Republic of the Philippines
DEPARTMENT OF EDUCATION
NAME : __Normy B. Batalona_________________
SCHOOL : _Aplaya Elementary School___________
GRADE LEVEL : __Grade 6____________________
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies / Objectives
( Write the LC code for each )
II. CONTENT
III. LEARNING RESOURCES
A. References
Teacher’s Guide Pages
Learner’s Materials Pages
Textbook Pages
Additional Materials from
Learning Resource Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or presenting
the new lesson
B. Establishing a purpose for the lesson
REGION XI
DIVISION OF DIGOS CITY
DAILY LESSON LOG
DESIGNATION / POSITION : __Teacher 1_____
DIVISION : ____Digos City ________________
SUBJECT AREA : _Mathematics_____________
The Learners demonstrates understanding of sequence in forming rules, expressions and
equations.
The learner is able to apply knowledge of sequence, expressions, and equations in mathematical
problems and real-life situations.
Differentiates expressions/phrase from equations
Code: M6AL-IIId-15
Identify the variable, constant and the numerical coefficient.
Present a coherent, comprehensive report on differing viewpoints on an issue EN6OL-IIIh-
1.19
Differentiating Expression from Equation.
- Most Essential Learning Competencies, Mathematics 6, Third Quarter, page 183
Mathematics 6 Worksheets Quarter 3 Wk 2 Lesson 2
Mathematics for Better Life 5, p. 182
Who Wants to be a Millionaire
DLP, Laptop, cartolina, pentel pen, bond paper
1. Reviewing Previous Lesson
Directions: Find out what is next in the sequence.
1.)
2.) 4, 7, 10, 13, 16, _____
3.) 0, 3, 6, 9, 12, 15, _____
4.) 1, 4, 9, 16, _____
5.) 2, 4, 6, 8, _____
(The teacher will give the instructions on how to play the games.)
- Are you familiar with the games on television which is “Who Wants to be a Millionaire”?
C. Presenting examples / instances of the - How do you find the game? Did you enjoy doing it?
new lesson - Probably, you are a bit puzzled on the questions given on the previous activity.
- Do you have an idea of what we are to discuss today?
(The teacher will show the objectives through a powerpoint)
D. Discussing new concepts and practicing Group Activity- Differented Activities
new skills # 1 a. Task for each group ( 3 Groups). Presentation of the output will follow after10 minutes.
Group 1 – Identify the content in each given(List down the symbols found in each given)
Given Content
8+9
23 - 5
4xs
Group 2 - Identify
the content in each given.(List down the symbols found in each given)
Given Content
12 – 3 = 9 .
2a + 1 = 5
m+n=6
Group 3 – Describe the characteristics of each set through a Venn Diagram. Show their
Differences and their similarities in the middle.

Given: Set A Set B

8+9 12 – 3 = 9
23 - 5 2a + 1 = 5
4xs m+n=6
(The teacher will give her input on the topic.)

E. Discussing new concepts and practicing - Discuss terminologies such as:

new skills # 2  operation symbol – symbol used in the operation
 variable – letters in the alphabet which represent a value
 constant – the number with no variable
 numerical coefficient – the numerical part of a term multiplied to a variable
 literal coefficient – the literal part of a term with its exponent
 expression – is consist of letters, numbers or a combination of letters and
numbers joined by operation symbols. An expression does not
have an equal sign
 equation - consists of letters, numbers or a combination of letters and numbers
joined by operation symbols with an equal (=) sign which shows that
two expressions on both sides are equal.
- Illustrate the variable, the coefficients and the other symbols through another example.
Example: 1.) 3n – 1 2.) x2 = 18

Note: Vocabulary refers to the words, we know to communicate effectively and can be described
as oral or reading.

F. Developing mastery Directions:

( Leads to Formative Assessment 3)
● General rule is NO ERASURES
● Identify if the given is an expression or equation
● Underline any coefficients
● Circle any variables
● Put a triangle around any constants.

GIVEN EXPRESSION or EQUATION

1. 40a + 5a = 60
 2. (3 X 25) - 5

3. 32 ÷ 4

4. 3n + 9 = 12

5. 2x + 3y
G. Finding practical application of concepts Give the differences and similarities of expression and equation using Venn diagram.
and skills in daily living Expressions Equations

Similarities

Differences Differences

H. Making generalizations and abstractions
about the lesson
How do you differentiate expression from equation?
1 __________ consists of letters, numbers or a combination of letters and numbers joined
2
by operation symbols and does not have an _________ sign while an 3
__________ consist of
letters, number or a combination of letters and numbers joined by operation symbol with an
4__________ sign.

I. Evaluating learning Identify whether the following statement is an expression or an equation. Write the
phrase in the appropriate column in the given table.
Expression Equation
1.
1. a number with operational symbol
2. variables with operational symbol & 2.
with an equal sign
3. has no equal sign 3.
4. 3b + 9 = 12
4.
5. 2 x ( 6 / 2)
5.
J. Additional activities for application or (The teacher will give a worksheets for them to answer at home)
remediation

K. REMARKS
L. REFLECTION

A. No. of learners who earned 80% in the

evaluation

B. No. of learners who require additional

activities for remediation who scored below
80%
C. Did the remedial lessons work?
No. of learners who have caught up with the
lesson
D. No. of learners who continue to require
remediation

E. Which of my teaching strategies worked

well? Why did 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?
Drill - Opposites
(Teacher present a brief exercises through pwerpoint.)
- Do you know what opposite means?(The teacher may give examples or quick review of
Antonyms)
- Give the opposite of the following:

a.) right d.) 12

b.) up e.) - 7
c.) addition f.) ½

(The teacher will take item 5 used in the review part.)

- Is there a pattern observe in the sequence?
- Let’s take item 5, How do we get 4 since the first is 2?

- What is the pattern?