasanayan sa Pagkatuto Creating problems (with Creating problems (with Creating problems (with Creating problems (with reasonable Creating problems (with
(Learning Competencies) reasonable answers) involving reasonable answers) involving reasonable answers) involving answers) involving division without reasonable answers)
division without or with any of the division without or with any of division without or with any of the or with any of the other operations involving division without
other operations of decimals and the other operations of other operations of decimals and of decimals and whole numbers or with any of the other
whole numbers including money. decimals and whole numbers whole numbers including money. including money. operations of decimals
including money.
II.NILALAMAN (Content) Numbers and Number Sense Numbers and Number Sense Numbers and Number Sense Numbers and Number Sense Numbers and Number
Sense
III. KAGAMITANG PANTURO
(Learning Resources)
A.Sanggunian (References)
1.Mga pahina sa Gabay ng Guro
(Teacher’s Guide Pages) LG IN MATHEMATICS 6 pp.133-136 LG IN MATHEMATICS 6 pp.133- LG IN MATHEMATICS 6 pp.133-136 LG IN MATHEMATICS 6 pp.133-136 LG IN MATHEMATICS 6
TG MATH 6 pp.136-142 136 TG MATH 6 pp.136-142 TG MATH 6 pp.136-142 pp.133-136
TG MATH 6 pp.136-142 TG MATH 6 pp.136-142
CODE: M6NS-Ij-121.2; CODE: M6NS-Ij-121.2; CODE: M6NS-Ij-121.2;
CG p.189 CODE: M6NS-Ij-121.2; CG p.189 CG p.189 CODE: M6NS-Ij-121.2;
CG p.189 CG p.189
2.Mga Pahina sa Kagamitang pp.89-91 pp.89-91 pp.89-91 pp.89-91 pp.89-91
Pang-M ⁄ag-aaral (Learner’s
Materials Pages)
3.Mga pahina sa Teksbuk
(Textbook Pages)
4. Karagdagang Kagamitan mula
sa portal ng Learning Resource
(Additional Materials from
Learning Resources (LR) Portal)
B.Iba pang Kagamitang Panturo
(Other Learning Resources)
IV.PAMAMARAAN (Procedures)
A.Balik-Aral sa nakaraang aralin Drill: Mental computation Drill: Drill: Mental Computation: Solve the Drill: Mental computation
at/o pagsisimula ng aralin 1. Four kilos of onions cost P98.00. Mental Computation: Mental Computation: problem mentally. 1. Ten kilos of apples cost
(Review Previous Lessons) How much will a kilo cost? P450.00. How much will a
Vicky sold 36 kilos of Rico reads a book for 1.5 1. Mang Enteng sold 45 kilos of kilo cost?
Banana. If each person days. How many books mangoes. He decided to divide it
bought 1.5 kilos will he be able to read in equally to his 5 grandsons. how
each,how many people 7.5 days? many kilos of mangoes does each
bought the Bananas? grandson received?
B. Paghahabi sa layunin ng aralin Show pictures of different malls Show pictures of Toy Stores Show pictures of supermarkets Show pictures of Hardwares Show pictures of Gasoline
(Establishing purpose for the Ask pupils what are the things Ask pupils what are the things Ask pupils what are the things Ask pupils what are the things they Stations
Lesson) they see in malls? they see in Toy stores? they see in supermarkets? see in Hardwares? Ask pupils what are the
Have them write answers on the Have them write answers on Have them write answers on the Have them write answers on the things they see in
board the board board board Gasoline stations?
Have them write answers
on the board
C. Pag-uugnay ng mga halimbawa Group pupils according to Learning Group pupils according to Group pupils according to Learning Group pupils according to Learning Group pupils according to
sa bagong aralin (Presenting Barkadas. Learning Barkadas. Barkadas. Barkadas. Learning Barkadas.
examples /instances of the new Original File Submitted
lessons) and Formatted by DepEd
Club Member - visit
depedclub.com for more
D. Pagtatalakay ng bagong Group Activity: Group Activity: Group Activity: Group Activity: Group Activity:
konsepto at paglalahad ng *Each group will be given an *Each group will be given an *Each group will be given an *Each group will be given an *Each group will be given
bagong kasanayan #1 (Discussing envelop containing pictures. envelop containing pictures. envelop containing pictures. envelop containing pictures.(things an envelop containing
new concepts and practicing new (things they see in malls) (things they see in Toy Stores) (things they see in Supermarkets) they see in Hardwares) pictures.(things they see
skills #1. *Have each group create a *Have each group create a *Have each group create a *Have each group create a problem in Gasoline Stations)
problem involving division of problem involving division of problem involving division of involving division of decimals,mixed *Have each group create
decimals,mixed decimals or whole decimals,mixed decimals or decimals,mixed decimals or whole decimals or whole numbers a problem involving
numbers including money. using whole numbers including numbers including money. using including money.using the pictures division of
the pictures in the envelop. money.using the pictures in the the pictures in the envelop. in the envelop. decimals,mixed decimals
envelop. or whole numbers
including money.using
the pictures in the
envelop.
E. Pagtatalakay ng bagong Before going to their “Learning Before going to their “Learning Before going to their “Learning Before going to their “Learning Before going to their
konsepto at paglalahad ng Barkadas” remind pupils the Barkadas” remind pupils the Barkadas” remind pupils the Barkadas” remind pupils the “Learning Barkadas”
bagong kasanayan #2 (Discussing guidelines in working with group guidelines in working with guidelines in working with group guidelines in working with group remind pupils the
new concepts & practicing new mates. group mates. mates. mates. guidelines in working
slills #2) *After 5 minutes they will *After 5 minutes they will *After 5 minutes they will *After 5 minutes they will exchange with group mates.
exchange works and will answer exchange works and will exchange works and will answer works and will answer the problem *After 5 minutes they will
the problem formed by the other answer the problem formed by the problem formed by the other formed by the other Learning exchange works and will
Learning Barkadas. the other Learning Barkadas. Learning Barkadas. Barkadas. answer the problem
formed by the other
*Presentation of outputs *Presentation of outputs *Presentation of outputs *Presentation of outputs Learning Barkadas.
*Presentation of outputs
F. Paglinang sa Kabihasaan Ask pupil to get a partner and Ask pupil to get a partner and Ask pupil to get a partner and Ask pupil to get a partner and Ask pupil to get a partner
(Tungo sa Formative Assesment create a simple problem create a simple problem create a simple problem create a simple problem (localized) and create a simple
3) (localized) involving division of (localized) involving division of (localized) involving division of involving division of decimals,mixed problem (localized)
Developing Mastery (Leads to decimals,mixed decimals or whole decimals,mixed decimals or decimals,mixed decimals or whole decimals or whole numbers involving division of
Formative Assesment 3) numbers including money. whole numbers including numbers including money. including money. decimals,mixed decimals
money. or whole numbers
Ask: Ask: Ask: including money.
1. Who would like to share their Ask: 1. Who would like to share their 1. Who would like to share their
work in class? 1. Who would like to share work in class? work in class? Ask:
2. Let us analyze the problem. their work in class? 2. Let us analyze the problem. 2. Let us analyze the problem. 1. Who would like to
3. What operations are involved in 2. Let us analyze the problem. 3. What operations are involved in 3. What operations are involved in share their work in class?
the problem? 3. What operations are the problem? the problem? 2. Let us analyze the
4. Is the answer correct? involved in the problem? 4. Is the answer correct? 4. Is the answer correct? problem.
4. Is the answer correct? 3. What operations are
involved in the problem?
4. Is the answer correct?
G. Paglalapat ng aralin sa pang *Have the pupils make a poster How will you show cooperation Are you wise in spending your Do you want to do what Medz and What is the importance
araw-araw na buhay (Finding that shows the things they do at and helpfulness at home? money? Rose did? WhY? of having patience in
Practical Applications of concepts home during week ends. How? Cite some instances. everything we do?
and skills in daily living)
H. Paglalahat ng Aralin (Making How are you able to create a word How are you able to create a How are you able to create a word How are you able to create a word How are you able to
Generalizations & Abstractions problem with your Learning word problem with your problem with your Learning problem with your Learning create a word problem
about the lessons) Barkadas? Learning Barkadas? Barkadas? Barkadas? with your Learning
What helped you in the activity? What helped you in the What helped you in the activity? What helped you in the activity? Barkadas?
What steps have you employed to activity? What steps have you employed to What steps have you employed to What helped you in the
be able to create and answer the What steps have you employed be able to create and answer the be able to create and answer the activity?
word problem? to be able to create and word problem? word problem? What steps have you
answer the word problem? employed to be able to
create and answer the
word problem?
I.Pagtataya ng Aralin (Evaluating Have the pupils go to the school Have the pupils go to the Have the pupils go to the school Have the pupils go to the computer Have the pupils go to the
Learning) canteen. school nursery. library. room. tle Room.
*Have them list all the things they *Have them list all the things *Have them list all the things they *Have them list all the things they *Have them list all the
see with their corresponding price. they see with their see with their corresponding price. see with their corresponding price. things they see with their
*Instruct each pupil to create a corresponding price. *Instruct each pupil to create a *Instruct each pupil to create a corresponding price.
simple problem involving division *Instruct each pupil to create a simple problem involving division simple problem involving division *Instruct each pupil to
of decimals,mixed decimals or simple problem involving of decimals,mixed decimals or of decimals,mixed decimals or create a simple problem
whole numbers including money. division of decimals,mixed whole numbers including money. whole numbers including money. involving division of
decimals or whole numbers decimals,mixed decimals
including money. or whole numbers
including money.
J. Karagdagang gawain para Cut pictures from magazines or Cut pictures from magazines or Cut pictures from magazines or Cut pictures from magazines or Cut pictures from
satakdang-aralin at remediation news papers,then create a word news papers,then create a news papers,then create a word news papers,then create a word magazines or news
(Additional activities for problem involving division of word problem involving problem involving division of problem involving division of papers,then create a
application or remediation) decimals,mixed decimals or whole division of decimals,mixed decimals,mixed decimals or whole decimals,mixed decimals or whole word problem involving
numbers including money. decimals or whole numbers numbers including money. numbers including money. division of
including money. decimals,mixed decimals
or whole numbers
including money.
V.MGA TALA (Remarks)
VI. PAGNINILAY (Reflection)

A.Bilangng mag-
aaralnanakakuhang 80%
sapagtataya (No.of learners who
earned 80% in the evaluation)
B. Blgng mag-
aaralnanangangailanganngiba
pang gawain para sa remediation
(No.of learners who requires
additional acts.for remediation
who scored below 80%)
C. Nakatulongbaang remedial?
Bilangng mag-
aaralnanakaunawasaaralin? (Did
the remedial lessons work? No.of
learners who caught up with the
lessons)
D. Bilangngmga mag-
aaralnamagpatuloysa
remediation? (No.of learners who
continue to require remediation)
E.
Alinsamgaistrateheyangpatuturo
nakatulongnglubos?
Paanoitonakatulong? (Which of
my teaching strategies worked
well? Why did this work?)
F.
Anongsuliraninangakingnaranasa
nnasolusyonansatulongngakingpu
nongguro at superbisor? (What
difficulties did I encounter which
my principal/supervisor can help
me solve?)
G.
Anongkagamitangpanturoangakin
gnadibuhonanaiskongibahagisam
gakapwakoguro? (What
innovations or localized materials
did I used/discover which I wish
to share with other teachers?)

GRADES 1 to 12
I. OBJECTIVES
A. Content Standard The learner demonstrate understanding of order of operations, ratio and proportion, percent, exponent, and integers
B. Performance Standard The learner is able to apply knowledge of order of operations, ratio and proportion, percent, exponent, and integers in mathematical problems and real-life situations
C. Learning Competencies / 1) The learner expresses one value as a fraction of another given ratio and vice versa M6NS-IIa-129
Objectives 2) Find How many times one value is as large as another given their ratio and vice bersa M6NS-IIa-130
3) Define and Illustrate the meaning of ratio using concrete or pictorial models M6NS-IIa-131
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
Lesson 1: The Concept of Ratio Summative Test
III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in learning. Ensure that there is a mix of concrete and
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide pages pp. 26 - 28 pp. 26 - 28 pp. 26 – 28 pp. 26 - 28
2. Learner’s Materials pages p. 86 pp. 84 - 86
3. Textbook pages Math for Everyday Use 6 p.129
Learning Resource (LR)
Portal
B. Other Learning Resources Discover Math 5 pp. 83 – 89 Lesson Guide in Mathematics 6 Discover Math 5 pp. 90 - 91 Growing up with Math 6 pp. 130 Test Notebook
Lesson Guide in Mathematics 6 (Ateneo) pp. 293 - 297 -133
(Ateneo) pp. 289 - 293
IV. PROCEDURES
A. Reviewing previous lesson or Look around your room. What Have a short review on Ask: What is a ratio?
presenting the new lesson are the things you find inside? equivalent fractions
B. Establishing a purpose for the Let the pupils count the Ask the pupils about their Present the picture on the Say: Today we are going to Prepare the pupils by giving
lesson number of boys and number of favorite drink for snacks. Tell board: differentiate ratio from rate. them the standards in taking the
girls inside the classroom. them that Calamansi Juice is test.
good because of its nutritious
value.
Ask: What is the ratio of the

number of blue cubes to the
number of red cubes? (6:12)
C. Presenting Guide the pupils to show the Present this problem: Let us now place the cubes in Use two columns (yes and no) Post the questions to the board.
Examples/Instances of new relationship of the number of groups of 2.
lesson boys to the number of girls. Mother is preparing Calamansi In YES column, present examples
Ask: How will they write the Juice: of ratio while in the NO column
comparison of the number of are examples of rate.
boys to the number of girls a) For each glass of Calamansi
using fraction? Is there Juice, 5 pieces of Calamansi are Lead the pupils in differentiating
another way of writing it? needed. What is the ratio? (3:6) ratio from rate.
How? b) If she makes 2 glasses, how
many pieces of calamansi are Place the cubes in groups of 3
needed?
c) If she makes 3 glasses, how
many pieces of calamansi are
needed?
Analyze the problem by asking What is the ratio? (2:4)

the following questions:
a) What is asked? Finally, group them into 6s.
b) What are the given facts?
What strategies may be used to
answer the problem?
Original File Submitted and
Formatted by DepEd Club
Member - visit depedclub.com What is the ratio? (1:2)
for more Say: 6:12, 3:6, 2:4 and 1:2 are
called Equivalent Ratios. 1:2 is
the ratio in the Simplest Form
D. Discussing new concepts and Mrs. Tan bought 2 bags of Illustrate the problem using Take a look at the ratio 12:8. Present this example:
practicing new skills #1 mangoes and 3 bags of blocks. How do we write it in simplest
avocados. All bags had the a) form? Joshua scored 168 points in 7
same number of fruits. Glass: basketball games. Express in
(Present this problem using a Step 1: Divide 12: 8 by the lowest terms, the average rate
picture and let the pupils Calamansi: common factor 2 to get 6:4 of the number of points that
count and show the Step 2: Divide 6:4 by the Joshua scored in every game.
relationship) b) common factor 2 to get 3:2
Glass: Rate =
The ratio of the number of 12:8 168 points 24 points
bags of mangoes to the ÷2 ÷2 =
Calamansi: 7 games 1 game
number of bags of avocados is 6:4 = 24 points per game.
2:3 ÷2 ÷2
3:2
c)
Glass:
The ratio 3:2 cannot be divided
exactly by a common factor to
Calamansi: get another equivalent ratio.
Thus, 3:2 is the ratio in Simplest
Form
E. Discussing new concepts and Ivy has some yellow and red Ask: How many pieces of Present this example: Present this problem:
practicing new skills #2 beads. (Present this using Calamansi are there in a glass of
blocks) 1 There are 9 papayas and 15 Sheena and Nikka joined the
Water in a? ( or 1:5)
5 pineapples. What is the ratio in ladies’ basketball tryout. Sheena
Yellow Beads: 2 simplest form? scored 34 points in her two
In b? ( or 2:10) games while Nikka scored 51 in
10 her three games. Whose average
Read Beads: 9:15
3 point per game is higher?
In c? ( or 3:15) ÷3 ÷3
15 3:5
Ask: The ratio of the number Ask the pupils to determine the
Which of these ratios is The ratio of papaya to pineapple following.
of read beads to the number
expressed in lowest is 3:5 a) Sheena’s Average Point in
of yellow beads is ___:___
term/simplest form? (1:5). Why? Lowest Term.
b) Nikka’s Average Point in
Provide similar examples. Lowest Term.
c) Compare Sheena’s Average
Point to Nikka’s Average Point.
F. Developing mastery Give the ratio of each of the Reduce the following ratios in A Volleyball Team won 8 games Ask the pupils to find the rate:
(Leads to Formative following orally. lowest term. Choose the letter out of 12 games it played.
Assessment) 1) Squares to circles that corresponds to the ratio in a) If Luisa can type 440 words in
simplest form. a) Write the ratio of wins to 8 minutes, what is her rate of
games played. (2:3) typing? (55 words per minute)
E = 3:4 I = 1:2 R = 2:9 b) Write the ratio of wins to
2) Flowers to Leaves T = 15:4 G = 1:6 N = 5:6 losses. (2:1) b) If 30 green oranges cost
(2 flowers and 3 leaves) S = 1:4 c) Write the ratio of losses to Php100, at what rate are the
games played. (1:3) oranges sold? (Php10 for 3
3) Books to crayons 4:8 15:1 30:8 18:2 oranges)
(4 books and 5 crayons) 8 4
4) Basketballs to tennis balls 6:27 15:2 8:32 60:1

(3 basketballs and 4 tennis 0 6
balls)
7:14 25:3 4:24
6
What is the hidden word?

___________________________
____
G. Finding practical applications Mother bought a bag of rice Study the table below and In a Grade VI Mathematics class, Answer the following:
of concepts and skills in daily and a bag of flour (use picture) answer the question after it. there are 27 boys and 21 girls.
living
(flour = 3kg and rice = 8kg)
a) Write the ratio of boys to girls.
The ratio of the mass of the Things Quantit Costs (9:7) a) An Isuzu vehicle can travel 600
rice to the mass of the flour is y b) Write the ratio of girls to boys. km on 75 liters of gasoline. Write
___:___ Stamps 10 Php50 (7:9) the rate of liters of gasoline used
Patches 15 Php180 c) Write the ratio of girls to the to kilometers traveled.
Bookma 20 Php300 whole class. (7:16)
rk d) The ratio of boys to the whole b) A machine can produce 158
Diary 12 Php300 class. (9:16) items in 12 minutes. Write the
rate of the number of items
In simplest form, express the produced to the number of
following ratio of: minutes.
a) stamps to patches
b) bookmark to patches
c) diary to patches
d) bookmark to stamps
e) diary and stamps
H. Making generalizations and How do we compare the Can a ratio be expressed in How do we express ratio in What is a rate?
abstractions about the lesson quantities of 2 or more sets of simplest form? How? simplest form?
objects?
I. Evaluating Learning Write a ratio for each of the Reduce these ratios in simplest Write each of the following Find the unit rate. Answer the test and submit test
following. form. ratios in simplest form: paper to the teacher.
a) 180 kilometers in 3 hours
1) 4 wins and two losses in a 1) 10:12 1) 12:18 b) 75 stools in 2 weeks
basketball. 2) 9:15 2) 25:10 c) 250 words in 5 minutes
2) 24 girls to 18 boys. 3) 18:24 3) 21:56 d) Php36 for 8 ballpens
3) 3 cups of sugar for every 5 4) 21:27 4) 20:25 1
cups of flour 5) 40:50 5) 30: 54 e)Php225 for 2 kg of chicken.
2
4)2 men for every 5 cups of
rice
5) 1 book for every 2 pupils
J. Additional activities for
application and remediation
V. REMARKS
VI. REFLECTIONS
A. No. of learners who earned
80% on the formative
assessment
B. No. of learners who require
remediation who scored
below 80%
lesson
D. No. of learners who continue
to require remediation
strategies worked well? Why
did this work?
encountered which my
help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
DAILY LESSON LOG Teaching Dates and Time: (WEEK 2) Quarter: 2ND QUARTER

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Form ratio/proportion for groups Reduce ratios to lowest terms Find the missing term in a Solve word problems involving Solve word problems involving
Competencies/Objective of objects/numbers Write ratios correctly proportion direct proportion partitive proportion
s Use colon (:) and fractions in Write proportions correctly Write proportions correctly Illustrate word problems through
writing ratios and proportion drawings or tables
Write ratio/proportion using
colon or fraction form
II. CONTENT Forming ratio and proportion Reducing ratios to lowest Finding the missing term in a Solving word problems involving Solving word problems involving
Using colon (:) and fractions in terms proportion direct proportion partitive proportion
writing ratios and proportions
LEARNING RESOURCES
A. References
1. Teacher’s Guides BEC PELC II K.1.1, 1.1.1 BEC PELC II.K.1.1-1.1.1 BEC PELC II.K.1.2 BEC PELC II.K.2.2.1 BEC PELC II.K.2.2.2
2. Learner’s Material
pages
3. Textbook Pages
4. Additional Reference Mathematics Workbook Mathematics Workbook Mathematics Workbook Mathematics Workbook Mathematics Workbook
from Learning
Resource
B. Other Learning Powerpoint presentation Powerpoint presentation Powerpoint presentation Powerpoint presentation Powerpoint presentation
Resources
III. PROCEDURES
A. Reviewing previous Review about fractions. Conduct a review on reducing Have a review on equivalent Conduct a drill on finding the Find the hidden message. What’s
lesson or presenting the fractions to lowest terms. Let fractions. missing term in a proportion. Use hello in the Hawaiian language?
new lesson the pupils do this mentally. Checking of Assignment flash cards and have pupils Give the missing
Reduce these fractions to answer orally. element to form a proportion.
lowest terms: Checking of Assignment Write in the blanks the letters that
Checking of Assignment correspond to the answer.
(See slides)
Checking of Assignment
B. Establishing a purpose Look around your room. What What is your merienda Before presenting the problem Before presenting the problem Do you share candies to your
for the lesson are the things you find inside? yesterday? situation, ask the pupils if they situation, ask the pupils what they friend? How?
help their parents at home do on weekends. Let
especially during weekends. them realize that they can earn
extra money during weekends if
they are industrious or
hardworking.
C. Presenting Count the number of boys. (Let Say that the puto is sliced Present this problem situation. Roy and Al sell newspapers on Joy and Dale are twins. They
examples/instances of the pupils count.) into 6 equal parts and During weekends, Zeny helps her weekends to earn extra money. always share their things equally.
the new lesson Count the number of girls. Ex. 25 mother took 2 of the mother sell buko juice. For every For every 3 Even their mother
boys and 28 girls slices to serve buko, Zeny newspapers that Roy sells, Al sells gave them the same amount of
for merienda (take away adds 4 litres of water. How many 5. If Roy sold 15 newspapers, how anything, whether money, toys,
2 slices to show a bilao litres of water does she need for many did Al candies, and others. But
background.) 3 bukos so that sell? one day, their father gave them 5
3) the taste will be the same? chocolates, 2 chocolates for Joy
and 3 chocolates for
Dale.
D. Discussing new concepts Ronald bought 3 pencils for 10 at What is the ratio of the Discuss the lesson through the Discuss the lesson through the Discuss the lesson through the
and practicing new skill Elen’s School Supply Store. Ruby remaining slices of puto to the problem presented. problem presented. problem presented.
#1 bought 6 whole? Why? Original File Submitted and
pencils for 20. Give the ratio of Which ratio do you think is in Formatted by DepEd Club
pencils to the amount of money lowest terms? Why? Member - visit depedclub.com for
of each child. more
E. Discussing new concepts Discuss the lesson through the Give another example. Give another example. Give another example. Give another example.
and practicing new skill problem presented. Group activity. Group activity. Group activity.
#2
F. Developing mastery Give the ratio of each of the Express the given ratio in Tell whether the following given Solve the problems. Analyze and solve each problem.
(Leads to Formative following orally in two different simplest or lowest terms. ratios are proportions. Write Yes a) A motorist travels 275 km in 5 1) Two numbers are in the ratio
Assessment) ways. 1) 8 hours to 10 hours if they are and No if hours. How far can he travel in 9 5:3. If the sum is 88, find the 2
a) books to crayons 2) 40 minutes to 1 hour not, change one term to make hours at the same numbers.
b) flowers to leaves d) 3) 25 centavos to a peso them proportions. speed? 2) The ratio of chairs to tables is
basketballs to tennis balls 4) 2 dozens to 18 things a) 4/5 and28/35 Proportion: __________ 2:7. There are 180 chairs and
5) 264 km in 3 hours b) 18:45 and 4:12 Answer: __________ tables in a party. How
6) 18 boys to 16 girls c) 20/48 and l5/36 b)Two buses can transport 130 many are there of each kind?
7) 25 atis to 30 mangoes d) 3:21 and 6:40 people. How many buses are 3) The sum of two numbers is 215.
e) 9:12 and 27:32 needed to transport 780 If the ratio is 2:3, find the larger
pupils? number.
Proportion: __________
Answer: __________
G. Finding practical Find the ratio/proportion of the Study the table and answer Solve for the missing term. Read and solve. Solve the given problems.
applications of concepts following. Use 2 different ways in the questions after it. 1) What number compared to 10 1) The ratio of the areas of 2 1) The salary of two workers is in
and skills in daily living writing them. Things Quantity Cost is the same as 28 compared to 5? squares is 1:4. The area of the the ratio 3:4. They received
1) There are 10 buses at a Stamps 10 50.00 2) Lisa saves 60 in 4 weeks. At smaller square is 36 cm2. 12,250.00. How much did
station. If each bus has 6 wheels, Patches 15 180.00 this rate, how long will it take her How each worker receive?
what is the ratio of buses to Bookmark 20 300.00 to save 300.00? long is each side of the bigger 2) The ratio of men to women at a
wheels? Diary 12 300.00 3) Six compared to 11 is the same square? college is 7 to 5. How many women
2) Every quarter each student 1) In lowest terms, express as 84 compared to what number? students are there if
submits 2 projects in EPP. Give the ratio of: 4) A motorist traveled 240 km in there are 350 men?
the ratio of projects to quarters. a) stamps to patches 3 hours. At the same rate, how 3) The ratio of Math books to other
3) There are 3 caimito trees and b) bookmark to patches long will it take to travel 400 books in a class is 8 to 5. How
4 mango trees in Mang Tino’s c) bookmark to stamps km? many Math books are there
orchard. While in Mr. Muñoz’ d) diary to patches 5) A scale 3.5 cm on a map if there are 247 books in all?
orchard, there are 6 caimito trees e) bookmark to stamps represents an actual distance of
and 8 mango trees. Give the ratio 2) What is the rate or unit 175 km. What actual distance
of the mango to caimito price of each item does a scale distance of 5.7 cm
trees in each orchard then write represent?
a proportion.
H. Making generalizations What is a ratio? proportion? Can a ratio be expressed in What is a proportion? Recall the steps in solving How do you solve word problems
and abstractions about What are the 2 ways of writing lowest terms? How? What are the terms or elements problems involving direct involving partitive proportion?
the lesson ratio/proportion? in a proportion? proportion. What are the processes involved?
How do we find the missing What must you remember when
element in a proportion? setting a direct proportion?
I. Evaluating learning Write a ratio or proportion for Reduce these ratios to lowest Solve for the missing term in each Analyze each problem and write a Read and analyze, then solve the
each of the following: terms. proportion. proportion to solve it. Draw a problems.
2.)Eight compared to 28. a) 10:12 a) 6:n = 8:12 diagram to help you when 1) The ratio of cats to dogs is 6:5.
3) There are 5 kites to seven b) 9:15 b) m:7 = 6:21 necessary. There are 495 dogs and cats in a
boys. c) 18:24 c) 20:24 = x:6 1) A tree casts a shadow of 12 certain barangay.
4) In a t-shirt factory, each box d) 21:27 d) y:6 = 28:84 metres when a 5-metre pole casts a) How many cats are there?
contains 3 t-shirts. Give the ratio e) 40:50 e) 14:21 = 2:n a shadow of 4 metres. How tall is b) How many dogs are there?
of boxes to t-shirts. the tree? 2) Three numbers are in the ratio
5) In a camping, each boy scout 2) At the rate of 3 items per 100, 2:5:7. If their sum is 504, what are
was given 4 hotdogs. If there are how much will 12 items cost? the three numbers?
5 boy scouts, 20 hotdogs were 3) A car travels 72 km on 8 litres a) first number
cooked. Write the proportion. of gasoline. At the same rate, b) second number
about how far can it travel on 11 c) third number
litres of gasoline?
J. Additional activities for Form ratio/proportion for the Reduce the ratios to lowest Find the missing term to make Write a proportion for each Analyze and solve the problems
application or following using 2 different ways. terms. the proportion true. problem, then find the carefully.
remediation 1) 7 to 8 a) 18:20 a) 9:N = 27:15 missing term. 1) The ratio of doors to windows is
2) 3 to 5 is equivalent to 6 to 15 b) 9:36 b) N:8 = 12:32 a) The ratio of 2 numbers is 1:5. There are 186 doors and
3) two barangays to 13 348 c) 12:3 c) 5:3 = 25:N 3:5. The larger number is 30. windows in a building. How many
people d) 28:50 What is the smaller number? doors are there? windows?
4) one boat to 3 people is equal e) 11:44 b) There are 3 teachers to 2) The ratio of the angles of a
to 6 boats to 18 people f) 60:12 125 pupils during the school triangle is 3:4:5. Find the measure
5) 45 members of Glee Club to 30 program. How many teachers of each angle.
members of Dance Club were 3) Three numbers are in the ratio
there if there were 2 500 1:4:7. Find the second number if
pupils? their sum is 276.
c) The ratio of male teachers 4) The difference between two
to female teachers in our numbers is 40. They are in the ratio
school is 2:9. If there are 108 9:7. What are the numbers?
female
teachers, how many teachers
are male?
IV. REMARKS
V. REFLECTION
A. No. of learners who
earned 80% on the
B. No. of learners who
require additional
activities for
remediation
work? No. of learners
who have caught up
with the lesson
D. No. of learners who
continue to require
remediation
Why did these work?
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
use/discover which I
wish to share with other
teachers?

I. OBJECTIVES
D. Content Standard The learner demonstrate understanding of order of operations, ratio and proportion, percent, exponent, and integers
E. Performance Standard The learner is able to apply knowledge of order of operations, ratio and proportion, percent, exponent, and integers in mathematical problems and real-life situations
F. Learning Competencies / Solves problems involving direct proportion, partitive proportion, and inverse proportion in different contexts such as distance, rate, and time using appropriate strategies
Objectives and tools. M6NS-IIc-134
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
Lesson 1: The Concept of Ratio and Proportion
III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in learning. Ensure that there is a mix of concrete and
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
C. References
5. Teacher’s Guide pages Holiday: Heroes Day CG for Mathematics pp. 190-191 CG for Mathematics pp. 190-191 CG for Mathematics pp. 190-191 Holiday: I’DL ADHA
7. Textbook pages
Portal
D. Other Learning Resources Lesson Guide in Mathematics 6 Lesson Guide in Mathematics 6 Lesson Guide in Mathematics 6
(Ateneo) pp. 284 - 287 (Ateneo) pp. 287 - 289 (Ateneo) pp. 289 - 292
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experience and previous knowledge. Indicate the time
allotment for each step.
K. Reviewing previous lesson Conduct a drill on finding the Drill: Drill:
or presenting the new missing term in a proportion. Find the hidden message. What’s Have a drill on finding the
lesson Use flash cards and have pupils hello in the Hawaiian language? missing term in a proportion.
answer orally. Give the missing Let the pupils answer these
3:x = 6:10 element to form a proportion. orally: ( Use flashcards)
3:4 = 27:x Write in the blanks the letters
x:9 = 12:18 that correspond to the answer. Recall the steps in solving
(See Lesson Guide in problems involving direct
Mathematics 6 pp. 287) proportion. Find out if the pupils
have mastered the skill in setting
What is a direct proportion? up a direct proportion through a
How would you set up the game.
proportion? 1) Group pupils into 3.
2) Flash these sample problems
in a card for them to answer.
3) The first group to give the
correct answer is given a point.
4) The group with the most
number of correct answers wins.
Sample Problems:
a) 10 pieces of polvoron sell for 3
pesos
40 pieces of polvoron sell for
_____
b) During recess, the ratio of
pupils to teachers eating in the
canteen is 7:3. If 84 pupils eat
in the canteen, how many
teachers eat in the canteen?
c) Four out of 5 pupils buy buko
juice every day. How many of
the 350 pupils buy buko
juice?
L. Establishing a purpose for What do you do during Identify the missing information Have you visited some of the
the lesson weekends? in the following problems. places that care for the
a) Joel bought a sandwich in the physically handicapped, aged,
canteen. Chris also bought 3 orphans, etc. Why are these
sandwiches. How much did places important?
Chris pay? Original File Submitted and
b) One hundred sixty-five boys Formatted by DepEd Club
and two hundred eighty-four Member - visit depedclub.com
girls attended the parade. (Let for more
the pupils explain their answers.)
M. Presenting Present this problem: Present the problem: Present the problem:
Examples/Instances of new
lesson Roy and Al sell newspapers on Joy and Dale are twins. They I have enough money for a
weekends to earn extra money. always share their things equally. vacation of 12 days if I spend 500
For every 3 newspapers that Roy Even their mother a day. For how many days will
sells, Al sells 5. If Roy sold 15 gave them the same amount of my money last if I decide to
newspapers, how many did Al anything, whether money, toys, spend only 400 a day.
sell? candies, and others. But
one day, their father gave them
Analyze the problem. 5 chocolates, 2 chocolates for Each group solves the problem
a) What is being asked? Joy and 3 chocolates for and presents the solution to the
b) What are given? Dale. whole class.
c) Illustrate the problem. Analyze the problem:
Dale. a) What is asked?
1) What do you think each of the b) What are given?
girls felt? c) How can we solve the
2) Why did their mother give problem? Elicit possible
them things equally? solutions.
3) If you were one of the girls,
what will you do? Since the pupils are not yet
4) Is it alright to have the same familiar with this type of
amount of things as your other proportion, explain what an
siblings? Why? inverse proportion is. Show how
an inverse proportion is set up.
Lead the pupils to
see how an inverse proportion
. differs from a direct proportion.
Present the solution in the class.
N. Discussing new concepts Illustrate the problem using Joy and Dale found out that An orphanage has enough bread
and practicing new skills #1 blocks. there are things that can not be to feed 30 orphans for 12 days. If
shared equally. So one 10 more
Explain the illustration. day, their mother gave them 150 orphans are added, how many
so that the ratio is 2:3, 2 parts days will the same amount of
for Dale and 3 parts for bread last?
Set up a proportion. Joy. How much did each girl
receive?
1) What is asked in the problem? Guide the pupils in setting up the
ROY 3 15
2) What are the given facts? inverse proportion after
3) How can we find the answer? analyzing the problem.
Al 5 N
Roy : Al = Roy : Al
Visualize the problem in solving
3:5 = 15:N
it.
Explain that the proportion is
called a direct proportion. The
quantities change in the same
direction. As the number of
newspapers that Roy sells
increases, the number of
newspapers that Al sells also
increases.
O. Discussing new concepts Work in groups. Work in groups: Work in groups.

and practicing new skills #2
Solve: The Glee Club and the Dance Analyze and solve the problems:
Club are auditioning members 1) If 4 farmers can plow a
The sign on the store window for the forthcoming stage 3-hectare land in 6
says “Magazine for sale, buy 3, presentation. All interested days, how long will 8
take 2.” How many magazines pupils must see Miss Ruby farmers do it?
must I buy if I want to take 10 Hilario for the audition on
magazines for free? Monday 1:00 P.M. at Rm 25. 2) Twelve painters can paint a
Have pupils show their solution After one week, 72 pupils building in 10 days. How many
on the board. Check if they were were accepted. The Glee Club painters are needed to paint
able to and the Dance Club agreed that it in 6 days?
write the proportion correctly. the ratio of participants is 4;5
respectively. Hpw many pupils
were chosen for each club?
Illustrate the relationchip.
P. Developing mastery Work in pairs: Work in pairs: Work in pairs:

(Leads to Formative
Assessment) At the school canteen: Analyze and solve each problem. 1)If 8 men can build a house in
a) 3 pieces of pad paper cost 45 1) Two numbers are in the ratio 90 days, in how many days can
cents. 5:3. If the sum is 88, find the 2 20 men working under the
21 pieces of pad paper cost numbers. same conditions as the 8 men
_____. 2) The ratio of chairs to tables is build the house?
b) 4 colored pencils cost 25. 2:7. There are 180 chairs and
12 colored pencils cost _____. tables in a party. How
c) 2 boiled bananas cost 3.50. many are there of each kind?
10 boiled bananas cost _____. 3) The sum of two numbers is
215. If the ratio is 2:3, find the
larger number.
Q. Finding practical Solve the problems. Solve the given problems. Solve the problem:
applications of concepts a) A motorist travels 275 km in 5 1) The salary of two workers is in
and skills in daily living hours. How far can he travel in 9 the ratio 3:4. They received 1)A carpenter working 8 hours a
hours at the same speed? 12,250.00. How much did day could finish a piece of work
Proportion: __________ each worker receive? in 6 days. How many days
Answer: __________ 2) The ratio of men to women at could he finish a similar piece of
b) Two buses can transport 130 a college is 7 to 5. How many work by working 10 hours a day?
people. How many buses are women students are there if
needed to transport 780 there are 350 men?
pupils? 3) The ratio of Math books to
Proportion: __________ other books in a class is 8 to 5.
Answer: __________ How many Math books are there
if there are 247 books in all?
4) Three boys sold garlands in
the ratio of 2:3:4. Together they
sold 225 garlands. How many
garlands did each boy sell?
R. Making generalizations and What are the steps in solving How do you solve word What is an inverse proportion?
abstractions about the problems involving direct problems involving partitive How does it differ from a direct
lesson proportion. proportion? proportion?
What must you remember when What are the processes How do we set up an inverse
setting a direct proportion? involved? proportion?
S. Evaluating Learning Solve the problem: Read and analyze, then solve the Set the following proportions
problems. and solve.
1. At the rate of 3 items per 1) The ratio of cats to dogs is 6:5. 1) A stock of food is enough to
100, how much will 12 There are 495 dogs and cats in a feed 50 persons for 14 days.
items cost? certain barangay. How many days will the food last
Proportion: ______________ a) How many cats are there? if 20
Answer: ______________ b) How many dogs are there? more persons will be added?
2) A car travels 72 km on 8 litres 2) Three numbers are in the ratio 2) Four equal pumps can fill a
of gasoline. At the same rate, 2:5:7. If their sum is 504, what tank in 42 minutes. How long will
about how far can it travel on 11 are the three numbers? 6 pumps of the same kind fill the
litres of gasoline? a) first number tank?
Proportion: ______________ b) second number 3) If 3 farmers can plow a field in
Answer: ______________ c) third number 4 days, how long will 6 farmers
3) The ratio of duck eggs to do it?
chicken eggs in an egg store is 4) Five sewers can finish 200
2:7. If there are 312 duck eggs in children’s dresses in 8 days. How
the store, how many chicken many days will it take 10 sewers
eggs are there? to
Proportion: ______________ finish the same number of
Answer: ______________ children’s dresses?
4) The ratio of men to women
working for a construction
company is 10:3. If there are 21
women in the construction
company, how many men are
there?
Proportion: ______________
Answer: ______________
5.) The ratio of the areas of 2
squares is 1:4. The area of the
smaller square is 36 cm2. How
long is each side of the bigger
square?
Proportion: ______________
Answer: ______________
T. Additional activities for Write a proportion for each Analyze and solve the problems Solve these problems.
application and problem, then find the missing carefully. 1) Four teachers can finish
remediation term. 1) The ratio of doors to windows interviewing 100 applicants for
a) The ratio of 2 numbers is 3:5. is 1:5. There are 186 doors and the school entrance examination
The larger number is 30. What is windows in a building. How in 5
the smaller number? many days. If the interview period is to
b) There are 3 teachers to 125 doors are there? windows? be finished in 2 days only, how
pupils during the school 2) The ratio of the angles of a many teachers should there be?
program. How many teachers triangle is 3:4:5. Find the 2) Sixty boxes are needed to
were measure of each angle. pack 720 brownies in batches of
there if there were 2 500 pupils? 3) Three numbers are in the ratio 12. How many boxes are needed
c) The ratio of male teachers to 1:4:7. Find the second number if if
female teachers in our school is their sum is 276. the brownies are packed in
2:9. If there are 108 female 4) The difference between two batches of 18?
teachers, how many teachers are numbers is 40. They are in the 3) Mr. Datu has enough money
male? ratio 9:7. What are the to pay 8 workers for 15 days. If
numbers? he adds 4 more workers, for how
long can he pay them at the
same rate?
V. REMARKS
VI. REFLECTIONS Reflect on your teaching and asses yourself as a teacher. Think about your students' progress this week. What works? What else needs to be done to help the students learn?
H. No. of learners who earned
assessment
I. No. of learners who require
below 80%
J. Did the remedial lessons

lesson
K. No. of learners who
continue to require
remediation
L. Which of my teaching
Why did this work?
M. What difficulties did I
help me solve?
N. What innovation or
to share with other
teachers?
DAILY LESSON LOG Teaching Dates and Time: (WEEK 4) Quarter: 2ND QUARTER)

I. OBJECTIVES
G. Content Standard The learner demonstrate understanding of order of operations, ratio and proportion, percent, exponent, and integers
H. Performance Standard The learner is able to apply knowledge of order of operations, ratio and proportion, percent, exponent, and integers in mathematical problems and real-life situations
I. Learning Competencies / Find the percentage when the Find the rate or percent when Find the base when the solves routine and non-routine problems involving finding the
Objectives rate and base are given the percentage and base are percentage and rate are given percentage, rate and base using appropriate strategies and tools.
M6NS-IId-142 given M6NS-IId-142 M6NS-IId-143
M6NS-IId-142
II. CONTENT Finding the percentage when the Finding the rate or percent Finding the base when the Problem solving involving percentage, rate and base
rate and base are given when the percentage and base percentage and rate are given
are given
E. References
9. Teacher’s Guide pages Lesson Guide in Elem. Lesson Guide in Elem. Lesson Guide in Elem. Mathematics for Everyday Use Grade 6. 1999. p. 199, 203*
Mathematics Grade 6. 2012. pp. Mathematics Grade 6. 2012. pp. Mathematics Grade 6. 2012. pp.
316-328 316-328 316-328
10. Learner’s Materials pages DLP Gr. 6 Module 47, 48, 49 DLP Gr. 6 Module 47, 48, 49 DLP Gr. 6 Module 47, 48, 49 DLP Gr. 6 Module 47, 48, 49
11. Textbook pages
Portal
F. Other Learning Resources Power point presentation Power point presentation Power point presentation Power point presentation
IV. PROCEDURES
U. Reviewing previous lesson Drill on changing percent to Activity 1 – “Naming the Baby” Activity 1 – Search for Gold Do what is asked for:
or presenting the new ratio, decimal to percent, Materials: flash cards Materials: 10 flash cards 1) What is 25% of 30? _______
lesson fraction to percent, and vice with percent with percents 2) Forty is what percent of 200?_______
versa Mechanics: 4 sets of answer sheets with 3) 18 is 30% of what number? _______
a. Strategy 1 – Relay a)Ask each pair of pupils to columns for percent and decimal
Materials: 15 flash cards (each “Name the Baby” (the question Mechanics: Ask: What are the steps in solving a problem?
card has a ratio, decimal, on the card). 1) Form 4 teams with equal In what steps will the following questions fall?
percent, or fraction) Sample flash cards: number of members. What is asked? What are the given facts?
5 sets of answer sheets 2:8 in percent is _____. 2) Give each leader of the What is the process to be used?
posted on the board 0.35 in percent is _____. team sets of ten (10) flash cards What is the number sentence?
Mechanics: 1 having the same question. Show the solution and complete answer.
1) Have four (4) lines of
2 in decimal is _____. Sample: 75% in decimal is _____
pupils with the same number of b)The answer is written on their 375% in decimal is _____
members, if possible. “Show-Me-Board”. 3) The members of the team
2) Each pupil in front of Activity 2 – Find My Partner work together to answer the sets
the line renames the ratio to Materials: flash cards of flash cards and presented their
percent, decimal to percent, with decimals, ratio, fractions, answer sheets as soon as they are
fraction to percent, or vice versa and percent through.
by writing the number on the Mechanics: 4) The teacher checks the
board as the teacher flashes the a) Each pupil should be presented answer together with
card. given a flash card with question the class.
3) The teacher fastens the on it. 5) The team with a perfect
card on the board in the column Sample: score gets a gold star shape art
it belongs. 0.25 25% paper.
4) As soon as the pupil Review:
writing his answer on their sheet 10:100 10% Cooperative Work
finishes, he has to touch the Materials: 4 sets of 2 flash
second pupil in the line and goes cards with division of whole
1 0.2
at the end of the line 5 numbers by decimals
5) The teacher flashes the 4 sets of manila paper
next card and repeat numbers 2 b)Each pupil looks for his/her 4 pentel pens
to 4. partner within the time limit. Mechanics:
6) The teacher checks the c)The pair flashes their cards. 1)Ask each leader of the team to
answers and adds the scores d)The flashed cards are checked. get 2 flash cards with division of a
after the last card is flashed. whole number by a decimal.
2)The members solve for the
quotient and write the solution on
a manila paper to be posted on
the board.
V. Establishing a purpose for Ask the pupils about their Ask the pairs of pupils on how How much is your daily How much money do you spend in school every day? Do you save
the lesson target/aim in answering a 20- they use their school supplies. allowance? some of it for future use? Why did you do it? Share your
item test. “What’s your target Sample: “Do you use the front Original File Submitted and experience. Let the pupils realize the importance of being thrifty.
score in a 20-item test? What and back pages of your Formatted by DepEd Club Member
passing grade is it?” (75%, 80%, notebook? Why?” - visit depedclub.com for more
90%, or 100%). The pupils have
the freedom to choose.
W. Presenting Activity 1 – Use of Compatible Sixto, a grade six pupil, has 24 Manuel, a son of a school janitor, Present this problem.
Examples/Instances of new Number through Manipulatives sheets of art paper for his does not ask for more. He has a Reyes family has a monthly income of P 15 850. They allotted 40%
lesson (Counters) project in Math. If 6 sheets of daily allowance of 10 a day of for food, 25% for education, 15% for water and electricity fare,
Pablo listens very well to the art paper were used by Sixto, which is 20% of his classmates 8% for transportation, 7% for miscellaneous expenses and 5% for
teacher during the discussion of what percent of the sheets of art daily allowance. How much is his savings. How much money is allotted for their savings?
the lesson. When they were paper did he use? classmate’s daily allowance? Ask:
given a 5-item test his grade was 1)Ask the pupils the following What is asked in the problem?
80%. How many correct answers questions: What are the given facts?
did Pablo get? a)Who uses art paper for Math What is the operation to be used?
project?
b)How many sheets of art paper
does he have?
c)How many sheets of art paper
did he use?
d)If you were Sixto, will you be
using all the sheets of art paper
and ask some more? Why?
e)Will you do what Sixto has
done if you were Sixto? Why?
X. Discussing new concepts 1.Ask the following questions. Let the pupils analyze the 1)Require them to answer the Ask the pupils to work in groups in solving the problem.
and practicing new skills #1 a.Who listens very well to the problem. following questions. Ask: Why does Reyes family allotted a certain amount as
teacher? a)What does the problem want a)Who is the son of a school savings?
b.How many items was their you to solve for? janitor? Is it a good thing to save money?
test? b)What are the given data? b)How much is his daily
c.What was his grade in the test? c)What are the needed data? allowance?
d.If you were Pablo, will you also Ask them to determine the base c)Does he ask for more allowance
be listening intently to the and percentage in the Techan’s like his other classmates? Why?
teacher? Why? Triangle. d)Do you think Manuel spends his
e.Do you think you can get a d)What will you do to find the money wisely? How do you
higher grade than Pablo? Why answer? know?
do you think that you can get a e)What equation best translates e)If you were in his shoes, what
higher grade than Pablo? the problem? will you do? Why?
f)Guide the pupils write the 2)Guide the pupils to analyze the
equation to solve the problem. problem.
g)What proportion best suits the a)What does the problem require
problem? you to look for?
Lead them to write the b)What facts are given?
proportion. c)What are the needed data?
Have them point the percentage
and rate in the Techan’s Triangle.
d)What will you do to solve the
answer.
e)What equation best transforms
the problem?
Lead them to write the equation
to solve the problem.
Y. Discussing new concepts Let each pair of pupils get their Group the pupils into 5. Group Activity: Group Activity:
and practicing new skills #2 manipulatives of five (5) identical 1)Have the pupils answer the 75% of N is 15. 1.A pair of leather shoes was on sale and was given a discount of P
small squares (2 centimetres x 2 following questions by group. 15 is 75% of what number? 600 at 30%. What was the original price of the shoes?
centimetres). Ask them to a)What facts are given? 15 is 75% of N. 2. There are 24 carabaos in the farm and 6 of them are male. What
answer the following questions. Let them identify the base and 75% of N = 15. percent of the 24 carabaos are male? Think: What percent of 24 is
a.What are the given data? percentage using the Techan’s 75% of what number is 15? 6?
Lead the pairs of pupils point Triangle. 1) Have the pupils answer 3. Joselito got 80% of 60 items correct in a mathematics test. How
which among the given data can b)What will you do to arrive at the following questions. many correct items did he get?
be the rate, base, and the answer? What data are given?
percentage through the use of c)What equation is suited to the Ask them to determine the
Techan’s Triangle. Let them get problem? percentage and rate in the
80% of 5 counters through the d)What proportion best fits in Techan’s Triangle.
teacher’s guidance starting from the problem? What process will you use to
having a 5-item test as 100%. e. Let them choose a reporter to arrive at the answer?
b.Lead the pairs of pupils to discuss their answer in front. What equation suits in the
decide what to do to arrive at problem?
the answer. What proportion is best for the
c.What is the equation for the problem?
problem?
Ask the pupils to write the
equation to solve the problem.
Let them use the manipulatives
(of 80% of 5) in relating to the
equation as well as the solution.
80% of 5
80% x 5 = N
0.8 x 5 = N
N=4
What proportion best suits in
the problem?
Have the pairs of pupils write the
proportion to arrive at the
answer. Let them use the
manipulatives in relating to the
formulated proportion and the
solution.
Z. Developing mastery Group Activity: Brother and sister technique: A. Solve for the base. Solve.
(Leads to Formative Solve for the percentage. Let the fast learners teach their 1) 50% of ____ is 3. 1.Elena has 12 hours working at home daily as a full time wife and
Assessment) a.36% of 95 is N. partners how to get the answer 2) 20% of what number is mother. She spends 12.5% of the time washing clothes. How
b.48% of 290 is what number? to the ff. questions 14. many hours does she wash the clothes?
c.N is 20% of 8? 1.What percent of 105 is 35? 3) 14 is 35% of N. 2.Among the 50 pupils in a Grade 6 class, 6% are left-handed. How
d.What is 20% of 8? 2.72 is what percent of 144? 4)10.5 is 30% of what number? many are left-handed?
e.60% of 80 is _____. 3.N% of 56 is 7 5)65% of N = 58.5. 3.Maria’s allowance is 50 daily. She saves 8% of it. How much
4.24 is N% of 120 B.Read, analyze and solve does she save?
5.2.5 is what percent of 75? 1.In a math class, 8 pupils receive
b.Read, analyze and solve. a grade of 90. If 16% of the class
1.In a class of 50 pupils, 24 are got 90, how many pupils are there
boys. What percent of the class in a class?
are boys? What percent are 2.In a Grade 6 outing, 240 pupils
girls? participated if 80% joined the
2.A vendor had 200 balloons for outing, how many grade 6 pupil
sale. If he sold 125 of them, are there in the school?
what percent remains unsold?
AA. Finding practical Pair-share: Solve the ff. problem. Solve the ff.problems. Solve the ff.problems.
applications of concepts a. There are 40 pupils in a a) Ricardo got 90% of a 20- 1. A grade six class went on 1.Rosa got 20% of an 80 item test incorrectly. How many items did
and skills in daily living class. Seventy-five percent of item test in Math. How many a field trip. Only 98% or 49 pupils she get correctly.
them are present. How many items did he answer correctly? joined the activity. What was the 2.Lilia has an error of 20% in a 60-item test. How many mistakes
are present? How many are b) In a school of 680 Grade class enrolment? does Lilia have in the test?
absent? 6 pupils, 646 graduated. What 2. Chito has 20 in his 3.Ruby has 170 in her pocket. She gives 50% of the money to
b. Rhoda’s allowance for percent of the Grade 6 pupils pocket which is only 5% of the her youngest brother. How much does Ruby give to her brother?
the day is 250. She spends graduated? How many did not money of her sister. How much is 4.The money of Mr. Manipis is not enough to buy a wrist watch at
80% of it and saves the rest. graduate? the money of her sister? 3,000. His wife gives him 80% of the cost? How much money
How much does she spend? c) One stormy day, 12 does he receive from his wife?
How much does she save? pupils of Mrs. Loyola were 5.There were 50 pupils in Grade III. If 28% of the pupils were
absent. If there are 50 pupils in absent, how many pupils were present?
the class, what percent of the
class is absent? present?
BB. Making generalizations and How do you find the percentage How do you find the ratio or How do you find the base when How do you solve problems involving percentage, rate and base ?
abstractions about the when the rate and base are percent when the base and the percentage and rate are
lesson given? percentage are given? given?
CC. Evaluating Learning Answer the following: Answer the following: Solve for n. Answer the following:
1.What is 25% of 4? 1) ___% of 10 = 2. 1) 20% of n is 2. 1.Joy got 70% of the 50 words in the spelling contest. How many
2._____ is 10% of 1,000,000. 2) N% of 28 is 14. 2) 7 is 35% of n. words did he spell correctly?
3.N is 50% of 2. 3) What percent of 20 is 5? 3) 40% of n = 8. 2. A bag that costs P450 is marked 15% discount. How much would
4.What number is 1% of 4) 4 is what percent of 20? 4) 10 is 40% of what number? you pay for the shirt?
1,000. 5) 18 is N% of 30. 5) 25% of what number is 2? 3. Of the 120 Grade 6 pupils, 30 prefer apples, 44 want oranges
5.200% of 3 is what number? 6) ___% of 80 = 20. 6) 49.3 is 58% of n. and the rest want bananas. What percent of the Grade 6 pupils
5 7) N% of 180 is 35 7) 76% of n = 49.4. prefer bananas?
6. 8 % of 6,000 is ______. 8) what percent of 800 is 400? 8) 24% of n is 10.8. 4. The newly elected President of SPG got 35 out of 70 votes from
7.75% of 12 is _____. 9) 7.5 is what percent of 30? 9) 8 is 20% of what number? his classmates. What percent of the votes did he get?
3
8.What is 8 of 1,000,000? 10) 18 is N% of 24. 10) 14% of what number is 11.9? 5. Out of 50 pupils, only 48 joined the educational trip. What
9.60% of 30 is N. 11) ___% of 1000 = 2. 11) 95 is 80% of n. percent joined the trip?
10.N is 0.125% of 20,000. 12) N% of 800 is 300. 12) 125 is 20% of what number? 6.Cesar invited 250 kids to his birthday party. Only 25% of the kids
11.30% of 600 is what number? 13) What percent of 940 is 89? 13) 1/8% of n = 12.5. did not showed up. How many kids came to the party?
1 14) 20 is what percent of 40. 14) 12.5 is 1/2% of what number?
12. ____ is 2 % of 5,000. 15) 90 is N% of 3600.. 15) 875 is 87.5% of n.
13.230% of 90 is N.
1
14. 5 % of 1,000 is ______.
15.150% of 400 is ______.
DD. Additional activities for Complete the table. Solve. Solve. Solve:
application and 1)What percent of 8 is 64? 1) 6% of n = 4.5. 1.Of 40 pupils only 30 pupils passed their project on time. What
remediation 2)7 is what percent of 35? 2) 6.72 is 7% of what number? percent passed their project?
3)63 is N% of 252. 3) 12% of n is 14.4. 2. Rhod gets 95% of the Math test correctly which is 38. How
4) ___% of 9 = 45. 4) 117 is 65% of n. many items does the test have?
5) N% of 875 is 210. 5) 88% of what number is 660? 3. In a Grade 6 class of 40 pupils, 36 pupils attended the meeting of
6) 657 is N% of 876. 6) 125% of n is 900. the Math Club. What percent of the class attended the meeting?
7) ___% of 250 = 245. 7) 220 is 275% of n.
V. REMARKS
VI. REFLECTIONS
O. No. of learners who earned
assessment
P. No. of learners who require
below 80%
Q. Did the remedial lessons
lesson
R. No. of learners who
continue to require
remediation
S. Which of my teaching
Why did this work?
T. What difficulties did I

help me solve?
U. What innovation or
to share with other
teachers?


I. OBJECTIVES
J. Content Standard The learner demonstrate understanding of order of operations, ratio and proportion, percent, exponent, and integers
K. Performance Standard The learner is able to apply knowledge of order of operations, ratio and proportion, percent, exponent, and integers in mathematical problems and real-life situations
L. Learning Competencies / Solve word problems involving Solve word problems involving Solve word problems involving sales Solve word problems involving Create problems involving
Objectives finding the percent of increase/ commission, rate of tax, rate of sales tax, selling price simple interest, principal, rate, percentage with reasonable
decrease on discounts, original commission, total sales, and M6NS-IIe- 144 and time answers.
price, rate of discount, sale total income. M6NS-IIe- 144 M6NS-IIe- 145
price, and mark up price M6NS-IIe- 144
M6NS-IIe- 144
II. CONTENT solving percent problems Solving word problems in Solving word problems involving Solving word problems Creating problems involving
involving finding the percent of commission, rate of sales tax, selling price involving simple interest, percentage with reasonable
increase/ decrease on commission, total sales, total principal, rate, and time answers.
discounts, original price, rate of income
discount, sale price, and mark
up price
G. References
13. Teacher’s Guide pages Lesson Guide in Elem. Lesson Guide in Elem. Lesson Guide in Elem. Mathematics Lesson Guide in Elem. TG & LM in Math 5
Mathematics Grade 6. 2012. pp. Mathematics Grade 6. 2012. Grade 6. 2012. pp. 316-328 Mathematics Grade 6. 2012. pp.
316-328 pp. 316-328 344
14. Learner’s Materials pages Lesson Guide in Elem. Math Gr.
6 p.332, 336, 340, 344 2. DLP
Gr. 6 Module 50, 51, 52
15. Textbook pages
Portal
H. Other Learning Resources Power point presentation Power point presentation Power point presentation Power point presentation Power point presentation
IV. PROCEDURES
EE. Reviewing previous lesson Strategy 1: Completing the Mental Computation: Drill on Mental Computation: Drill on Finding Mental Computation: Drill on Have a drill on solving routine and
or presenting the new Table finding the rate, base, or the Rate, Base, or Percentage finding the rate, base, or non-routine problems involving
lesson Strategy 2: Role Play (Refer to percentage a.Strategy 1: Role Play percentage percentage using appropriate
TG) Strategy 1 Cross Number b.Strategy 2: Searching the Lucky a. Activity 1 – Role Play strategies and tools. The pupils
Review Puzzle Team b. Activity 2 – may use different ways of solving
Do what is asked for: Strategy 2 – Completing the (Refer to TG) Completing the Equation. the problems.
1)What is 25% of 30? _______ Table. (Refer to TG) Review: Conduct a review on
2)Forty is what percent of 200? (Refer to TG) solving routine and non-routine
_______ problems involving percentage
3)18 is 30% of what number? _ using appropriate strategies and
tools
FF. Establishing a purpose for The pupils of Lundagin What do you call the amount Every year, your parents pay an Who has seen a bank book? What is your plan/ dream in the
the lesson Elementary School had an given to the sales agent after amount to the government. What What can you see in it? Does it future? How do you plan to
educational trip. One of the selling an item of the company do you call this amount paid to the have an interest? What about achieve it?
places they visited was Lukban, aside from having a basic government? the principal? Ask: Is it important to make plan
Quezon. While the group was monthly salary? What does Why is there a need for us to pay our before doing any activity?
going around the place the commission mean? taxes? Ask: Does making a plan
attention of some pupils was contribute in achieving one’s
caught by the signs in one of the goal? Why? Why not?
stalls. 15% off, 10% off, and 12% Lead the pupils to
off. Can you tell what the signs appreciate planning ahead of
mean? time in any activity.
GG. Presenting Activity 1 – Use of Compatible Activity 1 – Use of Compatible Activity 1 – Use of Compatible Activity 1 – Use of Compatible Present this problem to the class:
Examples/Instances of new Numbers in the Problem Numbers Numbers in the Problem Numbers Ms. Losinio have 40 pupils. She
lesson Aling Conching went to a Jetli needs to buy a book. He has Rhoda has a deposit of 5,000 decided to have a general
factory outlet of garments to Bing, a teacher, is also a sales 150 for a book. Is the money of Jetli in a savings account for 2 cleaning of her room. She
avail of low prices and a good agent of her friend who owns enough to buy the book which costs years. If the bank pays simple assigned 25% to sweep the floor,
profit. Underwear A was an appliance store. She sells 140.00 plus a sales tax of 6%? interest at the rate of 6%, how 20% to wipe the tables and
originally sold at 5 each. She appliances with 5% His younger sister gives him 45 to much interest will she receive? blackboards, 40% to fix the books
asked herself the following: commission. She asked buy a pencil case with a selling price 1)Answering the questions in the cabinet and 15% to arrange
a)If she was given 20% discount herself the following: of 30. What is the rate of sales tax a)Who has a savings account in the chairs. How many pupils were
of the original price, how much a) If she sells a stand fan if the sales tax is 0.90? a bank? assigned to arrange the chairs?
was the sale price? at 800, how much is her Let the pupils answer the questions b)How much is her deposit? Guide the pupils in solving the
b) In case she will decide commission? about the problem c)If you were Rhoda will you problem. Refer to the questions.
to sell underwear A with a 25% b) Is she sells 5 stand (Refer to TG) open a savings account in the What is asked in the problem?
profit of the original price, how fans, how much is her total bank? Why? What are given?
much will the mark up price be? sales and total income? Lead the pairs of pupils to What is the operation to be used?
Guide the pupils to analyze and c) If she sells a TV set at analyze and solve the problem. What is the number sentence?
solve the problem. 32,000 and receives a (Refer to TG) What is the answer? Does it make
a)Help the pairs of pupils find commission of 3,200, what Original File Submitted and sense?
what the problem asks them to is the rate of her commission? Formatted by DepEd Club
solve for. Let the pupils answer the Member - visit depedclub.com
(Refer to TG.) questions about the problem for more
(Refer to TG)
HH. Discussing new concepts Group Activity: Group Activity: Group Activity: Group Activity: Divide the class into 5 groups. The
and practicing new skills #1 Activity 2 – Use of Challenging Activity 2 – Use of Challenging b.Activity 2 – Use of Challenging Life Activity 2 – Use of Challenging task of the pupils is to help each
Life Situation Problems Life Situation Problem Situation Problems Life Situation Problem other solve the problem. Give
Nancy was offered a house and Sixto works as a sales agent Nena intends to buy a car. She The Sixth Grade Club had three them enough time to perform the
lot with an original price of in an appliance center with thinks of the tax the government rummage sales and was able to task.
3,500,000. The owner of the basic monthly salary of imposes. She makes a table showing raise a good amount. The After all the groups have finished,
property wanted to sell it to 12,000. He is given 8% the rate of sales tax imposed as officers planned to deposit the ask them to post their output on
raise funds for her daughter’s commission on all items he shown below. money in a savings account the board and let them discuss
education. The data below was sells above 50,000. At the (Refer to TG) with simple interest. Their their solutions.
the basis for her decision to end of the month he needs to president presented a table
buy. (Refer to TG) know how much money he during their meeting and
has. He prepares a table and discussed as in:
solves. (Refer to TG) (Refer to TG)
II. Discussing new concepts Pair-share Pair-share Pair-share Pair-share Divide the class into four groups.
and practicing new skills #2 Activity 3 – Completing the Activity 3 – Completing the c.Activity 3 – Completing the Table Activity 3 – Completing the Encourage the groups to create a
Table Table Look for the missing data. Table problem similar to the one given.
Find the missing data. Find the missing entries (Refer to TG) Fill in the needed data to (Refer to TG)
(Refer to TG) (Refer to TG) complete the table of savings
account of depositors
(Refer to TG)
JJ. Developing mastery Individual Activity: Individual Activity: Individual Activity: Individual Activity: A. Discuss the presentation
(Leads to Formative A.Find the missing entries. A. Find the missing data. A.Complete the table. A.Complete the table. under Explore and Discover on
Assessment) B.Read, analyze and solve B. Read, analyze and B.Read, analyze and solve B.Read, analyze and solve LM
(Refer to TG) solve. (Refer to TG) B. Ask pupils to create problems
with the information given.
KK. Finding practical Solve the problem. Solve the problems. Solve the problems. Solve the problems. Let the pupils answer Exercise A
applications of concepts 1) If the original price is 1) Jim, a sales agent, 1) Mr. Foronda bought a 1) Three years ago, Ruby under Apply Your Skills on LM
and skills in daily living 125 and the rate of discount has an income of 30,000 picture frame for 510 inclusive of borrowed 12,000. If she Check the pupils’ answer after the
is 25%, what is the amount of and receives a commission of 6% sales tax. How much is the tax? paid back 15,200, what was given period of time.
reduction? sale price? 5% on all sales above What is the selling price? the rate of simple interest?
(Refer to TG) 75,000. If his basic salary is 2) A sales tax for an item is
13,500, what is his total sales? 420 or 6%. How much is the total 2) Laura applied for a
2) Manuel, a sales cost and the selling price of the loan of 8,000 at a yearly
agent, has a basic salary of item? interest of 10%. If she paid
18,000 and a commission of back the credit union 9,600,
20% on all sales above how many years was her loan?
80,000. If his total sales is
290,000, how much is his total
income?
LL. Making generalizations and How do you solve for percent How do you solve the How do you solve for the sales tax, How do you solve for the Lead the pupils to give the
abstractions about the problems involving commission? rate of rate of sales tax, and selling price? simple interest? rate of generalization by asking:
lesson increase/decrease? discounts? commission? total sales? (Refer to TG) interest? and time? How do you create problems
original price? rate of discount? total income? involving percentage with
sale price? mark up price? (Refer to TG) reasonable answers.
(Refer to TG)
MM. Evaluating Learning Find the missing entries. Fill in the data to complete the Fill in the data to complete the table. Directions: Create a problem
(Refer to TG) table. using the given information.
(Refer to TG) 1. 50 – numbers of pupils in
Grade 5 – Jose Rizal
12% - failed in the quarter
examination in Mathematics
(Refer to TG)
B.Analyze and solve the

problems.
NN. Additional activities for Analyze and solve the Solve the problem. Analyze and solve the problem. A. Solve the problems A. Study the story problem
application and problems. (Refer to TG) 1) A salesman sells a car (Refer to TG) given below. Complete the
(Refer to TG)
remediation for 860,000. If he receives a problem by creating a question
commission of 20%, how for what is asked. Then solve the
much will be his commission? problem. (Refer to TG)
(Refer to TG)
V. REMARKS
VI. REFLECTIONS
V. No. of learners who earned
assessment
W. No. of learners who require
below 80%
X. Did the remedial lessons
lesson
Y. No. of learners who
continue to require
remediation
Z. Which of my teaching
Why did this work?
AA. What difficulties did I
help me solve?
BB. What innovation or

to share with other
teachers?

I. OBJECTIVES
M. Content Standard The learner demonstrate understanding of order of operations, ratio and proportion, percent, exponent, and integers
N. Performance Standard The learner is able to apply knowledge of order of operations, ratio and proportion, percent, exponent, and integers in mathematical problems and real-life situations
O. Learning Competencies / Gives the meaning of Evaluates an expression States, explains, and interprets Evaluate an expression with Evaluate an expression with more
Objectives exponent, and base involving exponents parenthesis, multiplication, division, two different operations than 2 operations with
Describes the exponent and Gives the value of numbers addition, subtraction (PMDAS) or without exponents and exponents and
the base in a number expressed in exponential grouping, multiplication, division, parenthesis/ grouping symbols parenthesis/grouping symbols
expressed in exponential notation. addition, subtraction (GMDAS) rule. M6NS-IIf-149 M6NS-IIf-149
notation. M6NS-IIf-147 M6NS-IIf-148
M6NS-IIf-146
II. CONTENT Exponent and base meaning of exponent and PMDAS and GMDAS Rule Evaluating expressions Evaluating an expression with
base more than 2 operations with
Evaluating expressions exponents and
involving exponents parenthesis/grouping symbols

I. References
17. Teacher’s Guide pages Lesson Guide in Elem. Math Gr. Lesson Guide in Elem. Math Lesson Guide in Elementary . Math Textbook M6NS-IIf-149
6 p.6 Gr. 6 p.9 Mathematics Grade VI pages 14, 17, Curricilum Guide Math 6: Math Textbooks
DLP Gr. 6 Module 1 DLP Gr.4 Module 32 23-24, M6NS-IIf-149 Lesson Guide in Elem. Math Gr. 6
Curriculum Guide Math 6:. M6NS- p.13, 17, 21, 25, 28
IIf-148

19. Textbook pages
Portal
J. Other Learning Resources Power point presentation Power point presentation Power point presentation Power point presentation Power point presentation
IV. PROCEDURES
OO. Reviewing previous lesson Let the pupils describe the Drill A.Drill 1. Drill
or presenting the new lesson pattern shown. Game: Think and Try Evaluating the expression a. Activity 1 – Game on a. Activity 1 – Evaluating
Can you find a pair of numbers Mechanics: Numerical Expressions the Expression
whose sum is equal to their Form 4 groups of pupils. b. Activity 2 – Game on b. Activity 2 – Completing
product? The teacher flashes the cards with Naming the Word Expression the Evaluation
Example: 2 + 2 = 2 x 2 = 4 expressions. c. Review past lessons (Refer to TG)
Fig. 1 Fig. 2 Fig. 3
Expected Answers: The groups are given 60 seconds to (Refer to TG)
Let them draw the next figure
in the pattern. 3 + 1.5 = 3 x 1.5 = 4.5 evaluate the expression.
How many squares are there in 5 + 1.25 = 5 x 1.25 = 6.25 One member of each group
the 2nd figure? in the 3rd 11 + 1.1 = 11 x 1.1 = 12.1 simultaneously goes to the board
figure? and writes the answer.
Discover the rule in finding the The teacher checks the answer.
next figure? The group with the most number of
How many squares will be in correct answer wins
the fifth figure? Sample item:
a.3×4+1 = b.62+3 =
c. (6+3) + 2 = e. (15 + 3) × 2 =
d. (16 ÷ 4) × 3 =
B.Have a review on the divisibility
rules. Provide exercises written on
the flash cards.
PP. Establishing a purpose for a) Show pictures of the Ask: What are the different Ask pupils about the Ask the pupils about the What do you observe when
the lesson map of the Philippines and of dreaded diseases? (TB, cancer, occupation of their parents. somebody in your home is sick?
occupation of their
General Emilio Aguinaldo and etc.) Let them tell how they help Does he take medicine? Is it
let them read the following Today we are going to read parents. Let them tell their parents earn a living. liquid or tablets? How are tablets
sentences. something about cancer cells. kept?
how they help their
1) General Emilio Original File Submitted and
Aguinaldo is the First President parents earn a living. Formatted by DepEd Club
of the Philippine Republic. Member - visit depedclub.com for
2) The Philippines is in more
Southeast Asia.
3) Most Filipinos
celebrate Christmas in the 10th
month of the year.
b) Ask them which
sentence is true or false. Let
them tell why.
c) If sentences can be
true or false, in mathematics
there are sentences that are
either true or false.
QQ. Presenting Activity 1: Present this problem Present the selection below Present the situation to Activity 1 – Use of Role Play in a. Activity 1 – Use of Flats
Examples/Instances of new Rhoda has to sew a tablecloth In a particular clinical a Sari-Sari Store and Longs
the class.
lesson 9 dm by 9 dm for their square- research, a special type of In a certain drugstore, the
shaped table in the living cancer cells affecting the skin Lulu comes from school with a heavy Jethro was helping his mother pharmacist daughter of the
room. How big is the area of was discovered to exist as a heart because of homework. Her in their store when a delivery owner helps her mother account
the tablecloth? pair in the beginning and was elder brother gives her a helping man delivered 20 dozens of the medicines for fever. She finds
found out to double every 24 hand. He has seen the following: eggs at 42 a dozen. If the specialized square holders of
hours. The table shows the Evaluate the expressions: delivery man gave him 160, tablets. She has recorded 4
listing of the number of cancer 12 – 3 + 18 ÷ 6 × 3 how much was his money? groups of 10 layers of 10 tablets
cells present for the first 10 7×9–3+8 Was he right in asking for a on each side of the holders and 6
days. 18 – 12 ÷ 6 + 7 change of 260, if his money sets of 10 tablets. Is she right in
9×9÷3–9+6 was 1,000? Why? reporting that there are 40 060
16 ÷ 4 × 5 – 7 + 8 Ask the following questions: tablets? Why?
Ask: What are the given data? Who helped mother in the 1) Ask the pairs of pupils
What operations must be done first? store? the questions below:
second? next? last? Why? Who delivered dozens of eggs? a) What is the profession of the
How many dozens of eggs were daughter of the drugstore owner?
delivered to them ? b) What does the pharmacist do?
If you were Jethro: c) What does she find?
will you help your family earn a d) If you were the pharmacist, will
living? Why? you also have a systematic
will you keep the change given arrangement of your medicines?
by the delivery man? Why? Why?
Have each pair of pupils act it
out using play money and ask
them to answer the following:
What are the given data?
What are the operations to be
used?
.
RR. Discussing new concepts and Answering questions about the What do you notice about the Encourage the pupils to work in Lead each pair of pupils to 2)Have each pair of pupils use
practicing new skills #1 problem cancer cells from day 1 to day pairs. Have each pair of pupils think of an expression related flats and longs to visualize the
How will you find the area of 10? (They are doubled each evaluate the expressions. to the problem. problem. Let them answer the
the table cloth? day.) Lead the pair of pupils to process Let them evaluate the following questions:
What number sentence will be How is this obtained? how to get the answer. expression they have a) What will you find in the
used to solve the problem? (The number of cancer cells in formulated. problem?
Are the two quantities equal? a given day is obtained by 160 + (20 x P42) b) What are the data given?
Write the equation about the multiplying the number of 160 + P840 c) What are the operations to be
problem. (9 x 9 = 81) cancer cells present on the 1,000 money of Jethro used?
How many times did you preceding day by 2 since the Require them to analyze the 3) Lead each pair of pupils
multiple 9 to get 81? The cancer cells double daily.) operations they used in to think aloud of a numerical
product 9 x 9 can be written as If we try to rewrite this arriving at the exact change expression about the problem.
power of 92 where 9 is the product in terms of the (4 x 103) + (6 x 10)
base and 2 is the exponent. number of cancer cells 4) Ask them to decide on: Is
present on the first day, we she right in reporting that they
The exponent tells how many will have the following table: have 40 060 tablets? Why? Have
times the base is used as a them evaluate the expression as
factor to form a product. in:
The base is the factor which is (4 x 103) + (6 x 10)
to be multiplied by itself the (4 x 1000) + (6 x 10)
number of times indicated in 4000 + 60
the exponent to obtain the 4060
product. 5) Draw from the pairs of
pupils through analysis which
In the problem, how big is the operation should be done first,
tablecloth to be sewed by second, next, and last. Include
Rhoda? also in the analysis the meaning
Write the equation for the of parenthesis in the expression
problem in exponential and the direction it gives when
notation of the problem. evaluating the expression.
Valuing:
a) Who has to sew a
tablecloth?
b) Where will she put
the tablecloth?
c) If you were Rhoda,
will you also sew a tablecloth?
Why?
SS. Discussing new concepts and Pair-share: Activity 2 Let us focus our attention on After all the pairs process their Group Activity– Use of Test b. Activity 2 – Use of
practicing new skills #2 The side of a small cutout the expression that describes answers, ask: “How did you find the Items Illustration
square is 7cm. What is its area? the number of cancer cells in a activity? How were you able to come Tita was absent for a week Emma helps her mother arrange
Write an expression about the given day in terms of cancer up with the correct answers? What because she was sick. When the items in their store. Her
problem. cells present on the first day. did you do?” she went to school, she had to mother has specialized square
What is the equation? This is seen in the second Discuss with the take a test. Few of the items tray for quail eggs. She finds 4
column of table 2. pupils the rules on how they were given are shown below. groups of 5 rows with 5 quail eggs
Can you write 7 x 7 in another What can you say about how able to solve the order of operations. a) 2x3+4 placed in trays and 3 groups with
way? How? the expression is written? Give more examples. b) 7x9–3 10 quail eggs. She informs her
What do you call 7 in 72? 2 in Why? (It becomes tedious Solutions: c) 18 – 12  2 mother that they have 1 030 quail
72? because we write the number d) 35 – 6 x 3 eggs. Is she right? Why?
What is the exponent? base? repeatedly.) e) 3x2+4 Have the pairs of pupils answer
It is for this reason that in f) 48  12 + 8 the following questions:
1637, Rene Descartes, a Can you answer these? Let us Who helps her mother in the
French mathematician, try to answer the items. store?
introduced a system of writing Ask each pair of pupils to What does Emma do to help her
numbers indicating repeated answer the following mother?
multiplication. questions: If you were Emma will you also
What can you say about Rene What facts are given? arrange the items for sale in the
Descartes? Do you want to be What operations are in each store of your mother? Why?
like him someday? Why? problem? Which operations Ask each pair of pupils the
Now, here is another table, come first? Which operation questions below. Use these
let us study this table. will you do first? illustrations. (Refer to TG)
Guide each pair of pupils to What facts are given?
evaluate the expressions What are the processes to be
used?
Guide them to think aloud of the

In general, if N is the number
numerical expression that can
of days the cancer cells have
best represent the problem.
been present, then the
Let them think critically: Is Emma
expression for the number of
right? Why?
cells present during the nth day
Ask them to evaluate the
is 2n. The letter n is called an
numerical expression.
exponent of base 2.
Discuss the presentation under (4 x 52) + (3 x 10)
In 22, what is the exponent?
Explore and Discover on LM Then, (4 x 25) + (3 x 10)
What is the base? In 23? 24?
give the following exercises. 100 + 30
etc. What does the exponent
Ask the pupils to perform the series 130
indicate?
of operation. Have the pairs of pupils analyze
(It indicates the number of
1.(7 × 9) + (3 ×21) which operation should be used
repeated multiplication.)
2. (18 – 5) + 6 + 2 first, second, next, and last to
3. ( 3 + 5) × (42 ÷ 7) arrive at the answer.
So, what does 23 mean? 4. 36÷ 2 + 4×(4-2)
(It means 2 x 2 x 2.)
How is it read? (“two to the
third power” or “two with the
exponent three.” (Give some
more examples).
TT. Developing mastery Group Activity: Give the base Group Activity: Group Activity: Group Activity: Evaluate the c.Activity 3: Group Activity
(Leads to Formative and the exponent in each of Let us have 3 learning Ask pupils to work on items 1 to 5 expression. Bing asks her son to do his
Assessment) the following orally. stations. Do the activity in under Get Moving and items 1-5 a) 8+42 homework and looks at his
1.25 2. 42 3. 73 each learning station by under Keep Moving on LM Math b) 5x84 notebook. She finds the
4. 18
5. 64
group. Once you have c) 65 – 91  7 following:
Complete the equation. finished an activity, go to the d) 72  3 x 8 Evaluate the expressions:
next station and do the e) 67 + 33  25 1) 6 + (2 x 7 + 52)
activity indicated there. Do 2) 3 x (4 x 82) – 8
the activities as fast as you 3) 5 x [24  2 x (10 – 8)2 
can. 10]
4) (15 – 6) + (4 – 1) x 23
5) 3 x [3 + 2 x (10 – 32)]
a) Ask each pair of pupils to
answer the questions below:
1) What are the facts
given?
2) Which operation should
be done first? second? third?
last? Why?
b) Have each pair of pupils
evaluate the expressions.
UU. Finding practical a. Rewrite each of the Based on tables 1, 2, and 3, Ask pupils to do items under Apply Write an expression about the Evaluate the ff. expressions:
applications of concepts and following using exponents. how many cancer cells have Your Skills on LM. problems. Then evaluate the a) (114 – 4) x (12  4)2 + 3
skills in daily living Determine the numerical grown on the fifteenth day? expression. b) 16 + 82  (4 + 4)
value. 1)In a certain eatery, there are c) (36 – 6) x (3 x 4)2 + 7
1. second power of 7 5 glass racks having 24 glasses d) 122 x 30 + (890  2)
2. fourth power of 5 and 8 left over. The answer e) 62 x 23 + (400  2)
3. 2 x 2 x 2 x 2 x 2 x 2 says there are 130 glasses in
4. 8 x 8 x 8 all. Is it right? Why?
5. 15 x 15 2)Use numbers less than 7
b. Write the >, < or = in the once to make the expression
box to make the statement right.
true. (Refer to TG)
1)52  25
2)72  3  2 (70) + 3
3)2(32 + 22)  82
4)32 + 32 + 32  3 (32)
5)6 (2 + 3)2  3 + 72
VV. Making generalizations and What is an exponent? base? The exponent tells the Guide the pupils to give the How do we evaluate an How do we evaluate an
abstractions about the -The exponent tells how many number of times the base is following generalizations by asking: expression with two different expression with more than two
lesson times the base is taken as a used as a factor. What rule would you follow in order operations without exponents operations with exponents and
factor. The base is the number used to perform the order of operation? and parenthesis/grouping parenthesis/grouping symbols?
The base is the bottom part of as a factor. Rules in the Order of Operation: symbols?
anything. It is the number used Perform the operations within each
as the factor. pair of grouping symbols
(parenthesis, brackets, and braces)
beginning with the innermost pair.
Simplify the expression with
exponents.
Perform multiplication and division
as they occur from left to right.
Perform addition and subtraction as
they occur from left to right.
WW. Evaluating Learning A. Evaluate A.Complete the following Evaluate the following expressions Evaluate the following 1.Evaluate the following
1.) 6  22 + 7 sentences: by following the rules: expressions. expressions:
2.) 3  72 + 5  52 1) In 53, _____ is the base and (9 – 2) + (3 × 21) 1) 4x3+8 a) (9 – 2) + (32 x 21)
3.) 92 - 72 + 10 ______ is the exponent. (18 + 14) ÷ (6 + 2) 2) 84  3 x 4 b) (18 + 14)  (6 + 2)
4.) 25  52 - 3 2  43 2) 62 is the exponential form (36 ÷ 22 + 4 × (4 – 2) 3) 76 – 8 + 5 c) 36  22 + 4 x (4 – 2)
5.) (10 + 2)2 - 102 of 6 x _____. (36 – 6) + [(3 × 42) + 7] 4) 53 + 7 – 20 d) (36 – 6) + [(3 x 42) + 7]
3) 144 is the ___ power of 12. (72+ 15) × 4 – (625 ÷125) 5) 3 x 5  25 e) (72 + 15) x 4 – (625  125)
B. Find the value of n to 4) 22 means 2 multiplied by _. 4 × (15 – 32) + 16 6) 7 x 8 + 130 f) 4 x (15 – 32) + 16
make the statement true 5)74 means _____ is multiplied (93 + 7) × 6 + 10 7) 195  3 x 5 g) (93 + 7) x 6 + 10
1.) 2n = 16 by itself four times. 12 × 30 +(890 ÷10) 8) 3 + 83 – 73 h) 12 x 30 + (890  10)
2.) 4  5n = 4  125 B.Give the value of the ff: [(144 ÷ 12) 2 × 3] ÷ 3 × 6 9) 76 – 8 x 9 i) [(144  12)2 x 3]  3 x 6
3.) 73 = n 1)63 = __ 4)92 = __ (16 + 82) ÷ (4 + 4) 10) 90 x 5  75 j) (16 + 82)  (4 + 4)
4.) 2  10n = 2 000 2)45 = __ 5)74 = ___ (Refer to TG for the 2.Evaluate the expression if:
5.) 3  2n = 192 3)27 = __ Continuation) a) R=2
C.Write the base, exponent, 2.[(6R + R x 8)  13] – 5 + R
value, equation, and the b) S=3
meaning of the following [(7S – S) x 6] + 6S – S x 5
expressions. Number 1 is done
for you.
XX. Additional activities for Evaluate Fill in the blanks. Evaluate the following expressions 1. Evaluate the following 1. Evaluate the following
application and remediation 1) 9 = 3 x 3 = 3_ by following the rules: expressions. expressions:
2)16 = _____ x _____ = _____2 63 ÷ 7 + 5 + 2 – 6 + 3 (See TG) (34 – 4) x (75  52)
3)8 = 2 x 2 x 2 = 2- 6 + (2 × 7 + 5) (35 – 3) x 32 + 9
4)102 = 10 x 10 = _____ 3 × (4 + 82) – 8 (38 – 7) + 6  (2 x 3)
5)103 = _____ x _____ x 37 + 3 × 2 ÷ 6 2.Insert an operation symbol and
Write the equation for this ______ = _____ 14 ÷ 2 – 3 + 2 × 2 parenthesis to make a whole
problem. Enrichment number that is the:
Olive has some cookies. If she Evaluate the following expressions. highest possible answer
gave 5 cookies each to some (114 – 4) × ( 12 ÷ 4) + 3 least possible answer
girls, she would have 14 left. If 16 + 82 ÷ (4 + 4) 22  3  4  6
she gave 9 cookies each to (36 – 6) × ( 3 × 4) + 7 3.Write a problem. Make an
some girls, she would be short 122 × 30 + (890 ÷ 2) expression about it. Then
of 14 cookies. How many girls 6 × 23 + (400 ÷ 2) evaluate.
did Olive give the cookies to?
Ans. (5 x n) + 14 = (9 x n) - 14
V. REMARKS
VI. REFLECTIONS
CC. No. of learners who earned
assessment
DD. No. of learners who require
below 80%
EE. Did the remedial lessons
lesson
FF. No. of learners who
continue to require
remediation
GG. Which of my teaching
did this work?
HH. What difficulties did I

help me solve?
II. What innovation or localized

other teachers?

I. OBJECTIVES
P. Content Standard The learner demonstrate understanding of order of operations, ratio and proportion, percent, exponent, and integers
Q. Performance Standard The learner is able to apply knowledge of order of operations, ratio and proportion, percent, exponent, and integers in mathematical problems and real-life situations
R. Learning Competencies / Describe the set of Integers Compare integers with other Describe and Interpret addition of Describe and Interpret addition
Objectives (M6NS-IIg-151 numbers such as whole integers using materials such as of integers using materials such
Identify real-life situations that numbers, fractions, and algebra tiles, counters, chips, and as algebra tiles, counters, chips,
make use of integers decimals cards (M6NS-IIh-155) and cards (M6NS-IIh-155)
(MGNS-IIg-150 ( M6NS-IIg-152) Perform addition on integers Perform addition on integers
Compare and Arrange integers (M6NS-Iii-156) (M6NS-Iii-156)
from least to greatest and vice Solve routine and non-routine Solve routine and non-routine
versa ( MGNS-IIh-154 problems involving addition of problems involving addition of
integers (M6NS-IIj- 157) integers (M6NS-IIj- 157)
II. CONTENT Numbers and Number Sense Numbers and Number Sense Numbers and Number Sense Numbers and Number Sense Weekly Test

K. References
21. Teacher’s Guide pages 21st Century Mathletes 6, pp. 21st Century Mathletes 6, pp. 21st Century Mathletes 6, pp. 50-53 21st Century Mathletes 6, pp.
47-50 47-50 50-53
23. Textbook pages 21st Century Mathletes 6, pp. 21st Century Mathletes 6, pp. 21st Century Mathletes 6, pp. 152- 21st Century Mathletes 6, pp.
144-149 144-151 157 152-157
Portal
L. Other Learning Resources Mathletes 6 textbook, video Mathletes 6 textbook, video Mathletes 6 textbook, video clip, Mathletes 6 textbook, video
clip, power point presentation clip, power point presentation power point presentation clip, power point presentation
IV. PROCEDURES
YY. Reviewing previous lesson Have a drill on comparing the Have a drill on comparing the Compare the following integers by Compare the following integers
or presenting the new following quantities by writing following quantities by writing the symbol > or on the line. by writing the symbol > or on
lesson <or >. writing <or >. 1. +13 _____ +8 the line.
1. P2500.00 pesos savings 1. P2500.00 pesos 2. -6 _____ -2 1. +13 _____ +8
___ P1240.00 pesos savings ___ P1240.00 3. +7 _____ -15 2. -6 _____ -2
savings. pesos savings. 4. -1 _____ +9 3. +7 _____ -15
2. ½ meter of cloth_____ 2. ½ meter of 5. +4 _____ - 4 4. -1 _____ +9
2 meters of clothes. cloth_____ 2 meters 5. +4 _____ - 4
Review by arranging numbers of clothes.
according to values. Start from Review by arranging numbers
the one that is closest to zero. according to values. Start from
1. 2, ¾, 1, 0.5, 7 the one that is closest to zero.
2. ½, 3, 6, 2/5, 0.75 3. 2, ¾, 1, 0.5, 7
4. ½, 3, 6, 2/5, 0.75
ZZ. Establishing a purpose for Activity Title: “How does your Activity Title: “How does your Mrs. Reyes bought fruits that cost P Mrs. Reyes bought fruits that
the lesson mother budget your family mother budget your family 700.00 from a wholesaler and sold cost P 700.00 from a
income? income? them in her fruits stand. On Monday, wholesaler and sold them in
Post the following Questions: Post the following Questions: her sales is P800.00 and on Tuesday, her fruits stand. On Monday,
1. How much is your 2. How much is your P500.00. But on Wednesday, she her sales is P800.00 and on
family monthly family monthly lose P400.00 because some of the Tuesday, P500.00. But on
income? income? fruits are already rotten. Considering Wednesday, she lose P400.00
Cont. See Guide p. 47 Cont. See Guide p. 47 the sales of fruits for the three days, because some of the fruits are
did Mrs. Reyes gain or lose profit? already rotten. Considering the
sales of fruits for the three
days, did Mrs. Reyes gain or
lose profit?
AAA. Presenting Using the data given by the Using the data given by the Considering the sales of Mrs. Reyes Considering the sales of Mrs.
Examples/Instances of new pupils, choose asset of integers pupils, choose asset of on the three days, ask the pupils to Reyes on the three days, ask
lesson wherein the total amount of integers wherein the total represent the gain and loss using the pupils to represent the gain
expenses is greater than the amount of expenses is greater integers. To determine the total and loss using integers. To
monthly income. From hence, than the monthly income. sales means to combine the gains determine the total sales
explain that such situation From hence, explain that such and loss. means to combine the gains
requires the existence of situation requires the  How are we going to and loss.
negative numbers. existence of negative combine the gain and loss?  How are we going to
 What are negative numbers.  What is the total sale of combine the gain and
numbers?  What are negative fruits of Mrs. Reyes? loss?
 What are positive numbers?  How can we determine if  What is the total sale
numbers?  What are positive Mrs. Reyes gained or lost of fruits of Mrs.
Cont. See guide p. 48 numbers? money from selling her Reyes?
Cont. See guide p. 48 fruits?  How can we
determine if Mrs.
Reyes gained or lost
money from selling
her fruits?
BBB. Discussing new Discuss that real-life situations Discuss that real-life situations Deepening Deepening
concepts and practicing can be represented by integers. can be represented by Let the pupils determine how to Let the pupils determine how
new skills #1 See guide p.48 integers. See guide p.48 combine integers by studying the to combine integers by
Original File Submitted and given examples below: studying the given examples
Formatted by DepEd Club 1. ( +4 ) + ( +3)= ( +7) below:
Member - visit depedclub.com 2. (-4) + ( -3)= ( -7) 3. ( +4 ) + ( +3)= ( +7)
for more See Guide Mathletes 6 p. 51-52 4. (-4) + ( -3)= ( -7)
See Guide Mathletes 6 p.
51-52
CCC. Discussing new Explain the content in their Explain the content in their Discuss Explore in their 21st Century Discuss Explore in their 21st
concepts and practicing MAthletes textbook pp. 146- MAthletes textbook pp. 146- Mathletes 6 Textbook pp. 152- 155. Century Mathletes 6 Textbook
new skills #2 149 149 pp. 152- 155.
DDD. Developing mastery Have a Pair Activity Have a group activity on Have a Pair Activity to answer the Have a Pair Activity to answer
(Leads to Formative Answer Mathletes textbook P. arranging integers from the following: the following:
Assessment) 149 least to greatest and vice 1. 1. ( -21)+ ( +5) 1. 1. ( -21)+ ( +5)
versa. 2. (+47) + (+16) 2. (+47) + (+16)
3. (-72) + (- 38) 3. (-72) + (- 38)
4. (-10) + (+87) 4. (-10) + (+87)
5. (+15) + (-56) + (-9) 5. (+15) + (-56) + (-9)
EEE.Finding practical See Teachers Guide p. 49 Arrange the following integers Group Activity Group Activity
applications of concepts from the least to the greatest Use the 4 step plan to solve the Use the 4 step plan to solve the
and skills in daily living and greatest to the least. problem. problem.
1. 2, -6, - 8, 5, -1, 7, -5 Mt. Everest, the highest elevation in Mt. Everest, the highest
2. 25, -20, 18, 15, -15 Asia, is 29 028 feet above sea level. elevation in Asia, is 29 028 feet
3. 40, 41, -20, 25, 30 The dead sea, the lowest elevation, I above sea level. The dead sea,
4. 40, 50, -40, -50, 10 1 312 foot below sea level. What is the lowest elevation, I 1 312
the sum of these two elevations? foot below sea level. What is
the sum of these two
elevations?
FFF. Making generalizations and How can we describe the set of How will you compare How do we add integers with the How do we add integers with
abstractions about the integers using a number line? integers? same signs? the same signs?
lesson How will you arrange integers How do add integers with different How do add integers with
from the least to the greatest signs? different signs?
or greatest to the least?
GGG. Evaluating Learning A. Describe the following Arrange the following integers Add the following integers. Add the following integers.
set of integers. Write from the least to the greatest. 1. (-25) + ( +17) 1. (-25) + ( +17)
Positive or negative 1. -3, -8, 0, -5, 9, 6 2. (+73) + (-29) 2. (+73) + (-29)
integers. 2. -2, 5. 7, -8, -1, -5 3. (-89) + ( -103) 3. (-89) + ( -103)
1. Moving steps forward 3. -11, -5, 8, -1, -5 4. (+ 194) + (+57) 4. (+ 194) + (+57)
2. Going 3 km upstream 4. 15, -9, 12, -17, -8, 3 5. (-217)+ ( +104) 5. (-217)+ ( +104)
3. Going down 3 km 5. 13, 0, -13, 17, -8, 3
downstream Cont. Mathletes Text book p.
4. Losing weight of 3 kg. 150
5. Depositing 1000 pesos
B. Represent each real-
life situation with an
integer. See guide p. 49
HHH. Additional activities for Give the opposite of the Write > or < to make ach Solve each problem. Solve each problem.
application and following: statement true. 1. Kris gets on the elevator on 1. Kris gets on the
remediation 1. 5 1. -5 ____ 0 the eleventh floor. The elevator on the eleventh
2. -75 2. 9 ____ -8 elevator goes down two floor. The elevator goes
3. -10 3. -7 ____ 7 floors and stops. It then down two floors and stops. It
4. 90 4. 55 ____ -75 continues to go down four then continues to go down
5. 60 5. -32 ____ -24 more floors where Kris got four more floors where Kris
off. In what floor did he get got off. In what floor did he
off the elevator? get off the elevator?
Cont. refer 21st Century Cont. refer 21st
Mathletes 6 textbook p. 156 Century Mathletes 6
textbook p. 156
V. REMARKS
VI. REFLECTIONS
JJ. No. of learners who earned
assessment
KK. No. of learners who require
below 80%
LL. Did the remedial lessons
lesson
MM. No. of learners who
continue to require
remediation
NN. Which of my teaching
Why did this work?
OO. What difficulties did I
help me solve?
PP. What innovation or
to share with other
teachers?


I. OBJECTIVES
S. Content Standard The learner demonstrate understanding of order of operations, ratio and proportion, percent, exponent, and integers
T. Performance Standard The learner is able to apply knowledge of order of operations, ratio and proportion, percent, exponent, and integers in mathematical problems and real-life situations
U. Learning Competencies / Describe and interpret Describe and interpret Solve routine and non-routine Describe and interpret Describe and interpret
Objectives subtraction of integers using subtraction of integers using problems involving subtraction of multiplication and division of multiplication and division of
materials such as algebra tiles, materials such as algebra tiles, integers integers using materials algebra integers using materials algebra
counters, chips and cards counters, chips and cards ( M6NS-IIj-157) tiles, counters, chips, and cards tiles, counters, chips, and cards
( M6NS-IIh-155 ) ( M6NS-IIh-155 ) (M6NS-IIh-155) (M6NS-IIh-155)
Perform subtraction on integers Perform subtraction on Perform multiplication and Perform multiplication and
integers division on integers division on integers
(M6N6-Iii-156) (M6N6-Iii-156)
II. CONTENT Numbers and Number Sense Numbers and Number Sense Numbers and Number Sense Numbers and Number Sense Numbers and Number Sense

M. References
25. Teacher’s Guide pages 21st Century Mathletes 6, 21st Century Mathletes 6, 21st Century Mathletes 6, 21st Century Mathletes 6, 21st Century Mathletes 6,
pp 53-56 pp 53-56 pp 53-56 pp 56-60 pp 56-60
27. Textbook pages 21st Century Mathletes 6, 21st Century Mathletes 6, 21st Century Mathletes 6, pp158-165 21st Century Mathletes 6, 21st Century Mathletes 6,
pp158-165 pp158-165 pp 166-168 pp 166-168
Portal
N. Other Learning Resources Mathletes 6 textbook, video Mathletes 6 textbook, video Mathletes 6 textbook, video clip, Mathletes 6 textbook, video Mathletes 6 textbook, video clip,
clip, power point presentation clip, power point presentation power point presentation clip, power point presentation power point presentation
IV. PROCEDURES
III. Reviewing previous lesson Drill: Give the opposite of Drill: Give the opposite of Drill: Give the opposite of each Drill: Perform multiplication on Drill: Perform multiplication on
or presenting the new each given integer. each given integer. given integer. each pair of numbers. each pair of numbers.
lesson 1. +10 1. +10 1. +15 1. 12 and 4 1. 12 and 4
2. -7 2. -7 2. -9 2. 7 and 3 2. 7 and 3
3. -23 3. -23 3. -34 3. 15 and 9 3. 15 and 9
4. +18 4. +18 4. +28 Review: Review:
5. -45 5. -45 5. -95 Determine if the following Determine if the following pairs
Review: Give the sum of the Review: Give the sum of the pairs of integers have like signs of integers have like signs or
given pair of integers. given pair of integers. or unlike signs. unlike signs.
1. (+120) + (-135) 1. (+120) + (-135) 1. (+7) and (-12) 1. (+7) and (-12)
2. (-191) + (-83) 2. (-191) + (-83) 2. (-4) and ( -9) 2. (-4) and ( -9)
3. (-72)+ (+ 240) 3. (-72)+ (+ 240) 3. (-5) and (-30) 3. (-5) and (-30)
4. (+2) and (-11) 4. (+2) and (-11)
5. (+56) and (+18) (+56) and (+18)
JJJ. Establishing a purpose for The temperature in Baguio The temperature in Baguio John and Carl participated in a race. After a community After a community campaign
the lesson City was 12 ⁰Celsius in the City was 12 ⁰Celsius in the John ran a distance of 6 km. Carl ran campaign on reducing waste, on reducing waste, the amount
morning. It dropped to morning. It dropped to a distance of 5 km. What was the the amount of garbage in Rita’s of garbage in Rita’s household
8⁰Celsius in the evening. What 8⁰Celsius in the evening. What difference in the distance they ran in household decreased by 2 kg decreased by 2 kg per day. By
is the difference between is the difference between the race? per day. By how much will their how much will their garbage
these temperatures? these temperatures? garbage decrease after 6 days? decrease after 6 days? What is
What is the average reduced the average reduced waste by
waste by each person in Rita’s each person in Rita’s household
household if there are four of if there are four of them in the
them in the family? family?
KKK. Presenting To get the difference To get the difference What change in temperature does Ask the following questions. Ask the following questions.
Examples/Instances of new between the two between the two a worker experience in a grocery What integer will represent the What integer will represent the
lesson temperatures, we need to temperatures, we need to when he goes from the vegetable decrease in garbage in a day? decrease in garbage in a day?
subtract 8⁰Celsius from subtract 8⁰Celsius from section at 4⁰C to the meat section Cont. refer to Mathletes 6 Cont. refer to Mathletes 6
12⁰Celsius. 12⁰Celsius. with a temperature of -18⁰C? Teachers Manual p.57 Teachers Manual p.57
What is the equation What is the equation Original File Submitted and
representing this situation? representing this situation? Formatted by DepEd Club
Subtracting Integers is adding Subtracting Integers is Member - visit depedclub.com
the opposite of the adding the opposite of the for more
subtrahend to the minuend. subtrahend to the minuend.
LLL. Discussing new concepts Show a video clip on Subtracting Show a video clip on What is asked? Show a video clip on Show a video clip on multiplying
and practicing new skills #1 Integers Subtracting Integers What are the given facts? multiplying and dividing and dividing integers.
What is the solution? integers.
MMM. Discussing new Discuss Mathletes 6 Textbook Discuss Mathletes 6 Textbook Discuss the content on pages 150- Discuss the content on pages Discuss the content on pages 166-
concepts and practicing Explain pp. 158-160 Explain pp. 158-160 162 of their Mathletes Textbook 166-171 of their Mathletes 171 of their Mathletes Textbook
new skills #2 Textbook
NNN. Developing mastery Subtract the following Integers Write the opposite of each Have a pair activity to solve ad Pair Activity. Pair Activity.
(Leads to Formative 1. (-8) – (-7)= integer. discuss this problem. Find the product. Find the product.
Assessment) 2. (+11)- (+8)= 1. +2 The sum of two integers is -457. If 1. (-8) x (-2) 1. (-8) x (-2)
3. (-13) –(+13)= 2. -17 one of the integers is 192, what is 2. (+3) x (-4) 4. (+3) x (-4)
4. (+9) – (-4) = 3. -56 the other integer? 3. (-5) x (+9) 5. (-5) x (+9)
5. (+5) – (-5) = 4. -89 Find the quotient. Find the quotient.
5. +5 1. (-25) ÷ (+5) 2. (-25) ÷ (+5)
2. (+21) ÷ (-3) 3. (+21) ÷ (-3)
3. ( -18) ÷ (+ 6) 4. ( -18) ÷ (+ 6)
OOO. Finding practical Use the 4-step plan to solve the Subtract the first integer from Group Activity: Solve the problem Use the 4-step plan to solve Use the 4-step plan to solve the
applications of concepts problem. the second integer. Group 1 the problem. problem.
and skills in daily living Marga is in a plane that is 1. -5, +8 Find two integers whose sum is Mrs. Tan supports a charity Mrs. Tan supports a charity for
flying 12 500 ft above the 2. +76 134 + 52 129 2 and whose difference is 8. for the children by deducting the children by deducting
ground while Renz is in a 3. – 13, -9 Group 2 P350.00 every month from her P350.00 every month from her
submarine that is located 450ft 4. 101, 93 From the ground floor, an bank account. What is her total bank account. What is her total
below the sea level. What is the 5. -217, + 710 elevator goes up 8 floors and then deduction in a year? How much deduction in a year? How much
distance between the locations goes down 6 floors. At what floor did money will the charity receive money will the charity receive in
of Marga and Renz? the elevator stop? in 5 years? 5 years?
Group 3
One integer is 2 more than 5
times another integer. If the
difference of the two integers is 26,
what is the smaller integer?
Group 4
Anna was born in the year 1995.
Id she subtracted her birth year from
the birth year of her father, the
difference is -30. In what year was
her father born?
PPP. Making generalizations What do we mean by What do we mean by How do we solve problems involving How do we multiply and divide How do we multiply and divide
and abstractions about the subtracting an integer? subtracting an integer? subtraction of integers? integers with the same signs? integers with the same signs?
lesson How do we subtract integers? How do we subtract integers? How do we multiply and divide How do we multiply and divide
integers with different signs? integers with different signs?
QQQ. Evaluating Learning Subtract the following integers. Subtract the first integer from Solve each Problem. Perform the indicated Perform the indicated operation.
1. (-50) – (+28)= the second integer. 1. RJ was able to save P895.00 operation. 11. (-12) x (+15)
2. (+19) – (-75)= 1. 345, -762 from his weekly allowance. 1. (-12) x (+15) 12. (-4) x (-13)
3. (-18) – (-12)= 2. -3 985, -4 209 If he wants to buy a second 2. (-4) x (-13) 13. (+9) x (+ 13)
4. (+23)- ( +62)= 3. -793, + 512 hand mobile phone for 3. (+9) x (+ 13) 14. (-14) x (+2)
5. 0 – (+33)= 4. -291, 0 P1050.00, how much more 4. (-14) x (+2) 15. (+24) X (-3)
5. 10 938, -11 359 money does he still need? 5. (+24) X (-3) 16. (+ 144) ÷ ( - 8)
2. Thea invested P15,000.00. 6. (+ 144) ÷ ( - 8) 17. (- 72) ÷ ( + 18)
in buying and selling items. 7. (- 72) ÷ ( + 18) 18. (-350) ÷ (-7)
After month. She was able 8. (-350) ÷ (-7) 19. (+ 120) ÷ (+ 5)
to sell the items for a total 9. (+ 120) ÷ (+ 5) 20. (-81 ) ÷ (+3)
amount of P18, 350.00. 10. (-81 ) ÷ (+3)
How much did she gain?
3. During summer, Jake
weighed 65 kg. When he
came back to school, he
realized that he lost 3 kg.
He lost another 2 kg in
December. What was his
weight in December?
RRR. Additional activities for Find the value of the Math Challenge Solve each problem. Find the product Find the quotient.
application and following. 1. The sum of two 1. Caesar Augustus, the first 1. 6 x 7 1. (-56) ÷ (-8)
remediation 1 .(-17)- ( -19) -21 integers is -457. If Roman Emperor, was born 2. (-230 x 0 x 43 2. (-120) ÷ 8
2. 280 – (-105)- (-134) one of the integers is in 3. 17 x (-13) 3. 144 ÷ (-6)
3. -13- 15- ( -18) 192, what is the other 4. 9 x (-8) x ( -3) 4. (-420) ÷ (-70)
4. (-45)- (-63)-97 integer? 5. 17 x (- 18) x 0 x (-19) 5. 124 ÷ (-4)
5. 79-81-(-83)-(-85) 2. Find two integers
whose sum is 2 and
whose difference is 8.
V. REMARKS
VI. REFLECTIONS
QQ. No. of learners who earned
assessment
RR. No. of learners who require
below 80%
SS. Did the remedial lessons
lesson
TT. No. of learners who

continue to require
remediation
UU. Which of my teaching
Why did this work?
VV. What difficulties did I

help me solve?
WW. What innovation or

to share with other
teachers?

I. OBJECTIVES
V. Content Standard The learner demonstrate understanding of order of operations, ratio and proportion, percent, exponent, and integers
W. Performance Standard The learner is able to apply knowledge of order of operations, ratio and proportion, percent, exponent, and integers in mathematical problems and real-life situations
X. Learning Competencies / performs addition on integers. performs subtraction on integers. performs multiplication on performs division on integers.
Objectives M6NS-IIi-156 M6NS-IIi-156 integers. M6NS-IIi-156
M6NS-IIi-156 Weekly test
II. CONTENT Numbers and Number Sense Numbers and Number Sense Numbers and Number Sense Numbers and Number Sense
O. References
29. Teacher’s Guide pages 21st Century Mathletes 6, pp 50 21st Century Mathletes 6, 21st Century Mathletes 6, pp. 50- 21st Century Mathletes 6,
Lesson Guide in Elem. Math Gr. pp53-56 53 pp 53
6 p.353 Lesson Guide in Elem. Math Gr. 6
p.356, 358
31. Textbook pages 21st Century Mathletes 6, 21st Century Mathletes 6, pp158- 21st Century Mathletes 6, pp. 21st Century Mathletes 6,
pp158-165 165 152-157 pp 158
32. Additional Materials from DLP 6 Mod 69 DLP 6 Mod 69
Portal
P. 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 power point presentation power point presentation
IV. PROCEDURES
SSS. Reviewing previous lesson Drill: Which of the two integers Drill: Warm-up: What two numbers Have a quick review on
or presenting the new in each pair has a greater Give the opposite of each given will give you a product of 64 and multiplying integers:
lesson distance from zero? integers. a quotient of 4?
1. +5 & -4 1. +50 Solution:
2. -2 & -9 2. +12 • 16 and 4
3. -10 & -6 3. +42 • 16 x 4 = 64
4. +7 & -3 4. -120 • 16 ÷ 4 = 4
5. -12 & + 1 5. -29
Review: Review: Review: Subtract the ff.
Use algebra tiles to show the Quick Review of 1. 18- 7
answer to the following: Adding Integers 2. -26-12
1. (+6) + (-4) 3. 35- (-8)
2. (-8) – (+5) 4. 20- (-20)
3. (-2) X (+3) 5. -25-(-25)
4. (-8) ÷ (+2)
TTT.Establishing a purpose for Problem: You want to buy The highest point in Asia is the Problem: You are Php300 in
the lesson house that costs Php800,000. top of Mount Everest, at a height debt. If your debt is increased 2
You only have Php500,000. If of 29,028 feet above sea level. times, how much is your debt?
you buy the house, what will The lowest point is the Dead Sea,
your debt be? which 1312 feet below sea level.
How much higher is Mount -300 x 2 = -600
Everest than the Dead Sea?
Multiplying by a negative
If you spend more money than number is multiplying your debt.
you have, you go into debt.
(Debt is a good example of
working with negative integers.)
UUU. Presenting Use a number line to help Discuss the answer to the Present the rules in multiplying Present to the pupils the
Examples/Instances of new visualize the addition of problem using the 3 Steps to integers using power point discussion on how to divide
lesson integers. Subtract Integers presentation. integers. (See power point
1.Keep  Rule 1: presentation)
Keep the 1st number Positive x Positive = POSITIVE
2.Change  Rule 2:
Subtraction sign to Addition Negative x Negative = POSITIVE
3.Opposite  Rule 3:
Write down the opposite of the Negative x Positive = NEGATIVE
2nd number  Rule 4:
-Then add the way you normally Any Number x 0 = ZERO
do.
(Discuss “explain” on page 152

of txbk)
VVV. Discussing new Show video clip on how to add Show video clip on how to Show video clip on how to Show video clip on how to
concepts and practicing integers subtract integers. multiply integers divide integers
new skills #1
WWW. Discussing new Demonstrate another example of Demonstrate another example of Divide the pupils into 5 groups.
concepts and practicing subtraction of integers using a multiplication of integers. Let them answer the problems on
new skills #2 number line Original File Submitted and the slides.
Formatted by DepEd Club
Member - visit depedclub.com
for more
Demonstrate adding positive
and negative integers using
counters.
(On the slides of power point
presentation)
Do you notice a pattern or rule?
Adding Integers with like signs.
- When the signs are the same,
add the numbers together and
keep the sign.
Demonstrate Adding Integers
with like signs.
(On the slides of power point

presentation)
Did you notice a pattern or
rule?
Adding integers with unlike
signs.
- When the signs are different,
subtract the integers and keep
the sign of the larger digit.
XXX. Developing mastery Group Activity: Group Activity: Group Activity:
(Leads to Formative Add the ff. integers: Materials: flash cards/power Materials: flash cards/power
Assessment) 1) -8 + 8 = point, show-me-board point, show-me-board
2) -9 + -11 = Mechanics: Mechanics:
3) 13 + (-19) = a.Divide the class into 5 groups. a.Divide the class into 5 groups.
4) 7 + 5 = b.Choose a leader b.Choose a leader
5) -12 + 10 = c. Teacher flashes numbers on c. Teacher flashes numbers on
6) -22 + (-16) = the slides the slides
7) 18 + (-5) = d.Leader will write the correct d.Leader will write the correct
answer on the show-me-board answer on the show-me-board
e.The first group to flash the e.The first group to flash the
correct answer will get 1 point correct answer will get 1 point
f.The teacher checks the answers. f.The teacher checks the answers.
g.The group having the most g.The group having the most
number of correct answers wins. number of correct answers wins.
YYY. Finding practical Pair-share: Add the ff. PRACTICE BY PAIR: Try this with your seatmate:
applications of concepts 1. -7 – 15 = 54  6 =
and skills in daily living 2. 23 – 98 = -54  6 =
3. -48 - -13 = 54  -6 =
4. 5 - -6 = -54  -6 =
5. 17 – 8 = |-12  -4| =
ZZZ.Making generalizations and How do we add integers with How do we subtract integers? How do we multiply integers? How do we divide integers?
abstractions about the like sign? Unlike sign? (Subtraction of integers means 1. IF THE SIGNS ARE THE (on the slides)
lesson Adding Integers with like signs. adding the minuend and the SAME THE ANSWER
- When the signs are the same, opposite of the subtrahend.) or IS POSITIVE
add the numbers together and Subtract Integers 2. IF THE SIGNS ARE
keep the sign. 1.Keep DIFFERENT THE ANSWER
-9 + -3 = -12 Keep the 1st number IS NEGATIVE
Adding integers with unlike 2.Change
signs. Subtraction sign to Addition
- When the signs are different, 3.Opposite
subtract the integers and keep Write down the opposite of the
the sign of the larger integer. 2nd number
-9 + 3 = -6 -Then add the way you normally
do.
AAAA. Evaluating Learning
BBBB. Additional activities for If the temperature was -7 Answer the ff. Let the pupils do the additional Let the pupils answer the activity
application and degrees (Fahrenheit) at 6 AM, Subtract 6 from  15 activities on the slides. cards.
remediation rose 4 degrees by 7 AM and 8   2   9   7  
then rose another 8 degrees by
8 AM, what was the
temperature at 8 AM?
V. Remarks
VI. REFLECTIONS
XX. No. of learners who earned
assessment
YY. No. of learners who require
below 80%
ZZ. Did the remedial lessons
lesson
AAA. No. of learners who
continue to require
remediation
BBB. Which of my teaching
Why did this work?
CCC. What difficulties did I
help me solve?
DDD. What innovation or

to share with other
teachers?


I. OBJECTIVES
Y. Content Standard The learner demonstrate understanding of order of operations, ratio and proportion, percent, exponent, and integers
Z. Performance Standard The learner is able to apply knowledge of order of operations, ratio and proportion, percent, exponent, and integers in mathematical problems and real-life situations
AA. Learning Competencies / solves routine and non-routine solves routine and non- solves routine and non-routine
Objectives problems involving addition of routine problems involving problems involving multiplication 2ND QUARTERLY TEST 2ND QUARTERLY TEST
integers using appropriate subtraction of integers using and division of integers using
strategies and tools. appropriate strategies and appropriate strategies and tools.
tools.
II. CONTENT Numbers and Number Sense Numbers and Number Sense Numbers and Number Sense
Q. References
33. Teacher’s Guide pages 21st Century Mathletes 6, pp 50- 21st Century Mathletes 6, 21st Century Mathletes 6, pp. 56-59
52 pp53-56

35. Textbook pages 21st Century Mathletes 6, 21st Century Mathletes 6, 21st Century Mathletes 6, pp. 166-
pp158-165 pp158-165 173
36. Additional Materials from DLP 6 Mod 69 DLP 6 Mod 69
Portal
R. Other Learning Resources Mathletes 6 textbook, video Mathletes 6 textbook, video Mathletes 6 textbook, video clip, Test Paper Test Paper
clip, power point presentation clip, power point presentation power point presentation
IV. PROCEDURES
CCCC. Reviewing previous Drill: Integers Word Clue! Drill: Drill: Giving directions Giving directions
lesson or presenting the Write happy face if the word Write the opposite of each Perform multiplication on each pair
new lesson represents a positive integers integer. of numbers.
and sad face if negative integer. +25 12 & 4
-57 7&3
-100 15 & 9
-82 Write positive or negative:
75 (+) ÷ (+) = (+)
Review: Perform the indicated
operation.
(+) ÷ (−) = (−)
Review: Perform the indicated (+20) - (-19) (−) ÷ (+) = (−)
operation. (-35) - (+5)
(+10) + (-9) (−) ÷ (−) = (+)
(-60) - (-29)
(-25) + (+5) (-45) - (+30) (+) x (+) = (+)
(-80) + (+6) (55) - (-26) (+) x (−) = (−)
(-120) + (+20)
(35) + (-20) (−) x (+) = (−)
Problem: Yesterday the (−) x (−) = (+)
temperature was 65 degrees Perform division on each pair of
and today it dropped by 8 numbers.
degrees. What was the 135 & 15
temperature today? 84 & 6
Original File Submitted and 28 & 7
Formatted by DepEd Club Review:
Member - visit depedclub.com Determine if the ff. pairs of integers
for more have like signs or unlike signs.
(+7) & (-12)
(-4) & (-9)
(-5) & (-30)
(+2) & (-11)
(+56) & (-18)
DDDD. Establishing a purpose A messenger forgot on what The temperature in Baguio After a community campaign on
for the lesson floor in a building he would City was 12° Celsius in the reducing waste, the amount of
deliver his package. With no morning. It dropped to 8° garbage in Rita’s household
one to ask for directions, he Celsius in the evening. What is decreased by 2 kg. per day. By how
rode the elevator up to the 10th the difference between these much will their garbage decrease
floor. Then he went down 5 temperatures? after 6 days? What is the average
floors and went up again 4 reduced waste by each person in
floors. Still, he could not find Rita’s household if there are four of
the right floor. So he went up them in the family?
again 6 floors, then down again
3 floors and decided to stop for
a while. On what floor did the
messenger stop?
EEEE. Presenting Use the 4-step plan to solve the To get the difference between Ask the ff. questions. Paper & pencil test Paper & pencil test
Examples/Instances of new problem. (See textbook on page the two temperatures, we 1.What integer will represent the
lesson 148-149) need to subtract 8° from 12°. decrease in garbage in a day?
1. What is asked? 2.If such decrease happens for 6
2. What is the equation days, then what equation will
representing this situation? describe the total decrease of
(12)-(-8)=N garbage in 6 days? (-2 x 6 = n)
3. What is the difference -Multiplying integers is the same as
between the temperature of multiplying whole numbers. The
Baguio in the morning and product of two integers with
evening? different signs is negative. On the
other hand, the product of two
integers with same sign is positive.
Solution:
Multiplying 2 and 6 is 12, but since
the signs of the factors are different,
then the product is -12. Therefore,
after 6 days, Ritas household will
have a decrease of 12kg in their
garbage.
3.How are we going to know the
average reduced waste of each
member of Rita’s household?
-Dividing integers is the same as
dividing whole numbers. The
quotient of two integers with
different signs is negative. On the
other hand, the quotient of two
integers with the same sign is
positive.
4. what will be the equation
representing the average reduced
waste of each member of Rita’s
household? What is the quotient of
the two integers in your equation?
(-12 ÷ 4= n)
Solution: 12 ÷ 4 is 3. Since 12 & 4
have different signs, then the final
answer will be -3. Thus, each of the 4
members of Rita’s household
reduced 3kg in their garbage.
FFFF. Discussing new Show video clip on how to solve Show video clip on how to Discuss and explain the problem on Checking checking
concepts and practicing word problem involving solve word problem involving page 170-171 of 21st Century
new skills #1 addition of integers. subtraction of integers. Mathletes
(present the problem using power
point presentation)
Show video clip on how to solve
word problem involving subtraction
of integers.
GGGG. Discussing new Pair-share: Answer the problem Pair-share: Answer the Pair-share: Answer the problem by Recording Recording
concepts and practicing by pair. problem by pair. pair.
new skills #2 A submarine hovers at 240 At sunrise, the outside Alicia owes Php200 to each of 4
meters below sea level. If it temperature was 1° below friends. How much money does she
descends 160 meters and then zero. By lunch time, the owe?
ascends 390 meters, what is its temperature rose by 17° and Solution: The problem above can be
new position? then fell by 4° by night. What solved using integers.
Solution was the temperature at the Owing Php200 can be represented
The starting elevation is 240 end of the day? by -200. Thus the problem becomes:
meters below sea level, or -240. Solution (-200) (+4)
Descending, or going down, by The starting temperature is 1° The parentheses indicate that these
160 meters means -160. below zero, or -1°. integers are being multiplied. In
Ascending, or going up, by 390 Later, the temperature rose, order to solve this problem, we need
meters means 390. or went up, by 17°. to know the rules for multiplication
Then, the temperature fell, or of integers.
Equation: went down, by 4°. Rule 1: The product of a positive
- 240 + (- 160) + 390=-10m integer and a negative integer is a
Equation: negative integer.
-1° + 17° - 4°=- 12° Rule 2: The product of two negative
integers or two positive integers is a
positive integer.
We can now use Rule 1 to solve the
problem above arithmetically:(-200)
(+4) = -800.So Alicia owes -Php800.
HHHH. Developing mastery Group Activity: Use the 4-step Group Activity: Use the 4-step Group Activity: Answer the ff. Finding the MPS Finding the MPS
(Leads to Formative plan to solve the problem plan to solve the problem problems. Use the 4-step plan to
Assessment) 1. In the first half of a trivia 1. The highest point in Asia is solve the problem
game, Kenneth scored 500 Mount Everest at 8850 1. A person has a debt of Php500.
points. Then, during the second meters. The shore of the Five friends offer to pay off all of the
half, he lost 200 points. What Dead Sea, the lowest point in debt. How much does each person
was his total score? Asia, is about 410 meters need to pay in order to pay off the
Solution: 500 + (-200) = 300 below sea level. What is the debt?
difference between these 2. Ms. Reyes needed Php250 a show.
2. Simon spent Php1,000 on a elevations? She withdrew five times that amount.
fancy watch and deposited a Solution: How much money did she withdraw?
Php3,000 paycheck. How much Use integers to represent the 3. A sprinkler was -20 feet below
is the change that Simon had? two elevations. ground level. Mr. Cruz has a machine
Solution: Mount Everest: 8850 m that digs -4 feet at a time. How many
-
1,000 + 3,000 = 2,000 Simon Dead Sea: 410 m digs does he need to make in order to
had Php2,000 more Find the difference of 8850 reach the sprinkler?
and 410 meters. Answers:
8850 -(- 410) 1. –Php100
=8850 + 410 Rule for 2. –Php1,250
subtracting integers 3. 5 digs
=9260
ANSWER: The difference
between the elevations is
9260 meters.
Subtraction can be used to
find a change in a variable
such as temperature or
elevation. To find the change,
subtract the old or start value
of the variable from the new
or end value of the variable.
2. In Fairfield, Montana, on
December 24, 1924, the air
temperature dropped a record
amount. At noon, the
temperature was 63°F. Twelve
hours later, the temperature
was 21°F. What was the
change in temperature?
Solution:
Change in temperature = end
temperature - start
temperature
=-21 - 63 Substitute values.
= -21 = (-63)
Rule for subtracting integers
= 84
ANSWER:
The change in temperature
was -84°F, so the temperature
dropped 84°F.
IIII. Finding practical Use the 4-step plan to solve the Use the 4-step plan to solve Solve this problem! Use the 4-step Assessing the result of Assessing the result of the test by
applications of concepts problem the problem plan to solve the problem the test by finding the finding the Least Mastered
and skills in daily living 1.On the first play, the football In the Sahara Desert one day 1.Four roommates share an Least Mastered Skills/MPS
team lost 6 yards. On the it was 136oF. In the Gobi apartment. The balance for their bills Skills/MPS
second play, the team lost 5 Desert a temperature of - for the month of July is -Php1600.
yards. What was their total 50oF was recorded. What is How much do they each owe?
change in yards? the difference between these 2.Yesterday's low temperature was -
2.A submarine was situated 800 two temperatures? 2.5. Today's low temperature
feet below sea level. If it 2.Mt. Everest, the highest is 5 times as low as yesterday's low
ascends 250 feet, what is its elevation in Asia, is 29,028 temperature
new position? feet above sea level. The
Dead Sea, the lowest
elevation, is 1,312 feet below
sea level. What is the
difference between these two
elevations?
JJJJ. Making generalizations and How do you solve routine and How do you solve routine and How do you solve routine and non- Think of the interventions you Think of the interventions you
abstractions about the non-routine problems involving non-routine problems routine problems involving can give for the LMS can give for the LMS
lesson addition of integers using involving subtraction of multiplication & division of integers
appropriate strategies and integers using appropriate using appropriate strategies and
tools? strategies and tools? tools?
KKKK. Evaluating Learning Solve each problem: Solve each problem: Solve each problem: Giving interventions for those Giving interventions for those
1.Rio walked 5 steps forward, 8 1.RJ was able to save Php895 1.Mr. Cruz went to market to buy who did not reach the mastery who did not reach the mastery
steps backward, 9 steps forward from his weekly allowance. If some fruits and vegetables. He level level
and 3 steps backward. How he wants to buy a second bought 5 apples at Php30 each and 3
many steps is Rio from where hand mobile phone for cabbages at Php10 each. He gave the
he started? Php1,050, how much more vendor a 500-peso bill. How much
(Continuation on page 151 of money does he still need? change did he get?
txbk/ see power point (Continuation on page 164 of (Continuation on page of 172 of
presentation) txbk/ see power point txbk/ see power point presentation)
presentation)
LLLL. Additional activities for For additional activity, answer If the temperature was -7 For additional activity, answer Math
application and Math Challenge on page 151 degrees (Fahrenheit) at 6 AM, Challenge on page 173.
remediation rose 4 degrees by 7 AM and
then rose another 8 degrees
by 8 AM, what was the
temperature at 8 AM?
V. Remarks
VI. REFLECTIONS
EEE.No. of learners who earned
assessment
FFF. No. of learners who require
below 80%
GGG. Did the remedial
lessons work? No. of
learners who have caught
up with the lesson
HHH. No. of learners who
continue to require
remediation
III. Which of my teaching
Why did this work?
JJJ. What difficulties did I

help me solve?
KKK. What innovation or

to share with other
teachers?
DAILY LESSON LOG Teaching Dates and Time: (WEEK 1) Quarter: 3RD QUARTER
I. OBJECTIVES The Learner…………..

BB. Content Standard demonstrates understanding of solid figures.
CC. Performance Standard is able to construct and describe the different solid figures: cube, prism, pyramid, cylinder, cone, and sphere.
DD. Learning Competencies / 49. visualizes and describes the 50. differentiates solid figures 51. illustrates the different solid 52. identifies the faces of a solid figure. M6GE-IIIb-30
Objectives different solid figures: cube, prism, from plane figures. M6GE-IIIa-28 figures using various concrete and
pyramid, cylinder, cone, and pictorial models.
sphere. M6GE-IIIb-29
M6GE-IIIa-27
II. CONTENT
S. References
37. Teacher’s Guide pages  Lesson Guide in Elem. Math Gr. 6 21st Century Mathletes 6, pp. 56- 21st Century Mathletes 6, pp. 56-59 21st Century Mathletes 6, pp. 56-59
p.360, 363 59
39. Textbook pages 21st Century Mathletes 6, pp166- 21st Century Mathletes 6, pp. 21st Century Mathletes 6, pp. 166- 21st Century Mathletes 6, pp. 166-199
199 166-199 199
40. Additional Materials from DLP 6 Mod 69
Learning Resource (LR) Portal
T. Other Learning Resources Mathletes 6 textbook, video clip, Mathletes 6 textbook, video clip, Mathletes 6 textbook, video clip, Mathletes 6 textbook, video clip, power point presentation
power point presentation power point presentation power point presentation
IV. PROCEDURES
MMMM. Reviewing previous Mental Computation: Solving for Mental Computation Drill: Solving Play the “Concentration Game.” Match column A w/
lesson or presenting the new Perimeter and Area Drill: Group Activity: for Perimeter/Area of Plane Figures a)Teacher prepares 12 cards column B:
lesson Traveling Game consecutively numbered. A
Game 1 1.Teacher shows a picture of a At the back of each number card 1.Sphere
a)Divide the class into 6 groups. plane figure with given dimensions. are the following: 2.Cone
(per column) cube 2. 3. 3. Pyramid
b)Teacher provides an illustration Ex.: 18 cm 4.Cylinder
board for each group. 12 cm 4. 5.cylin 6. 5. Prism
c)Teacher flashes a picture of a der pyra B
plane figure with given P=? mid a.Has 2 bases, and lateral
measurements of sides. A=? 7. sphere 8. 9. faces made of rectangles
14 cm 10. b.Has at least 3 lateral
Ex.5 m 6 cm 8m faces, which are triangles
cone and only 1 base
2.The first two students from the
11.rectan 12. c.Has 2 circular bases and
1st column solve mentally what is
d)The first student from each gular no vertices
being asked. The first to give the
group solves for the perimeter and prism d.Has 1 circular base and
correct answer with the proper
area of the given figure. He/she b)Teacher divides the class into 1 vertex.
label is challenged by the next
writes his/her answer on the Review: 2 groups. e.Has no faces, bases,
student in the column.
illustration board provided for c)A student from a group edges or vertices. A solid
3.Continue the game until everyone
each group. chooses 2 numbers, say 1 and 9. figure that has the same
in class has participated.
e)The first to give the correct d)Teacher opens the number distance to any point
4.The student who has beaten most
answers (with the proper labels) cards and finds out if the from the center.
of his/her classmates is the winner.
and raises his/her board first, gets drawing and word match. If Answer:
2 points. they match, another student
2.Review: Identifying Spatial Figures
f)Continue the game until from the same group chooses
everyone in the column has another pair of numbers and so
What are the different spatial on.
participated. figures? e)If the contents of the numbers
g)The group with the most Give examples of real objects that don’t match, the teacher flips
number of points wins. are models of spatial figures. the cards again to show the
2.Review the previous lesson. Original File Submitted and numbers (not the word or
Give 2 examples. Formatted by DepEd Club Member - drawing). Then a player from
visit depedclub.com for more another group chooses the next
pair of numbers, and so on.
f)The group with the most Group Activity:
number of correctly matched
pairs wins.
Review:
NNNN. Establishing a purpose for Imagine that we have an aquarium Guessing Game: Illustrate the ff. figures. Cut out pictures of objects from 1.Group the pupils into
the lesson and a wooden box. If we will fill up 1. I have 0 sides. I have 0 Plane Figure Illustrati newspapers or magazines that Learning Barkadas.
both of them with water until they vertices. I am round on are models of spatial figures. 2.Provide each group
become entirely full, which of 2. I have 4 sides. My sides 1.Circle Describe each pieces of used folders,
them will take more amount of are equal. I have 4 2.Rectangle pair of scissors, and
water? Explain. vertices. 3.Square paste.
3. I have 3 sides. My sides 3.Let them make some
4.Triangle
are not always the same. spatial figures out of
I have 3 vertices. Solid Figure Illustrati these materials.
4. I am a solid figure. I have on 4.The first to make 3 will
no faces or edges. I am 1.Sphere be declared winner.
round. 2.Rectangul
5. I am a solid figure. I have ar Prism
6 faces. 8 vertices and 3.Cube
12 edges, all equal. 4.Triangular
6. I am a solid figure. I am pyramid
round and have 1 round Guide Questions:
Based on the illustration, the face. I have a point and 1.Is it possible to combine plane
aquarium will take a greater 1 round edge. figures to form solid figures?
amount of water as compared to 2. What is the corresponding solid
the wooden box because it has figure if circles & rectangles will be
more space to hold more amount combined? Circle triangle? Square
& triangles? Rectangle and triangle?
of water. These objects are What else can you think of?
examples of solid figures. 3. Can all plane figures be
(Show the video of the song “3D combined to one another to form
shapes I know”) different kinds of solid figures? Give
example & explain.
OOOO. Presenting The big box below is another Present this problem: 1) Introduce the different Present the ff. figures. Present the lesson
Examples/Instances of new example of a solid figure. What A boy visited a toy store and he spatial figures. through this activity:
lesson kind of solid figure is this? found the ff.: Let the students describe the a.Call the winners.
characteristics of each figure.
2)Ask what is common among all 1.Let them show their
the spatial figures? finished products to the
From the items that he found,
3)Present a paper robot whose class.
Look at the illustration of the box identify which of them are plane
figures and which of them are parts are made up of spatial figures. 2.Have them describe
and try to answer the ff. question.
solid figures. each and identify its
Use the four-step plan to solve parts.
the problem. 3. Have them identify
Hint: (Recall the definition of Guide questions: use the figures its faces.
plane figures.) above.
(See txbook page 197 for the b.Call the 2nd placer.
 How many parallel
answer to this problem.) 1.Let them show the
faces are there in figure
spatial figures they
4)Ask the students to identify the 1? Name them. made that are different
What is the shape of the bottom spatial figures represented by each  Are all faces of figure 1 from the first group.
part of box? Is it the same with the part by completing the chart below. congruent? Explain. 2.Have them describe
shape of the top part? Parts of Spatial Figures  How many each and identify its
What is the right side of the box? the Represented vertex/vertices can you parts.
Does it have same shape with the Robot
count in figure 1? 3. Have them identify
one on the left side? Head Ex.: cube
 Give at least 2 edges of its faces.
Do the back and front sides of the Body Rectangular
box have the same shape? Arms prism figure 1
Objects in the real world are called Legs  What kind of polygon
c.Do the same with the
three-dimensional if they have Feet are the faces of the other group.
length, width and height. In Hands second figure?
Mathematics, the three- Mouth  How many faces do we
dimensional objects are known as Nose
have in second figure?
solid figures. Eyes
Ears
PPPP. Discussing new concepts and Discuss the content on pages 189- Discuss how to compare plane b.Activity 2 – Use of Real Situation Group Activity: (Let the pupils watch the
practicing new skills #1 193 of their Mathletes Textbook figures with solid figures to the Problem Answer deepening on page 74 video of faces, edges &
class. 1) Bring the students outside of TG. vertices of solid figures)
(You can also show a video on the classroom.
differentiating plane and solid 2) Let them observe their
figures.) surroundings and jot down the
different spatial figures they see.
3) Let them tabulate the
answers.
4) Afterwards they go back to
the classroom and share what they
have listed on paper.
5) Discuss the importance of
being aware of different spatial
figures as seen and experienced
through the environment.
Object Spatial Ex.
Figure
Represe
nted
Basket Sphere
ball Cylinder
Water
jug
QQQQ. Discussing new concepts and Discuss the solid figures: Ask the ff. questions: Matching Game Tony bought a robot for his little Group Activity:
practicing new skills #2 What is a plane figure? 1)Blindfold a volunteer pupil. brother. He customized every
2)Let him/her hold a spatial figure. part of the robot by putting a
A plane figure is two dimensional ( Can use concrete objects) design on each part and the
figure which possesses an area 3)Let him/her identify and describe robot appears as shown below.
but the volume of this figure is it.
zero. The examples of plane
figures are square, circle,
rectangle, triangle etc. Plane
figures can be drawn on a paper.
The unit of area of a plane figure
is square of unit of length. The
study of plane figures is called
plane geometry.
2. What is a solid figure?
The three dimensional figures are He wants to challenge his little
called solid figures. These figures brother by asking him to identify
have an surface area as well as a the different solid figures in
volume. These figures cannot be each of the corresponding parts
drawn on a paper. The examples of the robot. What are the
of solid figures are cuboid, different solid figures that make
parallelepiped, football, solid up the robot?
sphere etc. The unit of area of a Let the pupils answer the
solid figure is square of unit of problem.
length. Similarly, the volume of (Discuss the answer on page
three dimensional figure is cube 194-195 of Textbook)
of unit of length
RRRR. Developing mastery Identify the spatial figure Group Activity: Identify the following nets as cube, (Let the pupils watch the video Group Activity:
(Leads to Formative Assessment) represented by the following: 1.Divide the class into rectangular prism, cylinder, or a of faces, edges & vertices of Complete the table on
1. ball cooperative groups of five. pyramid. solid figures) the activity sheet given by
2. globe 2.Each group is assigned a solid Example: the teacher.
3. funnel figure and given their shape to
4. test tube examine .
5. tent 3.They draw a picture of their
6. dice shape, and list its characteristics, = rectangular prism
including: the plane figure that
creates its faces.
4. The leader of the group will
report the work of the group.
1. ________
2. ________
3._________
4._______
5._______
SSSS. Finding practical Group Activity: Give 5 objects that Pair-share: Cut the above Match Column A with column B
applications of concepts and are models of the following spatial graphics and glue them under 1) The base is a polygon and its
skills in daily living figures: suitable categories. faces are triangles.
1.cone 2) A spatial figure with a polygonal
2.cylinder base whose edges meet at a
3.cube common vertex.
4.prism 3) A spatial figure having a circular
5. sphere base and one vertex.
4) A spatial figure with 2 parallel
congruent faces called bases and
the other faces are parallelograms.
5) A spatial figure with 2 circular
bases, no edge, and no vertex.
a. rectangular prism
b. cone
c. pyramid
d. cylinder
e. triangular prism
TTTT. Making generalizations and What are the different spatial What is the difference between a What is a prism? What are the How do you identify the faces of a solid figure?
abstractions about the lesson figures. Describe each one. plane figure and a solid figure? kinds of prisms? Describe each.
What are their common ANSWER What is a pyramid? What are the A face is one of the flat surfaces on a solid figure. A
characteristics? The difference between plane kinds of pyramids? Describe each. planefigure is a flat, two-dimensional figure. A prism is a
Give examples of real life objects and solid figures is in their three-dimensional object with two congruent parallel bases
that represent each spatial figure. dimensions. Where a square is a that are polygons. A pyramid is a three-dimensional object
plane figure, its 3D counterpart, with a base that is a polygon and triangular faces that meet
the cube, is a solid figure. The at one vertex.
same comparison exists between
a circle, or plane figure, and a
sphere, a solid figure. Individuals
create plane figures by
connecting points on a grid to
create 2D geometrical shapes.
The same shape takes on extra
dimension by adding additional
points and lines to give the shape
height, width and depth.
UUUU. Evaluating Learning A. Draw in your notebook Sort-out the figures into their Identify the spatial figure Complete the table: Complete the table:
objects that resemble the corresponding columns. represented by the following: Soli Dra No. No. No.
following space figures. d w of of of
1) 2) 3) 4) Figu The Ver Fac edg
re Fig. tice es es
s
1.R
ecta
ngul
5)
ar
pris
m
B. Name the spatial figures 2.sq
that resemble the following uar
objects below: e
1) box pyr
2) ball ami
3) dice d
4) ice cream cone 3.cy
5) globe lind
er
4.co
ne
5.sp
her
e
VVVV. Additional activities for Construct each spatial figure using Answer Math
application and remediation art paper. Challenge on
page 199
1) blue pyramid 4) green

2) black cone rectangular prism
3) yellow cube 5) red cylinder
6) violet sphere
V. Remarks
VI. REFLECTIONS
LLL. No. of learners who earned 80%
on the formative assessment
MMM. No. of learners who require
remediation who scored below
80%
NNN. Did the remedial lessons

work? No. of learners who have
caught up with the lesson
OOO. No. of learners who
continue to require remediation
PPP. Which of my teaching
strategies worked well? Why did
this work?
QQQ. What difficulties did I
encountered which my principal
or supervisor can help me solve?
RRR. What innovation or localized
which I wish to share with other
teachers?

I. OBJECTIVES The Learner…………..

EE. Content Standard demonstrates understanding of solid figures.
FF. Performance Standard is able to construct and describe the different solid figures: cube, prism, pyramid, cylinder, cone, and sphere.
GG. Learning Competencies / 49. visualizes and describes the 50. differentiates solid figures 51. illustrates the different solid 52. identifies the faces of a solid figure. M6GE-IIIb-30
Objectives different solid figures: cube, prism, from plane figures. M6GE-IIIa-28 figures using various concrete and
pyramid, cylinder, cone, and pictorial models.
sphere. M6GE-IIIb-29
M6GE-IIIa-27
II. CONTENT
U. References
41. Teacher’s Guide pages  Lesson Guide in Elem. Math Gr. 6 21st Century Mathletes 6, pp. 56- 21st Century Mathletes 6, pp. 56-59 21st Century Mathletes 6, pp. 56-59
p.360, 363 59
43. Textbook pages 21st Century Mathletes 6, pp166- 21st Century Mathletes 6, pp. 21st Century Mathletes 6, pp. 166- 21st Century Mathletes 6, pp. 166-199
199 166-199 199
44. Additional Materials from DLP 6 Mod 69
V. Other Learning Resources Mathletes 6 textbook, video clip, Mathletes 6 textbook, video clip, Mathletes 6 textbook, video clip, Mathletes 6 textbook, video clip, power point presentation
power point presentation power point presentation power point presentation
IV. PROCEDURES
WWWW. Reviewing previous Mental Computation: Solving for Mental Computation Drill: Solving Play the “Concentration Game.” Match column A w/
lesson or presenting the new Perimeter and Area Drill: Group Activity: for Perimeter/Area of Plane Figures a)Teacher prepares 12 cards column B:
lesson Traveling Game consecutively numbered. A
Game 1 1.Teacher shows a picture of a At the back of each number card 1.Sphere
a)Divide the class into 6 groups. plane figure with given dimensions. are the following: 2.Cone
(per column) cube 2. 3. 3. Pyramid
b)Teacher provides an illustration Ex.: 18 cm 4.Cylinder
board for each group. 12 cm 4. 5.cylin 6. 5. Prism
c)Teacher flashes a picture of a der pyra B
plane figure with given P=? mid a.Has 2 bases, and lateral
measurements of sides. A=? 7. sphere 8. 9. faces made of rectangles
14 cm 10. b.Has at least 3 lateral
Ex.5 m 6 cm 8m faces, which are triangles
cone and only 1 base
2.The first two students from the
11.rectan 12. c.Has 2 circular bases and
1st column solve mentally what is
d)The first student from each gular no vertices
being asked. The first to give the
group solves for the perimeter and prism d.Has 1 circular base and
correct answer with the proper
area of the given figure. He/she b)Teacher divides the class into 1 vertex.
label is challenged by the next
writes his/her answer on the Review: 2 groups. e.Has no faces, bases,
student in the column.
illustration board provided for c)A student from a group edges or vertices. A solid
3.Continue the game until everyone
each group. chooses 2 numbers, say 1 and 9. figure that has the same
in class has participated.
e)The first to give the correct d)Teacher opens the number distance to any point
4.The student who has beaten most
answers (with the proper labels) cards and finds out if the from the center.
of his/her classmates is the winner.
and raises his/her board first, gets drawing and word match. If Answer:
2 points. they match, another student
2.Review: Identifying Spatial Figures
f)Continue the game until from the same group chooses
everyone in the column has another pair of numbers and so
What are the different spatial on.
participated. figures? e)If the contents of the numbers
g)The group with the most Give examples of real objects that don’t match, the teacher flips
number of points wins. are models of spatial figures. the cards again to show the
2.Review the previous lesson. Original File Submitted and numbers (not the word or
Give 2 examples. Formatted by DepEd Club Member - drawing). Then a player from
visit depedclub.com for more another group chooses the next
pair of numbers, and so on.
f)The group with the most Group Activity:
number of correctly matched
pairs wins.
Review:
XXXX. Establishing a purpose for Imagine that we have an aquarium Guessing Game: Illustrate the ff. figures. Cut out pictures of objects from 1.Group the pupils into
the lesson and a wooden box. If we will fill up 7. I have 0 sides. I have 0 Plane Figure Illustrati newspapers or magazines that Learning Barkadas.
both of them with water until they vertices. I am round on are models of spatial figures. 2.Provide each group
become entirely full, which of 8. I have 4 sides. My sides 1.Circle Describe each pieces of used folders,
them will take more amount of are equal. I have 4 2.Rectangle pair of scissors, and
water? Explain. vertices. 3.Square paste.
9. I have 3 sides. My sides 3.Let them make some
4.Triangle
are not always the same. spatial figures out of
I have 3 vertices. Solid Figure Illustrati these materials.
10. I am a solid figure. I have on 4.The first to make 3 will
no faces or edges. I am 1.Sphere be declared winner.
round. 2.Rectangul
11. I am a solid figure. I have ar Prism
6 faces. 8 vertices and 3.Cube
12 edges, all equal. 4.Triangular
12. I am a solid figure. I am pyramid
round and have 1 round Guide Questions:
Based on the illustration, the face. I have a point and 1.Is it possible to combine plane
1 round edge. figures to form solid figures?
aquarium will take a greater 2. What is the corresponding solid
amount of water as compared to figure if circles & rectangles will be
the wooden box because it has combined? Circle triangle? Square
more space to hold more amount & triangles? Rectangle and triangle?
of water. These objects are What else can you think of?
examples of solid figures. 3. Can all plane figures be
(Show the video of the song “3D combined to one another to form
shapes I know”) different kinds of solid figures? Give
example & explain.
YYYY. Presenting The big box below is another Present this problem: 1) Introduce the different Present the ff. figures. Present the lesson
Examples/Instances of new example of a solid figure. What A boy visited a toy store and he spatial figures. through this activity:
lesson kind of solid figure is this? found the ff.: Let the students describe the a.Call the winners.
characteristics of each figure.
2)Ask what is common among all 1.Let them show their
the spatial figures? finished products to the
From the items that he found,
3)Present a paper robot whose class.
Look at the illustration of the box identify which of them are plane
figures and which of them are parts are made up of spatial figures. 2.Have them describe
and try to answer the ff. question.
solid figures. each and identify its
Use the four-step plan to solve parts.
the problem. 3. Have them identify
Hint: (Recall the definition of Guide questions: use the figures its faces.
plane figures.) above.
(See txbook page 197 for the b.Call the 2nd placer.
 How many parallel
answer to this problem.) 1.Let them show the
faces are there in figure
spatial figures they
4)Ask the students to identify the 1? Name them. made that are different
What is the shape of the bottom spatial figures represented by each  Are all faces of figure 1 from the first group.
part of box? Is it the same with the part by completing the chart below. congruent? Explain. 2.Have them describe
shape of the top part? Parts of Spatial Figures  How many each and identify its
What is the right side of the box? the Represented vertex/vertices can you parts.
Does it have same shape with the Robot
count in figure 1? 3. Have them identify
one on the left side? Head Ex.: cube
 Give at least 2 edges of its faces.
Do the back and front sides of the Body Rectangular
box have the same shape? Arms prism figure 1
Objects in the real world are called Legs  What kind of polygon
c.Do the same with the
three-dimensional if they have Feet are the faces of the other group.
length, width and height. In Hands second figure?
Mathematics, the three- Mouth  How many faces do we
dimensional objects are known as Nose
have in second figure?
solid figures. Eyes
Ears
ZZZZ. Discussing new concepts and Discuss the content on pages 189- Discuss how to compare plane b.Activity 2 – Use of Real Situation Group Activity: (Let the pupils watch the
practicing new skills #1 193 of their Mathletes Textbook figures with solid figures to the Problem Answer deepening on page 74 video of faces, edges &
class. 1) Bring the students outside of TG. vertices of solid figures)
(You can also show a video on the classroom.
differentiating plane and solid 2) Let them observe their
figures.) surroundings and jot down the
different spatial figures they see.
3) Let them tabulate the
answers.
4) Afterwards they go back to
the classroom and share what they
have listed on paper.
5) Discuss the importance of
being aware of different spatial
figures as seen and experienced
through the environment.
Object Spatial Ex.
Figure
Represe
nted
Basket Sphere
ball Cylinder
Water
jug
AAAAA. Discussing new concepts and Discuss the solid figures: Ask the ff. questions: Matching Game Tony bought a robot for his little Group Activity:
practicing new skills #2 What is a plane figure? 1)Blindfold a volunteer pupil. brother. He customized every
2)Let him/her hold a spatial figure. part of the robot by putting a
A plane figure is two dimensional ( Can use concrete objects) design on each part and the
figure which possesses an area 3)Let him/her identify and describe robot appears as shown below.
but the volume of this figure is it.
zero. The examples of plane
figures are square, circle,
rectangle, triangle etc. Plane
figures can be drawn on a paper.
The unit of area of a plane figure
is square of unit of length. The
study of plane figures is called
plane geometry.
2. What is a solid figure?
The three dimensional figures are He wants to challenge his little
called solid figures. These figures brother by asking him to identify
have an surface area as well as a the different solid figures in
volume. These figures cannot be each of the corresponding parts
drawn on a paper. The examples of the robot. What are the
of solid figures are cuboid, different solid figures that make
parallelepiped, football, solid up the robot?
sphere etc. The unit of area of a Let the pupils answer the
solid figure is square of unit of problem.
length. Similarly, the volume of (Discuss the answer on page
three dimensional figure is cube 194-195 of Textbook)
of unit of length
BBBBB. Developing mastery Identify the spatial figure Group Activity: Identify the following nets as cube, (Let the pupils watch the video Group Activity:
(Leads to Formative Assessment) represented by the following: 1.Divide the class into rectangular prism, cylinder, or a of faces, edges & vertices of Complete the table on
7. ball cooperative groups of five. pyramid. solid figures) the activity sheet given by
8. globe 2.Each group is assigned a solid Example: the teacher.
9. funnel figure and given their shape to
10. test tube examine .
11. tent 3.They draw a picture of their
12. dice shape, and list its characteristics, = rectangular prism
including: the plane figure that
creates its faces.
4. The leader of the group will
report the work of the group.
2. ________
2. ________
3._________
4._______
5._______
CCCCC. Finding practical Group Activity: Give 5 objects that Pair-share: Cut the above Match Column A with column B
applications of concepts and are models of the following spatial graphics and glue them under 1) The base is a polygon and its
skills in daily living figures: suitable categories. faces are triangles.
1.cone 2) A spatial figure with a polygonal
2.cylinder base whose edges meet at a
3.cube common vertex.
4.prism 3) A spatial figure having a circular
5. sphere base and one vertex.
4) A spatial figure with 2 parallel
congruent faces called bases and
the other faces are parallelograms.
5) A spatial figure with 2 circular
bases, no edge, and no vertex.
a. rectangular prism
b. cone
c. pyramid
d. cylinder
e. triangular prism
DDDDD. Making generalizations and What are the different spatial What is the difference between a What is a prism? What are the How do you identify the faces of a solid figure?
abstractions about the lesson figures. Describe each one. plane figure and a solid figure? kinds of prisms? Describe each.
What are their common ANSWER What is a pyramid? What are the A face is one of the flat surfaces on a solid figure. A
characteristics? The difference between plane kinds of pyramids? Describe each. planefigure is a flat, two-dimensional figure. A prism is a
Give examples of real life objects and solid figures is in their three-dimensional object with two congruent parallel bases
that represent each spatial figure. dimensions. Where a square is a that are polygons. A pyramid is a three-dimensional object
plane figure, its 3D counterpart, with a base that is a polygon and triangular faces that meet
the cube, is a solid figure. The at one vertex.
same comparison exists between
a circle, or plane figure, and a
sphere, a solid figure. Individuals
create plane figures by
connecting points on a grid to
create 2D geometrical shapes.
The same shape takes on extra
dimension by adding additional
points and lines to give the shape
height, width and depth.
EEEEE. Evaluating Learning A. Draw in your notebook Sort-out the figures into their Identify the spatial figure Complete the table: Complete the table:
objects that resemble the corresponding columns. represented by the following: Soli Dra No. No. No.
following space figures. d w of of of
Figu The Ver Fac edg
re Fig. tice es es
s
1.R
ecta
ngul
ar
pris
m
2.sq
uar
e
pyr
ami
d
3.cy
1) 2) 3) 4)
lind
er
4.co
ne
5.sp
5) her
e
B. Name the spatial figures

that resemble the following
objects below:
1) box
2) ball
3) dice
4) ice cream cone
5) globe
FFFFF. Additional activities for Construct each spatial figure using Answer Math
application and remediation art paper. Challenge on
1) blue pyramid 4) green page 199
2) black cone rectangular prism
3) yellow cube 5) red cylinder
6) violet sphere
V. Remarks
VI. REFLECTIONS
SSS. No. of learners who earned 80%
TTT.No. of learners who require
80%
UUU. Did the remedial lessons
VVV. No. of learners who
WWW. Which of my teaching
strategies worked well? Why did
this work?
XXX. What difficulties did I
or supervisor can help me solve?
YYY. What innovation or localized
which I wish to share with other
teachers?


I. OBJECTIVES The learner…..
HH. Content Standard demonstrates understanding of solid figures.
II. Performance Standard is able to construct and describe the different solid figures: cube, prism, pyramid, cylinder, cone, and sphere
JJ. Learning Competencies / visualizes and describes the different solid figures: cube, prism, identifies the nets of the following space figures: cube, prism, pyramid, Weekly Test
Objectives pyramid, cylinder, cone, and sphere. cylinder, cone, and sphere using plane figures.
M6GE-IIIc-31 M6GE-IIIc-32
II. CONTENT Geometry Geometry Geometry Geometry
W. References
45. Teacher’s Guide pages Lesson Guide in Elem. Math Gr. 6 Lesson Guide in Elem. Math Gr. Lesson Guide in Elem. Math Gr. 6 p.
p.77-83 6 p.77-83 77-83
46. Learner’s Materials pages 21st Century Mathletes 6, 200- 21st Century Mathletes 6, 21st Century Mathletes 6, pp. 200- 21st Century Mathletes 6,
209 pp. 200-209 209 pp 200-209
47. Textbook pages 21st Century Mathletes 6, pp. 21st Century Mathletes 6, pp. 21st Century Mathletes 6, pp. 200- 21st Century Mathletes 6,
200-209 200-209 209 pp. 200-209
48. Additional Materials from DLP 6 Mod 54 DLP 6 Mod 54 DLP 6 Mod 54 DLP 6 Mod 54
Portal
X. Other Learning Resources Mathletes 6 textbook, video clip, Mathletes 6 textbook, video clip, Mathletes 6 textbook, video clip, Mathletes 6 textbook, video clip,
power point presentation power point presentation power point presentation power point presentation
IV. PROCEDURES
GGGGG. Reviewing previous Drill: Drill: Guess who am I? My name Drill: BRING ME! A.Drill: Identify what spatial figure Choose the letter of the correct
lesson or presenting the is given in the box below. Oops! The first pupil who will bring the is being shown. answer:
new lesson Spelling of my name is jumbled thing that can be found inside their 1. Which solid can be formed
up. Try to identify it from the bag or in the classroom that using the net shown?
clues given below and write it in represents the spatial figure that
the blank space. the teacher will say, will get 1 point.
(1) I am a polyhedron with least Those who will earn more points
number of faces. ________ (2) I will be the winner.
am a prism whose all faces are Ex. Bring me a thing that represents
square. ________ (3) Looks like a rectangular prism.
marbles but have no vertex. Review: Guessing Game!
________ (4) I am a solid whose 1.My base is a polygon and my
base is polygonal and other faces are triangles. Who am I?
a. cylinder
faces are triangles. ___ (triangular prism)
2.I am a spatial figure with a b. prism
polygonal base whose edges meet c.sphere
at a common vertex. Who am I? d. cone
(pyramid) 2. What figure can you make
3.I am a spatial figure having a from the net?
circular base and one vertex. Who
am I? (cone) B.Review
Review 4.I am a spatial figure with 2 1.
parallel congruent faces called
bases and the other faces are
B.Review parallelograms. Who am I? a cylinder
(rectangular prism) a cylinder with no
5.I am a spatial figure with 2 bases
circular bases, no edge, and no a cube with no base
vertex. Who am I? (cylinder) Answer:
a rectangular prism
3. Identify the rectangular
prism that the net shown
would fold into.
2.
a.Figure 4
b.Figure 3
Answer:
c.Figure 1
d.Figure 2
HHHHH. Establishing a purpose Group Activity: Group Activity: Distribute an Every morning, we take our Group Activity: 4.Which of the nets can be
for the lesson activity sheet to each group. breakfast to jumpstart our day. Distribute net to each group. Let folded to form a cylinder?
Breakfast is the first and most them cut carefully around the net.
important meal of the day. People Fold the net to construct a solid
have different preferences for figure. Label the name of the solid
breakfast. Some prefer to have a figure they formed.
light breakfast, while others want it
heavy. One good example of a
healthy breakfast is a bowl of a. Figure 2
Answer: cereals. All cereals are available in a b. Figure 4
similar box. What kind of solid c. Figure 3
figure is it? Have you tried
d. Figure 1
unfolding cereal box?
5. Which of the nets can be
folded to form a rectangular
Formatted by DepEd Club Member -
prism?
visit depedclub.com for more
a. Figure 2
b. Figure 1
c. Figure 4
d. Figure 3
IIIII. Presenting Group Activity: Present the lesson on page 200 of Group Activity: 6. Which net can be folded to
Examples/Instances of new Identify the solids that can be Txbk. Provide graphing paper for each form a rectangular prism?
lesson formed by the given figures. Let us unfold a cereal box. group to do this activity.
Based on the illustration ( see the
illustration on page 200), if we
unfold the cereal box we will come
up with a closed plane figure.
This two-dimensional figure is
called a net.
a. Figure 2
(Discuss the content on page 202-
b. figure 3
205 of 21st century Mathletes)
c. figure 1
d. figure 4
(TG page 79)

JJJJJ. Discussing new Show a video of visualizing solid Show a video of visualizing solid Show a video of “3d Shape Nets for Show a video of “Learning Solid 7.. Identify the net for the
concepts and practicing figures figures Kids” Figures and Nets (cone, cylinder, rectangular prism.
new skills #1 prism, pyramid, cube, cuboid)”
a.Figure 2
b.Figure 4
c.Figure 1
d.Figure 3
KKKKK. Discussing new Group Activity: Group Work; Each group will make 2 different 8. Which of the figures
concepts and practicing Each group will make 2 different nets for the ff. represents the front view of
new skills #2 nets for the ff. Group 1: hexagonal prism the solid?
Group 1: Cube Group 2: square pyramid
Group 2: Square Prism Group 3: Triangular Prism
Group 3: Octagonal Prism Group 4: cylinder
Group 4: cylinder Group 5: rectangular prism
Group 5: Cone
(TG. page.80)
a.Figure 3
b.Figure 2
c.Figure 1
d.none of these
LLLLL. Developing mastery 9.Which of the figures

(Leads to Formative represents the side view of the
Assessment) solid?
a.Figure 3
b.Figure 1
c.Figure 2
d.none of these
MMMMM. Finding Pair-share: Matching Game Pair-share: Pair-share: 10.Which is the top view of
practical applications of 1)Divide the class into 2 groups. the solid?
concepts and skills in daily 2)The first group will be given
living activity cards with the name of
spatial figures.
3)The second group will be
given activity cards with
descriptions of particular spatial a. Figure 1
figures. b.Figure 2
4)Let the activity card holders c.Figure 3
raise the activity cards they are d.none of these
holding. 11.Which of the figures
5)Each of them will try to find represents the top view of the
their partner. cylinder?
6)The first to match their cards
correctly wins.
7)Let each pair stand in front a.Figure 1
and read their activity cards. b.Figure 3
c.Figure 2
d.none of these
Ans. A,b,b,d,c,c,d,c,a,a,b
NNNNN.Making generalizations What is a solid figure? What is a net?
and abstractions about the How can you describe a solid figure? A net is a flat figure that can be folded to form a closed, three-
lesson -A solid or space figure is three – dimensional. It has length, width dimensional object. Such an object is called a solid.
and height. Differentiate the nets of pyramids, prisms, cones and cylinders from each
-Face – is the flat surface. other
- Edge – is the intersection of any two faces.
-Vertex – is the intersection of three or more faces.
OOOOO. Evaluating Name each solid figure. Then, Identify the solid figure that can be Continuation: Answer Chapter
Learning draw its net. formed by each net. Test on page 83
(Txbk page 206) (Txbk page 207)

PPPPP. Additional activities for Answer Math Challenge on page 208-208=9 Answer remediation on TG Answer Enrichment Actvity on TG
application and page 81 page 82
remediation
V. Remarks
VI. REFLECTIONS
ZZZ.No. of learners who earned
assessment
AAAA. No. of learners who
require additional activities
for remediation who scored
below 80%
BBBB. Did the remedial
lessons work? No. of
learners who have caught
up with the lesson
CCCC. No. of learners who
continue to require
remediation
DDDD. Which of my teaching
Why did this work?
EEEE. What difficulties did I

help me solve?
FFFF. What innovation or
to share with other
teachers?


KK. Content Standard demonstrates understanding of solid figures.
LL. Performance Standard is able to construct and describe the different solid figures: cube, prism, pyramid, cylinder, cone, and sphere
MM. Learning Competencies visualizes and describes the different solid figures: cube, prism, identifies the nets of the following space figures: cube, prism, pyramid, Weekly Test
/ Objectives pyramid, cylinder, cone, and sphere. cylinder, cone, and sphere using plane figures.
M6GE-IIIc-31 M6GE-IIIc-32
II. CONTENT Geometry Geometry Geometry Geometry
Y. References
49. Teacher’s Guide pages Lesson Guide in Elem. Math Gr. 6 Lesson Guide in Elem. Math Gr. Lesson Guide in Elem. Math Gr. 6 p.
p.77-83 6 p.77-83 77-83
50. Learner’s Materials pages 21st Century Mathletes 6, 200- 21st Century Mathletes 6, 21st Century Mathletes 6, pp. 200- 21st Century Mathletes 6,
209 pp. 200-209 209 pp 200-209
51. Textbook pages 21st Century Mathletes 6, pp. 21st Century Mathletes 6, pp. 21st Century Mathletes 6, pp. 200- 21st Century Mathletes 6,
200-209 200-209 209 pp. 200-209
52. Additional Materials from DLP 6 Mod 54 DLP 6 Mod 54 DLP 6 Mod 54 DLP 6 Mod 54
Portal
Z. Other Learning Resources Mathletes 6 textbook, video clip, Mathletes 6 textbook, video clip, Mathletes 6 textbook, video clip, Mathletes 6 textbook, video clip,
power point presentation power point presentation power point presentation power point presentation
IV. PROCEDURES
QQQQQ. Reviewing Drill: Drill: Guess who am I? My name Drill: BRING ME! A.Drill: Identify what spatial figure Choose the letter of the correct
previous lesson or is given in the box below. Oops! The first pupil who will bring the is being shown. answer:
presenting the new lesson Spelling of my name is jumbled thing that can be found inside their 1. Which solid can be formed
up. Try to identify it from the bag or in the classroom that using the net shown?
clues given below and write it in represents the spatial figure that
the blank space. the teacher will say, will get 1 point.
(1) I am a polyhedron with least Those who will earn more points
number of faces. ________ (2) I will be the winner.
am a prism whose all faces are Ex. Bring me a thing that represents
square. ________ (3) Looks like a rectangular prism.
a. cylinder
marbles but have no vertex. Review: Guessing Game!
________ (4) I am a solid whose 1.My base is a polygon and my b. prism
base is polygonal and other faces are triangles. Who am I? c.sphere
faces are triangles. ___ (triangular prism) d. cone
Review 2.I am a spatial figure with a B.Review 2. What figure can you make
polygonal base whose edges meet 1. from the net?
at a common vertex. Who am I?
(pyramid)
3.I am a spatial figure having a
circular base and one vertex. Who
am I? (cone)
4.I am a spatial figure with 2 a cylinder
parallel congruent faces called Answer: a cylinder with no
bases and the other faces are bases
B.Review parallelograms. Who am I? a cube with no base
(rectangular prism) a rectangular prism
5.I am a spatial figure with 2 3. Identify the rectangular
circular bases, no edge, and no prism that the net shown
vertex. Who am I? (cylinder) would fold into.
2.
Answer:
a.Figure 4
b.Figure 3
c.Figure 1
d.Figure 2
RRRRR. Establishing a purpose Group Activity: Group Activity: Distribute an Every morning, we take our Group Activity: 4.Which of the nets can be
for the lesson activity sheet to each group. breakfast to jumpstart our day. Distribute net to each group. Let folded to form a cylinder?
Breakfast is the first and most them cut carefully around the net.
important meal of the day. People Fold the net to construct a solid
have different preferences for figure. Label the name of the solid
breakfast. Some prefer to have a figure they formed.
light breakfast, while others want it
heavy. One good example of a
healthy breakfast is a bowl of a. Figure 2
Answer: cereals. All cereals are available in a b. Figure 4
similar box. What kind of solid c. Figure 3
figure is it? Have you tried
d. Figure 1
unfolding cereal box?
5. Which of the nets can be
folded to form a rectangular
prism?
a. Figure 2
b. Figure 1
c. Figure 4
d. Figure 3
SSSSS. Presenting Group Activity: Present the lesson on page 200 of Group Activity: 6. Which net can be folded to
Examples/Instances of new Identify the solids that can be Txbk. Provide graphing paper for each form a rectangular prism?
lesson formed by the given figures. Let us unfold a cereal box. group to do this activity.
Based on the illustration ( see the
illustration on page 200), if we
unfold the cereal box we will come
up with a closed plane figure.
This two-dimensional figure is
called a net.
a. Figure 2
(Discuss the content on page 202-
b. figure 3
205 of 21st century Mathletes)
c. figure 1
d. figure 4
(TG page 79)
TTTTT. Discussing new Show a video of visualizing solid Show a video of visualizing solid Show a video of “3d Shape Nets for Show a video of “Learning Solid 7.. Identify the net for the
concepts and practicing figures figures Kids” Figures and Nets (cone, cylinder, rectangular prism.
new skills #1 prism, pyramid, cube, cuboid)”
a.Figure 2
b.Figure 4
c.Figure 1
d.Figure 3
UUUUU.Discussing new Group Activity: Group Work; Each group will make 2 different 8. Which of the figures
concepts and practicing Each group will make 2 different nets for the ff. represents the front view of
new skills #2 nets for the ff. Group 1: hexagonal prism the solid?
Group 1: Cube Group 2: square pyramid
Group 2: Square Prism Group 3: Triangular Prism
Group 3: Octagonal Prism Group 4: cylinder
Group 4: cylinder Group 5: rectangular prism
Group 5: Cone
(TG. page.80)
a.Figure 3
b.Figure 2
c.Figure 1
d.none of these
VVVVV. Developing mastery 9.Which of the figures
(Leads to Formative represents the side view of the
Assessment) solid?
a.Figure 3
b.Figure 1
c.Figure 2
d.none of these
WWWWW. Finding Pair-share: Matching Game Pair-share: Pair-share: 10.Which is the top view of
practical applications of 1)Divide the class into 2 groups. the solid?
concepts and skills in daily 2)The first group will be given
living activity cards with the name of
spatial figures.
3)The second group will be
given activity cards with
descriptions of particular spatial a. Figure 1
figures. b.Figure 2
4)Let the activity card holders c.Figure 3
raise the activity cards they are d.none of these
holding. 11.Which of the figures
5)Each of them will try to find represents the top view of the
their partner. cylinder?
6)The first to match their cards
correctly wins.
7)Let each pair stand in front a.Figure 1
and read their activity cards. b.Figure 3
c.Figure 2
d.none of these
Ans. A,b,b,d,c,c,d,c,a,a,b
XXXXX. Making generalizations What is a solid figure? What is a net?
and abstractions about the How can you describe a solid figure? A net is a flat figure that can be folded to form a closed, three-
lesson -A solid or space figure is three – dimensional. It has length, width dimensional object. Such an object is called a solid.
and height. Differentiate the nets of pyramids, prisms, cones and cylinders from each
-Face – is the flat surface. other
- Edge – is the intersection of any two faces.
-Vertex – is the intersection of three or more faces.
YYYYY. Evaluating Learning Name each solid figure. Then, Identify the solid figure that can be Continuation: Answer Chapter
draw its net. formed by each net. Test on page 83
(Txbk page 206) (Txbk page 207)

ZZZZZ. Additional activities for Answer Math Challenge on page 208-208=9 Answer remediation on TG Answer Enrichment Actvity on TG
application and page 81 page 82
remediation
V. Remarks
VI. REFLECTIONS
GGGG. No. of learners who
earned 80% on the
HHHH. No. of learners who
require additional activities
for remediation who scored
below 80%
IIII. Did the remedial lessons
lesson
JJJJ. No. of learners who
continue to require
remediation
KKKK. Which of my teaching
Why did this work?
LLLL. What difficulties did I

help me solve?
MMMM. What
innovation or localized
other teachers?


NN. Content Standard demonstrates understanding of sequence in forming rules, expressions and equations.
OO. Performance Standard is able to apply knowledge of sequence, expressions, and equations in mathematical problems and real-life situations.
PP. 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 HOLIDAY Patterns and Algebra
AA. References
53. 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
54. Learner’s Materials pages 21st Century Mathletes 6, 200- 21st Century Mathletes 6, 21st Century Mathletes 6 21st Century Mathletes 6,
209
55. Textbook pages 21st Century Mathletes 6 21st Century Mathletes 6 21st Century Mathletes 6 21st Century Mathletes 6,

BB. 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, power point presentation power point presentation
drawings of patterns, picture
cards
IV. PROCEDURES
AAAAAA. Reviewing Drill: Given the ff. scenarios, ask Drill: Drill: Write the expression for the
previous lesson or presenting the pupils which of the four 1.The cafeteria bought lots of Identify the number that should be in following:
the new lesson basic operations is involved. frozen pizzas to serve. If you place of the question mark to make . 1. Seventy-five decreased by five
1.Ruth had typed 12 pages of know the total amount of money the mathematical statement correct. 2.Fourteen divided by the sum of
her research paper during the they spent and how many pizzas ? + 5 =22 three and four
first day. On the second day she they bought, how could you 72/? =8 3.Triple the sum of eleven and six
typed 14 pages. How many figure out the cost of 1 pizza? 19 = ? – 12 4.One more than the product of six
pages did she type in all? Why do you believe that? What is 7+2=3+? and eight
2. Johann was given Php200 by the action of this operation? 21 x ? =63 5.Twenty plus five less than eighty
his mom. His younger brother (You would divide the total cost Review: 6.Take away 10 from 50
Drake borrowed Php20 from by the number of pizzas to find Translate the ff. word phrases to 7.Four more than twice three
him. How much money did he the cost of one pizza. Division algebraic expressions 8.Difference of 17 and 8
have left? separates the money spent into 1.Five times the sum of a and b 9. fifteen more than the quotient of
3. Bless is 9years old. Her older equal stacks. Each stack 2.Twelve decreased by twice x seventy-two and nine
brother Ed is twice as old as she represents the cost of one pizza. 3.the ratio of 11 and thrice p 10. one hundred twenty increased
is. How old is Ed? Division separates a quantity into Translate the ff. algebraic expressions by nineteen
4. Mrs. Cruz brought home a equal parts.) to word phrases
2000 ml bottle of orange juice. 2.)Pete bought some candy and 4.)51 –(x+5) Review: Give the Expressions of the
She divided this equally among gave some of the pieces to his 5.) 7 (2-x) ff. verbal phrases
her five children. How much did best friend, Hal. How could you 6. x+3
each child receive? figure out how many pieces Pete 2
Review: has left? Why do you believe
Supply the next 3 terms. this? What is the action of the
1.)Z, X, V,….. operation?
2.)a + b, 2c + 2d, 3e + 3f (Subtract the number of pieces
3.)¼, 2/5, 3/6, ….. he gave to a friend from the
4.)10, 15, 20, ……. number of pieces he purchased.
5.)1/5, 1/10, 1/15 You are 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 Answer:
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
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)
BBBBBB. Establishing a Present the ff. road signs. (TG Show picture of the president Allow the pupils to find a partner. Original File Submitted and Show the video of the “Variiables
purpose for the lesson p.188) ask the class if they can Duterte. One member of the pair is to make Formatted by DepEd Club Song”. Let the pupils sing that song.
identify and explain the Ask: What expression describes his or her own word phrase and the Member - visit
meaning of each sign. President Rodrigo Duterte? other member is to translate it into depedclub.com for more
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 the class. Write these on the board.
being used.
Ask if they can give other road
signs aside from the road signs
presented.
CCCCCC. Presenting Ask the pupils the ff. question: Define an expression for Present the ff. situation to the class: Present the video “Variables and
Examples/Instances of new The jeepney fare for the first students, "A math phrase without Maricel buys 5 star apples for ₱5.00 Algebraic Expression”
lesson 4km is ₱8.00 and an additional an equal or inequality sign." Tell each and 3 guyabanos for ₱32.50
₱1.00 for every km. Richie will students that expressions are each. She gives the cashier a ₱200.00
go to Cubao from Antipolo. The solved. This lesson is to translate bill. Write an expression for the total
distance from Antipolo to written words to numbers, cost of the fruits she buys and an
Cubao is about 28 km. how operational symbols, and equation for the amount of change
much does she need to pay? variables. 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
a.Example: Given "some number
need to find the amount of fare
increased by 5", ask students,
for the remaining distance to
"What action is happening in this
get the amount which Richie
phrase?" (Answer: We are making
needs to pay. The remaining
larger, joining to, adding to). Then
distance is 24 km. Let y= the
ask, "What operation indicates
fixed amount of ₱1.00 for every
this action?" (Answer: Addition) x
km. to find the total amount
+5
fare, we will use the expression
b.Example: Given "51 less than
24y + 8.
some number." Ask students,
Evaluate:
"What action is happening in this
24y +8 24(1)+8=32
phrase?" (Answer: We are
Therefore, Richie needs to pay
decreasing, going down,
₱32.00
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.
DDDDDD. Discussing new Consider this problem: Group Activity: Deepening: Show a video of “Translating Verbal
concepts and practicing new Glen is a newly hired messenger Translate each phrase or Define the ff. term: Expressions into Algebraic
skills #1 in a multinational company in sentence into a mathematical Equation a mathematical sentence Equations”
Makati. As a trainee, he needs expression or equation. with an equal sign (=) which shows
to wear a polo-shirts everyday. 1.Twelve more than a number. that two expressions or both sides Write a variable expression to
He was given a clothing SOLUTION: 12+x are equal. represent each of the following:
allowance of ₱6,000.00. how 2.Eight minus a number. Give the ff. equation and explain 1.The sum of a number and twelve.
many polo-shirt can he buy SOLUTION: 8−x which is the left member and which is 2.The difference between a number
using this amount? 3.An unknown quantity less the right member. 3x + 5 = 20 and eight.
fourteen. Common words Translated as = 3.Three times a number
SOLUTION: x−14 equal or equals 4.A number squared plus five
4.Six times a number is fifty-four. is/are 5.A number divided by two plus
SOLUTION: 6x=54 is equal to seven
5.Two ninths of a number is result is 6.Four times the quantity of a
eleven. yields number plus six
SOLUTION: 2/9x=11 7.A number times two divided by
Discuss the contents on page 6.Three more than seven times a Tell the pupils that this time , you will four
225-226 of Mathletes textbook. number is nine more than five be translating sentences instead of 8.A number times six plus the same
times the number. phrases. The technique is very much number times two
SOLUTION the same as the previous lesson 9.A number squared plus seven take
3+7x=9+5x except that this time, it already a way four
7.Twice a number less eight is involves the equal sign and on either 10.A number divided by three plus
equal to one more than three side of the equal sign is a phrase that twelve
times the number. is represented by an algebraic 11.A number times five and another
SOLUTION: expression. number times six
2x−8=3x+1 or 2x−8=1+3x 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
EEEEEE. Discussing new concepts To translate word phrases into Discuss examples 4-5 on page Discuss examples 1-5 on how to Discuss examples 5-8 on how to
and practicing new skills #2 algebraic expressions, 228-229 of Mathletes txbk. translate verbal phrases or sentences translate verbal phrases or
familiarity with words and to algebraic equations. sentences to algebraic equations.
phrases associated with Show the video of “ Learn to Give the ff. examples. Show how you
symbols or operations are translate algebraic expressions translate the first example, then ask Translate the ff. into an algebraic
important. The table (on page into word” the pupils to translate the rest. Again, equation.
226) lists some keywords that allow the pupils to use a letter they A number decreased by seven is
are used to describe common prefer for the variable. fifteen.
mathematical operations. Translate the ff. into an algebraic A number increased by fifty-five is
equation. equal to eighty-eight.
The sum of a number and five is Twelve times a number is sixty
twelve. The quotient of a number and nine
Twice a number decreased by six is is one hundred thirty-five.
equal to sixteen. The sum of a number and forty-six is
If nine is added to the difference of a one hundred twenty-five.
number and nineteen, the sum is
Discuss examples 1-3 on page ninety.
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.
FFFFFF. Developing mastery Group Activity: Group Activity: Group Activity: Translate each algebraic equation
(Leads to Formative Assessment) Translate in algebraic symbols. Translate in algebraic symbols. Give the ff. scenarios and ask pupils into words.
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
3. a number and multiplied by 7 3.)Thrice the sum of a an algebraic equation for the number = 20
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 added to seven Ans:7 + x / 2 her age, replies “I am six years older
into 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 following:
(this can be stated as :) mathematical statement. equation if her age now is 66. Four times ten divided by five
twice the sum of x and y 5.)5x + 2y 3. Grade 6 basketball team scored Twelve diminished by two
two times x increased by y the product of five X added to the three less than thrice as many points Six times three added to seven
and more than twice x product of two and y as their opponent. Their total score at Eight added to the product of five
x exceeds by twice y the sum of five times x and two the end of the game was 108. Write and three
5.)x - 3y times y an algebraic equation for the number Twenty-five added to two
x minus thrice y five times x increased by twice y of points they scored. Three times twenty-five less twenty
thrice y subtracted from x twice and more than five times x Afterwards, call on students to share The sum of three and thirty-nine
three times y less than x their responses and justify their divided by seven
x diminished by thrice y Afterwards, call on students to answers. Encourage other students
6.) x / y - 2z share their responses and justify to contribute to the dialogue
the quotient their answers. Afterwards, call on students to
of x and y decreased by twice z share their responses and justify
x divided by y less twice z their answers. Encourage other
twice z less than the quotient students to contribute to the
of x and y dialogue
the difference between the
quotient of x and y, and twice z
Afterwards, call on students to
share their responses and
justify their answers.
GGGGGG. Finding practical Pair-share: Pair-share: Translate each phrase or sentence to Translate each phrase or sentence
applications of concepts and Write an expression for each of 1. Translate into verbal phrases. a mathematical expression or to a mathematical expression or
skills in daily living the following: a.)3x - 4 equation. equation.
1.add 4 and 8, then multiply by b.)n + 8 1.A number minus the opposite of 1.A quantity less twelve.
3 c.)2 / x + y negative one. 2.Six more than an unknown
2.subtract 9 from 14, then d.)5y - 2 2.A number minus the opposite of number.
multiply by 2 e.)2x + 3 negative twelve. 3.A number minus four.
3.subtract 7 from 24, then 3.Eleven added to three times a 4.A number plus seven.
divide by 6 2. Translate in algebraic symbols. number. 5.A number increased by one.
4.the quotient of a number and a.eight times a 4.Six plus five times an unknown 6.A number decreased by ten.
4 number x increased by three. number. 7.Negative seven added to some
5.the product of 23 and twice a b.five times a number n added to 5.Twice a number minus seven number.
number six. equals four. 8.Negative nine added to a number.
6.times the sum of 9 and a c.fifteen added to the quotient of 6.Ten times a quantity increased by 9.A number plus the opposite of six.
number y a number y and two. two is nine. 10.A number minus the opposite of
7.15 less than 7 times a number d.twenty four multiplied by the 7.When fourteen is added to two five.
Answers: sum of x and y. times a number the result is six.
1. (4 + 8)3 e.the sum of the number n and 8.Four times a number minus twenty-
2. (14 - 9)2 seven multiplied by two. nine is eleven.
3. (24 - 7)/6 9.Three fifths of a number plus eight
4. n/4 is fifty.
5. 23(2n) 10.When four thirds of a number is
6. 5(9 + y) increased by twelve, the result is five.
7. 7n - 15
HHHHHH. Making What is an algebraic expression? How do you translate real-life verbal expressions and equations into letters What is an algebraic expression?
generalizations and or symbols and vice versa How do you translate real-life verbal
abstractions about the lesson You need to read very carefully using context clues to determine what action is required. They will need to expressions and equations into
reread some problems in order to focus on the needed information. letters or symbols and vice versa
IIIIII. Evaluating Learning Evaluate A (1-30), pages 229- Evaluate A (31-40) & B (1-5), pages Translate each sentence into Translate each algebraic equation
230 of 21st Century Mathletes 230 of 21st Century Mathletes algebraic equation. into words.
Textbook Textbook 1.A number increased by four is (Page 236 of 21st Century Mathletes)
twelve.
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.
JJJJJJ. Additional activities for Instructions: Write the Instructions: Write the
application and remediation expression or equation in Answer Math Challenge on page 231 expression or equation in Answer Math Challenge on page 237
algebraic form. algebraic form.
1. 3 times the 1. two times a number plus 9
quantity mm minus 7 2. 7 less than the product of 12
2. What is an algebraic and a number
expression for "3 less than the 3. x minus twenty divided by two
product of 2 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
NNNN. No. of learners who earned
assessment
OOOO. No. of learners who require
80%
PPPP. Did the remedial lessons
QQQQ. No. of learners who

RRRR. Which of my teaching

did this work?
SSSS. What difficulties did I
or supervisor can help me
solve?
TTTT. What innovation or
use/discover which I wish to
share with other teachers?

QQ. Content Standard demonstrates understanding of sequence in forming rules, expressions and equations.
RR. Performance Standard is able to apply knowledge of sequence, expressions, and equations in mathematical problems and real-life situations.
SS. Learning Competencies / solves routine and non-routine problems involving different types of numerical expressions and equations such as 7+ 9 =___ + 6. Answer the questions on
Objectives creates routine and non-routine problems involving numerical expressions and equations. Chapter Test , page 97-98
II. CONTENT Patterns and Algebra Patterns and Algebra Patterns and Algebra Patterns and Algebra
CC. References
57. 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
58. Learner’s Materials pages 21st Century Mathletes 6, 200- 21st Century Mathletes 6, 21st Century Mathletes 6 21st Century Mathletes 6,
209
59. Textbook pages 21st Century Mathletes 6 21st Century Mathletes 6 21st Century Mathletes 6 21st Century Mathletes 6,

DD. 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
KKKKKK.Reviewing previous lesson Drill: Determining what number A. Simplify each of the expression by Put the known terms together on one A. Simplify each expression. Preparation
or 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 1p + 5 or p + 5 5. 2t + 9 6. 9a + 3b
decreased by two, the answer is
seven.
3.The ratio of a number and ten
is two.
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.
LLLLLL. Establishing a purpose for Impress your pupils by being Show a video to the pupils Show the video of Beginning Algebra Show a video to the pupils Test Proper
the 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.
MMMMMM. Presenting 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 Checking
Examples/Instances of new 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.
lesson 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.
NNNNNN. Discussing new Define the ff. term: Study these other examples of finding Discussion:Try to look at how Study this example: evaluate the Recording
concepts and practicing new  Solution- a number solution to equations: expressions are simplified. expression, 5x + 3.2x – 5,
skills #1 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
OOOOOO. Discussing new Study another example: Find the value of the variable in 6n + Find the solution to 9x – 3 = 15. Write the following algebraic
concepts and practicing new 2n 2n + 5 = 29. expressions without using the
skills #2 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.
PPPPPP. 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
QQQQQQ. Finding practical Give the scenarios and tell the Write an algebraic equation and solve A. Solve for the variable in each Evaluate each expression, given x
applications of concepts and pupils to follow this flow in the equation. equation. = 2 and y = 3.
skills in daily 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.
RRRRRR. Making What are the four basic rules in solving equations?
generalizations and An algebraic expression is any combination of numbers constant and variables with operations such as addition,
abstractions about the lesson 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.
SSSSSS. 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.
TTTTTT. Additional activities for Answer Math Challenge on page 248

V. Remarks
VI. REFLECTIONS
UUUU. No. of learners who earned
assessment
VVVV. No. of learners who require
80%
WWWW. Did the remedial
lessons work? No. of learners
who have caught up with the
lesson
XXXX. No. of learners who
YYYY. Which of my teaching

did this work?
ZZZZ. What difficulties did I
or supervisor can help me
solve?
AAAAA. What innovation or


TT. Content Standard demonstrates understanding of rate and speed, and of area and surface area of plane and solid/space figures.
UU. Performance Standard is able to apply knowledge of speed, area, and surface area of plane and solid/space figures in mathematical problems and real-life situations
VV. Learning Competencies / calculates speed. calculates distance. calculates time. . solves problems involving average rate and speed.
Objectives M6ME-IIIg-17 M6ME-IIIg-17 M6ME-IIIg-17 M6ME-IIIg-18
2 DAYS
Measurement Measurement Measurement Measurement
EE. References
61. Teacher’s Guide pages 21ST Century Mathletes, p.100- 21ST Century Mathletes, p.100-102 21ST Century Mathletes, p.100-102 21ST Century Mathletes, 21ST Century Mathletes,
102 p.100-102 p.100-102
62. Learner’s Materials pages 21st Century Mathletes 6, 21st Century Mathletes 6, 21st Century Mathletes 6 21st Century Mathletes 6, 21st Century Mathletes 6,
63. Textbook pages 21st Century Mathletes 6 21st Century Mathletes 6 21st Century Mathletes 6 21st Century Mathletes 6, 21st Century Mathletes 6,

FF. Other Learning Resources Mathletes 6 textbook, video clip, Mathletes 6 textbook, video clip, Mathletes 6 textbook, video clip, Mathletes 6 textbook, video Mathletes 6 textbook, video
power point presentation power point presentation, drawings of power point presentation clip, power point presentation clip, power point presentation
patterns, picture cards
IV. PROCEDURES
UUUUUU. Reviewing Drill: Find the value of x in the ff. Drill: Group Activity: Distribute this Drill:Group Activity: Distribute this Drill:Group Activity: Distribute this activity sheet to each group:
previous lesson or presenting equations. activity sheet to each group: activity sheet to each group:
the new lesson 1. x-10 = 7
2. 5x – 2 = 10
3. 3x + 8 = 20
4. 5x = 35
5. x/4 = 2x – 1
Review: Find the value of a in
the ff. equation given that,
b=10, c=12.
1. a = bc
2. a = b/c
3. a = c/b
4. 2a = bc/2
5. a/2 = b/c
Review: Group Activity Review: Group Activity
Distance Speed Time Formula 1.Moving at 50 kmph, a person
Questions: reaches his office 10 min late. Next
1) A dog runs from one side of a park day, he increases his speed and
to the other. The park is 80.0 meters moves at 60 kmph and reaches his Review: Group Activity
across. The dog takes 16.0 seconds to office 5 min early. What is the Speed, Distance, Time Worksheet.
cross the park. What is the speed of distance from his home to his office? 1. A train travels at a speed of 30mph and travel a distance of
the dog? Solution: We can observe that 240 miles. How long did it take the train to complete it’s
Answer: The distance the dog travels difference in timings on both days is journey? Ans: 8 hours
and the time it takes are given. The 15 min (and not 5 min, as one day he 2. Susie estimated that she can run for hours at a steady rate of
dog’s speed can be found with the is late and on the other day he is 8mph. She enters a marathon, a distance of 26miles. How long
formula: early) should it take her to complete the race? Give answer in
Let the required distance = D km. As hours/minutes. Ans: 3 hours 15 minutes
time taken at the speed of 50 kmph 3. A car travels a distance of 540km in 6 hours. What speed did
is more than time taken at 60 kmph, it travel at? Ans: 90km/h
s = 5.0 m/s so equation can be formed as D/50- 4. A cyclist travels 20km in 4hrs. What speed did the cyclist
The speed of the dog is 5.0 meters per D/60=15/60 . cycle at? Ans: 5km/h
second. Solving this equation, we get the 5. The distance between two cities is 144km, it takes me
2) A golf cart is driven at its top speed answer as 75 km. 3hours to travel between these cities. What speed did I travel
of 27.0 km/h for 10.0 minutes. In 2. Two trains NaMo Express and at? Ans: 48km/h
meters, how far did the golf cart RaGa Express start towards each 6. A coach travels from the station to the beach, a distance of
travel? other from two cities,1800 m apart 576km away in 6hrs. The coach is only allowed to travel at a
Answer: The first step to solve this @50kmph and 58 Kmph respectively. maximum speed of 90km/h. Did the coach break the speed
problem is to change the units of the As they start, a bird, named limit? Ans: Yes, it travelled at 96km/h
speed and time so that the answer Democracy sitting at the front end of 7. Carlisle is a distance of 135miles away from Airdrie. If I
found will be in meters, since this is RaGa start flying towards NaMo, travelled at a constant speed of 45mph. How long would it take
what the question asks for. The speed touches NaMo and then returns to me to get there? Ans: 3 hours
is: RaGa and so on, until the trains 8.. A mouse runs a distance of 2metres in 15 seconds. What is
s = 27.0 km/h meet. What distance did the bird it’s speed? Ans: 0.13m/s
travel in total if it was flying at the 9. Marc was told his dinner would be ready at 18:00. He left his
speed of 324 kmph ?
s = 7.50 m/s house at 12:00 and travelled in his car at an average speed of
Answer: 5400 m
Converting the units, the speed is 7.50 45mph to his mum’s house 300 miles away. Did Marc make it
m/s. The time the cart traveled for home in time for dinner? Ans: No, he arrived at 18:40
was: 10. How long does it take to drive a distance of 260 miles at a
t = 10.0 min speed of 65mph? Ans: 4 hours
Original File Submitted and Formatted by DepEd Club Member
t = 600s - visit depedclub.com for more
The speed of the cart and the time of
travel are given, so the distance
traveled can be found using the
formula:
d = st
d = (7.50 m/s)(600 s)
d = 4500 m
The golf cart traveled 4500 m, which is
equal to 4.50 km.
VVVVVV. Establishing a Filipinos are fond of traveling Let them watch the video of “Finding Let them watch the video of “Speed, Let them watch the video of “Speed, Distance and Time”
purpose for the lesson out of town and out of the Distance (Know speed, time) Distance and Time”
country. It is really exciting to go
out of the country. Because of
technology, we can avail of
different promos for cheap
airfare as well as
accommodation. Have you tried
to do so?
2. the pupils will talk about the
places they have been to. They
will estimate the distance and
time they traveled.
WWWWWW. Presenting Present the problem below: We will discuss here how to find the We will discuss here how to find Present the problem posted in Engaged part. Textbook page
Examples/Instances of new John drove for 3 hours at a rate distance when speed and time are the time when speed and distance 253.
lesson of 50 miles per hour and for 2 given. are given. Jonathan bought a new car. He drove his car from Manila to
hours at 60 miles per hour. When speed and time are given, the When distance and speed are given Baguio City at an average speed of 65kilometers per hour, for a
What was his average speed for distance travelled is calculated by the time taken is calculated by using total of 4.5 hours. How far did he travel?
the whole journey? using the formula: the formula: Give enough time for the pupils to analyze the problem. Then
Let the pupils analyze the Distance = Speed × Time Time = Distance/Speed ask the ff.
problem. Then find the answer. The unit of time in speed should be the Present the roblem below: a. What is asked?
Solution: same as that of the given time. A train travelled 555 miles at an b. What are the given in the problem?
Step 1: The formula for distance Present the roblem below: average speed of 60 mph. How long c. What equation will be formed
is A heavy loaded truck travels at the did the journey take?
Distance = Rate × Time rate of 60 miles per hour. How long it Time = Distance/speed
Total distance = 50 × 3 + 60 × 2 = will take for it to travel 200 miles? =555/60 How do we find distance given the speed and time?
270 Solution: = 9•25 hours Discuss thoroughly the solution in Explore part (Txbk p.253-
Step 2: Total time = 3 + 2 = 5 = 9 hours 15 mins 254)
Step 3: Using the formula Given: Rate of travel r = 60 miles per Answer: It took 9 hours 15 minutes Explain the relationship between speed, distance and time.
Answer: The average speed is hour, Displacement d = 200 miles Present the formula posted in explain part.
54 miles per hour. we know displacement d = rt In this problem, we were given a speed of 65kms per hour,
Be careful! You will get the The time taken is given by and time of 4.5 hours. To find the total distance traveled, we
wrong answer if you add the t = d/r can simply multiply the given speed and time.
two speeds and divide the = 200 miles60 miles Distance = 65x 4.5 = 292.5
answer by two = 3.33 hours Answer: He traveled 292.5 kilometers
it will take 3.33 hours to complete the
distance.
XXXXXX.Discussing new concepts The relationship between speed, distance and time can be expressed in the ff. equations:
An easy way to remember the distance, speed andtime equations is to put the letters into a triangle. The triangles Discuss the speed, distance and time concept. Then the
will help you remember these 3 rules: conversion of units (See power point presentation)
Distance = Speed x Time Another example:
Time = Distance/Speed Present the ff. problems:
Speed= Distance/Time 1.A train travels 120 miles in 2 hours
When we say a track event at the Palarong Pambansa is 500 meters long, we are defining its distance. Yet most What is its average speed?
people are interested in the time taken to run it.
Equally, however, we could consider them to run a longer distance in the same time. Both points of view are
exactly the same. All that we are talking about is their average speed, which is defined by:
Average speed – is a measure of the distance traveled in a given period of time; it is sometimes referred to as the ratio of
distance and time.
Average speed = distance / time
Why is the term average speed used? Think about how the race happens- they start from being rest, speed up 2.A runner’s average speed is 8m/s, how far does he run in 25
and run at almost the same speed throughout. seconds ?
In everyday life, we use speeds like kilometers per hour (km/hr), whwreas in this race we use meter per second
(m/s)
Speed – is a scalar quantity that refers to “how fast an object is moving”. Speed can be thought of as the rate by which an
object covers distance.
3.A lorry leaves Stoke, travels 150km to Leeds at an average

A fast moving object has a high speed and covers a relatively long distance in a short amount of time. Contrast this speed of 60km/h. How long did the journey take?
to a slow-moving object that has a low speed and covers a relatively small amount of distance in the same amount
of time. An object with no movement at all has a zero speed.
Distance- is the total length between two positions.
Time- is the quantity measured or measurable period during which an action, process or condition exists or continues. Solve:
The equation for speed can be remembered from the unit itself: m/s – m is meters (distance), s is seconds (time). 1. How long does it take to travel a distance of 672km at a
It can, of course, be arranged to give: speed of 96km/h? Ans: 7 hours
Time = distance/speed and distance = speed x time 2. A beetle travels at a speed of 9cm/s., it travels a distance of
Discuss also the table lists units in common use for speed and their abbreviations. (Discuss also the concept of 108cm before it is caught in a jar. How long did the beetle run
speed, time and distance. Then the conversion of units (See power point presentation) for? Ans: 12s
Distance Time Speed Abbreviation 3. Neil travelled 36km at a speed of 8km/h. Grant travelled
miles hour miles per hour Mph 48km at a speed of 10km/h a) Whose journey was quickest? b)
kilometers hours kilometers per hour Km/h or kph By how many mins? Ans: a) Neil was quickest at 4.5 hours.
meters seconds meters per second m/s Grant was 4.8 hours. b) 18 mins
feet seconds feet per second f.p.s or ft. per sec 4. John is a runner. He runs the 100m sprint in 10x6s. What
centimeters seconds centimeters per second Cm/sec or cm/s speed did he travel at? (in m/s) Ans: 9.4m/s
Solved examples to calculate distance Solved examples to calculate time 5. Jim travelled at a speed of 18km/h for 2 hours. What was the
Example 1: If a car travels when speed and time are given: when speed and distance are given: distance covered? Ans: 36km
100kilometers in 2 hours, find How much distance will be covered in 1. How much time will be taken to 6. A girl cycles for 3hrs at a speed of 40 km/h. What distance
the average speed. 5 hrs at a speed of 55 km per hour? cover a distance of 300 km at a did she travel? Ans: 120km
Solution: Solution: speed of 60 km per hour? 7. A whale swims at a constant speed of 8m/s for 17s. What
Using the average speed Distance covered in 1 hour = 55 km. Solution: distance did it travel? Ans: 136m
formula: We know, Distance = Speed × Time Time taken to cover 60 km = 1 hour. 8. At the equator, the earth spins a distance of 25,992miles
Average speed = distance/time Distance covered in 5 hrs = 55 × 5 Time taken to cover 1 km = 1/60 every day. What speed does the Earth spin at in mph? Ans:
=100/2 = 50 kph = 275 km. hour. 1083mph
Example 2: a world-record Therefore, distance covered in 5 hrs = Time taken to cover 300 km = 1/60 × 9. Callum writes down his jog times for each day. Mon – 15min
holder ran 800 meters in 86 275 km 300 hour = 5 hours. Tue – 10min Wed – 12min Thu - 5min Fri – No jog. He jogs at a
seconds. What was his average 2. A bus travels at a speed of 45 Therefore, time taken to cover 300 constant speed of 9km/h. Work out the distance he jogs each
speed rounded to the nearest km/hour. How far will it travel in 36 km is 5 hours. day. On which day did he jog the furthest? Ans: Mon – 2.25km
tenths? minutes? 2. A man runs at the speed of 15 km Tue – 1.5km Wed – 1.8km Thu – 0.75km. He travelled furthest
Solution: Solution: per hour. How much time will he on Monday
Average speed formula: Speed = 45 km/hour take to cover 750 metres? 10. Lauren walks 100m in half a minute. What must her speed
Ave. speed = distance / time = Time = 36 minutes Speed = 15 km per hour have been to travel this distance? Ans: 3.33m/s
800m/86 s =9.3m/s = 36/60 Hour (Since we know, 1 Distance = 750 metres = 750/1000
hour = 60 minutes) km = ¾ km
= 3/5 hour Time = distance/speed = (3/4 ÷ 15)
Distance = speed × time km
= 45 × (3/5) km = (3/4 × 1/15) hr
= (45 × 3)/5 km = 1/20 hr
= 27 km. = 1/20 × 60 min = 3 minutes.
ZZZZZZ. Discussing new concepts Show video of average speed Group Activity: Answer the ff. Group Activity: Answer the ff.
and practicing new skills #2 word problems. 1.Caleb roller skates with a constant 1. How much time will it take for a
Note: Pause the video for speed of 10 km/h. How far can he bug to travel 5 meters across the
problem no. 2 and let the pupils travel in 1/2 hour? floor if it is traveling at 1 m/s?
answer the problem by group. 2.An airplane flies with a constant 2. You need to get to class, 200
To know the answer to the speed of 600 km/h. How far can it meters away, and you can only walk
problem play the video again, travel in 1 hour? in the hallways at about 1.5 m/s. (if
then click pause again for the 3.A van moves with a constant speed you run any faster, you’ll be caught
problem no. 3, play again the of 52 km/h. How far can it travel in 1 for running). How much time will it
video if they are already done 1/2 hours? take to get to your class?
answering the problem to know 4. A car drives with a constant speed of 3. In a competition, an athlete threw
if their answer is correct. 62 miles per hour. How far can it travel a flying disk 139 meters through the
in 1 hour? air. While in flight, the disk traveled
5. Nancy rides her horse with a at an average speed of 13.0 m/s.
constant speed of 10 miles per hour. How long did the disk remain in the
How far can she travel in 1/2 hour? air?
6. A police car drives with a constant
speed of 56 miles per hour. How far
can it travel in 3 hours?
Answer: Discuss the example problems on pages 256-257
1.He can travel 5 kilometers in 1. Roy drives at an average of 45 mph on a journey of
1/2 hour. 135 miles. How long does the journey take?
2. It can travel 600 kilometers in 2. Vncent’s motorcycle’s average speed on a motorcycle
1 hour.
is 50km/h. if he drives it for 4 ½ hours, how far does
3. It can travel 78 kilometers in 1
he travel?
1/2 hours.
4. It can travel 62 miles in 1 hour. 3. Daniel can type 840 words in 20 minutes. Calculate his
5. She can travel 5 miles in 1/2 hour. typing speed in:
6. It can travel 168 miles in 3 hours. a. Words per minute
b. Words per hour
c. Nandy has to travel a total of 476 km. he travels
the first 224km in 4 hrs.
a. Calculate his average speed for the first part
of the journey.
b. If his average speed remains the same,
calculate the total time for him to complete
the journey.
AAAAAAA. Developing Group Activity: Group Activity: Group Activity: Group Activity:
mastery 1. Grace rides her horse 36 miles 1. How much distance will be covered 1. How much time will be taken to 1. A person crosses a 600 m long street in 5 minutes.
(Leads to Formative in 2 hours 15 minutes. What is in 7 hrs at a speed of 62 km per hour? cover a distance of 450 km at a What is his speed in km per hour?
Assessment) the average speed in miles per Solution: speed of 50 km per hour?
hour? Distance covered in 1 hour = 62 km. Solution: a.3.7 b. 7.2 c. 8.4 d. 10
2. Pete rides his motorcycle 75 We know, Distance = Speed × Time Time taken to cover 50 km = 1 hour.
miles in 3 ¾ hours. What is his Distance covered in 7 hrs = 62 × 7 Time taken to cover 1 km = 1/50
average speed in miles per = 434 km. hour.
hour? Therefore, distance covered in 7 hrs = Time taken to cover 450 km = 1/50 ×
3. An airplane flies 360 km in 434 km. 450 hour = 5 hours.
2. .An aeroplane covers a certain distance at a speed
1/2 hour. What is its average 2. Mike drives his car at a speed of 70 Therefore, time taken to cover 450
of 240 kmph in 5 hours. To cover the same distance
speed in kilometers per hour? km per hour. How much distance will km is 9 hours.
3
4.An airplane flies 1680 km in he cover in 3 hours 30 minutes? 2. A motorist rickshaw covers a
. in 1 hours, it must travel at a speed of:
1 hour 45 minutes. What is its Solution: distance of 150 km at a speed of 30
a.300 kmph b.360kmph
average speed in kilometers per Speed of the car = 70 km/hr km/hour. Find the time taken to
c.600kmph d.720kmph
hour? Time taken = 3 hours 30 minutes cover this distance.
3.If a person walks at 14 km/hr instead of 10 km/hr, he
5.An airplane flies 1305 miles in = 3 ½ hours. Time = distance/speed
would have walked 20 km more. The actual distance
2 1/4 hours. What is its average Distance covered in 1 hour = 70 km Time = 150 km/(30 km/hour)
travelled by him is:
speed in miles per hour? Distance covered in 3 ½ hr =70 × 3 ½ = (150 km/30 km) × hour
a.50km b.56km c.70km d.80km
6.David rides his motorcycle km = 5 hours.
.
105 miles in 1 hour 45 minutes. = 70 × 7/2 km 3. A cyclist covers a distance of 12
What is his average speed in = 245 km. km at a speed of 8 km per hour.
miles per hour? 3. How much distance will be covered Calculate the time taken to cover this
Answer: in 1 ½ hour at a speed of 32 m per distance.
1.Her average speed is 16 miles minute? Speed = 8 km/hour
per hour. Solution: Distance covered = 12 km 4A train
5.Excluding
can travelstoppages,
50% fasterthethanspeed
a car.
ofBoth
a busstart
is 54 kmph and
[1 ½ hr = (60 + 30) minutes = 90 . fromincluding
point A atstoppages,
the same ittime
is 45and
kmph.
reachFor
point
howBmany minutes does
minutes]. 75 kms
theaway
bus stop
fromper
A at
hour?
the same time. On the way,
Distance covered in 1 minute = however, the train lost about 12.5 minutes while
32metres. stopping at the stations. The speed of the car is:
Distance covered in 90 minutes = 32 × a. 100 kmph
90 = 2880 m. b. c. 120kmph
We know, 1 m = 1/1000 km. c. 110kmph
d. d. 130kmph
BBBBBBB. Finding practical Group Activity: Distribute an Pair-share: Group Activity: Solve the ff. problems
applications of concepts and activity sheet to each group. Pair-share: 1.A cycle race is going on, a cyclist is 1.The speed of the train is 72 km per hour. Find its speed in
skills in daily living 1.A small robot can travel a 1. A farmer travelled a distance of 61 moving with the speed of 2 km/hr. metre per second.
distance of 32.5 meters in 13 km in 9 hours. He travelled partly He has to cover a distance of 5 km. 2. Express the speed of 60 m per minute in km per hour.
seconds. What is the average on foot @ 4 km/hr and partly on How much time will he need to reach 3. A man runs at the speed of 10 km/hr. How much time will he
speed of the small robot? bicycle @ 9 km/hr. The distance his destiny? take to cover 750 metres?
2.5 mph travelled on foot is: Solution: 4. Aaron ran 500 metre in 100 Seconds. Find the speed in km
2.5 mps a.14km b.15km c.16km d.17km Given: Speed x = 2 km/hr, per hour.
0.4 mph Distance Covered d = 5 km, 5. Find out the distance covered when, speed is 960 km/hour
0.4 m/s time taken t = ? and time is 1 hour 50 minutes.
2.A truck travels between two Speed is given by formula: x = d/t 6. Determine the time taken when, distance is 7150 km and
cities according to the distance- Time taken t = d/x speed is 780 km/hr
time graph shown below. What = 5km2km/hr 7. If distance travelled by a train is 495 km in 4 hours 30
is the truck's average speed for = 2.5 hr minutes, what is its speed?
the first hour? What is the = 9000 s. 8. 6.A cyclist travels at a speed of 20 km/hour. How far will he
truck's average speed for the Time taken by the Cyclist is 2.5 hr travels in 50 minutes?
entire trip? 2. In a flight of 600 km, an aircraft 9.A man complete a journey in 10 hours. He travels first half of
2. A man covered a certain distance was slowed down due to bad the journey at the rate of 21 km/hr and second half at the rate
at some speed. Had he moved 3 weather. Its average speed for the of 24 km/hr. Find the total journey in km.
kmph faster, he would have taken trip was reduced by 200 km/hr and a.220km b. 224km c.230km d.234km
40 minutes less. If he had moved 2 the time of flight increased by 30
kmph slower, he would have minutes. The duration of the flight is:
taken 40 minutes more. The a.1hr b.2hrs c.3hrs d.4hrs
distance (in km) is:
a.35 b.36 2/3 c. 37 ½ d.40
10.The ratio between the speeds of two trains is 7 : 8. If the
a.50mph, 5 mph second train runs 400 km in 4 hours, then the speed of the first
b.40mph, 55 mph train is:
c.46.7 mph, 55mph a.70km/hr b. 75km/hr c. 84km/hr
d.55mph, 55 mph d. 87.5 km/ hr
3. A car travels in segments that
are described in the table
below. What is the average
speed of the car?
4. If you shout into the Grand Canyon,
your voice travels at the speed of Day 2:
sound (340 m/s) to the bottom of the A. Answer the ff. problems:
canyon and back, and you hear an 1. A boy walks at a speed of 4 kmph. How much time does he
echo. How deep is the Grand Canyon take to walk a distance of 20 km?
at a spot where you can hear your Solution
a.63.67kph echo 5.2 seconds after you shout? Time = Distance / speed = 20/4 = 5 hours.
b.67 kph 5. Find out the distance covered when, 2. A cyclist covers a distance of 15 miles in 2 hours. Calculate
c.64 kph speed is 960 km/hour and time is 1 his speed.
d. 63 kph hour 50 minutes. Solution
4.Find speed when, distance is Speed = Distance/time = 15/2 = 7.5 miles per hour.
142 km and time is 2 hours 3. A car takes 4 hours to cover a distance, if it travels at a
5. A cyclist covers 950 m in 5 speed of 40 mph. What should be its speed to cover the same
minutes. Find his speed in km/ distance in 1.5 hours?
hour. Solution
Distance covered = 4*40 = 160 miles
Speed required to cover the same distance in 1.5 hours =
160/1.5 = 106.66 mph
4.A man on tour travels first 160 km at 64 km/hr and the next
160 km at 80 km/hr. The average speed for the first 320 km of
the tour is:
a.35.55km/hr b. 36 km/hr
c. 71.11 km/hr d. 71 km/hr
5.A car travelling with of its actual speed
covers 42 km in 1 hr 40 min 48 sec. Find the
actual speed of the car.
a. 17 6/7 km/hr b.25 km/hr
c.30km/hr d.5km/hr
B. Use 4-step plan to answer the ff. problems:

1. A taxi travels with a constant speed of 90 km per hour.
How far can it travel in 6 hours?
2. Leth drives her car and covered a distance of 385 kms.
In 3 ½ hours. What is her average speed in kms. per
hour?
3. A car travels 360 kms in 4 hours. What is the average
speed of the car in kms per hour?
4. A bus had an average speed of 65 kph for 3 hours in
the morning. The bus had an average speed of 70 kph
for 2.5 hours in the afternoon. What’s the total
distance covered by the bus?
5. A train leaves the first station at 6:00a.m. and arrives
at the last station at 6:30 a.m. f the distance between
the first and last station is 25kms, what is the average
speed of the train?
CCCCCCC. Making How to Calculate Speed? How to calculate distance? How to calculate time? How do you solve problems involving average rate and speed.
generalizations and The Speed can be calculated by To find distance, speed is beside time, To find time, use the formula:
abstractions about the lesson finding how much distance so distance is speed multiplied by Time = distance / speed
traveled by the body and in how time.
much time with respect to the Distance = speed/time
point of observation. Once we
find these two things (distance
traveled and time taken to
travel the distance), we can
divide the distance traveled by
the time taken to obtain the
speed of the object using
formula,
Speed = distance/ time
Where
d = distance traveled
t = time taken.
DDDDDDD. Evaluating Calculate the speed of the ff. Calculate the distance that you would How long does it take to travel: Solve each problem:
Learning problems: travel if you drove for: 1. 100 km at 20km/h? Mathletes p. 257-258
1. If a car travels 400m in 20 1. 2 hours at 30 km/h 2. 180 km at 45 km/h?
seconds how fast is it going? 2. If 2. 7 hours at 65 km/h 3. 250 km at 75 km/h?
you move 50 meters in 10 3. ½ hour at 46 km/h 4. 280 km at 60 km/h?
seconds, what is your speed? 4. 45 minutes at 80 km/h 5. 320 km at 85 km/h?
3. You arrive in my class 45 5. 1 ½ hours at 55 km/h
seconds after leaving math
which is 90 meters away. How
fast did you travel?
4. A plane travels 395,000
meters in 9000 seconds. What
was its speed?
5. It takes Serina 0.25 hours to
drive to school. Her route is 16
km long. What is Serina’s
average speed on her drive to
school?
EEEEEEE. Additional Question 2: A man rides the Question 1: Lilly is driving a scooty with Answer Math Challenge 1-3 Answer Math Challenge 4-5
activities for application and bike with the speed of 60 miles the speed of 6 km/hr for 2hr. How
remediation in 3/4 hours. Calculate the much distance will she travel?
speed of the bike? Solution:
Solution: Given: Speed of the scooty
Given : Distance Covered d = 60 x = 6km/hr
miles, Time taken t = 2 hr
Time taken t = 3/4 hours. Distance traveled d = ?
Speed is calculated using the Speed distance time formula is given
formula: x = d/t as: x = dt
= 60miles x 3/4hrs Distance traveled d = x × t
= 60 miles × 4/3hr = 6 km/hr × 2 hr
= 80 miles/hr. = 12 km.
V. Remarks
VI. REFLECTIONS
BBBBB. No. of learners who earned
assessment
CCCCC. No. of learners who require
80%
DDDDD. Did the remedial lessons
EEEEE. No. of learners who

continue to require
remediation
FFFFF. Which of my teaching
did this work?
GGGGG. What difficulties did I

principal or supervisor can help
me solve?
HHHHH. What innovation or


WW. Content Standard demonstrates understanding of rate and speed, and of area and surface area of plane and solid/space figures.
XX. Performance Standard is able to apply knowledge of speed, area, and surface area of plane and solid/space figures in mathematical problems and real-life situations
YY. Learning Competencies / calculates speed. calculates distance. calculates time. . solves problems involving average rate and speed.
Objectives M6ME-IIIg-17 M6ME-IIIg-17 M6ME-IIIg-17 M6ME-IIIg-18
2 DAYS
GG. References
65. Teacher’s Guide pages 21ST Century Mathletes, p.100- 21ST Century Mathletes, p.100-102 21ST Century Mathletes, p.100-102 21ST Century Mathletes, 21ST Century Mathletes,
102 p.100-102 p.100-102
66. Learner’s Materials pages 21st Century Mathletes 6, 21st Century Mathletes 6, 21st Century Mathletes 6 21st Century Mathletes 6, 21st Century Mathletes 6,
67. Textbook pages 21st Century Mathletes 6 21st Century Mathletes 6 21st Century Mathletes 6 21st Century Mathletes 6, 21st Century Mathletes 6,

HH. Other Learning Resources Mathletes 6 textbook, video clip, Mathletes 6 textbook, video clip, Mathletes 6 textbook, video clip, Mathletes 6 textbook, video Mathletes 6 textbook, video
power point presentation power point presentation, drawings of power point presentation clip, power point presentation clip, power point presentation
IV. PROCEDURES
FFFFFFF. Reviewing previous lesson Drill: Find the value of x in the ff. Drill: Group Activity: Distribute this Drill:Group Activity: Distribute this Drill:Group Activity: Distribute this activity sheet to each group:
or presenting the new lesson equations. activity sheet to each group: activity sheet to each group:
6. x-10 = 7
7. 5x – 2 = 10
8. 3x + 8 = 20
9. 5x = 35
10. x/4 = 2x – 1
Review: Find the value of a in
the ff. equation given that,
b=10, c=12.
6. a = bc
7. a = b/c
8. a = c/b
9. 2a = bc/2
10. a/2 = b/c
Review: Group Activity Review: Group Activity

Distance Speed Time Formula 1.Moving at 50 kmph, a person
Questions: reaches his office 10 min late. Next
1) A dog runs from one side of a park day, he increases his speed and
to the other. The park is 80.0 meters moves at 60 kmph and reaches his Review: Group Activity
across. The dog takes 16.0 seconds to office 5 min early. What is the Speed, Distance, Time Worksheet.
cross the park. What is the speed of distance from his home to his office? 1. A train travels at a speed of 30mph and travel a distance of
the dog? Solution: We can observe that 240 miles. How long did it take the train to complete it’s
Answer: The distance the dog travels difference in timings on both days is journey? Ans: 8 hours
and the time it takes are given. The 15 min (and not 5 min, as one day he 2. Susie estimated that she can run for hours at a steady rate of
dog’s speed can be found with the is late and on the other day he is 8mph. She enters a marathon, a distance of 26miles. How long
formula: early) should it take her to complete the race? Give answer in
Let the required distance = D km. As hours/minutes. Ans: 3 hours 15 minutes
time taken at the speed of 50 kmph 3. A car travels a distance of 540km in 6 hours. What speed did
is more than time taken at 60 kmph, it travel at? Ans: 90km/h
s = 5.0 m/s 4. A cyclist travels 20km in 4hrs. What speed did the cyclist
so equation can be formed as D/50-
The speed of the dog is 5.0 meters per cycle at? Ans: 5km/h
D/60=15/60 .
second. 5. The distance between two cities is 144km, it takes me
Solving this equation, we get the
2) A golf cart is driven at its top speed 3hours to travel between these cities. What speed did I travel
answer as 75 km.
of 27.0 km/h for 10.0 minutes. In at? Ans: 48km/h
2. Two trains NaMo Express and
meters, how far did the golf cart 6. A coach travels from the station to the beach, a distance of
RaGa Express start towards each
travel? 576km away in 6hrs. The coach is only allowed to travel at a
other from two cities,1800 m apart
Answer: The first step to solve this maximum speed of 90km/h. Did the coach break the speed
@50kmph and 58 Kmph respectively.
problem is to change the units of the limit? Ans: Yes, it travelled at 96km/h
As they start, a bird, named
speed and time so that the answer 7. Carlisle is a distance of 135miles away from Airdrie. If I
Democracy sitting at the front end of
found will be in meters, since this is travelled at a constant speed of 45mph. How long would it take
RaGa start flying towards NaMo,
what the question asks for. The speed me to get there? Ans: 3 hours
touches NaMo and then returns to
is:
s = 27.0 km/h RaGa and so on, until the trains 8.. A mouse runs a distance of 2metres in 15 seconds. What is
meet. What distance did the bird it’s speed? Ans: 0.13m/s
travel in total if it was flying at the 9. Marc was told his dinner would be ready at 18:00. He left his
s = 7.50 m/s speed of 324 kmph ? house at 12:00 and travelled in his car at an average speed of
Converting the units, the speed is 7.50 Answer: 5400 m 45mph to his mum’s house 300 miles away. Did Marc make it
m/s. The time the cart traveled for home in time for dinner? Ans: No, he arrived at 18:40
was: 10. How long does it take to drive a distance of 260 miles at a
t = 10.0 min speed of 65mph? Ans: 4 hours
Original File Submitted and Formatted by DepEd Club Member
t = 600s - visit depedclub.com for more
The speed of the cart and the time of
travel are given, so the distance
traveled can be found using the
formula:
d = st
d = (7.50 m/s)(600 s)
d = 4500 m
The golf cart traveled 4500 m, which is
equal to 4.50 km.
GGGGGGG. Establishing a Filipinos are fond of traveling Let them watch the video of “Finding Let them watch the video of “Speed, Let them watch the video of “Speed, Distance and Time”
purpose for the lesson out of town and out of the Distance (Know speed, time) Distance and Time”
country. It is really exciting to go
out of the country. Because of
technology, we can avail of
different promos for cheap
airfare as well as
accommodation. Have you tried
to do so?
2. the pupils will talk about the
places they have been to. They
will estimate the distance and
time they traveled.
HHHHHHH. Presenting Present the problem below: We will discuss here how to find the We will discuss here how to find Present the problem posted in Engaged part. Textbook page
Examples/Instances of new John drove for 3 hours at a rate distance when speed and time are the time when speed and distance 253.
lesson of 50 miles per hour and for 2 given. are given. Jonathan bought a new car. He drove his car from Manila to
hours at 60 miles per hour. When speed and time are given, the When distance and speed are given Baguio City at an average speed of 65kilometers per hour, for a
What was his average speed for distance travelled is calculated by the time taken is calculated by using total of 4.5 hours. How far did he travel?
the whole journey? using the formula: the formula: Give enough time for the pupils to analyze the problem. Then
Let the pupils analyze the Distance = Speed × Time Time = Distance/Speed ask the ff.
problem. Then find the answer. The unit of time in speed should be the Present the roblem below: d. What is asked?
Solution: same as that of the given time. A train travelled 555 miles at an e. What are the given in the problem?
Step 1: The formula for distance Present the roblem below: average speed of 60 mph. How long f. What equation will be formed
is A heavy loaded truck travels at the did the journey take?
Distance = Rate × Time rate of 60 miles per hour. How long it Time = Distance/speed
Total distance = 50 × 3 + 60 × 2 = will take for it to travel 200 miles? =555/60 How do we find distance given the speed and time?
270 Solution: = 9•25 hours Discuss thoroughly the solution in Explore part (Txbk p.253-
Step 2: Total time = 3 + 2 = 5 = 9 hours 15 mins 254)
Step 3: Using the formula Given: Rate of travel r = 60 miles per Answer: It took 9 hours 15 minutes Explain the relationship between speed, distance and time.
Answer: The average speed is hour, Displacement d = 200 miles Present the formula posted in explain part.
54 miles per hour. we know displacement d = rt In this problem, we were given a speed of 65kms per hour,
Be careful! You will get the The time taken is given by and time of 4.5 hours. To find the total distance traveled, we
wrong answer if you add the t = d/r can simply multiply the given speed and time.
two speeds and divide the = 200 miles60 miles Distance = 65x 4.5 = 292.5
answer by two = 3.33 hours Answer: He traveled 292.5 kilometers
it will take 3.33 hours to complete the
distance.
IIIIIII. Discussing new concepts The relationship between speed, distance and time can be expressed in the ff. equations:
An easy way to remember the distance, speed andtime equations is to put the letters into a triangle. The triangles Discuss the speed, distance and time concept. Then the
will help you remember these 3 rules: conversion of units (See power point presentation)
Distance = Speed x Time Another example:
Time = Distance/Speed Present the ff. problems:
Speed= Distance/Time 1.A train travels 120 miles in 2 hours
When we say a track event at the Palarong Pambansa is 500 meters long, we are defining its distance. Yet most What is its average speed?
people are interested in the time taken to run it.
Equally, however, we could consider them to run a longer distance in the same time. Both points of view are
exactly the same. All that we are talking about is their average speed, which is defined by:
Average speed – is a measure of the distance traveled in a given period of time; it is sometimes referred to as the ratio of
distance and time.
Average speed = distance / time
Why is the term average speed used? Think about how the race happens- they start from being rest, speed up 2.A runner’s average speed is 8m/s, how far does he run in 25
and run at almost the same speed throughout. seconds ?
In everyday life, we use speeds like kilometers per hour (km/hr), whwreas in this race we use meter per second
(m/s)
Speed – is a scalar quantity that refers to “how fast an object is moving”. Speed can be thought of as the rate by which an
object covers distance.
3.A lorry leaves Stoke, travels 150km to Leeds at an average

A fast moving object has a high speed and covers a relatively long distance in a short amount of time. Contrast this speed of 60km/h. How long did the journey take?
to a slow-moving object that has a low speed and covers a relatively small amount of distance in the same amount
of time. An object with no movement at all has a zero speed.
Distance- is the total length between two positions.
Time- is the quantity measured or measurable period during which an action, process or condition exists or continues.
The equation for speed can be remembered from the unit itself: m/s – m is meters (distance), s is seconds (time). Solve:
It can, of course, be arranged to give: 1. How long does it take to travel a distance of 672km at a
Time = distance/speed and distance = speed x time speed of 96km/h? Ans: 7 hours
Discuss also the table lists units in common use for speed and their abbreviations. (Discuss also the concept of 2. A beetle travels at a speed of 9cm/s., it travels a distance of
speed, time and distance. Then the conversion of units (See power point presentation) 108cm before it is caught in a jar. How long did the beetle run
Distance Time Speed Abbreviation for? Ans: 12s
miles hour miles per hour Mph 3. Neil travelled 36km at a speed of 8km/h. Grant travelled
kilometers hours kilometers per hour Km/h or kph 48km at a speed of 10km/h a) Whose journey was quickest? b)
meters seconds meters per second m/s By how many mins? Ans: a) Neil was quickest at 4.5 hours.
feet seconds feet per second f.p.s or ft. per sec Grant was 4.8 hours. b) 18 mins
centimeters seconds centimeters per second Cm/sec or cm/s 4. John is a runner. He runs the 100m sprint in 10x6s. What
Solved examples to calculate distance Solved examples to calculate time speed did he travel at? (in m/s) Ans: 9.4m/s
when speed and time are given: when speed and distance are given: 5. Jim travelled at a speed of 18km/h for 2 hours. What was the
Example 1: If a car travels
How much distance will be covered in 1. How much time will be taken to distance covered? Ans: 36km
100kilometers in 2 hours, find
5 hrs at a speed of 55 km per hour? cover a distance of 300 km at a 6. A girl cycles for 3hrs at a speed of 40 km/h. What distance
the average speed.
Solution: speed of 60 km per hour? did she travel? Ans: 120km
Solution:
Distance covered in 1 hour = 55 km. Solution: 7. A whale swims at a constant speed of 8m/s for 17s. What
Using the average speed
We know, Distance = Speed × Time Time taken to cover 60 km = 1 hour. distance did it travel? Ans: 136m
formula:
Distance covered in 5 hrs = 55 × 5 Time taken to cover 1 km = 1/60 8. At the equator, the earth spins a distance of 25,992miles
Average speed = distance/time
= 275 km. hour. every day. What speed does the Earth spin at in mph? Ans:
=100/2 = 50 kph
Therefore, distance covered in 5 hrs = Time taken to cover 300 km = 1/60 × 1083mph
Example 2: a world-record
275 km 300 hour = 5 hours. 9. Callum writes down his jog times for each day. Mon – 15min
holder ran 800 meters in 86
2. A bus travels at a speed of 45 Therefore, time taken to cover 300 Tue – 10min Wed – 12min Thu - 5min Fri – No jog. He jogs at a
seconds. What was his average
km/hour. How far will it travel in 36 km is 5 hours. constant speed of 9km/h. Work out the distance he jogs each
speed rounded to the nearest
minutes? 2. A man runs at the speed of 15 km day. On which day did he jog the furthest? Ans: Mon – 2.25km
tenths?
Solution: per hour. How much time will he Tue – 1.5km Wed – 1.8km Thu – 0.75km. He travelled furthest
Solution:
Speed = 45 km/hour take to cover 750 metres? on Monday
Average speed formula:
Time = 36 minutes Speed = 15 km per hour 10. Lauren walks 100m in half a minute. What must her speed
Ave. speed = distance / time =
= 36/60 Hour (Since we know, 1 Distance = 750 metres = 750/1000 have been to travel this distance? Ans: 3.33m/s
800m/86 s =9.3m/s
hour = 60 minutes) km = ¾ km
= 3/5 hour Time = distance/speed = (3/4 ÷ 15)
Distance = speed × time km
= 45 × (3/5) km = (3/4 × 1/15) hr
= (45 × 3)/5 km = 1/20 hr
= 27 km. = 1/20 × 60 min = 3 minutes.
KKKKKKK. Discussing new Show video of average speed Group Activity: Answer the ff. Group Activity: Answer the ff.
concepts and practicing new word problems. 1.Caleb roller skates with a constant 1. How much time will it take for a
skills #2 Note: Pause the video for speed of 10 km/h. How far can he bug to travel 5 meters across the
problem no. 2 and let the pupils travel in 1/2 hour? floor if it is traveling at 1 m/s?
answer the problem by group. 2.An airplane flies with a constant 2. You need to get to class, 200
To know the answer to the speed of 600 km/h. How far can it meters away, and you can only walk
problem play the video again, travel in 1 hour? in the hallways at about 1.5 m/s. (if
then click pause again for the 3.A van moves with a constant speed you run any faster, you’ll be caught
problem no. 3, play again the of 52 km/h. How far can it travel in 1 for running). How much time will it
video if they are already done 1/2 hours? take to get to your class?
answering the problem to know 4. A car drives with a constant speed of 3. In a competition, an athlete threw
if their answer is correct. 62 miles per hour. How far can it travel a flying disk 139 meters through the
in 1 hour? air. While in flight, the disk traveled
5. Nancy rides her horse with a at an average speed of 13.0 m/s.
constant speed of 10 miles per hour. How long did the disk remain in the
How far can she travel in 1/2 hour? air?
6. A police car drives with a constant
speed of 56 miles per hour. How far
can it travel in 3 hours?
Answer:
Discuss the example problems on pages 256-257
1.He can travel 5 kilometers in
4. Roy drives at an average of 45 mph on a journey of
1/2 hour.
135 miles. How long does the journey take?
2. It can travel 600 kilometers in
1 hour. 5. Vncent’s motorcycle’s average speed on a motorcycle
3. It can travel 78 kilometers in 1 is 50km/h. if he drives it for 4 ½ hours, how far does
1/2 hours. he travel?
4. It can travel 62 miles in 1 hour. 6. Daniel can type 840 words in 20 minutes. Calculate his
5. She can travel 5 miles in 1/2 hour. typing speed in:
6. It can travel 168 miles in 3 hours.
d. Words per minute
e. Words per hour
f. Nandy has to travel a total of 476 km. he travels
the first 224km in 4 hrs.
c. Calculate his average speed for the first part
of the journey.
d. If his average speed remains the same,
calculate the total time for him to complete
the journey.
LLLLLLL. Developing mastery Group Activity: Group Activity: Group Activity: Group Activity:
(Leads to Formative 1. Grace rides her horse 36 miles 1. How much distance will be covered 1. How much time will be taken to
Assessment) in 2 hours 15 minutes. What is in 7 hrs at a speed of 62 km per hour? cover a distance of 450 km at a
the average speed in miles per Solution: speed of 50 km per hour?
hour? Distance covered in 1 hour = 62 km. Solution:
2. Pete rides his motorcycle 75 We know, Distance = Speed × Time Time taken to cover 50 km = 1 hour.
miles in 3 ¾ hours. What is his Distance covered in 7 hrs = 62 × 7 Time taken to cover 1 km = 1/50
average speed in miles per = 434 km. hour.
hour? Therefore, distance covered in 7 hrs = Time taken to cover 450 km = 1/50 ×
3. An airplane flies 360 km in 434 km. 450 hour = 5 hours.
1/2 hour. What is its average 2. Mike drives his car at a speed of 70 Therefore, time taken to cover 450
speed in kilometers per hour? km per hour. How much distance will km is 9 hours.
4.An airplane flies 1680 km in he cover in 3 hours 30 minutes? 2. A motorist rickshaw covers a
1 hour 45 minutes. What is its Solution: distance of 150 km at a speed of 30 1. A person crosses a 600 m long street in 5 minutes.
average speed in kilometers per Speed of the car = 70 km/hr km/hour. Find the time taken to What is his speed in km per hour?
hour? Time taken = 3 hours 30 minutes cover this distance.
5.An airplane flies 1305 miles in = 3 ½ hours. Time = distance/speed a.3.7 b. 7.2 c. 8.4 d. 10
2 1/4 hours. What is its average Distance covered in 1 hour = 70 km Time = 150 km/(30 km/hour)
speed in miles per hour? Distance covered in 3 ½ hr =70 × 3 ½ = (150 km/30 km) × hour
6.David rides his motorcycle km = 5 hours.
105 miles in 1 hour 45 minutes. = 70 × 7/2 km 3. A cyclist covers a distance of 12
What is his average speed in = 245 km. km at a speed of 8 km per hour.
2. .An aeroplane covers a certain distance at a speed
miles per hour? 3. How much distance will be covered Calculate the time taken to cover this
of 240 kmph in 5 hours. To cover the same distance
Answer: in 1 ½ hour at a speed of 32 m per distance.
1.Her average speed is 16 miles minute? Speed = 8 km/hour
in 1 hours, it must travel at a speed of:
per hour. Solution: Distance covered = 12 km
a.300 kmph b.360kmph
2. His average speed is 20 miles [1 ½ hr = (60 + 30) minutes = 90 Time taken = total distance
c.600kmph d.720kmph
per hour. minutes]. covered/speed
3. Its average speed is 720 Distance covered in 1 minute = = 15/8 hour
kilometers per hour. 32metres. = 3/2 hours
3
4. Its average speed is 960 Distance covered in 90 minutes = 32 × = 1 ½ hours.
.
kilometers per hour. 90 = 2880 m. 4. How much time will be taken to
5.Its average speed is 580 miles We know, 1 m = 1/1000 km. cover 20 m at a speed of 20 cm per
per hour. = 2880/1000 km. second?
3.If a person walks at 14 km/hr instead of 10 km/hr, he
6. His average speed is 60 miles = 2.88 km. Solution:
would have walked 20 km more. The actual distance
per hour. 4. How far can you get away from your Time taken to cover 20 cm = 1 sec.
travelled by him is:
little brother with the squirt gun filled Time taken to cover 1 cm = 1/20 sec.
a.50km b.56km c.70km d.80km
with paint if you can travel at 3 m/s 1 metre = 100 cm,
.
and you have 15s before he sees you? 20 metre = 20 × 100 cm.= 2000 cm.
5. How far can your little brother get if Time taken to cover 20 m = 1/20 ×
he can travel at 2.5 m/s and in 5 2000 = 200 sec.
seconds you will discover that his Therefore, time taken to cover 20 m
squirt gun has run out of paint? is 200 sec.
4A train can travel 50% faster than a car. Both start

. from point A at the same time and reach point B
75 kms away from A at the same time. On the way,
however, the train lost about 12.5 minutes while
stopping at the stations. The speed of the car is:
e. 100 kmph
f. c. 120kmph
g. 110kmph
h. d. 130kmph
5.Excluding stoppages, the speed of a bus is 54 kmph and
including stoppages, it is 45 kmph. For how many minutes does
the bus stop per hour?
a.9 b. 10 c. 12 d. 20
Day 2:
To deepen pupils’ understanding of the concept, let them
answer the problems on Deepening, page 101, 21 st Century
Mathletes TG
MMMMMMM. Finding practical Group Activity: Distribute an Pair-share: Group Activity: Solve the ff. problems
applications of concepts and activity sheet to each group. Pair-share: 1.A cycle race is going on, a cyclist is 1.The speed of the train is 72 km per hour. Find its speed in
skills in daily living 1.A small robot can travel a 1. A farmer travelled a distance of 61 moving with the speed of 2 km/hr. metre per second.
distance of 32.5 meters in 13 km in 9 hours. He travelled partly He has to cover a distance of 5 km. 2. Express the speed of 60 m per minute in km per hour.
seconds. What is the average on foot @ 4 km/hr and partly on How much time will he need to reach 3. A man runs at the speed of 10 km/hr. How much time will he
speed of the small robot? bicycle @ 9 km/hr. The distance his destiny? take to cover 750 metres?
2.5 mph travelled on foot is: Solution: 4. Aaron ran 500 metre in 100 Seconds. Find the speed in km
2.5 mps a.14km b.15km c.16km d.17km Given: Speed x = 2 km/hr, per hour.
0.4 mph Distance Covered d = 5 km, 5. Find out the distance covered when, speed is 960 km/hour
0.4 m/s time taken t = ? and time is 1 hour 50 minutes.
2.A truck travels between two Speed is given by formula: x = d/t 6. Determine the time taken when, distance is 7150 km and
cities according to the distance- Time taken t = d/x speed is 780 km/hr
time graph shown below. What = 5km2km/hr 7. If distance travelled by a train is 495 km in 4 hours 30
is the truck's average speed for = 2.5 hr minutes, what is its speed?
the first hour? What is the = 9000 s. 8. 6.A cyclist travels at a speed of 20 km/hour. How far will he
truck's average speed for the Time taken by the Cyclist is 2.5 hr travels in 50 minutes?
entire trip? 2. In a flight of 600 km, an aircraft 9.A man complete a journey in 10 hours. He travels first half of
2. A man covered a certain distance was slowed down due to bad the journey at the rate of 21 km/hr and second half at the rate
at some speed. Had he moved 3 weather. Its average speed for the of 24 km/hr. Find the total journey in km.
kmph faster, he would have taken trip was reduced by 200 km/hr and a.220km b. 224km c.230km d.234km
40 minutes less. If he had moved 2 the time of flight increased by 30
kmph slower, he would have minutes. The duration of the flight is:
taken 40 minutes more. The a.1hr b.2hrs c.3hrs d.4hrs
distance (in km) is:
a.35 b.36 2/3 c. 37 ½ d.40
10.The ratio between the speeds of two trains is 7 : 8. If the
a.50mph, 5 mph second train runs 400 km in 4 hours, then the speed of the first
b.40mph, 55 mph train is:
c.46.7 mph, 55mph a.70km/hr b. 75km/hr c. 84km/hr
d.55mph, 55 mph d. 87.5 km/ hr
3. A car travels in segments that
are described in the table
below. What is the average
speed of the car?
4. If you shout into the Grand Canyon,
your voice travels at the speed of Day 2:
sound (340 m/s) to the bottom of the A. Answer the ff. problems:
canyon and back, and you hear an 1. A boy walks at a speed of 4 kmph. How much time does he
echo. How deep is the Grand Canyon take to walk a distance of 20 km?
at a spot where you can hear your Solution
a.63.67kph echo 5.2 seconds after you shout? Time = Distance / speed = 20/4 = 5 hours.
b.67 kph 5. Find out the distance covered when, 2. A cyclist covers a distance of 15 miles in 2 hours. Calculate
c.64 kph speed is 960 km/hour and time is 1 his speed.
d. 63 kph hour 50 minutes. Solution
4.Find speed when, distance is Speed = Distance/time = 15/2 = 7.5 miles per hour.
142 km and time is 2 hours 3. A car takes 4 hours to cover a distance, if it travels at a
5. A cyclist covers 950 m in 5 speed of 40 mph. What should be its speed to cover the same
minutes. Find his speed in km/ distance in 1.5 hours?
hour. Solution
Distance covered = 4*40 = 160 miles
Speed required to cover the same distance in 1.5 hours =
160/1.5 = 106.66 mph
4.A man on tour travels first 160 km at 64 km/hr and the next
160 km at 80 km/hr. The average speed for the first 320 km of
the tour is:
a.35.55km/hr b. 36 km/hr
c. 71.11 km/hr d. 71 km/hr
5.A car travelling with of its actual speed
covers 42 km in 1 hr 40 min 48 sec. Find the
actual speed of the car.
a. 17 6/7 km/hr b.25 km/hr
c.30km/hr d.5km/hr
B. Use 4-step plan to answer the ff. problems:

6. A taxi travels with a constant speed of 90 km per hour.
How far can it travel in 6 hours?
7. Leth drives her car and covered a distance of 385 kms.
In 3 ½ hours. What is her average speed in kms. per
hour?
8. A car travels 360 kms in 4 hours. What is the average
speed of the car in kms per hour?
9. A bus had an average speed of 65 kph for 3 hours in
the morning. The bus had an average speed of 70 kph
for 2.5 hours in the afternoon. What’s the total
distance covered by the bus?
10. A train leaves the first station at 6:00a.m. and arrives
at the last station at 6:30 a.m. f the distance between
the first and last station is 25kms, what is the average
speed of the train?
NNNNNNN. Making How to Calculate Speed? How to calculate distance? How to calculate time? How do you solve problems involving average rate and speed.
generalizations and The Speed can be calculated by To find distance, speed is beside time, To find time, use the formula:
abstractions about the lesson finding how much distance so distance is speed multiplied by Time = distance / speed
traveled by the body and in how time.
much time with respect to the Distance = speed/time
point of observation. Once we
find these two things (distance
traveled and time taken to
travel the distance), we can
divide the distance traveled by
the time taken to obtain the
speed of the object using
formula,
Speed = distance/ time
Where
d = distance traveled
t = time taken.
OOOOOOO. Evaluating Calculate the speed of the ff. Calculate the distance that you would How long does it take to travel: Solve each problem:
Learning problems: travel if you drove for: 6. 100 km at 20km/h? Mathletes p. 257-258
1. If a car travels 400m in 20 6. 2 hours at 30 km/h 7. 180 km at 45 km/h?
seconds how fast is it going? 2. If 7. 7 hours at 65 km/h 8. 250 km at 75 km/h?
you move 50 meters in 10 8. ½ hour at 46 km/h 9. 280 km at 60 km/h?
seconds, what is your speed? 9. 45 minutes at 80 km/h 10. 320 km at 85 km/h?
3. You arrive in my class 45 10. 1 ½ hours at 55 km/h
seconds after leaving math
which is 90 meters away. How
fast did you travel?
4. A plane travels 395,000
meters in 9000 seconds. What
was its speed?
5. It takes Serina 0.25 hours to
drive to school. Her route is 16
km long. What is Serina’s
average speed on her drive to
school?
PPPPPPP. Additional Question 2: A man rides the Question 1: Lilly is driving a scooty with Answer Math Challenge 1-3 Answer Math Challenge 4-5
activities for application and bike with the speed of 60 miles the speed of 6 km/hr for 2hr. How
remediation in 3/4 hours. Calculate the much distance will she travel?
speed of the bike? Solution:
Solution: Given: Speed of the scooty
Given : Distance Covered d = 60 x = 6km/hr
miles, Time taken t = 2 hr
Time taken t = 3/4 hours. Distance traveled d = ?
Speed is calculated using the Speed distance time formula is given
formula: x = d/t as: x = dt
= 60miles x 3/4hrs Distance traveled d = x × t
= 60 miles × 4/3hr = 6 km/hr × 2 hr
= 80 miles/hr. = 12 km.
V. Remarks
VI. REFLECTIONS
IIIII. No. of learners who earned 80%
JJJJJ. No. of learners who require
80%
KKKKK. Did the remedial lessons
LLLLL. No. of learners who

continue to require
remediation
MMMMM. Which of my
teaching strategies worked
NNNNN.What difficulties did I

me solve?
OOOOO. What innovation

or localized materials did I

ZZ. Content Standard demonstrates understanding of rate and speed, and of area and surface area of plane and solid/space figures.
AAA. Performance Standard is able to apply knowledge of speed, area, and surface area of plane and solid/space figures in mathematical problems and real-life situations
BBB. Learning Competencies / finds the area of composite figures formed by any two or more of the solves routine and non-routine problems involving area of composite figures formed by any two or
Objectives following: triangle, square, rectangle, circle, and semi-circle. more of the following: triangle, square, rectangle, circle, and semi-circle
M6ME-IIIh-89 M6ME-IIIh-90
II. References
69. Teacher’s Guide pages 21ST Century Mathletes, p.103- 21ST Century Mathletes, p.103-107 21ST Century Mathletes, p.103-107 21ST Century Mathletes, p.103-107
107
70. Learner’s Materials pages 21st Century Mathletes 6, 21st Century Mathletes 6, 21st Century Mathletes 6 21st Century Mathletes 6
71. Textbook pages 21st Century Mathletes 6 21st Century Mathletes 6 21st Century Mathletes 6 21st Century Mathletes 6
JJ. Other Learning Resources Mathletes 6 textbook, video clip, Mathletes 6 textbook, video clip, Mathletes 6 textbook, video clip, Mathletes 6 textbook, video clip, power point presentation
power point presentation power point presentation, drawings of power point presentation
IV. PROCEDURES
QQQQQQQ. Reviewing A.Drill: Identify ff. the figures. Drill: Group Activity! Drill: Draw the given figure with its dimension. Write the formula in
previous lesson or presenting (See TG p. 103 Find the area of the ff. figures Warm Up finding its area then solve:
the new lesson 1. What is the area of a rectangle 1) a rectangle whose length is 15 cm and its width is 10
with length 10 cm and width 4 cm? cm
2. What is the area of a 2) a square whose side is 3.5 m
parallelogram with base 18 ft and 3) a circle whose radius is 5.2 dm
height 12 ft? 4) a trapezoid whose bases are 15 in and 12 in. Its height
Match the figures in column A 3. What is the area of a triangle with is 17 in.
with their corresponding base 16 cm and height 8 cm? 5) a parallelogram whose base is 20 cm and the height is
formula (area) in column B. 25.5 cm.
Column A
Triangle
Square
Rectangle
Circle
Parallelogram
Column B
Lxw
Bxh
½bxh
2
πr
c=2 π r❑
Review: Group Game
Solve each situation. Show
complete solution
1.What is the area of square
room with a side of 14m?
2.A circular garden has a
diameter of 2.5m. what is the
area of the garden?
3.A triangular structure has a
base of 36 m and a height of
75m. what is its area?
4.A parallelogram has a base of
32m and a height of 18m. what
is its area?
5.The width of a rectangle is 8m.
its length is twice its width.
What is its area?
RRRRRRR. Establishing a A.As you have learned in your Aldrin works for a company that
purpose for the lesson previous grades or lessons, the remodels kitchens. In one kitchen he
area of a figure is the amount of builds the rectangular island shown
flat space that the figure covers. below. What is the size of the granite
Area is measured in square tiles that he need to cover its
units, such as square inches or countertop?
square cm.
2.5 feet
Do you remember how find the
area of:
Rectangle What is the area of the region?
6 feet
Square We have a rectangular array. Since
Parallelogram the region is filled w/ 20sq.cm, its
Triangle area is 20sq.cm. the number of units
Most of the outdoor basketball court was already repainted
Circle is 5 x 4 =20
To find the size of the granite tiles, we green. The only part left to redo was the brown key. The
Show this façade of the house Original File Submitted and
need to find the area of the rectangle. painters need to know the total area of the space remaining in
Area=Lxw order to buy enough paint.
=6ft. x 2.5 ft
Area= 15sq.ft.
SSSSSSS.Presenting Find the area of the composite figure. Present the problem on page 266. Given the dimensions shown below, what area should the
Examples/Instances of new The composite figure contains 2 ( Example no. 7) workers use to calculate their supplies?
lesson triangles and 1 square. We need to A roller-rink floor is shown below.
find the area of each region. Each end is a semi=circle. What is the
area? If hardwood flooring costs
Php220.00 per square foot, how
much will the flooring cost?
Discuss the solution on page 266.
The pupils will describe the
façade of the house.
First, find the area of the rectangle.

The area of the rectangle is 192 square feet.
Area of 1 triangle: Next, recognize that you have been given a diameter and need
A = ½ bh to divide that by 2 to get the radius. The problem states that
A = ½ (7)(4) the diameter of the circle is the same as the width of the
A = ½ (28) rectangle, 3 feet.
A = 14 yds2 The area for a full circle is approximately 113 square feet.
Area of square: Then, remember that you have a semi-circle and divide this
A = lw = 7(7) = 49 yd2 area by 2.
Total area of figure: Add up areas of 2 The area of the semi-circle is 56.5 square feet.
triangles and square: Add the two areas together.
A = 2(14) + 49 The workers will need to by enough paint to cover 248.5 sq. ft.
= 28 + 49 = 77 yd2.
TTTTTTT. Discussing new Present the ff. problems: A composite figure is formed from two Discuss Example no. 8 on page 267.
concepts and practicing new 1.A figure or shape that can be or more figures. Let them watch the video of Find the area of each combined figure.
skills #1 divided into more than one of To find the area of a composite figure: “Composite figures, Finding the A rectangle and a semi-circle. The rectangle has a length of 9
the basic figures is said to be a Find the areas of each figure then add Area”. inches and a width of 4.5 inches. The diameter of the circle
composite figure ( or shape) them up. matches the length.
Suppose a swimming pool at the To find the area of a shaded region, A rectangle and a semi-circle. The rectangle has a length of 7
figure (on page 105, TG) looks you need to subtract the areas. feet and a width of 4 feet. The diameter of the circle matches
like this. How do you find the Find the area of the figure. the length.
area of this swimming pool? Is it The figure contains: A rectangle and a semi-circle. The rectangle has a length of 5.5
possible to find the area? 1 square and a semicircle feet and a width of 3.5 feet. The diameter of the circle matches
2.Father wants to paint the the width.
façade of the house. He needs Ans:
to find out the area so that he 72.29 sq. in.
would know the amount of . 47.23 sq. ft. 3
paint to buy. The side of the . 24.06 sq. ft.
square is 12 m and the height of
the triangle is 13m. what is the Ans:
area of the façade of the house? Area of square:
What figures are used in the A = lw = 6(6) = 36 ft2
structure? Area of circle:
Divide the pupils into 5 groups A = r2
and let them find the area of the A = (3)2 = 9 ft2
structure. Area of semicircle =
Ans: Area of the square= sxs ½ (9) = 4.5 ft2
=12 x 12 Total area of figure:
= 144 sq.m. Add areas of square and semicircle:
Area of the triangle= 1/2bh A = 36 + 4.5 cm2
=1/2(12x13)
=1/2(156)
=78sq.m.
Area of the façade of the house
= area of a square + area of a
triangle
=144sq.m. + 78 sq.m.
=222sq.m.
UUUUUUU. Discussing new What is the area of the Find the area of the shaded region if Solve each problem. Show a video of “Area of Composite Shapes:
concepts and practicing new unshaded region if the radius of the area of the square is 64 ft2. 1.Rob is painting large polka dots on
skills #2 the circle is 10 and the side of We are given the area of the square, a sheet for the backdrop of the
the square is 12cm? we need to find the area of the circle. school musical. He painted 16 polka
What is its radius? dots, each with a radius of 3 feet.
What is the total area that the polka
dots cover?
2.The librarian is having the library at
her school carpeted. The library is a
circular room with a diameter of 420
Ans: feet. How many square feet of carpet
To find the answer, subtract the will she need to order?
We are given the area of the square,
area of the circle from the area Ans:
we need to find the area of the circle.
of the square. 452.16 sq. ft.
What is its radius?
Discuss example no. 6 , a & c, 138,474 sq. ft
Diameter = Length of square = =8
on page 263 of Mathletes
ft.
textbook.
Radius = ½ (8) = 4 ft.
Area of circle:
A = r2
A = (4)2 = 16 ft2.
Area of shaded region =
Area of square – Area of circle
A = 64 - 16 ft2.
VVVVVVV. Developing To deepen pupil’s Group Activity: Group Activity: Find the area of each combined figure.
mastery understanding, let them answer Solve the ff. problems: A square and a semi-circle. The square has a side length of 11
(Leads to Formative the ff. How many sq.cm. of tiles are needed mm. The diameter of the circle matches the square’s side.
Assessment) (TG p. 106) to floor a hexagonal terrace if each 2.A square and a semi-circle. The square has a side length of
side is 30cm long and the radius of 8.5 inches. The diameter of the circle matches the square’s
the inscribed circle is 15.5cm? side.
A rectangle wrapping cloth has a 3.A square and a semi-circle. The square has a side length of
length of 26inches and a width of 24 7.25 inches. The diameter of the circle matches the square’s
inches. Two circular cloth with a side.
diameter of 8 inches will be cut from Answers 1. 168.49 sq. mm
it. How much cloth will be left? 2. 100.61 sq. in.
3. 73.19 sq. in.
WWWWWWW. Finding practical Group Work: Pair-share: Group Activity: Pair-share:
applications of concepts and Find the area of the ff. How much material is required to Find the area of each combined figure.
skills in daily living composite figures make a circular skirt if the waist hole
has a circumference of 60.5 cm. and 1.A triangle and a semi-circle. The triangle has a base of 5
the diameter of the circular skirt is inches and a height of 4 inches. The diameter of the circle
12.5cm? matches the base of the triangle.
2.A triangle and a semi-circle. The triangle has a base of 7
inches and a height of 6 inches. The diameter of the circle
matches the base of the triangle.
3.A triangle and a semi-circle. The triangle has a base of 5.5
inches and a height of 4 inches. The diameter of the circle
matches the base of the triangle.
Ans:
1. 19.81 sq. in
2. 40.23 sq. in.
3. 22.87 sq. in
XXXXXXX. Making How do we find the area of composite figures? How do you solve routine and non-routine problems involving area of composite figures formed by
generalizations and To find the area of a composite figure, separate thefigure into any two or more of the following: triangle, square, rectangle, circle, and semi-circle?
abstractions about the lesson simpler shapes whose area can be found. Then add the areas together. Be
sure than none of the simpler figures have overlapping areas. Example 1:
Find the area of the composite shape shown below.
YYYYYYY. Evaluating Evaluate item 1-6 Evaluate item 7-14 Solve each problem. Provide Find the area of each combined figure.
Learning Find the area of each shaded Find the area of each shaded region. illustration if necessary. 1..A square and a semi-circle. The square has a side length of
region. Assume that all angles Assume that all angles that appear to (21st Century Mathletes textbook, 13 feet. The diameter of the circle matches the square’s side.
that appear to be right angles be right angles are right angles. page 270) 2..A square and a semi-circle. The square has a side length of
are right angles. (21st Century Mathletes textbook, page 15.5 feet. The diameter of the circle matches the square’s side.
(21st Century Mathletes 269) 3.A rectangle and a semi-circle. The rectangle has a length of 8
textbook, page 268) feet and a width of 5 feet. The diameter of the circle matches
the width.
4.A rectangle and a semi-circle. The rectangle has a length of
8.5 feet and a width of 6 feet. The diameter of the circle
matches the width.
Ans.:
1. 235.33 sq. ft.
2. 334.55 sq. ft. 3
3. 49.81 sq. ft. 4
4. 65.13 sq. ft.
ZZZZZZZ. Additional Answer Math Challenge

activities for application and
remediation
V. Remarks
VI. REFLECTIONS
PPPPP. No. of learners who earned
assessment
QQQQQ. No. of learners
who require additional
activities for remediation who
scored below 80%
RRRRR. Did the remedial lessons
SSSSS. No. of learners who
continue to require
remediation
TTTTT. Which of my teaching
did this work?
UUUUU.What difficulties did I
me solve?
VVVVV. What innovation or

CCC. Content Standard demonstrates understanding of rate and speed, and of area and surface area of plane and solid/space figures.
DDD. Performance Standard is able to apply knowledge of speed, area, and surface area of plane and solid/space figures in mathematical problems and real-life
situations
EEE.Learning Competencies / New Year’s Day Holiday visualizes and describes surface area and visualizes and describes surface area and visualizes and describes surface area and
Objectives names the unit of measure used for measuring names the unit of measure used for names the unit of measure used for
the surface area of cubes and prisms. measuring the surface area of cylinders and measuring the surface area of cones and
M6ME-IIIi-9 pyramids spheres.
derives a formula for finding the surface area M6ME-IIIi-9 M6ME-IIIi-9
of cubes and prisms derives a formula for finding the surface derives a formula for finding the surface
M6ME-IIIi-92 area of pyramids and cylinders. area of cones and spheres.
M6ME-IIIi-92 M6ME-IIIi-92
Measurement Measurement
KK. References
73. Teacher’s Guide pages 21ST Century Mathletes, 108-112
74. Learner’s Materials pages 21st Century Mathletes 6, p. 272-285

75. Textbook pages 21st Century Mathletes 6, p. 272-285
LL. Other Learning Resources Mathletes 6 textbook, power point presentation
IV. PROCEDURES
AAAAAAAA. Reviewing Mental Computation Drill: Solving for Areas of Drill: Match the picture w/ the formula for Find the area of the ff.:
previous lesson or presenting Plane Figures the area:
the new lesson Play “Pass-It-On”
a)Teacher divides the class into 6 groups (per
column).
b)Teacher instructs the pupils in front to prepare
1
a piece of paper ( 4 sheet), which will be the
group’s answer sheet.
c)Teacher shows a picture of a plane figure with
given dimensions. For example:
6m
10 cm 5m
6 dm 10 m Review:
20 m
Find the surface area of a cube with a side
8m of length 3 cm
Solution:
d)Pupils in front solve mentally for the area and
Given that s = 3
write their answer on the piece of paper, with
Surface area of a cube = 6s2 = 6(3)2 = 54
the proper label.
cm2
e)Teacher shows another picture of a plane Review: Find the surface area of the ff.
Calculate the surface area of the following
figure with given dimensions. cylinders and pyramids.
prism.
f)The pupils in front pass the paper to the one
Solution:
behind them who, in turn, solve mentally for the
There are 2 triangles with the base = 4 cm
area.
and height = 3 cm.
g)Continue this until everyone in the group or
Area of the 2 bases
column has participated.
= 12 cm2
h)Teacher gives the correct answers.
1 rectangle with length = 7 cm and width =
i)The group with the correct answer and label
5 cm
gets 2 pts.
Area = lw = 7 × 5 = 35 cm2
j)The group with the most number of points wins.
1 rectangle with length =7cm and width
Review: Formulas in Solving for the Areas of the
3m
Following: Square, Rectangle, Parallelogram,
Area = lw = 7 × 3 = 21 cm2
Trapezoid, Triangle
1 rectangle with length = 7 cm and width
Give one example each for the above shapes.
4m
These may be in the form of a word problem or a
Area = lw = 7 × 4 = 28 cm2
picture with given dimensions. Let the class solve
The total surface area is 12 + 35 + 21 + 28
for the area of each.
= 96 cm2
Original File Submitted and Formatted by DepEd
We can also use the formula
Club Member - visit depedclub.com for more
Surface area of prism = 2 × area of base +
perimeter of base × height
= 2 × 6 + (3 + 4 + 5) × 7 = 96 cm2 Ans.: L.A. = 2340 units2;
SA = 3240 units2
BBBBBBBB. Establishing a Show a cube. The teacher will show pictures of a The teacher will show pictures of an ice
purpose for the lesson Ask: sardines can and a tent. Tell the pupils cream cone and a ball. Tell the pupils
1)How many faces does it have ? that these are examples of space figures. that these are examples of space figures.
2)What is the shape of each face?
3)Are the faces congruent?
4)What is the formula for the area of square?
b)Show a rectangular prism.
Ask:
1)How many faces does it have?
2)Which faces are congruent?
3)What is the shape of each face?
4)What is the formula for the area of a rectangle?
c)Show a cylinder, cone, pyramid, and sphere.
Ask questions similar to the ones above.
CCCCCCCC. Presenting Present the ff. problem in the class. If we cut a label from a sardine can, we Surface Area of a Cone:
Examples/Instances of new 1. Mother is celebrating her birthday. Her will see that the label is a rectangle. The Let us use a net to help see how the
lesson children prepared a gift for her. They height or width of the rectangle is the formula for the surface area of a right
have a gift wrapping paper that height of the can. The base length of the cone is derived. (See page 2770
measures 900 square inches. Each edge rectangle is the circumference of the can.
of the box is 12 inches. Do you think the
children have enough wrapping paper to
cover the gift?
The pupils will investigate the ff.
a.Name of the solid Surface Area of a Cylinder:
b.Number of faces The lateral area of a cylinder is the the surface area of a cone is the sum of
c.Shapes of faces product of the circumference of the base the lateral area (L.A.)) and area of its
and the height of the cylinder. base (B)
L.A. = 2πrh To find the L.A., imagine cutting the
The surface area of a cylinder is the sum lateral surface into wedges and
of the lateral areas of the 2 bases. arranging the wedges to form a figure
Surface Area = L.A. + 2B like a parallelogram.
Example: Find the surface area of the can Example: Find the surface area of the ice
of milk belowt. Use π= 3.14 cream cone at the right. Use π= 3.14
DDDDDDDD. Discussing new Ask the ff. questions: Surface Area of Pyramids: Surface area of a Sphere:
concepts and practicing new a. What is the name of the solid figure? The surface area of a pyramid is the sum The area of the circle that contains the
skills #1 (cube) of the areas of all the faces, including the center of the sphere is πr2
b. How many faces does it have?(6 faces) base. We can use the net to find a general
c. What is the shape of the faces? (square) formula that will help us find the surface
d. How do we know that the wrapping area of a pyramid.
paper is enough? Present to the class
the net of the cube.
It would take exactly 4 of these circles to
wrap the sphere completely.
Example: Find the surface area of the

Find the area of each face. Explain the solution. Example:Find the surface area of the right basketball at the right with a radius 0f
Area of a square= s x s square pyramid below. 4.89 dm. Round your answer to the
= 12 x 12 nearest tenths.
=144 square inches
Total area of all faces = 144 x 6 = 864 sq. inches
Therefore, the children have enough wrapping
paper to cover the gift. How do you call the total
area of all the faces of a solid figure?
a.Define surface area. Page. 273

b. Based on the answers to the above questions,
derive the formula for the surface area of a cube.
EEEEEEEE. Discussing new Present the problem on page 272. Group Activity: Discuss how to get the surface area of a
concepts and practicing new Gerald owns an antique shop. He is refinishing a cone and sphere. Let the group answer
skills #2 rectangular jewelry box shown below. The can of the ff. activities:
varnish he is using is enough liquid left in it to
cover 30 cm2 is there enough varnish left in the
can to refinish the jewelry box?
Discuss the content on page 272 -273 of 21st
Century Mathletes Textbook.
Let the pupils derive the formula in finding the
surface area of a prism.
Discuss Example 1 on page 274 of txtbk
Evaluate the following problems. (Take π =

3.14 and round to the nearest
hundredths)
1) Calculate the surface area of a cylinder
with diameter of 32 cm and height 20 cm.
Area = cm2
2) Calculate the surface area of a cylinder
with diameter of 14 cm and height 30 cm.
Area = cm2
3) A steel pipe has an outer radius of 6 cm
and an inner radius of 5.6 cm. It has a
length of 12 cm.
a) Find the area of the outer curved
surface of the pipe.
Area of outer curved surface =

cm2
b) Find the area of the inner curved

surface of the pipe.
Area of outer curved surface =

cm2
c) Find the total surface area of the pipe.
Total area = cm2
FFFFFFFF. Developing Activity (in groups of 5) Activity (in groups of 5) Activity (in groups of 5)
mastery 1)Give each group a spatial figure. For example, 1)Give each group a spatial figure. For 1)Give each group a spatial figure. For
(Leads to Formative a shoe box. example, a sardines can, a milk can, a example, cone , a ball, a globe, etc.
Assessment) 2)Let each group measure the dimensions of paper weight shaped like a pyramid. 2)Let each group measure the
their spatial figure and solve for its surface area. 2)Let each group measure the dimensions dimensions of their spatial figure and
3)Presentation for each group follows of their spatial figure and solve for its solve for its surface area.
surface area. 3.) write the correct unit of measure of
3.) write the correct unit of measure of each object.
each object. 4)Presentation for each group follows
4)Presentation for each group follows
GGGGGGGG. Finding practical Group Activity: Write the formula then solve. Group Activity: Write the formula then Group Activity: Write the formula then
applications of concepts and Write the unit of measure to be used in each solve. Write the unit of measure to be solve. Write the unit of measure to be
skills in daily living problem. used in each problem. used in each problem.
1)a cube whose edge is 15 cm
2.)Cube: s=18cm
3.Rectangular Solid: l=18 cm, w= 7 cm, h=9 cm
1.
2. 1.
4.)
3.
5.) 2.
4.
3.
4.
5.
HHHHHHHH. Making What is surface area? What is surface area? What is surface area?
generalizations and The surface area of a solid object is a measure of The surface area of a solid object is a The surface area of a solid object is a
abstractions about the lesson the total area that the surface of the object measure of the total area that measure of the total area that
occupies. the surface of the object occupies. the surface of the object occupies.
How do we find the surface area of cubes? How do we find the surface area of a How do we find the surface area of a
Prisms? cylinder? cone?
A cube is a rectangular prism where all its sides The surface area of a cylinder can be The first step in finding the surface area
are the same. The formula to find the surface found by breaking it down into three of a cone is to measure the radius of the
area of a rectangular prism is A = 2wl + 2lh + 2hw, parts: circle part of the cone. The next step is
where w is the width, the l is the length, and the The two circles that make up the ends of to find the area of the circle, or base.
h is the height. To use this formula, we plug in the cylinder. The area of a circle is 3.14 times the
our values and then evaluate. The side of the cylinder, which when radius squared (πr2). Now, you will need
"unrolled" is a rectangle to find the area of the cone itself. In
Combining these parts we get the order to do this, you must measure the
formula: side (slant height) of the cone. Make
area=2πr2 + 2πrh sure you use the same form of
where: measurement as the radius.
π is Pi, approximately 3.142 You can now use the measurement of
r is the radius of the cylinder the side to find the area of the cone. The
h height of the cylinder formula for the area of a cone is 3.14
How do we find the surface area of a times the radius times the side (πrl).
pyramid? So the surface area of the cone equals
The area of the base is s . There is no the area of the circle plus the area of the
formula for a surface area of a non- cone and the final formula is given by:
regular pyramid since slant height is not SA = πr2 + πrl
defined. To find the area, find the area of How do we find the surface area of a
each face and the area of the base and cone?
add them. To find the surface area of a sphere, use
the formula (4πr2), where r = the radius
of the circle
IIIIIIII. Evaluating Learning Evaluate item no. 1-12 on page 282-283 of Evaluate item no. 13-34 on page 282-284 Evaluate item no. 35-40 on page 284 of
Mathletes Textbook. of Mathletes Textbook Mathletes Textbook.
JJJJJJJJ. Additional activities for Answer Math Challenge on page 286-287

V. Remarks
VI. REFLECTIONS
WWWWW. No. of learners
who earned 80% on the
XXXXX. No. of learners who require
80%
YYYYY. Did the remedial lessons
ZZZZZ. No. of learners who

continue to require
remediation
AAAAAA. Which of my
BBBBBB. What difficulties

did I encountered which my
me solve?
CCCCCC. What innovation or
DAILY LESSON LOG Teaching Dates and Time: (WEEK 1) Quarter: 4TH QUARTER

I. OBJECTIVES The learner………..
FFF. Content Standard demonstrates understanding of volume of solid figures and meter reading.
GGG. Performance Standard is able to apply knowledge of volume of solid figures and meter reading in mathematical problems and real-life situations.
HHH. Learning Competencies / determines the relationship of the determines the relationship of derives the formula for finding derives the formula for finding derives the formula for finding
Objectives volume between 70.1 a rectangular the volume between 70.2 a the volume of cylinders the volume of cone the volume of spheres.
prism and a pyramid. cylinder and a cone. M6ME-IVa-96 M6ME-IVa-96 M6ME-IVa-96
M6ME-IVa-95 M6ME-IVa-95
Measurement Measurement Measurement Measurement Measurement Measurement
MM. References
77. Teacher’s Guide pages 21ST Century Mathletes 21ST Century Mathletes 21ST Century Mathletes 21ST Century Mathletes, 21ST Century Mathletes
78. Learner’s Materials pages 21st Century Mathletes 6 21st Century Mathletes 6, 21st Century Mathletes 6 21st Century Mathletes 6, p. 21st Century Mathletes 6
272-285
79. Textbook pages 21st Century Mathletes 6 21st Century Mathletes 6 21st Century Mathletes 6 21st Century Mathletes 6 21st Century Mathletes 6
80. Additional Materials from Math 6 DLP Mod. 58 Math 6 DLP Mod. 58 Math 6 DLP Mod. 58 Math 6 DLP Mod. 58 Math 6 DLP Mod. 58
NN. Other Learning Resources Mathletes 6 textbook, power point Mathletes 6 textbook, power Mathletes 6 textbook, power Mathletes 6 textbook, power Mathletes 6 textbook, power
presentation point presentation point presentation point presentation point presentation
IV. PROCEDURES
A.Reviewing previous lesson or Drill: A. Perform the indicated Drill: Find the surface area of the 1. Mental Computation 1. Mental Computation Drill by group: Name each
presenting the new lesson operation: ff. Drill: Solving for Volumes of Drill: Multiplying Whole figure. Then write the formula
35 x 25 Prisms Numbers in finding the
125 x 2.5 a) Teacher divides the class volume of the given figure.
30 ½ x 25 into 6 groups (per column). Each Multiply the following Choose your answer from the
450 ÷ 20 group is provided with an mentally:(use flash cards or box.
50 ½ x 15 1 use power point presentation)
B. Find the surface area of the ff. illustration board ( 4 ), chalk, and a. 15 x 4
1. e=25cm eraser.
2. l=16cm, w= 9cm, h=8cm b) Teacher flashes a card d. 3 x 4 x 4
3. d=14cm, h=23cm with the dimensions of a prism.
Review: A.Identify the figure below: For ex.: l = 8 cm w = 5 cm
2. Review: Finding the
h = 10 cm
Volumes of Cylinders
B = 18 m2 h = 3 m
1 1
l= 2 m w= 5 m Prepare different sizes of cans
Review:
(as many as the number of
Volume of the pyramid= ______x 1 groups).
volume of rectangular prism. h= 4 m Each group will get one can Review:
For a rectangular prism, V=lxwxh c)The first student from each and do the following:
So for pyramid, V= _____ lxwxh= group solves mentally for the measure its height and its
lxwxh/? volume of the prism and writes radius in cm
the answer on the illustration find its volume
board provided. share the solution and answer
B.Solve each situation. d)When teacher say “boards up,” to the class
1. a rectangular box has a length of they raise their boards up.
24 inches, a width of 18inches, a e)Whoever gives the correct
width of 18 inches and a height of answer, with the proper label,
30 inches. What is the surface area? gets 2 points for his/her group.
2. A sphere has a radius of 23cm. f)Teacher flashes another card
What is the surface area? and the next student in each
group solves mentally for the
volume and so on.
g)The group with the highest
number of points wins.
Review:
B.Establishing a purpose for the Have you ever gone to a family Show the pupils a cylinder and a Present a story problem: Let pupils give examples of Let pupils give examples of
lesson outing to a resort? There are many cone. Let the pupils say Water is indispensable because objects that are conical in objects that are round like a
different kinds of swimming pool, something about the figures. of its many uses. However, some shape. Have them define or ball. Have them define or
isn’t it? There are swimming pools places do not have enough supply describe a cone. describe a sphere.
for kids and for adults. There is also of water. People need to store Original File Submitted and
Jacuzzi. If you will be asked how water using jars, plastic Formatted by DepEd Club
much water is placed in the containers, drums, and water Member - visit depedclub.com
swimming pool, how will you do it? tanks. for more
Carlo lives in a barangay with a
low supply of water. They need
to store water to ensure that
they have enough water to use
for their daily needs. To make
sure that they have a good supply
of water, his father installed a
new cylindrical water tank behind
their house.
The water tank, which is 18 dm
high with radius of 6 dm, assures
Carlo’s family that they have
enough water for their daily
consumption. How much water
can the cylindrical tank hold?
C.Presenting Examples/Instances The volume of prism is the amount Group activity: a. Let each group/pair Present a Story Problem: Volume is measured in cubic
of new lesson of space inside the prism. Volume is Materials: a cylinder which discuss the following questions Marie attended a birthday units. A circle on the sphere
measured in cubic units, which is open at one end and a cone and record their answers or party where all children were with the same center as the
means it tells you how many cubes that is open ideas. Afterwards, they can share given party hats and ice cream sphere has an area of r2.
of a given size it takes to fill the at the base (note: the cylinder them to the class. in cones. One little girl Imagine this same circle as the
prism. We can use the diagram on and the cone must have 1) Why is water important? accidentally dropped her ice base of a cylinder that exactly
page 288 to show why the formula congruent bases and altitude), What are its uses? cream, so she started crying. contains the sphere.
of any prism works. sand, worksheet 2) Do you only need to Marie saw the incident. She
Procedure: conserve if your place do not went over to the girl and gave
Let the children fill the cone with have enough supply of water? her ice cream. The little girl
sand then ask them to guess how Why or why not? gave her a big smile and said
many “conefuls” of sand it would 3) How can we conserve “thank you.” Marie was very
take to completely fill the water? happy.
To find the volume (V) of a prism, cylinder. Let them check their 4) What did Carlo’s father Discussion: The volume of this cylinder
multiply the number of cubic units guesses by filling the cylinder install in their house? What is its a) What was the story would be the area of its
needed to cover the base (B) by the with sand from the cone. shape? all about? height, which is r2x2r, or
number of layers. Questions: 5) What are the b) Why was the little girl 2r3. The sphere does not fill
Volume of prism= is the product of 1) How many “conefuls” of dimensions of the tank? crying? the whole cylinder. In fact, its
the base area (B) and the height (h). sand did you put to fill up the 6) What are we asked to c) What did Marie do? volume is 2/3 of the volume
V=Bxh cylinder? find? d) Why was Marie very of the cylinder.
Since B=lxw, then V=lxwxh 2) Was your guess correct? 7) Do you know how to happy? 2/3(2r3)=4/3 r3
Why? find its volume? e) If you were Marie,
3) What mathematical would you have done the Therefore , the volume of the
formula can you derive for the same thing? Why or why not? sphere is 4/3 r3
volume of a cone? f) What kind of solid
Note: Volume of the cylinder is figure was the container of the
three times the volume of the ice cream?
cone g) If the cone has a
1 height of 10 cm and a
or the volume of the cone is 3 diameter of 5 cm, what is its
that of the cylinder. volume?
4) What is the formula Do you know how to solve the
used to find the volume of a problem? How?
cylinder?
V=Bxh where
B = area of the base
22
B = r2,  = 3.14 or 7
5) How do we write the
formula for the volume of a
cone?
1
Vcone = 3 Bh where
B = are of the base
22
B = r2,  = 3.14 or 7
h = height of cone
Bh r 2 h
Vcone = 3 or 3
1
or 3 r2h
D.Discussing new concepts and Volume of pyramid is the amount of 6) From the given word Discussion: Comparing the Volume of a 1.Let the pupils find the
practicing new skills #1 space inside the pyramid. Volume is problem, can you now find the Let the pupils illustrate the tank. Cone and Volume of a volume of the sphere at the
measured in cubic units, which volume of the ice cream cone? Let them write/put the given data Cylinder right.
means it tells us how many cubes of a) Let them draw the cone correctly. Materials:worksheet, 10 oz
a given size it takes to fill the with its dimensions. 1
pyramid. b) Find the radius of the can, 4 cartolina, pair of
It takes three pyramids of popcorn cone. scissors, mongo beans, tape
to fill the rectangular box. The c) Write the formula for Procedure:
pyramid and the rectangular prism volume. a) Give each group a 10
1
have the same base and height. d) Solve for the answer.
oz (milk) can and 4 cartolina.
Explain example no. 2 on page 289. e) Label the answer
(Or pupils can bring out the
Complete the statement; correctly.
materials if these are pre-
Volume of the pyramid= ______x r = 2.5 cm 2) Review then write the
assigned.)
volume of rectangular prism. 1 1 formula for finding the volume of
V= 3 Bh or 3 r2h b) Have the pupils
For a rectangular prism, V=lxwxh rectangular prisms:
1 construct a cone from the
So for pyramid, V= _____ lxwxh= V=Bxh Discuss the answer on page
V = 3 (3.14 x 2.5 cm x 2.5 cm x 10 cartolina by cutting out a
lxwxh/? V=lxwxh 293.
cm) semicircle, and taping the
The volume of a pyramid is 1/3 the where B = area of base
1 sides.
volume of a prism w/ same base V= 3 (3.14 x 6.25 cm2 x 10 cm) h = height of prism
Have the pupils form
area (B) and height (h). 1 3) Do you think that solving
a cone whose base has the
V= 3 (3.14 x 62.5 cm3) for the volume of a cylinder is
1 same circumference as that of
somewhat similar to that of a
V = (196.25 cm3)
3 the base of the can.
prism? Do we use the same
V = 65.42 cm3 (the answer is c) Have the pupils
formula V = Bh?
rounded off to the completely fill the cone with
4) What specific formula do
nearest hundredths) beans and pour them into the
we use in finding volumes of
can. Repeat until the can is
cylinders? Elicit formula: V = r2 x full.
d = 5 cm
h d) Have the pupils
5) What is the base area of describe the volume of the can
h = 10 cm the cylinder? How can we find
the area of the base or the circle? in relation to that of the cone.
(Let them write the formula.) e) Questions:
area of circle = r2. 1) How many “conefuls”
6) Let the pupils solve for of beans did you pour in the
the area of the circle in the given can?
cylinder. Let them understand 2) What can you say
that the area of the circle about the volume of the can
represents the base of the compared to the volume of
cylinder. the cone?
7) Afterwards, let the Volume of the can = 3 times
pupils solve for the volume of the the volume of the cone
given cylinder. 1
Volume of the cone = 3
volume of the can
3)What solid figure is
represented by the can?
Therefore, we can say, that,
1
Volume of the cone = 3
volume of the cylinder
4) What mathematical
formula can you derive for the
volume of a cone?
Vcylinder = Bh where B = area of
the base = r2;
22
 = 3.14 or 7
h = height of the cylinder
1
Vcone = 3
Bh
where B = area of the
base = r2;
22
 = 3.14 or 7
h = height of the cone
5) Going back to our
word problem, can you now
solve for the volume of the ice
cream cone?
a) Draw/illustrate the
cone. Write the dimensions.
b) Find the radius of the
cone.
c) Write the formula for
the volume.
d) Solve for the volume.
Label the answer correctly.
r = 2.5 cm
1 1
V= 3 Bh or 3 r2h
1
V = 3 (3.14 x 2.5 cm x 2.5 cm x
10 cm)
1
V = 3 (3.14 x 6.25 cm2 x 10
cm)
1
V= 3 (3.14 x 62.5 cm3)
1
V = 3 (196.25 cm3)
V = 65.42 cm3 (Answer was
rounded off to
the nearest hundredths)
d = 5 cm
h = 10 cm
E.Discussing new concepts and Let the pupils watch the video of Let the pupils watch the video of Group Activity: Group activity: Let the pupils watch the video
practicing new skills #2 relationship between pyramid and relationship between cylinder 1) Let each group construct Answer the ff. of Volume of Sphere, How to
prism. and cone. cylinders of various sizes using 1.A cone has a height of 20 cm get the Formula.
cardboard and glue. and a radius of 12 cm.
2) Let them measure the Compute its volume.
height and the radius of each 2. Find the volume of cone
cylinder in cm. with height 7cm and radius of
3) Let them solve for the base 3 cm.
volume of their cylinders using 3. What is the volume of cone
the formula. with radius 4.5 and height
4)Group sharing follows 13cm?
afterwards.
F.Developing mastery Group Activity: Group Activity: Find the volume of each of the Let the pupils work by pairs, Pair-share:
(Leads to Formative 1) Let each group construct a 1.Let each group of pupils following cylinders. and answer the following: 1.A spherical tank for natural
Assessment) prism and a pyramid with the same construct a cone and a cylinder Use  = 3.14 Find the volume of each cone, gas has a radius of 7meters.
base and height. with the same diameter and use  = 3.14: About how many cubic meters
2) Let them solve for the height. of natural gas can it hold? Use
volume of the two figures using the 2. provide rice or mongo seeds =22/7. Round your answer
formula. 3. Let the pupils fill the cylinder to the nearest hundredth.
3) Group sharing follows with rice or mongo seeds using
afterwards. the cone. Discuss the answer on page
4. how many cones of rice or 295-296.
mongo seeds can fit inside the
cylinder?
5. how do we find the volume of
a cone?
Find the missing dimension.

Fill in the blanks:
d) radius = 8 m, height =
_____; Volume = 602.88 m3
e) diameter = 14 cm,
radius = _____, height = 5.1
cm, Volume = _____
f) r = _____, h = 2.1 m,
V = 19.782 m3
G.Finding practical applications of Find the volume of the ff. Find the volume of the cylinder. Solve for the missing value to
concepts and skills in daily living Use  = 3.14. complete the table. Use  =
1. r = 2 cm 3.14.
h = 9 cm
V=
2. d = 10 mm
h = 16 mm
V=
3. d = 20 dm
r=
4cm
5cm h=
V = 4710 dm3
6cm 4. r =
h = 1.6 m
V = 1.256 m3
5. B =
h = 24 cm
V = 10 851.84 cm3
H.Making generalizations and The volume of a prism is given by The Volume of a Cylinder is How can you find the volume of a How do you find the volume How do you find the volume
abstractions about the lesson the formula given by the formula V = πr² h cylinder? of a cone? What is the of a sphere? What is the
V = Bh while the Volume of a Cone is Volume of a Cylinder formula used? formula used?
where B is the area of the base V = 1/3 πr² h V = πr² h
and h is the height.
The volume of a pyramid is given by
the formula V = 1/3 Bh
where B is the area of the base
and h is the height
I.Evaluating Learning Find the volume of the ff. figures. Evaluate item number 5, 8 and 9 Give the volume of the given A. Solve for the volume A. Solve for the volume
Write the formula used. on page 297. cylinder: of each cone: of each sphere.
Find the volume of the ff.:
Compare the formula used in

solving the volume of the ff. figures
J.Additional activities for Answer Math Challenge on page

application and remediation 298-299
V. Remarks
VI. REFLECTIONS
DDDDDD. No. of learners
EEEEEE. No. of learners who
require additional activities for
80%
FFFFFF. Did the remedial lessons
have caught up with the lesson
GGGGGG. No. of learners

who continue to require
remediation
HHHHHH. Which of my
IIIIII. What difficulties did I

help me solve?
JJJJJJ. What innovation or

III. Content Standard demonstrates understanding of volume of solid figures and meter reading.
JJJ. Performance Standard is able to apply knowledge of volume of solid figures and meter reading in mathematical problems and real-life situations.
KKK. Learning Competencies / finds the volume of cylinders finds the volume of cones finds the volume of pyramids finds the volume of spheres. Finds the volume of a given
Objectives M6ME-IVb-97 M6ME-IVb-97 M6ME-IVb-97 M6ME-IVb-97 cube and rectangular prism.
M6ME-IVb-97
OO. References
81. Teacher’s Guide pages 21ST Century Mathletes 21ST Century Mathletes 21ST Century Mathletes 21ST Century Mathletes, 21ST Century Mathletes
82. Learner’s Materials pages 21st Century Mathletes 6 21st Century Mathletes 6, 21st Century Mathletes 6 21st Century Mathletes 6, p. 21st Century Mathletes 6
272-285
PP. Other Learning Resources Mathletes 6 textbook, power point Mathletes 6 textbook, power point Mathletes 6 textbook, power Mathletes 6 textbook, power Mathletes 6 textbook, power
presentation presentation point presentation point presentation point presentation
IV. PROCEDURES
A.Reviewing previous lesson or Mental Computation Drill: Pi x a Drill: Drill: Drill: Drill: Finding the area of
presenting the new lesson number. Find the product of the ff. Find the product of the ff. Find the product of the ff. parallelogram,rectangle and
1. 2 1. 1/3 x 8 1. 12 x 8 x 1/3 1. 8 x 8 x 8 square.
2. 5 2. 1/3 x 5 2. 1/3 x 10 x 7 2. 5 x 5 x 5
3. 10 3. 1/3 x 3.14 x 3 3. 1/3 x 15 x 8 3. 10 x 10 x 10
4. 62 4. 1/3 x 22/7 x 6 4. 1/3 x 20 x 6 4. 73
5. 32 5. 1/3 x 3.14 x 2 5. 0.6 x 2 x 1/3 5. 63
Review: Drill: Find the area of the ff.
Find the area of the ff. circles: Review: circles
Look at the illustrations below. Review: 1.
Which cylindrical will hold more Find the volume of the ff:
water? Show your solutions.
2.
3.
4.What is the area of a circle

with radius of 3 m ?
5. The diameter of a circle is Review: Find the volume of
0.4m. What is the area? the ff.
Review:
Find the volume of the ff:
B.Establishing a purpose for the Show 2 cylinders to the class and What kinds of things can you think Take a look at the following What are examples of spheres Show a transparent plastic
lesson of, in real life, when you hear the pyramids. found all around us? container filled with balls. Ask
guess which has the greatest or least
word cone? possible answers: ice -The planet is a sphere. pupils to guess the number of
volume. cream cone,orange caution cone, -Basketballs and soccer balls balls inside the container. Let
birthday hat, and volcano. are spheres a volunteer count the balls to
Let them draw the objects. Have find out the answer. Elicit
them define or describe a cone. from them how they can
Original File Submitted and How are they different from the make a good guess of the
Formatted by DepEd Club Member - rectangular prisms? total number of balls. Relate
visit depedclub.com for more Possible answer: this to the concept of volume.
Pyramid has only 1 base while
rectangular prism has two Bases.
The bases are joined together by
the sides
C.Presenting Examples/Instances of At Five-six convenience store, you Look for a pattern in the volumes of the prism and
A sphere is the set of all points Using concrete objects
new lesson Volume of cylinders can buy a Big Gulp or a Little Gulp pyramid pairs
that are a given distance from Let a pupil fill a rectangular
The volume of a cylinder is the juice. The Big Gulp comes in a can, a given point, the center. box with cubes.
amount of space inside the cylinder. while the Little Gulp is served in To calculate volume of a Ask the pupils the following
Finding the volume of cylinder is cone. sphere, use the formula in the questions:
similar to finding the volume of any blue box. How many cubes did it take to
prism. V= 4/3r3 fill the prism?
Given the radius and h, the volume Volume is measured in cubic How many cubic units is the
of cylinders can be found by using units. length/ the width? the
the formula: How many bases does a cone have? Example: Find the volume of height?
Suppose you have a pyramid and sphere below. Define these situations as
What is the shape of the base of the
a prism with the same base and finding the volume of solids.
cone? The Big Gulp and Little Gulp
the same height. By turning these Define volume as the number
containers have equal radii (plural
solid figures into containers you of cubic units used to fill up a
of radius) and equal heights. So, it
can show a relationship between space. Use correct unit of
takes three Little Gulps to fill one Big
their volumes. measure.
Gulp.
Volumecylinder = Area of base × It takes 3 of the pyramid to fill Using this definition, ask the
height = pi × r2× hand you can use the prism. pupils the volume of
3.14 for pi. So the volume of the prism is rectangular prism.
Example: What fraction of the volume of the three times the volume of the Let them state the formula for
Find the volume of coffee in this mug Solution:
Big Gulp is the volume of Little pyramid. This means that the the volume of a rectangular
at the right. (See p. 291) V=
Gulp? volume of the pyramid is 1/3 the prism as V=lxwxh.
Solution: x r2xh The volume of cones is 1/3 the volume of the prism.
=3.14 x 62 x 12 volume of a cylinder with same base So the volume of a pyramid
=3.14 x 36 x 12 equals 1/3*Bh. = (3.14)(6)3
area (B) and height (h)
V= 1356.48 cm3 = (678.24)
So, the volume of this mug is = 904.32 units3
1356.48 cm3
The formula for the volume of cone
is 1/3 the base (B) times the height
(h)
V=1/3 x Bxh or 1/3 x r2xh
D.Discussing new concepts and Show a video of volume of cylinder. Show a video of volume of cone Show a video of volume of Show a video of volume of Show a video of volume of
practicing new skills #1 pyramid sphere rectangular prism
E.Discussing new concepts and Group Activity: Group Activity: Group Activity: Group Activity: Solve for the volume of these
practicing new skills #2 1) Distribute a cylinder to each 1) Distribute a cone to each group. Find the volume of the ff. Find the volume of the ff. rectangular prisms, given their
group. 2) Let them measure the Example: measurements.
2) Let them measure the height and the radius of each cone 1. l=9m
height and the radius of each in cm. w=4m
cylinder in cm. 3) Let them solve for the h=3m
3) Let them solve for the volume of their cone using the 2. l= 10cm
volume of their cylinders using the formula. w=7cm
formula. 4) Group sharing follows h=15cm
4) Group sharing follows afterwards. 3. s=12cm
afterwards. 1. 4.l=14 m
w=10m
h=9m
5. s=6m
2.
3.
4.
F.Developing mastery Pair-share: Pair-share: What happens to the volume of a Find the volume of each Pair-share: Find the volume of
(Leads to Formative Find the volume of the ff. Find the volume of the ff. square pyramid when you double sphere.Round to the nearest the ff.
Assessment) the side length of the base? tenth.
Solution:
G.Finding practical applications of Individual practice: Individual practice: Individual practice: Individual practice: Find the Find the volume:
concepts and skills in daily living 1.Calculate the Volume of cylinder if 1: Find the volume of a cone, if Ms. Adventure’s tea package has volume of the ff.
r = 2 cm and h = 5 cm radius is 4 cm and height is 9 the shape of a regular triangular
Answer: cm. pyramid. To the nearest tenth of
Volumecylinder = pi × r2× h Soluti on: a cubic inch, how much tea can
Volumecylinder = 3.14 × 22× 5 the package hold?
Volumecylinder = 3.14 × 4 × 5 Radius r= 4 cm 1.
Volumecylinder = 3.14 × 20 Height h= 9 cm
Volumecylinder = 62.8 cm3
Using the volume of a cone
2. Calculate the Volume of cylinder if formula,
r = 4 inches and h = 8 inches
Answer: Volume of cone =
Volumecylinder = pi × r2× h
Volume of cone = 1/3 x 3.14 x
Volumecylinder = 3.14 × 42× 8
4² x 9 = 150.72 cm³ V = 1/3 Bh
Volumecylinder = 3.14 × 16 × 8
V = 1/3 ( 1/2*bh) (h)
Volumecylinder = 3.14 × 128 2: Find the volume of a cone V = 1/3 ( 1/2 )(1.4) (1.2) (3)
Volumecylinder = 401.92 inches3 which has the base radius of 8 V = 5.04/6
cm and height 10.24cm V = 0.84 in³
Soluti on: Given, V = 0.8 in³
Radius r= 8 cm 2.
height= 10.24 cm
Using the formula of volume
of cone,
Volume of cone =
Volumeof cone =
H.Making generalizations and How can you find the volume

abstractions about the lesson How can you find the volume of a How can you find the volume of a How can you find the volume of How can you find the volume of a cube/ rectangular prism?
cylinder? cone? a pyramid? of a sphere? To find the volume of a
Calculate the area of the base (which You can calculate the volume of a To calculate the volume of a 1. This is the equation: V = rectangular prism, we
is a circle) by using the equation πr² cone easily once you know its height pyramid, use the formula ⁴⁄₃πr³. ... multiply the length of
where r is the radius of the circle. and radius and can plug those V=1/3lwh , where l and w are the2. Find the radius. If you're given the prism by the width of
Then, multiply the area of the base measurements into the formula for length and width of the base, the radius, then you can move the prism by the height of
by the height of the cylinder to find finding the volume of a cone. The and h is the height. You can also on to the next step. ... the prism
the volume. formula for finding the volume of a use the equivalent formula V=1/3 3. Cube the radius. ...
cone is Abh , where Ab is the area of the
4. Multiply the cubed radius by
base and h is the height. The
v = hπr2/3 or 4/3. ...
method varies slightly depending
on whether the pyramid has a 5. Multiply the equation by π.
triangular or a rectangular base.
I.Evaluating Learning Find the exact volume of each Find the exact volume of each cone: Find the volume of the ff. Find the volume of each sphere. Find the volume of each
cylinder: figure.
1.
1.
2.
Fill in the blanks:
2.
1)diameter=16 radius = _____
height = 2.6 m Volume = _____ Answer:
2)diameter = 14 cm, radius = _____, 3.
height = 5.1 cm, Volume = _____
7.radius=25 cm
3)diameter= 24, r = _____, h = 2.1 Volume= _____
m, V = _______ 8. diameter=8 m
3. Volume= _____
9. r=6.5 cm
4) B = 530.66 sq. m. V= ______ 4. l=4m w=7mh=3m
10. r=18 dm 5.s=18cm
h = 18 cm
V= ______ 6. s=25cm
V = _____ 7.l=8cm
w=6cm
5.radius= 1.5dm h=10cm
height= 3.7 dm
Volume= _______
J.Additional activities for

V. Remarks
VI. REFLECTIONS
KKKKKK.No. of learners who earned
assessment
LLLLLL. No. of learners who require
80%
MMMMMM. Did the remedial
lesson
NNNNNN. No. of learners
remediation
OOOOOO. Which of my
PPPPPP. What difficulties did I

me solve?
QQQQQQ. What innovation

LLL. Content Standard demonstrates understanding of volume of solid figures and meter reading.
MMM. Performance Standard is able to apply knowledge of volume of solid figures and meter reading in mathematical problems and real-life situations.
NNN. Learning Competencies / solves routine and non-routine solves routine and non-routine creates problems involving surface creates problems involving volume Get at least 80%
Objectives problems involving volumes of problems involving volumes of area of solid/space figures, with of solid/space figures, with mastery from the
cylinder, cone and sphere pyramid, cubes and prisms. reasonable answers. reasonable answers. lessons learned.
M6ME-IVc-98 M6ME-IVc-98 M6ME-IVc-99 M6ME-IVc-99
Measurement Measurement Measurement Measurement Measurement Weekly Test
QQ. References
85. Teacher’s Guide pages 21ST Century Mathletes 21ST Century Mathletes 21ST Century Mathletes 21ST Century Mathletes,
86. Learner’s Materials pages 21st Century Mathletes 6 21st Century Mathletes 6, 21st Century Mathletes 6 21st Century Mathletes 6
88. Additional Materials from Math 6 DLP Mod. 59 Math 6 DLP Mod. 59 Math 6 DLP Mod. 59 Math 6 DLP Mod. 59
RR. Other Learning Resources Mathletes 6 textbook, power point Mathletes 6 textbook, power point Mathletes 6 textbook, power point Mathletes 6 textbook, power point
presentation presentation presentation presentation
IV. PROCEDURES
A.Reviewing previous lesson or Mental Computation Drill: Drill: Have a drill on the Activity (Group Work) Activity (Group Work)
presenting the new lesson Multiplying Fractions and Whole multiplication of fractions and whole Mechanics: Mechanics:
Numbers: numbers using the activity sheet. 1)Divide the class into 3 groups. 1)Divide the class into 3 groups.
¼ x 8 x 10 Example: 2)Group 1 will be given name of 2)Group 1 will be given name of
¾x½x5 1 1 solid figure. solid figure.
75 x 8 ×6 × 8 40 × 6 ×7 × 9 3)Group 2 will be given the formula 3)Group 2 will be given the formula
3 3
50 x 7 on how to get the surface area of on how to get the volume of solid
1
1/5 x 6 51 ×7 ×21 × 4 the solid figure. figure.
Review: 3 4)Pupils holding the activity cards 4)Pupils holding the activity cards
Match the formula to the name and will stand, raise the activity cards will stand, raise the activity cards
picture of the solid figure. Review: they are holding and go around to they are holding and go around to
A. Solve the ff. problems: look for their partners while singing look for their partners while singing
1.The milk can is in the shape of a the song, “Math Song.” the song, “Math Song.”
cylinder. It has a radius of 3 cm. and a Mathematics (2x), how it thrills (2x) Mathematics (2x), how it thrills (2x)
height of 6 cm. Find its volume. It is so exciting, and so interesting It is so exciting, and so interesting
2.The toy hat of Alex is in the shape of I love Math (2x) I love Math (2x)
a cone. Its base area is 72 cm2 and its Mathematics (2x), Challenging (2x) Mathematics (2x), Challenging (2x)
height is 21 cm. What is its volume? Numbers are ideas, numerals are Numbers are ideas, numerals are
3. a sphere has a radius of 45cm. symbols symbols
what is its volume? Math, Math, Math (2x) Math, Math, Math (2x)
B. What is the formula in getting the 5)As soon as they find their 5)As soon as they find their
volume of cube? Rectangular prism? partners, they read together what partners, they read together what
Pyramid? is written on their activity cards. is written on their activity cards.
6)The first to find their partners will 6)The first to find their partners will
be the winner. be the winner.
Review
: Review: Create problems involving
Analyze then solve the problems. surface area based on the given
1.A box is 10 cm long, 12 cm wide situation below.
and 20 cm high. Find its volume? 1. the length of a box is 3 dm, the
2. A pyramid has a square base of width is 6 dm, and the height is 5.2
side 20 cm and a height of 15 cm. dm
Find the volumeof the pyramid. 2. The side of a cube measures 12
3. The height of a cube is 7 dm.
decimeter. Find the volume of the 3. The radius of a spherical tank is
cube. 2.5 m.
4. a cylindrical tank of radius 8 dm
and a height of 15 dm
B.Establishing a purpose for the Give each group a set of steps in Group the pupils into four. Let the pupils read the problem Let the pupils read the problem
lesson solving problems. Let them arrange Let them write the 4-step plan in below: below:
the steps in correct order. solving problems. A cylinder shaped water pitcher has 1. A milk can has a height of
(This can be done in the form of a Original File Submitted and Formatted a radius of 6 inches and a height of 12 cm and a radius of 3.5 cm. What
game.) by DepEd Club Member - visit 11.4 inches. Find the surface area of is its volume?
depedclub.com for more the pitcher. Ask: Can you create a problem on
Ex.: What operation is needed Ask: Can you create a problem on volume similar to the one given?
to solve the problem? surface area similar to the one Call 1 pupil to give example
What are the given facts? given? problem.
What is the correct number Call 1 pupil to give example Say: This time you will create
sentence? problem. problems involving the volume of a
Write the solution with correct label. Say: This time you will create solid figures.
What is being asked? problems involving the volume of a
solid figures.
C.Presenting Examples/Instances of Activity 1 – News Report (Class  Present this problem to the class: Group activity: Group activity:
new lesson Group Activity) Emilio and Jose pitched a tent that 1.Group the pupils into four. 1.Group the pupils into four.
1)Let one pupil read the news has a shape of a pyramid. The base of 2.The teacher will distribute 2.The teacher will distribute
report. (This can be written on the tent is a rectangle that is 2.5 problems on surface area of solid problems on volume of solid figures
manila paper.) meters wide and 2.8 meters long. The figures 3.Let them create their own
Quezon City – an electric post, 150 tent is 2 meters high. What is the 3.Let them create their own problem similar to the one given to
cm long with radius 15 cm, was hit volume of the tent? Round your problem similar to the one given to them.
by a truck yesterday at 4:30 a.m. answer to the nearest hundreds. them. 4.Let them choose a reporter to
This caused a two-hour brownout in A.Understand. 4.Let them choose a reporter to explain the work of the group.
the area. The driver, Mr. Luis What is asked? explain the work of the group. Group 1:
Mercado, and his friend, Mr. Mark What are the given facts? Group 1: a.A juice box is 𝟒 𝐢𝐧. tall, 𝟏 𝐢𝐧.
Fernando, were rushed to the B.Plan. 1.Jason is wrapping a present. The wide, and 𝟐 𝐢𝐧. long. How much
nearby hospital. Luckily, they just Which formula(s) shall we use to box he is using is a rectangular juice fits inside the juice box?
had mild contusions and minor solve the problem? prism with a length of 15 inches, a Group 2;
bruises. The two were being C.Solve. width 8 inches and a height of 6 Cinema theaters created a new
questioned as to the cause of the Show your computation. inches. Find how many square popcorn box in the shape of a
accident – Ruby Hilario. D.Check. inches of paper he needs to wrap rectangular prism. The new
2)Discussion: Go back to your computation. Check if the entire box. popcorn box has a length of 𝟔
a)What was the news all about? the given dimensions are properly Group 2 inches, a width of 𝟑. 𝟓 inches, and a
b)Why do you think the truck hit the substituted to the formula. 2. A certain music box has the height of 𝟑. 𝟓 inches. How much
post? Check the flow of your computation. shape of a cube. Each side of the popcorn does the box hold?
c)How can you avoid accidents (of (See answer on page 294, Mathletes music box is 20 cm long. What is Group 3:
any form)? txbk) the surface area of the box? 1. Dante built a wooden, cubic toy
d)What kind of solid figure is given in Group 3 box for his son. Each side of the box
the news? 3. A cosmetics company that makes measures 𝟐 feet.
Can you read that part. small cylindrical bars of soap wraps How many cubic feet of toys will
I am going to use the electric post to the bars in plastic prior to shipping. the box hold?
solve a problem. Let’s see if you can Find the surface area of a bar of Group 4:
find the answer. soap if the diameter is 4 cm and the Find the volume of a right circular
height is 2.5 cm. (Use π =3.14) cone-shaped building with a height
Group 4 of 10 cm and a radius of 8 cm.
Find the surface area of a right
circular cone-shaped building with a
height of 10 cm and a radius of 8
cm.
D.Discussing new concepts and Group the pupils into 5. Group Activity: After the activities are done, let the After the activities are done, let the
practicing new skills #1 Let them answer the activity below: Present a story problem: groups post their created problems groups post their created problems
Find the volume of the electric post, Victor and Carlos are brothers. They from the given situations and let from the given situations and let
150 cm long with radius15 cm,that share their toys with each other. One them follow the task below. them follow the task below.
was hit by a truck. day, they were playing with Read the problem and ask the class Read the problem and ask the class
e)Analysis of the problem: dominoes. They were making to solve the problem. to solve the problem.
What are the given facts? ____ different shapes and figures out of Illustrate and solve the problem Illustrate and solve the problem
Let them draw or illustrate the these dominoes. Victor made a with its solution. with its solution.
electric post using the given facts. rectangular solid using 7 dominoes. Ask: How did you create problems? Ask: How did you create problems?
What are we looking for in the If each domino has a length of 3.5 cm, Expected answer: Expected answer:
problem? ______ width of 2 cm, and a height of 1 cm, We familiarized ourselves with the We familiarized ourselves with the
Identify the figure. _____ find the volume of the rectangular mathematical concepts and their mathematical concepts and their
What is the operation to be used? figure that Victor made. application to real-life situations. application to real-life situations.
____ Analysis and solution of the problem We thought of the type of problems We thought of the type of problems
Write the formula to find the volume through a table: we want to create. we want to create.
of the given solid figure. ______ Possible Answer: We read and studied some We read and studied some
What is the number sentence? a) What is being Volume of problems that we have solved and problems that we have solved and
______ asked? rectangular their solutions. their solutions.
Write the solution with correct label. Identify the solid solid
_ figure
b) What are the 1 domino has
Answer: Volume of Cylinder given facts? l = 3.5 cm, w
= 2 cm and
height = 1 cm
Victor used 7
dominoes
c) What is the The height of
hidden fact? the 7
dominoes
d) What operation Multiplication
should be used to
find the hidden
fact?
e) What formula is V=lxwxh
needed to find the
volume of a
rectangular prism?
f) What is the V = 7 x (3.5
mathematical cm x 2 cm x 1
sentence? cm)
Illustrate the figure
(see diagram above)
g) Solve the V = 7 x (3.5
equation. cm x 2 cm x 1
Label the answer cm)
correctly . = 7 x (7 cm3)
= 49 cm3
E.Discussing new concepts and Present another problem to the Group Activity: Use the 4-step plan in Group activity: Make a problem Group activity: Make a problem
practicing new skills #2 class. solving the problem. involving surface area based on the involving the volume based on the
A spherical tank for natural gas has a A water container measures 5 dm on given situation. Let the other group given situation. Let the other group
radius of 7 meters. About how many each edge. How much water can it find the answer to the problems. find the answer to the problems.
cubic meters of natural gas can it hold? 1. the length is 2 m, the width is 3 1. the length is 2 m, the width is 3
hold? Use π = 22/7. Round your m, and the height is 1.2 m of a m, and the height is 1.2 m of a
answer to the nearest hundredth. Understand rectangular box. rectangular box.
Analysis of the problem: (Let the Know what is asked. 2. The side of a cube measures 25 2. The side of a cube measures 25
group of pupils answer the ff. Know the given facts. cm. cm.
questions, then choose 1 leader to Plan 3. The radius of a spherical tank is 3. The radius of a spherical tank is
explain their work) Determine the operation or formula 1.5 m. 1.5 m.
A.Understand. to use 4.A pyramid has a square base of 4.A pyramid has a square base of
What is asked? Solve side 15 cm and a height of 14 cm. side 15 cm and a height of 14 cm.
What are the given facts? Show how the solution is done. 5. a cylindrical tank of radius 5 dm 5. a cylindrical tank of radius 5 dm
B.Plan. Check and Look Back and a height of 10 dm and a height of 10 dm.
Which formula(s) shall we use to Verify if the answer is correct.
solve the problem?
C.Solve.
Show your computation.
D.Check.
Go back to your computation. Check
if the given dimensions are properly
substituted to the formula.
Check the flow of your computation.
F.Developing mastery Group Activity: A pyramid has a height of 16 dm. Its Pair-share: Pair-share:
(Leads to Formative Solve the following problems. (The base is 84 sq. dm. What is its volume? Create problem surface area using Create problem surface area using
Assessment) pupils may follow the analysis 1. What is asked? The volume of the the given data below. the given data below.
format as given or they can make pyramid. 1)A piece of soap is 9 cm by 4 cm by 1)A piece of soap is 9 cm by 4 cm by
their own as long as they can explain 2. What are given? Height = 16 dm, 3cm. 3cm.
their answers.) base = 84 sq. dm. Problem: _________________ Problem: _________________
Answer the ff. questions. 3. What operation will be used? Answer:__________ Answer:__________
1. What is asked? Multiplication and Division. 2)An aquarium is 0.8 m long, 0.4 m 2)An aquarium is 0.8 m long, 0.4 m
2. What are given? 4. What is the number sentence? V wide, and 0.45 dm deep. wide, and 0.45 dm deep.
3. What operation will be used? =1/3 Bh 3)An iron bar 2 m long and 0.05 m 3)An iron bar 2 m long and 0.05 m
4. What is the number sentence? 5. What is the solution? in diameter. in diameter.
5. What is the solution? V = 1/3 Bh Problem: _________________ Problem: _________________
6. What is the answer? V = 1/31/3x 84 dm² x 16 dm Answer:__________ Answer:__________
1.Peter has a cylinder shaped can. If V = 1/3x 1,344 dm³ 4)An ice cream cone 2 cm in radius 4)An ice cream cone 2 cm in radius
the can measures 30 cm. V = 1,344 /3 and 6 cm in height. and 6 cm in height.
high and has a radius of 10 cm. how V= 448 dm³ Problem: _________________ Problem: _________________
much water can it hold? 6. What is the answer? The volume Answer:__________ Answer:__________
2.An ice cream cone has a diameter of the pyramid is 448 dm³.
of 32 mm. and a height of 45 mm.
What is its volume?
3.Find the volume of a volleyball that
has a radius of 4 ½ decimeters. Use
22/7 for π.
G.Finding practical applications of Solving word problems involving A. Read and analyze each problem. Group Activity: Group Activity:
concepts and skills in daily living measurement of volume following Then answer the questions that Let the pupils create problems Let the pupils create problems
the steps in solving problems follow. involving surface area for the involving volume for the following
Analyze the problem and study the 1.The base of a pyramid is 15 cm by following situations then solve for situations, then solve for the
answers to the questions. 21 cm. Its height is 28 cm. Compute the answer: answer.
1.)Find the volume of a ball with a the volume. a)a box 44 cm by 9 cm by 6 cm a)a box 44 cm by 9 cm by 6 cm
diameter of 112 cm. 2. How many cubic meters of palay Problem: _________________ Problem: _________________
1. What is asked? can be placed in a box that is 45 m Answer:__________ Answer:__________
2. What are given? long, 8 m wide and 7 m high? b)a cone with height 9 dm and b)a cone with height 9 dm and
3. What operation is to be used? 3. A chalk box measures 18 cm on radius 4 dm radius 4 dm
4. What is the number sentence? each edge. What is the volume of the Problem: _________________ Problem: _________________
5. What is the solution? box?? Answer:__________ Answer:__________
6. What is the answer? c)a cabinet 1.2 m by 0.9 m by 0.5 m c)a cabinet 1.2 m by 0.9 m by 0.5 m
2.)A cylinder has a radius of 8 cm. 1. What is asked? Problem: _________________ Problem: _________________
and a height of 20 cm. What is its 2. What are given? Answer:__________ Answer:__________
volume? 3. What operation will be used? d)a ball with radius 10 cm d)a ball with radius 10 cm
1. The problem asked for is ___ 4. What is the number sentence? Problem: _________________ Problem: _________________
2.The given are ____ 5. What is the solution? Answer:__________ Answer:__________
3.The number sentence is ___ 6. What is the answer? e)a cylindrical tank 25 dm long and e)a cylindrical tank 25 dm long and
4.The answer is ____ radius 8 dm radius 8 dm
3.)A cone has a radius of 10 m and a Problem: _________________ Problem: _________________
height of 18 meters. Find its volume. Answer:__________ Answer:__________
1. What is asked?
2. What are given?
3. What operation is to be used?
4. What is the number sentence?
5. What is the solution?
H.Making generalizations and How do you solve word problems involving measurement of volume? Ask the following questions: Ask the following questions:
abstractions about the lesson The following are the steps in solving word problems involving measurement What did you do to be able to What did you do to be able to
of volume following the steps in solving problems: create problems involving the create problems involving the
A. Know and understand the problem, surface area of solid figures? volume of solid figures?
1. What is asked? What are the steps in creating What are the steps in creating
2. What are given? problems? problems?
3. What is the word clue and operation to be used? Steps in creating problems. Steps in creating problems.
B. Plan for the solution. Familiarize yourself in the concepts.
1. What is the number sentence? Think of an explanation to everyday Familiarize yourself in the concepts.
C. Carry out the plan. life real situations. Think of an explanation to everyday
1. Solve the number sentence. Think of the type of problem you life real situations.
2. What is the answer? want to create and the formula to Think of the type of problem you
D. Look back and check. be used. Relate the problem to real want to create and the formula to
1. Find out if you answered the problem correctly life situations. be used. Relate the problem to real
Study the solution in solving the life situations.
problems. Study the solution in solving the
Make your own styles/strategies to problems.
justify the solutions. Make your own styles/strategies to
justify the solutions
I.Evaluating Learning Solve the ff. problems: Solve the ff. problems: Let the pupils create problems Let the pupils create problems
1)A cone hat has a radius of 1.2 dm 1 involving surface area for the involving surface area for the
and a height of 3.4 dm. What is its 1.A rectangular water tank is 2
following situations: Solve for the following situations. Solve for the
volume? 11 answer. answer.
metre wide, 1 metre long and 2
2)Harold is molding a cylindrical metres high. If it is half-filled, how 1.A small gift box measures 8 cm 1.A small gift box measures 8 cm
candle with a diameter of 12 cm and much water does it contain? long, 7 cm wide and 2 cm high. long, 7 cm wide and 2 cm high.
a height of 18 cm. About how much 2.A box of milk is 9 cm long, 8 cm 2.A rectangular water tank is 5 2.A rectangular water tank is 5
wax does Harold need to mold the wide, and 18 cm high. Find its meter high, 2 m wide and 3 m long. meter high, 2 m wide and 3 m long.
candle? volume. 3. rectangular prism with length of 3. rectangular prism with length of
3.) A volleyball has a radius of 5.2 3.The base of a pyramidal tent is a 5 m, width 7 m, and the height is 5 m, width 7 m, and the height is
decimeters. What is its volume? Use square. If the tent is 2 metres long 14.5 m. 14.5 m.
22/7 for π. 4. a cube measures 30 cm. 4. a cube measures 30 cm.
4.) A cone-shaped paper cup has a 11
and 2 metres high, how many cubic 5. a spherical tank with a radius of 5. a spherical tank with a radius of
radius of 4.2 cm and a height of 9 metres of space can it hold inside? 1.5 m 1.5 m
cm. How many cm3 of water can it 4. Alice has a paperweight in the
contain? shape of a pyramid. Its height is 6 cm,
5.) A water tank has an interior length is 5.2 cm and width is 4.9 cm.
height of 10 metres and a diameter What is its volume?
of 6 m. What is the volume in cubic 5. Each side of the chalk box is 15 cm
metres. How many litres of water long. What is the volume?
can it hold half-full?
J.Additional activities for Analyze then solve the problems. Analyze then solve the problems. Make a three (3) problem involving Make a three (3) problem involving
application and remediation 1)A conical tent has a base of 1.A box of corn flakes is 7 cm long, 9 surface area. Write the answer to volume. Write the answer to each
45.7dm in diameter and a height of cm wide and 14 cm high. Find its each problem on your answer problem on your answer sheet. You
24.8dm. What is the volume of the volume? sheet. You may use an aquarium, may use an aquarium, shoebox,
air that it holds? 2.Each book of a set of encyclopedia shoebox, swimming pool, and other swimming pool, and other
2.A milk can has a height of 12 cm measures 2.85 dm by 2.15 dm by 0.4 rectangular prisms for the problem. rectangular prisms for the problem.
and a radius of 3.5 cm. What is its dm. The encyclopedia has 19 books.
volume? Find the volume of a pipe What is the total volume of all 19
with a height of 1.5 m and a books?
diameter of 0.18 m.
V. Remarks
VI. REFLECTIONS
RRRRRR. No. of learners
SSSSSS. No. of learners who require
80%
TTTTTT. Did the remedial lessons
UUUUUU. No. of learners

remediation
VVVVVV. Which of my
WWWWWW. What difficulties

me solve?
XXXXXX.What innovation or

OOO. Content Standard demonstrates understanding of volume of solid figures and meter reading.
PPP. Performance Standard is able to apply knowledge of volume of solid figures and meter reading in mathematical problems and real-life situations.
QQQ. Learning Competencies / solves routine and non-routine solves routine and non-routine creates problems involving surface creates problems involving volume Get at least 80%
Objectives problems involving volumes of problems involving volumes of area of solid/space figures, with of solid/space figures, with mastery from the
cylinder, cone and sphere pyramid, cubes and prisms. reasonable answers. reasonable answers. lessons learned.
M6ME-IVc-98 M6ME-IVc-98 M6ME-IVc-99 M6ME-IVc-99
Measurement Measurement Measurement Measurement Measurement Weekly Test
SS. References
89. Teacher’s Guide pages 21ST Century Mathletes 21ST Century Mathletes 21ST Century Mathletes 21ST Century Mathletes,
90. Learner’s Materials pages 21st Century Mathletes 6 21st Century Mathletes 6, 21st Century Mathletes 6 21st Century Mathletes 6
92. Additional Materials from Math 6 DLP Mod. 59 Math 6 DLP Mod. 59 Math 6 DLP Mod. 59 Math 6 DLP Mod. 59
TT. Other Learning Resources Mathletes 6 textbook, power point Mathletes 6 textbook, power point Mathletes 6 textbook, power point Mathletes 6 textbook, power point
presentation presentation presentation presentation
IV. PROCEDURES
A.Reviewing previous lesson or Mental Computation Drill: Drill: Have a drill on the Activity (Group Work) Activity (Group Work)
presenting the new lesson Multiplying Fractions and Whole multiplication of fractions and whole Mechanics: Mechanics:
Numbers: numbers using the activity sheet. 1)Divide the class into 3 groups. 1)Divide the class into 3 groups.
¼ x 8 x 10 Example: 2)Group 1 will be given name of 2)Group 1 will be given name of
¾x½x5 1 1 solid figure. solid figure.
75 x 8 ×6 × 8 40 × 6 ×7 × 9 3)Group 2 will be given the formula 3)Group 2 will be given the formula
3 3
50 x 7 on how to get the surface area of on how to get the volume of solid
1
1/5 x 6 51 ×7 ×21 × 4 the solid figure. figure.
Review: 3 4)Pupils holding the activity cards 4)Pupils holding the activity cards
Match the formula to the name and will stand, raise the activity cards will stand, raise the activity cards
Review:
picture of the solid figure. A. Solve the ff. problems: they are holding and go around to they are holding and go around to
1.The milk can is in the shape of a look for their partners while singing look for their partners while singing
cylinder. It has a radius of 3 cm. and a the song, “Math Song.” the song, “Math Song.”
height of 6 cm. Find its volume. Mathematics (2x), how it thrills (2x) Mathematics (2x), how it thrills (2x)
2.The toy hat of Alex is in the shape of It is so exciting, and so interesting It is so exciting, and so interesting
a cone. Its base area is 72 cm2 and its I love Math (2x) I love Math (2x)
height is 21 cm. What is its volume? Mathematics (2x), Challenging (2x) Mathematics (2x), Challenging (2x)
3. a sphere has a radius of 45cm. Numbers are ideas, numerals are Numbers are ideas, numerals are
what is its volume? symbols symbols
B. What is the formula in getting the Math, Math, Math (2x) Math, Math, Math (2x)
volume of cube? Rectangular prism? 5)As soon as they find their 5)As soon as they find their
Pyramid? partners, they read together what partners, they read together what
is written on their activity cards. is written on their activity cards.
6)The first to find their partners will 6)The first to find their partners will
be the winner. be the winner.
Review
: Review: Create problems involving
Analyze then solve the problems. surface area based on the given
1.A box is 10 cm long, 12 cm wide situation below.
and 20 cm high. Find its volume? 1. the length of a box is 3 dm, the
2. A pyramid has a square base of width is 6 dm, and the height is 5.2
side 20 cm and a height of 15 cm. dm
Find the volumeof the pyramid. 2. The side of a cube measures 12
3. The height of a cube is 7 dm.
decimeter. Find the volume of the 3. The radius of a spherical tank is
cube. 2.5 m.
4. a cylindrical tank of radius 8 dm
and a height of 15 dm
B.Establishing a purpose for the Give each group a set of steps in Group the pupils into four. Let the pupils read the problem Let the pupils read the problem
lesson solving problems. Let them arrange Let them write the 4-step plan in below: below:
the steps in correct order. solving problems. A cylinder shaped water pitcher has 1. A milk can has a height of
(This can be done in the form of a Original File Submitted and Formatted a radius of 6 inches and a height of 12 cm and a radius of 3.5 cm. What
game.) by DepEd Club Member - visit 11.4 inches. Find the surface area of is its volume?
depedclub.com for more the pitcher. Ask: Can you create a problem on
Ex.: What operation is needed Ask: Can you create a problem on volume similar to the one given?
to solve the problem? surface area similar to the one Call 1 pupil to give example
What are the given facts? given? problem.
What is the correct number Call 1 pupil to give example Say: This time you will create
sentence? problem. problems involving the volume of a
Write the solution with correct label. Say: This time you will create solid figures.
What is being asked? problems involving the volume of a
solid figures.
C.Presenting Examples/Instances of Activity 1 – News Report (Class  Present this problem to the class: Group activity: Group activity:
new lesson Group Activity) Emilio and Jose pitched a tent that 1.Group the pupils into four. 1.Group the pupils into four.
1)Let one pupil read the news has a shape of a pyramid. The base of 2.The teacher will distribute 2.The teacher will distribute
report. (This can be written on the tent is a rectangle that is 2.5 problems on surface area of solid problems on volume of solid figures
manila paper.) meters wide and 2.8 meters long. The figures 3.Let them create their own
Quezon City – an electric post, 150 tent is 2 meters high. What is the 3.Let them create their own problem similar to the one given to
cm long with radius 15 cm, was hit volume of the tent? Round your problem similar to the one given to them.
by a truck yesterday at 4:30 a.m. answer to the nearest hundreds. them. 4.Let them choose a reporter to
This caused a two-hour brownout in A.Understand. 4.Let them choose a reporter to explain the work of the group.
the area. The driver, Mr. Luis What is asked? explain the work of the group. Group 1:
Mercado, and his friend, Mr. Mark What are the given facts? Group 1: a.A juice box is 𝟒 𝐢𝐧. tall, 𝟏 𝐢𝐧.
Fernando, were rushed to the B.Plan. 1.Jason is wrapping a present. The wide, and 𝟐 𝐢𝐧. long. How much
nearby hospital. Luckily, they just Which formula(s) shall we use to box he is using is a rectangular juice fits inside the juice box?
had mild contusions and minor solve the problem? prism with a length of 15 inches, a Group 2;
bruises. The two were being C.Solve. width 8 inches and a height of 6 Cinema theaters created a new
questioned as to the cause of the Show your computation. inches. Find how many square popcorn box in the shape of a
accident – Ruby Hilario. D.Check. inches of paper he needs to wrap rectangular prism. The new
2)Discussion: Go back to your computation. Check if the entire box. popcorn box has a length of 𝟔
a)What was the news all about? the given dimensions are properly Group 2 inches, a width of 𝟑. 𝟓 inches, and a
b)Why do you think the truck hit the substituted to the formula. 2. A certain music box has the height of 𝟑. 𝟓 inches. How much
post? Check the flow of your computation. shape of a cube. Each side of the popcorn does the box hold?
c)How can you avoid accidents (of (See answer on page 294, Mathletes music box is 20 cm long. What is Group 3:
any form)? txbk) the surface area of the box? 1. Dante built a wooden, cubic toy
d)What kind of solid figure is given in Group 3 box for his son. Each side of the box
the news? 3. A cosmetics company that makes measures 𝟐 feet.
Can you read that part. small cylindrical bars of soap wraps How many cubic feet of toys will
I am going to use the electric post to the bars in plastic prior to shipping. the box hold?
solve a problem. Let’s see if you can Find the surface area of a bar of Group 4:
find the answer. soap if the diameter is 4 cm and the Find the volume of a right circular
height is 2.5 cm. (Use π =3.14) cone-shaped building with a height
Group 4 of 10 cm and a radius of 8 cm.
Find the surface area of a right
circular cone-shaped building with a
height of 10 cm and a radius of 8
cm.
D.Discussing new concepts and Group the pupils into 5. Group Activity: After the activities are done, let the After the activities are done, let the
practicing new skills #1 Let them answer the activity below: Present a story problem: groups post their created problems groups post their created problems
Find the volume of the electric post, Victor and Carlos are brothers. They from the given situations and let from the given situations and let
150 cm long with radius15 cm,that share their toys with each other. One them follow the task below. them follow the task below.
was hit by a truck. day, they were playing with Read the problem and ask the class Read the problem and ask the class
e)Analysis of the problem: dominoes. They were making to solve the problem. to solve the problem.
What are the given facts? ____ different shapes and figures out of Illustrate and solve the problem Illustrate and solve the problem
Let them draw or illustrate the these dominoes. Victor made a with its solution. with its solution.
electric post using the given facts. rectangular solid using 7 dominoes. Ask: How did you create problems? Ask: How did you create problems?
What are we looking for in the If each domino has a length of 3.5 cm, Expected answer: Expected answer:
problem? ______ width of 2 cm, and a height of 1 cm, We familiarized ourselves with the We familiarized ourselves with the
Identify the figure. _____ find the volume of the rectangular mathematical concepts and their mathematical concepts and their
What is the operation to be used? figure that Victor made. application to real-life situations. application to real-life situations.
____ Analysis and solution of the problem We thought of the type of problems We thought of the type of problems
Write the formula to find the volume through a table: we want to create. we want to create.
of the given solid figure. ______ Possible Answer: We read and studied some We read and studied some
What is the number sentence? a) What is being Volume of problems that we have solved and problems that we have solved and
______ asked? rectangular their solutions. their solutions.
Write the solution with correct label. Identify the solid solid
_ figure
b) What are the 1 domino has
Answer: Volume of Cylinder given facts? l = 3.5 cm, w
= 2 cm and
height = 1 cm
Victor used 7
dominoes
c) What is the The height of
hidden fact? the 7
dominoes
d) What operation Multiplication
should be used to
find the hidden
fact?
e) What formula is V=lxwxh
needed to find the
volume of a
rectangular prism?
f) What is the V = 7 x (3.5
mathematical cm x 2 cm x 1
sentence? cm)
Illustrate the figure
(see diagram above)
g) Solve the V = 7 x (3.5
equation. cm x 2 cm x 1
Label the answer cm)
correctly . = 7 x (7 cm3)
= 49 cm3
E.Discussing new concepts and Present another problem to the Group Activity: Use the 4-step plan in Group activity: Make a problem Group activity: Make a problem
practicing new skills #2 class. solving the problem. involving surface area based on the involving the volume based on the
A spherical tank for natural gas has a A water container measures 5 dm on given situation. Let the other group given situation. Let the other group
radius of 7 meters. About how many each edge. How much water can it find the answer to the problems. find the answer to the problems.
cubic meters of natural gas can it hold? 1. the length is 2 m, the width is 3 1. the length is 2 m, the width is 3
hold? Use π = 22/7. Round your m, and the height is 1.2 m of a m, and the height is 1.2 m of a
answer to the nearest hundredth. Understand rectangular box. rectangular box.
Analysis of the problem: (Let the Know what is asked. 2. The side of a cube measures 25 2. The side of a cube measures 25
group of pupils answer the ff. Know the given facts. cm. cm.
questions, then choose 1 leader to Plan 3. The radius of a spherical tank is 3. The radius of a spherical tank is
explain their work) Determine the operation or formula 1.5 m. 1.5 m.
A.Understand. to use 4.A pyramid has a square base of 4.A pyramid has a square base of
What is asked? Solve side 15 cm and a height of 14 cm. side 15 cm and a height of 14 cm.
What are the given facts? Show how the solution is done. 5. a cylindrical tank of radius 5 dm 5. a cylindrical tank of radius 5 dm
B.Plan. Check and Look Back and a height of 10 dm and a height of 10 dm.
Which formula(s) shall we use to Verify if the answer is correct.
solve the problem?
C.Solve.
Show your computation.
D.Check.
Go back to your computation. Check
if the given dimensions are properly
substituted to the formula.
Check the flow of your computation.
F.Developing mastery Group Activity: A pyramid has a height of 16 dm. Its Pair-share: Pair-share:
(Leads to Formative Solve the following problems. (The base is 84 sq. dm. What is its volume? Create problem surface area using Create problem surface area using
Assessment) pupils may follow the analysis 1. What is asked? The volume of the the given data below. the given data below.
format as given or they can make pyramid. 1)A piece of soap is 9 cm by 4 cm by 1)A piece of soap is 9 cm by 4 cm by
their own as long as they can explain 2. What are given? Height = 16 dm, 3cm. 3cm.
their answers.) base = 84 sq. dm. Problem: _________________ Problem: _________________
Answer the ff. questions. 3. What operation will be used? Answer:__________ Answer:__________
1. What is asked? Multiplication and Division. 2)An aquarium is 0.8 m long, 0.4 m 2)An aquarium is 0.8 m long, 0.4 m
2. What are given? 4. What is the number sentence? V wide, and 0.45 dm deep. wide, and 0.45 dm deep.
3. What operation will be used? =1/3 Bh 3)An iron bar 2 m long and 0.05 m 3)An iron bar 2 m long and 0.05 m
4. What is the number sentence? 5. What is the solution? in diameter. in diameter.
5. What is the solution? V = 1/3 Bh Problem: _________________ Problem: _________________
6. What is the answer? V = 1/31/3x 84 dm² x 16 dm Answer:__________ Answer:__________
1.Peter has a cylinder shaped can. If V = 1/3x 1,344 dm³ 4)An ice cream cone 2 cm in radius 4)An ice cream cone 2 cm in radius
the can measures 30 cm. V = 1,344 /3 and 6 cm in height. and 6 cm in height.
high and has a radius of 10 cm. how V= 448 dm³ Problem: _________________ Problem: _________________
much water can it hold? 6. What is the answer? The volume Answer:__________ Answer:__________
2.An ice cream cone has a diameter of the pyramid is 448 dm³.
of 32 mm. and a height of 45 mm.
What is its volume?
3.Find the volume of a volleyball that
has a radius of 4 ½ decimeters. Use
22/7 for π.
G.Finding practical applications of Solving word problems involving A. Read and analyze each problem. Group Activity: Group Activity:
concepts and skills in daily living measurement of volume following Then answer the questions that Let the pupils create problems Let the pupils create problems
the steps in solving problems follow. involving surface area for the involving volume for the following
Analyze the problem and study the 1.The base of a pyramid is 15 cm by following situations then solve for situations, then solve for the
answers to the questions. 21 cm. Its height is 28 cm. Compute the answer: answer.
1.)Find the volume of a ball with a the volume. a)a box 44 cm by 9 cm by 6 cm a)a box 44 cm by 9 cm by 6 cm
diameter of 112 cm. 2. How many cubic meters of palay Problem: _________________ Problem: _________________
1. What is asked? can be placed in a box that is 45 m Answer:__________ Answer:__________
2. What are given? long, 8 m wide and 7 m high? b)a cone with height 9 dm and b)a cone with height 9 dm and
3. What operation is to be used? 3. A chalk box measures 18 cm on radius 4 dm radius 4 dm
4. What is the number sentence? each edge. What is the volume of the Problem: _________________ Problem: _________________
5. What is the solution? box?? Answer:__________ Answer:__________
6. What is the answer? c)a cabinet 1.2 m by 0.9 m by 0.5 m c)a cabinet 1.2 m by 0.9 m by 0.5 m
2.)A cylinder has a radius of 8 cm. 1. What is asked? Problem: _________________ Problem: _________________
and a height of 20 cm. What is its 2. What are given? Answer:__________ Answer:__________
volume? 3. What operation will be used? d)a ball with radius 10 cm d)a ball with radius 10 cm
1. The problem asked for is ___ 4. What is the number sentence? Problem: _________________ Problem: _________________
2.The given are ____ 5. What is the solution? Answer:__________ Answer:__________
3.The number sentence is ___ 6. What is the answer? e)a cylindrical tank 25 dm long and e)a cylindrical tank 25 dm long and
4.The answer is ____ radius 8 dm radius 8 dm
3.)A cone has a radius of 10 m and a Problem: _________________ Problem: _________________
height of 18 meters. Find its volume. Answer:__________ Answer:__________
1. What is asked?
2. What are given?
3. What operation is to be used?
5. What is the solution?
H.Making generalizations and How do you solve word problems involving measurement of volume? Ask the following questions: Ask the following questions:
abstractions about the lesson The following are the steps in solving word problems involving measurement What did you do to be able to What did you do to be able to
of volume following the steps in solving problems: create problems involving the create problems involving the
A. Know and understand the problem, surface area of solid figures? volume of solid figures?
1. What is asked? What are the steps in creating What are the steps in creating
2. What are given? problems? problems?
3. What is the word clue and operation to be used? Steps in creating problems. Steps in creating problems.
B. Plan for the solution. Familiarize yourself in the concepts.
1. What is the number sentence? Think of an explanation to everyday Familiarize yourself in the concepts.
C. Carry out the plan. life real situations. Think of an explanation to everyday
1. Solve the number sentence. Think of the type of problem you life real situations.
2. What is the answer? want to create and the formula to Think of the type of problem you
D. Look back and check. be used. Relate the problem to real want to create and the formula to
1. Find out if you answered the problem correctly life situations. be used. Relate the problem to real
Study the solution in solving the life situations.
problems. Study the solution in solving the
Make your own styles/strategies to problems.
justify the solutions. Make your own styles/strategies to
justify the solutions
I.Evaluating Learning Solve the ff. problems: Solve the ff. problems: Let the pupils create problems Let the pupils create problems
1)A cone hat has a radius of 1.2 dm 1 involving surface area for the involving surface area for the
and a height of 3.4 dm. What is its 1.A rectangular water tank is 2
following situations: Solve for the following situations. Solve for the
volume? 11 answer. answer.
metre wide, 1 metre long and 2
2)Harold is molding a cylindrical metres high. If it is half-filled, how 1.A small gift box measures 8 cm 1.A small gift box measures 8 cm
candle with a diameter of 12 cm and much water does it contain? long, 7 cm wide and 2 cm high. long, 7 cm wide and 2 cm high.
a height of 18 cm. About how much 2.A box of milk is 9 cm long, 8 cm 2.A rectangular water tank is 5 2.A rectangular water tank is 5
wax does Harold need to mold the wide, and 18 cm high. Find its meter high, 2 m wide and 3 m long. meter high, 2 m wide and 3 m long.
candle? volume. 3. rectangular prism with length of 3. rectangular prism with length of
3.) A volleyball has a radius of 5.2 3.The base of a pyramidal tent is a 5 m, width 7 m, and the height is 5 m, width 7 m, and the height is
decimeters. What is its volume? Use square. If the tent is 2 metres long 14.5 m. 14.5 m.
22/7 for π. 4. a cube measures 30 cm. 4. a cube measures 30 cm.
4.) A cone-shaped paper cup has a 11
and 2 metres high, how many cubic 5. a spherical tank with a radius of 5. a spherical tank with a radius of
radius of 4.2 cm and a height of 9 metres of space can it hold inside? 1.5 m 1.5 m
cm. How many cm3 of water can it 4. Alice has a paperweight in the
contain? shape of a pyramid. Its height is 6 cm,
5.) A water tank has an interior length is 5.2 cm and width is 4.9 cm.
height of 10 metres and a diameter What is its volume?
of 6 m. What is the volume in cubic 5. Each side of the chalk box is 15 cm
metres. How many litres of water long. What is the volume?
can it hold half-full?
J.Additional activities for Analyze then solve the problems. Analyze then solve the problems. Make a three (3) problem involving Make a three (3) problem involving
application and remediation 1)A conical tent has a base of 1.A box of corn flakes is 7 cm long, 9 surface area. Write the answer to volume. Write the answer to each
45.7dm in diameter and a height of cm wide and 14 cm high. Find its each problem on your answer problem on your answer sheet. You
24.8dm. What is the volume of the volume? sheet. You may use an aquarium, may use an aquarium, shoebox,
air that it holds? 2.Each book of a set of encyclopedia shoebox, swimming pool, and other swimming pool, and other
2.A milk can has a height of 12 cm measures 2.85 dm by 2.15 dm by 0.4 rectangular prisms for the problem. rectangular prisms for the problem.
and a radius of 3.5 cm. What is its dm. The encyclopedia has 19 books.
volume? Find the volume of a pipe What is the total volume of all 19
with a height of 1.5 m and a books?
diameter of 0.18 m.
V. Remarks
VI. REFLECTIONS
YYYYYY. No. of learners who earned
assessment
ZZZZZZ. No. of learners who require
80%
AAAAAAA. Did the remedial
lesson
BBBBBBB. No. of learners
remediation
CCCCCCC. Which of my
DDDDDDD. What difficulties

me solve?
EEEEEEE. What innovation

RRR. Content Standard demonstrates understanding of volume of solid figures and meter reading.
SSS. Performance Standard is able to apply knowledge of volume of solid figures and meter reading in mathematical problems and real-life situations.
TTT.Learning Competencies / reads and interprets electric reads and interprets water meter solves routine and non-routine solves routine and non-routine creates problems involving
Objectives meter readings. M6ME-IVd-10 readings. M6ME-IVd-10 problems involving electric problems involving water electric and water
consumption. consumption. consumption, with reasonable
M6ME-IVd-101 M6ME-IVd-101 answers.
M6ME-IVd-102
UU. References
93. Teacher’s Guide pages 21ST Century Mathletes 21ST Century Mathletes 21ST Century Mathletes 21ST Century Mathletes, 21ST Century Mathletes,
94. Learner’s Materials pages 21st Century Mathletes 6 21st Century Mathletes 6, 21st Century Mathletes 6 21st Century Mathletes 6 21st Century Mathletes 6
96. Additional Materials from Math 6 DLP Mod. 60 Math 6 DLP Mod. 60 Math 6 DLP Mod. 60 Math 6 DLP Mod. 61 Math 6 DLP Mod. 61
VV. Other Learning Resources Mathletes 6 textbook, power Mathletes 6 textbook, power Mathletes 6 textbook, power point Mathletes 6 textbook, power Mathletes 6 textbook, power
point presentation point presentation presentation point presentation point presentation
IV. PROCEDURES
A.Reviewing previous lesson or Drill A.Drill 1.Mental Computation: 1.Mental Computation: Drill: Find the difference of the
presenting the new lesson Mental Computation: Give me a Mental Computation Name the Pair Name the Pair ff.
number that is Game: “Name the Parents” a)Form 4 groups with equal a)Form 4 groups with equal 1.5685 – 5359
a) one more than 9 Mechanics: number of members. number of members. 2.7895 – 7648
b) one more than 99 1)Form 4 groups of equal b)The teacher flashes a number. b)The teacher flashes a number. 3. 8217 – 7862
c) one more than 999 number. e.g., 16. Give 2 numbers when e.g., 16. Give 2 numbers when 4.6382 - 6018
What happens to 9 when you add 2)The teacher gives a number. subtracted gives you 16. The subtracted gives you 18. The 5. 5268 – 4986
1? Ex.: I am number 8. teacher gives the signal and the teacher gives the signal and the Mental Computation
Review on place value and the Name my parents by time limit. time limit. a)From 300 subtract 152
relationship of each digit to using any of the 4 processes. c)Pupil 1 goes to the board, writes c)Pupil 1 goes to the board, b)Take 3 000 from 3 794
another digit in a given number. 3)The teacher gives the condition his subtraction sentence, then writes his subtraction sentence, c)Subtract 500 from 1 582
e.g. – I’ll count 1 to 10 when I gives the chalk to the next pupil. then gives the chalk to the next d)What is left when you take
reach 10 everybody stops. Some Pupil 1 goes at the back of pupil 10. pupil. Pupil 1 goes at the back of 150 from 400?
pupils acts as observer – as to This procedure goes on until pupil 10. This procedure goes on e)How much bigger is 500 than
which group did it fast. everybody has written a until everybody has written a 190?
4)The game starts with pupil 1. subtraction sentence. subtraction sentence.
He writes his answer on the d)Subtraction sentences are d)Subtraction sentences are Review: Read the dials below
board, gives the chalk to the next checked. checked.
child, and goes at the back. This e) Several numbers are e) Several numbers are
continues until everyone in the given. The group with the most given. The group with the most
group has given his answer. number of correct answers wins. number of correct answers wins.
B.Use flash cards – Review on Review:
Subtraction
Write the water meter readings

in Liters and cubic meters (m³).
L m³
1. 0 0 0 0 4 5 1 __ __
2. 0 0 0 0 1 6 0 __ __
3. 0 0 0 0 0 7 5 __ __
4. 0 0 0 5 4 0 3 __ __
5. 0 0 2 1 4 5 6 __ __
B.Establishing a purpose for the Ask the pupils the electrical 1) Ask how many of the How would you help lessen your Find out how many pupils In what month does your
lesson appliances they have at home. pupils have faucets? electric consumption? Why? brushed their teeth before electric and water bill rise up?
Elicit from them which of these 2) Do you think water is coming to school. * Find out how How can you minimize the use
consume the most electricity. important? Explain. many used a glass of water to of electric and water
Ask the pupils how much they pay 3) Can you save water? gargle and the one who left the consumption?
for their monthly electric bill. Get How? faucet open while brushing his Why do we need to conserve
some reactions. How would you Why is it necessary for teeth. Draw pupil’s reactions. energy?
help lessen your electric us to save water? Who used more water? Explain.
consumption? Why?
Let pupils form a circle.
Let them move clockwise then
counterclockwise.
Do the activity a few times.
C.Presenting Examples/Instances of Present the problem posted in The older style of water meters Present the problem below: Present this problem to the class. Present sample problems
new lesson Engage part and give enough time are those with small dials. It looks Let the pupils answer the problem Let the pupils answer the involving electric and water
to the pupils to understand the like a series of small clocks that below by group. problem below by group. consumption:
problems. turn clockwise (see picture Menwer made a record of their 3- Menwer’s record of their water Divide the class into four
Mr. Dela Cruz is computing his below). The unit we use for his month electric consumption. The consumption is as follows: groups. Let each group create a
monthly electrical consumption. measurement is cubic meters initial reading is 973 kWh. Initial reading: 0113 problem based on the given
Based on his electric bill, last (m3). The rules of reading a water January: 1120 January: 0254 situations.
month he was able to consume meter with dials are similar to the February: 1353 February: 0458 Guide and assist the pupils
00125 kWh. When he checked his way an electric meter is being March: 1512 March: 0648 when doing the activity. Ask
digital electric meter, the reading read. Assume that the basic charge for a.On what month did they use each group to show its work
is 00199 kWh. How many (Discuss how to read water meter the first 30 kWh is Php120.00 and most water? and to explain its output.
kilowatt-hours did Mr. Dela Cruz on page 305) he succeeding kilowatt-hour is b. how many cubic meters of Problem 1:
consume this month? charged Php6.00. water did they use for 3 months? The electric meter reading last
Observe the meter readings below a.How much will Menwer pay for c. Solve for the average monthly month was 7,621 kwh. The
(TG p.302) each month? consumption in cubic meters. present reading is 8,347 kwh.
b. In what month did he pay the 1.Understand. Problem 2:
Discuss Example #4: Read and most? The least? a.What is asked? Mrs. Ramos water bill shows
interpret the dials on the meter c. what is the average monthly b.What are the given facts? that the present reading is
below. The rightmost dial has the consumption? 2.Plan. 0.749m³ and the previous
highest value. 1.Understand. What operations shall we use to reading was 0.694 m³.
a. What is asked? solve the problem? Possible answer:
b. What are the given facts? 3.Solve. Problem 1:
2.Plan. Show he computations. The electric meter reading last
What operations shall we use to 4.Check: month was 7,621 kwh. The
solve the problem? Check your answer. present reading is 8,347 kwh.
To get the exact meter reading, 3.Solve. (Discuss the answer on page 308- How much electricity was
start from right to left or the Show he computations. 309) consumed in one month?
highest numbered dial 4.Check: Problem 2:
(clockwise) Check your answer. Mrs. Ramos water bill shows
For us to get the amount of (Discuss the answer on page 306- that the present reading is
electricity that Mr. Dela Cruz 308) 0.749m³ and the previous
consumed, subtract the previous Original File Submitted and reading was 0.694 m³. How
electric meter reading from the Formatted by DepEd Club Member many cubic meters of water
present electric meter reading. - visit depedclub.com for more were used within the billing
00199-00125=74 kWh period?
So, Mr. Dela Cruz consumed 74 So, the water meter shows 3518
kWh of electricity for this month. Today, most households use a
Explain the steps in reading water meter with odometer to
electric measure the amount of water
meter. (Mathletes txbk p. 303) consumption. (See picture
below)
D.Discussing new concepts and Show the video of “How to Read Like in the electricity, the water Present the problem below: Group Work After the group activities are
practicing new skills #1 Your Electric Meter”. consumed is also measured by a Read and analyze the problems. Materials: worksheet done, let each group post their
Present example no. 1: Group meter and is expressed in cubic 1.The previous water reading at Mechanics: created problems from the
Activity meters. Dindo’s residence was 3475 m³, 1) Ask pupils to join their given situations and let them
Read and interpret the dials on The water meter is not the same the following month the reading learning team. follow the task below.
the electric meter below. as the electric meter. It is a was 4658 m³. How much water 2) Give them a worksheet. Read the problem and ask the
digital meter that shows 7 digits. was consumed in one month? Problem: class to solve the problem.
The last three digits at the right Group the pupils into 5 to answer Last month, the water meter Solve the problem with its
form the decimal or fractional the ff. questions. (Choose a leader reading was 1 342 m3. The solution.
part when measuring the amount to discuss the answer) following month, it was 1 395 m3. Ask: How did you create
of water consumed. a.What is asked? If the basic charge of cubic metre problems?
b.What are given? is 2.62, how much will one Expected answer:
c.What operation will be used? - pay? We familiarized ourselves with
d.What is the mathematical Questions to answer: the mathematical concepts and
sentence? a) What are the given their application to real-life
e.What is the solution? data? situations.
f. What is the complete answer? g. b) What are you going to We thought of the type of
Is your answer correct? solve for? problems we want to create.
To get the actual reading in cubic Answer: c) Is there a hidden We read and studied some
meters, multiply the a.What is asked? How much water question? State. problems that we have solved
numbers that appears by 1/1000 was consumed in one month? d) How do you find the and their solutions.
or 0.001. b.What are given? 3475 m³ answer to the hidden question?
1 m³ = 1000 L previous reading; 4658 m³ present e) What processes are
So the number of cubic meters reading needed to find the final answer?
consumed based on the given c.What operation will be used? - f) Write the number
water meter above is 0.592 m³ or Subtraction sentence.
592 L. d.What is the mathematical g) Solve.
Group Activity: sentence? 4658 – 3475 = n h) The answer is _____.
Give the readings on these water e.What is the solution?
meters. 4658 – 3475 = 1183
1. 0 0 0 0 0 7 9 ______________ f. What is the complete answer?
2. 0 0 0 2 6 5 2 ______________ Dindo’s residence consumed 1183
Answer: m³ of water in one month. Is
1. 0 0 0 0 0 7 9 0.079 m³ or 79 your answer correct? Yes.
Liters Checking:
2. 0 0 0 2 6 5 2 2.652 m³ or 2 1183 +3475
652 Liters 4658
E.Discussing new concepts and Present Example no. 2: Group To compute the water Group Activity: Present this Last month the water reading Make problems involving
practicing new skills #2 Activity consumption for a particular problem: was 1342 m³. The following electric and water consumption
A. Read and interpret the period of time, simply subtract The Matipid family monitors closely month it was 1395 m³. If the with the corresponding answer
dials on the meter below. the previous reading from the their electric consumption. This basic charge of cubic meter is based on the given situation.
Start reading the dials present reading. month, the reading on their dial is P2.62, how much will one pay? 1.current water reading is 8416
from right to left. Example: 5 634, last month it was 5 554. Understand. cubic meters and the previous
The Paz family consumed 0.972 How many Kwh was used? (Note: a. What is asked? reading is 8349 cubic meters.
m³ of water last month and You may give the same family but How much will be paid for one Each cubic meter costs Php6.45.
10.965 m³ this month. How change the readings.) month water consumption? Possible answer:
many cubic meters of water did Discussion: b.What are the given facts? The current water reading is
they consume? What are given? 1342 m³ previous reading; 1395 8416 cubic meters and the
Present Reading: 10.865 m³ How do you find the answer? m³ present reading P2.62 basic previous water reading is 8349
Previous Reading: 0.972 m³ What is the answer? change per cubic meter cubic meters. If each cubic
Water Consumed: 9.893 m³ (Publish the answers of each c. What is the hidden question? meter costs Php6.45, How
group.) How much water was consumed much is the water bill?
The Paz family consumed 9.893 Discuss. in one month? 2. previous electric reading is
m³ of water this month What value does the Matipid family d. What is the number phrase for 3576 kWh. A family consumed
Use of a Table/Group Work show? the hidden question? 1395 – 245 kWh.
Materials: activity cards, Draw the dials as given in the 1342 = n Possible answer:
drawing of the dial problem. Plan. The previous electric reading is
Mechanics: e.What operations will be used? 3576 kWh. A family consumed
Subtraction, multiplication b. 245 kWh. What is the current
Distribute activity cards to each f.What is the mathematical electric reading?
group. sentence?(1395 – 1342)x P2.62=n
Sample Activity Card: Solve.
Step I Step II
UnitWat 1395 P2.62
Ho -1342 x 53
Group Activity: Read and s er
use Meter 53 786
interpret the dials on the electric Con
hol Reading m 1310
meter below. L sum
d 3
P 138.86
ed
A 0003.94 g.What is the complete answer?
7 In one month, one will pay
B 0012.67 P 138.86.
9 Check.
Answer: Is your answer correct? Yes.
C 0009.15
6
D 0016.05
6
E 0007.15
6
Initial Reading is 001.347.
Discussion:
a)Complete the table.
b)Which household consumed
the most? the least?
c)What is the average monthly
consumption of the 5
households?
F.Developing mastery Distribute an activity sheet to Read the problem and complete Study the problem carefully and Make problems involving
(Leads to Formative each group. each statement below. Last answer the questions that follow. electric and water consumption
Assessment) month the electric meter reading Margie’s record of their water with the corresponding answer
was 6452 kwh. This month the consumption is as follows: based on the given data below.
reading was 8328 kwh. If electricity Initial Reading: 41 395 Present Previous
costs P3.40 per kwh, how much will September: 53 621 4786 kWh 4234 kWh
one pay? October:65 170 0000506m3 0000456m3
November: 79 896
1. The problem asks ___ December: 92 107
2. The given facts are ____ a)On what month did they use
3. The hidden question is _____ most water?
4. The operations to be used are b)How many litres of water did
5. The number sentence is ____ they use for 4 months. How
6. The solution is ______ many cubic metres is this
7. The answer is _____ equivalent to?
Answer: c)Solve for the average monthly
1. The amount to pay for the consumption in cubic metres.
electricity consumed.
2. 6452 kwh, 8328 kwh, P3.40 per
Draw a dial to show the readings.
kwh.
1. 5 035 4. 6 614
3. How much electricity consumed
2. 5 148 5. 7 035
in a month?
3. 6 524
4. Subtraction, Multiplication.
Give the difference of:
5. ( 8328 – 6452 ) x P3.40 = n
1. 1 & 2
6.Step I Step II
2. 3 & 4
8328 1876 -
3. 4 & 5
6452 xP3.40
4. 1 & 3
1876 kwh P6, 378.40
Which has the greatest
7. The answer is P6, 378.40.
difference?
Which pair will have the biggest
bill? Explain
G.Finding practical applications of TABLE OF ELECTRIC READINGS Read and solve. Pair-share: Pair-share:
concepts and skills in daily living Hous Previou Present kwh 1.Rona read 3 619 kwh on their 1.A rectangular swimming pool 8 Make a three (3) problem
ehold s Used electric meter. If the previous m long, 7 m wide, and 2 m deep involving electric and water
A 2 150 2 288 reading was 3 146 kwh, how many is filled with water. consumption. Write the answer
B 7 285 7 810 kilowatt-hours they consume? a)How many cubic metre is to each problem on your
C 4 605 4 938 Answer: _______________ needed to fill it? answer sheet
2. The Cruz family consumed 208 b)The meter reading before the
D 6 214 6 576
kwh this month. The previous pool was filled was 3804. What
E 6 435 6 795
reading was 5172 kwh. What is the was the metre reading after?
2.Study the table and compute
present reading? c)Do you think it is a good
the kwh used.
Answer: _______________ practice to fill the pool to the
Discussion:
3.On august, the electric meter brim? Explain.
a)Which household consumed the
reading was 3411 kwh. The next 2. Mrs. Quinay’s water bill shows
most? the least?
month, the reading was 3619 kw.h. that the present reading is
b)Which two household
How much electricity was 0.648m³ and the previous reading
consumed almost the same kwh?
consumed? was 0.592 m³. How many cubic
What can you say about their bill?
1. What is asked? ______ meters of water were used within
c)As a member of the household,
2. What are given? ________ the billing period?
how can you lower your electric
3. What operation will be used? _
bill?
Why is it important to use
5. What is the solution? ____
electricity wisely?
6. What is the answer? ______
H.Making generalizations and How do the dials of the electric How do you read a water meter? To find the electric consumption, To find the water consumption, Ask the following questions:
abstractions about the lesson meter move? To read a water meter: subtract the past reading from the subtract the past reading from What did you do to be able to
How do you read the dials of a a. Express the reading in cubic present reading. the present reading. create problems involving
meter? meters (m³) There are basic steps in solving electric and water
To read correctly: b. The last three digits at the right problem. 1. Understand and There are basic steps in solving consumption?
Read the dials from left to right. show the fractions of cubic analyze the problem. problem. What are the steps in creating
If the pointer is between the two meters of water consumed. - Know what is asked. 1. Understand and analyze the problems?
numbers, always take the lower c. To find the water consumption, - Know what are the important problem. Steps in creating problems.
number. subtract the previous reading facts. - Know what is asked. Familiarize yourself in the
If the pointer is directly over a from the present reading. 2. Divide or plan for the solution. - Know what are the important concepts. Think of an
number, write down that one. - First know the hidden facts. 2. Divide or plan for the explanation to everyday life real
If the pointer falls between 9 and question/questions. solution. situations.
0, write down 9 and reduce the - Know the operation to be used. - First know the hidden Think of the type of problem
reading you've already taken for - Write the mathematical sentence. question/questions. you want to create and the
the dial on it's left by one. 3. Carry out the plan and check. - Know the operation to be used. formula to be used. Relate the
- Find out if you answered the - Write the mathematical problem to real life situations.
problem correctly. sentence. 3. Carry out the plan Study the solution in solving the
and check. problems.
- Find out if you answered the Make your own
problem correctly. styles/strategies to justify the
solutions.
I.Evaluating Learning Use the 4-step plan to solve the ff. Use the 4-step plan to solve the Make 1 problem involving
1.The previous reading of the ff. electric consumption and 1
electric meter was 2895 and the 1.The Dela Cruz family’s water problem involving water
present reading is 3025. How many consumption for the month of consumption. Write the answer
kilowatts of electricity was June is 0000245 m3 and for the to each problem on your
consumed? month of July, the reading is answer sheet.
2.Last month, my electric meter 0000280 m3. How much was
reading was 3619 kwh. The next their water consumption for the
month, the reading was 3811. How month of July?
many kwh did I consume? How 2. At Php8.00 per cubic meter of
much will I pay if the charge per water, how much was the basic
kwh is P 0.5? bill for the period of August 2014
2.What is the electric
3.Last month, an electric meter to September 2014 if the meter
consumption?
read 7835 kwh. This month, the reading on September was
3. Draw the dials to show: reading is 8328 kwh. If the basic 00001450 while the reading on
cost of electricity is P3.40 per kwh, August 2014 was 00001480?
a. 2 356 kwh c. 5 623 kwh
how much is the basic bill? 3.The previous reading of the
b. 3 562 kwh d. 6 325 kwh 4.. Jude recorded his family's water meter was 0000345 m3.
electric consumption for 2 months. The present reading is 0000395.
The initial reading is 27193 kwh How many cubic meters of water
and the next reading is 27310. How was consumed?
many kwh is used in a month?
J.Additional activities for 1. Read your electric meter. Make a commitment on how you Answer the problem below: Answer the problem below: Answer Math Challenge on
application and remediation can help save water at home and On January 5, the water meter of a A swimming pool is 18 m long, 10 page 311.
2. Bring an old electric bill.
in school. factory read 0801327. On February m wide, and 1.75 m deep. How
5, the meter registered 0803098. much will it cost to fill the pool
How many cubic meters of water with water, if a cubic metre costs
did the factory consume? About 2.75. Eric kept a record of his
how many liters of water was used family’s water consumption for
each day? four months. His records is as
follows:
Initial Reading: 86 912
1st month: 102 528
2nd month: 119 687
3rd month: 132 049
4th month: 149 160
a)How many cubic metres of
water did they use for 4 months?
b)What was their average daily
consumption? monthly
consumption?
V. Remarks
VI. REFLECTIONS
FFFFFFF. No. of learners who earned
assessment
GGGGGGG. No. of learners
scored below 80%
HHHHHHH. Did the remedial
lesson
IIIIIII. No. of learners who
continue to require
remediation
JJJJJJJ. Which of my teaching
did this work?
KKKKKKK. What difficulties

me solve?
LLLLLLL. What innovation or


UUU. Content Standard demonstrates understanding of volume of solid figures and meter reading.
VVV. Performance Standard is able to apply knowledge of volume of solid figures and meter reading in mathematical problems and real-life situations.
WWW. Learning Competencies / reads and interprets electric reads and interprets water meter solves routine and non-routine solves routine and non-routine creates problems involving
Objectives meter readings. M6ME-IVd-10 readings. M6ME-IVd-10 problems involving electric problems involving water electric and water
consumption. consumption. consumption, with reasonable
M6ME-IVd-101 M6ME-IVd-101 answers.
M6ME-IVd-102
WW. References
97. Teacher’s Guide pages 21ST Century Mathletes 21ST Century Mathletes 21ST Century Mathletes 21ST Century Mathletes, 21ST Century Mathletes,
98. Learner’s Materials pages 21st Century Mathletes 6 21st Century Mathletes 6, 21st Century Mathletes 6 21st Century Mathletes 6 21st Century Mathletes 6
100.Additional Materials from Math 6 DLP Mod. 60 Math 6 DLP Mod. 60 Math 6 DLP Mod. 60 Math 6 DLP Mod. 61 Math 6 DLP Mod. 61
XX. Other Learning Resources Mathletes 6 textbook, power Mathletes 6 textbook, power Mathletes 6 textbook, power point Mathletes 6 textbook, power Mathletes 6 textbook, power
point presentation point presentation presentation point presentation point presentation
IV. PROCEDURES
A.Reviewing previous lesson or Drill A.Drill 1.Mental Computation: 1.Mental Computation: Drill: Find the difference of the
presenting the new lesson Mental Computation: Give me a Mental Computation Name the Pair Name the Pair ff.
number that is Game: “Name the Parents” a)Form 4 groups with equal a)Form 4 groups with equal 1.5685 – 5359
a) one more than 9 Mechanics: number of members. number of members. 2.7895 – 7648
b) one more than 99 1)Form 4 groups of equal b)The teacher flashes a number. b)The teacher flashes a number. 3. 8217 – 7862
c) one more than 999 number. e.g., 16. Give 2 numbers when e.g., 16. Give 2 numbers when 4.6382 - 6018
What happens to 9 when you add 2)The teacher gives a number. subtracted gives you 16. The subtracted gives you 18. The 5. 5268 – 4986
1? Ex.: I am number 8. teacher gives the signal and the teacher gives the signal and the Mental Computation
Review on place value and the Name my parents by time limit. time limit. a)From 300 subtract 152
relationship of each digit to using any of the 4 processes. c)Pupil 1 goes to the board, writes c)Pupil 1 goes to the board, b)Take 3 000 from 3 794
another digit in a given number. 3)The teacher gives the condition his subtraction sentence, then writes his subtraction sentence, c)Subtract 500 from 1 582
e.g. – I’ll count 1 to 10 when I gives the chalk to the next pupil. then gives the chalk to the next d)What is left when you take
reach 10 everybody stops. Some Pupil 1 goes at the back of pupil 10. pupil. Pupil 1 goes at the back of 150 from 400?
pupils acts as observer – as to This procedure goes on until pupil 10. This procedure goes on e)How much bigger is 500 than
which group did it fast. everybody has written a until everybody has written a 190?
4)The game starts with pupil 1. subtraction sentence. subtraction sentence.
He writes his answer on the d)Subtraction sentences are d)Subtraction sentences are Review: Read the dials below
board, gives the chalk to the next checked. checked.
child, and goes at the back. This e) Several numbers are e) Several numbers are
continues until everyone in the given. The group with the most given. The group with the most
group has given his answer. number of correct answers wins. number of correct answers wins.
B.Use flash cards – Review on Review:
Subtraction
Write the water meter readings
in Liters and cubic meters (m³).
L m³
1. 0 0 0 0 4 5 1 __ __
2. 0 0 0 0 1 6 0 __ __
3. 0 0 0 0 0 7 5 __ __
4. 0 0 0 5 4 0 3 __ __
5. 0 0 2 1 4 5 6 __ __
B.Establishing a purpose for the Ask the pupils the electrical 1) Ask how many of the How would you help lessen your Find out how many pupils In what month does your
lesson appliances they have at home. pupils have faucets? electric consumption? Why? brushed their teeth before electric and water bill rise up?
Elicit from them which of these 2) Do you think water is coming to school. * Find out how How can you minimize the use
consume the most electricity. important? Explain. many used a glass of water to of electric and water
Ask the pupils how much they pay 3) Can you save water? gargle and the one who left the consumption?
for their monthly electric bill. Get How? faucet open while brushing his Why do we need to conserve
some reactions. How would you Why is it necessary for teeth. Draw pupil’s reactions. energy?
help lessen your electric us to save water? Who used more water? Explain.
consumption? Why?
Let pupils form a circle.
Let them move clockwise then
counterclockwise.
Do the activity a few times.
C.Presenting Examples/Instances of Present the problem posted in The older style of water meters Present the problem below: Present this problem to the class. Present sample problems
new lesson Engage part and give enough time are those with small dials. It looks Let the pupils answer the problem Let the pupils answer the involving electric and water
to the pupils to understand the like a series of small clocks that below by group. problem below by group. consumption:
problems. turn clockwise (see picture Menwer made a record of their 3- Menwer’s record of their water Divide the class into four
Mr. Dela Cruz is computing his below). The unit we use for his month electric consumption. The consumption is as follows: groups. Let each group create a
monthly electrical consumption. measurement is cubic meters initial reading is 973 kWh. Initial reading: 0113 problem based on the given
Based on his electric bill, last (m3). The rules of reading a water January: 1120 January: 0254 situations.
month he was able to consume meter with dials are similar to the February: 1353 February: 0458 Guide and assist the pupils
00125 kWh. When he checked his way an electric meter is being March: 1512 March: 0648 when doing the activity. Ask
digital electric meter, the reading read. Assume that the basic charge for a.On what month did they use each group to show its work
is 00199 kWh. How many (Discuss how to read water meter the first 30 kWh is Php120.00 and most water? and to explain its output.
kilowatt-hours did Mr. Dela Cruz on page 305) he succeeding kilowatt-hour is b. how many cubic meters of Problem 1:
consume this month? charged Php6.00. water did they use for 3 months? The electric meter reading last
Observe the meter readings below a.How much will Menwer pay for c. Solve for the average monthly month was 7,621 kwh. The
(TG p.302) each month? consumption in cubic meters. present reading is 8,347 kwh.
b. In what month did he pay the 1.Understand. Problem 2:
most? The least? a.What is asked? Mrs. Ramos water bill shows
Discuss Example #4: Read and
c. what is the average monthly b.What are the given facts? that the present reading is
interpret the dials on the meter
consumption? 2.Plan. 0.749m³ and the previous
below. The rightmost dial has the
highest value. 1.Understand. What operations shall we use to reading was 0.694 m³.
c. What is asked? solve the problem? Possible answer:
d. What are the given facts? 3.Solve. Problem 1:
2.Plan. Show he computations. The electric meter reading last
What operations shall we use to 4.Check: month was 7,621 kwh. The
solve the problem? Check your answer. present reading is 8,347 kwh.
To get the exact meter reading,
3.Solve. (Discuss the answer on page 308- How much electricity was
start from right to left or the
Show he computations. 309) consumed in one month?
highest numbered dial
4.Check: Problem 2:
(clockwise)
Check your answer. Mrs. Ramos water bill shows
(Discuss the answer on page 306- that the present reading is
308) 0.749m³ and the previous
Original File Submitted and reading was 0.694 m³. How
Formatted by DepEd Club Member many cubic meters of water
For us to get the amount of - visit depedclub.com for more were used within the billing
electricity that Mr. Dela Cruz period?
consumed, subtract the previous So, the water meter shows 3518
electric meter reading from the Today, most households use a
present electric meter reading. water meter with odometer to
00199-00125=74 kWh measure the amount of water
So, Mr. Dela Cruz consumed 74 consumption. (See picture
kWh of electricity for this month. below)
Explain the steps in reading
electric
meter. (Mathletes txbk p. 303)
D.Discussing new concepts and Show the video of “How to Read Like in the electricity, the water Present the problem below: Group Work After the group activities are
practicing new skills #1 Your Electric Meter”. consumed is also measured by a Read and analyze the problems. Materials: worksheet done, let each group post their
Present example no. 1: Group meter and is expressed in cubic 1.The previous water reading at Mechanics: created problems from the
Activity meters. Dindo’s residence was 3475 m³, 1) Ask pupils to join their given situations and let them
Read and interpret the dials on The water meter is not the same the following month the reading learning team. follow the task below.
the electric meter below. as the electric meter. It is a was 4658 m³. How much water 2) Give them a worksheet. Read the problem and ask the
digital meter that shows 7 digits. was consumed in one month? Problem: class to solve the problem.
The last three digits at the right Group the pupils into 5 to answer Last month, the water meter Solve the problem with its
form the decimal or fractional the ff. questions. (Choose a leader reading was 1 342 m3. The solution.
part when measuring the amount to discuss the answer) following month, it was 1 395 m3. Ask: How did you create
of water consumed. a.What is asked? If the basic charge of cubic metre problems?
b.What are given? is 2.62, how much will one Expected answer:
c.What operation will be used? - pay? We familiarized ourselves with
d.What is the mathematical Questions to answer: the mathematical concepts and
sentence? a) What are the given their application to real-life
e.What is the solution? data? situations.
f. What is the complete answer? g. b) What are you going to We thought of the type of
Is your answer correct? solve for? problems we want to create.
To get the actual reading in cubic Answer: c) Is there a hidden We read and studied some
meters, multiply the a.What is asked? How much water question? State. problems that we have solved
numbers that appears by 1/1000 was consumed in one month? d) How do you find the and their solutions.
or 0.001. b.What are given? 3475 m³ answer to the hidden question?
1 m³ = 1000 L previous reading; 4658 m³ present e) What processes are
So the number of cubic meters reading needed to find the final answer?
consumed based on the given c.What operation will be used? - f) Write the number
water meter above is 0.592 m³ or Subtraction sentence.
592 L. d.What is the mathematical g) Solve.
Group Activity: sentence? 4658 – 3475 = n h) The answer is _____.
Give the readings on these water e.What is the solution?
meters. 4658 – 3475 = 1183
1. 0 0 0 0 0 7 9 ______________ f. What is the complete answer?
2. 0 0 0 2 6 5 2 ______________ Dindo’s residence consumed 1183
Answer: m³ of water in one month. Is
1. 0 0 0 0 0 7 9 0.079 m³ or 79 your answer correct? Yes.
Liters Checking:
2. 0 0 0 2 6 5 2 2.652 m³ or 2 1183 +3475
652 Liters 4658
E.Discussing new concepts and Present Example no. 2: Group To compute the water Group Activity: Present this Last month the water reading Make problems involving
practicing new skills #2 Activity consumption for a particular problem: was 1342 m³. The following electric and water consumption
B. Read and interpret the period of time, simply subtract The Matipid family monitors closely month it was 1395 m³. If the with the corresponding answer
dials on the meter below. the previous reading from the their electric consumption. This basic charge of cubic meter is based on the given situation.
Start reading the dials present reading. month, the reading on their dial is P2.62, how much will one pay? 1.current water reading is 8416
from right to left. Example: 5 634, last month it was 5 554. Understand. cubic meters and the previous
The Paz family consumed 0.972 How many Kwh was used? (Note: a. What is asked? reading is 8349 cubic meters.
m³ of water last month and You may give the same family but How much will be paid for one Each cubic meter costs Php6.45.
10.965 m³ this month. How change the readings.) month water consumption? Possible answer:
many cubic meters of water did Discussion: b.What are the given facts? The current water reading is
they consume? What are given? 1342 m³ previous reading; 1395 8416 cubic meters and the
Present Reading: 10.865 m³ How do you find the answer? m³ present reading P2.62 basic previous water reading is 8349
Previous Reading: 0.972 m³ What is the answer? change per cubic meter cubic meters. If each cubic
Water Consumed: 9.893 m³ (Publish the answers of each c. What is the hidden question? meter costs Php6.45, How
group.) How much water was consumed much is the water bill?
The Paz family consumed 9.893 Discuss. in one month? 2. previous electric reading is
m³ of water this month What value does the Matipid family d. What is the number phrase for 3576 kWh. A family consumed
Use of a Table/Group Work show? the hidden question? 1395 – 245 kWh.
Materials: activity cards, Draw the dials as given in the 1342 = n Possible answer:
drawing of the dial problem. Plan. The previous electric reading is
Mechanics: e.What operations will be used? 3576 kWh. A family consumed
Subtraction, multiplication b. 245 kWh. What is the current
Group Activity: Read and Distribute activity cards to each f.What is the mathematical electric reading?
interpret the dials on the electric group. sentence?(1395 – 1342)x P2.62=n
meter below. Sample Activity Card: Solve.
Step I Step II
UnitWat 1395 P2.62
Ho -1342 x 53
s er
use Meter 53 786
Con
hol Reading m 1310
Answer: L sum
d 3
P 138.86
ed
A 0003.94 g.What is the complete answer?
7 In one month, one will pay
B 0012.67 P 138.86.
9 Check.
C 0009.15 Is your answer correct? Yes.
6
D 0016.05
6
E 0007.15
6
Initial Reading is 001.347.
Discussion:
a)Complete the table.
b)Which household consumed
the most? the least?
c)What is the average monthly
consumption of the 5
households?
F.Developing mastery Distribute an activity sheet to Read the problem and complete Study the problem carefully and Make problems involving
(Leads to Formative each group. each statement below. Last answer the questions that follow. electric and water consumption
Assessment) month the electric meter reading Margie’s record of their water with the corresponding answer
was 6452 kwh. This month the consumption is as follows: based on the given data below.
reading was 8328 kwh. If electricity Initial Reading: 41 395 Present Previous
costs P3.40 per kwh, how much will September: 53 621 4786 kWh 4234 kWh
one pay? October:65 170 0000506m3 0000456m3
November: 79 896
1. The problem asks ___ December: 92 107
2. The given facts are ____ a)On what month did they use
3. The hidden question is _____ most water?
4. The operations to be used are b)How many litres of water did
5. The number sentence is ____ they use for 4 months. How
6. The solution is ______ many cubic metres is this
7. The answer is _____ equivalent to?
Answer: c)Solve for the average monthly
1. The amount to pay for the consumption in cubic metres.
electricity consumed.
2. 6452 kwh, 8328 kwh, P3.40 per
Draw a dial to show the readings.
kwh.
4. 5 035 4. 6 614
3. How much electricity consumed
5. 5 148 5. 7 035
in a month?
6. 6 524
4. Subtraction, Multiplication.
Give the difference of:
5. ( 8328 – 6452 ) x P3.40 = n
5. 1 & 2
6.Step I Step II
6. 3 & 4
8328 1876 -
7. 4 & 5
6452 xP3.40
8. 1 & 3
1876 kwh P6, 378.40
Which has the greatest
7. The answer is P6, 378.40.
difference?
Which pair will have the biggest
bill? Explain
G.Finding practical applications of TABLE OF ELECTRIC READINGS Read and solve. Pair-share: Pair-share:
concepts and skills in daily living Hous Previou Present kwh 1.Rona read 3 619 kwh on their 1.A rectangular swimming pool 8 Make a three (3) problem
ehold s Used electric meter. If the previous m long, 7 m wide, and 2 m deep involving electric and water
A 2 150 2 288 reading was 3 146 kwh, how many is filled with water. consumption. Write the answer
B 7 285 7 810 kilowatt-hours they consume? a)How many cubic metre is to each problem on your
C 4 605 4 938 Answer: _______________ needed to fill it? answer sheet
2. The Cruz family consumed 208 b)The meter reading before the
D 6 214 6 576
kwh this month. The previous pool was filled was 3804. What
E 6 435 6 795
reading was 5172 kwh. What is the was the metre reading after?
2.Study the table and compute
present reading? c)Do you think it is a good
the kwh used.
Answer: _______________ practice to fill the pool to the
Discussion:
3.On august, the electric meter brim? Explain.
a)Which household consumed the
reading was 3411 kwh. The next 2. Mrs. Quinay’s water bill shows
most? the least?
month, the reading was 3619 kw.h. that the present reading is
b)Which two household
How much electricity was 0.648m³ and the previous reading
consumed almost the same kwh?
consumed? was 0.592 m³. How many cubic
What can you say about their bill?
1. What is asked? ______ meters of water were used within
c)As a member of the household,
2. What are given? ________ the billing period?
how can you lower your electric
3. What operation will be used? _
bill?
Why is it important to use
5. What is the solution? ____
electricity wisely?
6. What is the answer? ______
H.Making generalizations and How do the dials of the electric How do you read a water meter? To find the electric consumption, To find the water consumption, Ask the following questions:
abstractions about the lesson meter move? To read a water meter: subtract the past reading from the subtract the past reading from What did you do to be able to
How do you read the dials of a a. Express the reading in cubic present reading. the present reading. create problems involving
meter? meters (m³) There are basic steps in solving electric and water
To read correctly: b. The last three digits at the right problem. 1. Understand and There are basic steps in solving consumption?
Read the dials from left to right. show the fractions of cubic analyze the problem. problem. What are the steps in creating
If the pointer is between the two meters of water consumed. - Know what is asked. 1. Understand and analyze the problems?
numbers, always take the lower c. To find the water consumption, - Know what are the important problem. Steps in creating problems.
number. subtract the previous reading facts. - Know what is asked. Familiarize yourself in the
If the pointer is directly over a from the present reading. 2. Divide or plan for the solution. - Know what are the important concepts. Think of an
number, write down that one. - First know the hidden facts. 2. Divide or plan for the explanation to everyday life real
If the pointer falls between 9 and question/questions. solution. situations.
0, write down 9 and reduce the - Know the operation to be used. - First know the hidden Think of the type of problem
reading you've already taken for - Write the mathematical sentence. question/questions. you want to create and the
the dial on it's left by one. 3. Carry out the plan and check. - Know the operation to be used. formula to be used. Relate the
- Find out if you answered the - Write the mathematical problem to real life situations.
problem correctly. sentence. 3. Carry out the plan Study the solution in solving the
and check. problems.
- Find out if you answered the Make your own
problem correctly. styles/strategies to justify the
solutions.
I.Evaluating Learning Use the 4-step plan to solve the ff. Use the 4-step plan to solve the Make 1 problem involving
1.The previous reading of the ff. electric consumption and 1
electric meter was 2895 and the 1.The Dela Cruz family’s water problem involving water
present reading is 3025. How many consumption for the month of consumption. Write the answer
kilowatts of electricity was June is 0000245 m3 and for the to each problem on your
consumed? month of July, the reading is answer sheet.
2.Last month, my electric meter 0000280 m3. How much was
reading was 3619 kwh. The next their water consumption for the
month, the reading was 3811. How month of July?
many kwh did I consume? How 2. At Php8.00 per cubic meter of
much will I pay if the charge per water, how much was the basic
kwh is P 0.5? bill for the period of August 2014
2.What is the electric
3.Last month, an electric meter to September 2014 if the meter
consumption?
read 7835 kwh. This month, the reading on September was
3. Draw the dials to show: reading is 8328 kwh. If the basic 00001450 while the reading on
cost of electricity is P3.40 per kwh, August 2014 was 00001480?
a. 2 356 kwh c. 5 623 kwh
how much is the basic bill? 3.The previous reading of the
b. 3 562 kwh d. 6 325 kwh 4.. Jude recorded his family's water meter was 0000345 m3.
electric consumption for 2 months. The present reading is 0000395.
The initial reading is 27193 kwh How many cubic meters of water
and the next reading is 27310. How was consumed?
many kwh is used in a month?
J.Additional activities for 1. Read your electric meter. Make a commitment on how you Answer the problem below: Answer the problem below: Answer Math Challenge on
application and remediation can help save water at home and On January 5, the water meter of a A swimming pool is 18 m long, 10 page 311.
2. Bring an old electric bill.
in school. factory read 0801327. On February m wide, and 1.75 m deep. How
5, the meter registered 0803098. much will it cost to fill the pool
How many cubic meters of water with water, if a cubic metre costs
did the factory consume? About 2.75. Eric kept a record of his
how many liters of water was used family’s water consumption for
each day? four months. His records is as
follows:
Initial Reading: 86 912
1st month: 102 528
2nd month: 119 687
3rd month: 132 049
4th month: 149 160
a)How many cubic metres of
water did they use for 4 months?
b)What was their average daily
consumption? monthly
consumption?
V. Remarks
VI. REFLECTIONS
MMMMMMM. No. of learners
NNNNNNN. No. of learners
scored below 80%
OOOOOOO. Did the remedial
lesson
PPPPPPP. No. of learners
remediation
QQQQQQQ. Which of my
RRRRRRR. What difficulties

me solve?
SSSSSSS.What innovation or

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School: JAMPASON ELEMENTARY SCHOOL Grade Level: VI

GRADES 1 to 12 Teacher: HAZEL JANE F. BAGUIO Learning Area: MATHEMATICS

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

2. Learner’s Materials Pages

DLP Grade 5 Module 27 DLP Grade 5 Module 27

Lesson Guide in Lesson Guide in

“How many cubic meters of

Each group will present their

Encourage the pupils to use

*Make it sure that all pupils

12 X 1/5 = 12/5 = 2 2/5

The teacher may extend the

HAZEL JANE F. BAGUIO Checked by:

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

6. Learner’s Materials Pages

DLP Grade 5 Module 27 DLP Grade 5 Module 27

Lesson Guide in Lesson Guide in

“How many cubic meters of

Each group will present their

Encourage the pupils to use

*Make it sure that all pupils

The teacher may extend the

HAZEL JANE F. BAGUIO Checked by:

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

10. Learner’s Materials Pages

11. Textbook Pages

HAZEL JANE F. BAGUIO Checked by:

School: Grade Level: VI

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

C. Learning Competencies M6NS-Id-106.2 M6NS-Id-106.2 M6NS –Id-108.2 M6NS – Id – 109.2

III. LEARNING RESOURCES

HAZEL JANE F. BAGUIO Checked by:

School: Grade Level: VI

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Stage Presence (20)

A. No. of learners who

School: Grade Level: VI

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Stage Presence (20)

H. No. of learners who

School: Grade Level: VI

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

VI. PAGNINILAY (Reflection)

School: Grade Level: VI

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

VI. PAGNINILAY (Reflection)

School: Grade Level: VI

Ask: What is the ratio of the

Analyze the problem by asking What is the ratio? (2:4)

4) Basketballs to tennis balls 6:27 15:2 8:32 60:1

What is the hidden word?

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Present the solution in the class.

O. Discussing new concepts Work in groups. Work in groups: Work in groups.

P. Developing mastery Work in pairs: Work in pairs: Work in pairs:

J. Did the remedial lessons

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

T. What difficulties did I

School: Grade Level: VI

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

B.Analyze and solve the

BB. What innovation or