School: TAMBO INTEGRATED SCHOOL
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
II. CONTENT / TOPIC
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional materials
from
LRMDS portal
B. Other Materials
IV. PROCEDURES
A. Reviewing previous lesson
or
presenting the new lesson
Grade Level: VI
Teacher: SANTA YZABEL E. GUEVARA Learning Area: MATH
Quarter: 3RD QUARTER
Teaching Dates and
MARCH 6-10, 2023 (WEEK 4)
Time: ALONA D. ADELANTAR
CHECKED Principal
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
The learners…
1. demonstrate understanding of sequence in forming rules, expressions and equations.
2. demonstrates understanding of rate and speed, and of area and surface area of plane and solid/space figures.
The learners…
1. are able to apply knowledge of sequence, expressions, and equations in mathematical problems and real-life situations.
2. is able to apply knowledge of speed, area, and surface area of plane and solid/space figures in mathematical problems and
real-life situations
1. represents quantities in real-life situations using algebraic expressions and equations
2. solves routine and non-routine problems involving different types of numerical expressions and equations such as 7+ 9 =___ +
6.
represents quantities in real-life situations using
algebraic expressions and equations calculates speed, distance, and time. M6ME-IIIg-17
solves routine and non-routine problems involving solves problems involving average rate and speed.
different types of numerical expressions and equations M6ME-IIIg-18
such as 7+ 9 =___ + 6
21ST Century Mathletes Teacher’s Manual 89-98
st st
21 Century Mathletes 6, 21 Century Mathletes 6, 21st Century Mathletes 6, 21st Century Mathletes
pp 224-251 pp 224-251 pp 224-251 6, pp 224-251
21st Century Mathletes 6, 21st Century Mathletes 6, 21st Century Mathletes 6, 21st Century Mathletes
pp 224-251 pp 224-251 pp 224-251 6, pp 224-251
Write TRUE if the translation Choose variables to Fill in the blanks with WEEKLY TEST
is correct and FALSE if not. represent the unknown the word/s that correctly A. Daily Routine
quantities and write an complete/s the following B. Explain the
a. -4d means four multiplied

B. Establishing a purpose for
the lesson
by d
b. Twice of w is 2w
c. One fifth of x is x/5
d. eleven less than n is n-11
e. 2a + 6 is two of a number
is six
Group the class into 4. Each
member is to make his or her
own word phrase and the
other members are to
translate it to algebraic
expression. Answers are
written on a manila paper and
presented in the class.
algebraic expression or statements. Choose from objectives of the test
equation. the word/s inside the C. Read the general
box below. Write your instructions/
1. The sum of four and answers on your answer directions
eight times a number is sheet. D. Students answer
twenty. the test
2. The weight of Roman’s ECheck the test
father is 5 kg less than 3 F. Record the test
times Roman’s weight.
3. Twenty times a number
less two
4. Three times the
difference of a number and
one
5. Half a number
decreased by twelve
Read and understand the A dog runs from one side Problem # 1: Jonathan
problem below: of a park to the other. bought a new car. He
The park is 80.0 meters drove his car from
Gielian is a newly hired across. The dog takes Manila to Baguio City at
messenger in a 16.0 seconds to cross the an average speed of 65
multinational company in park. What is the speed kilometer per hour, for a
Makati. As trainee, he of the dog? total of 4.5 hours. How
needs to wear a polo-shirt far did he travel?
everyday. He was given a
clothing allowance of Problem # 2: A train
₱6,000.00. How many travelled 555 km at an
polo-shirts can he buy average speed of 60
with this amount? kph. How long did the
journey take?
Study the table of prices
for typical brands of polo
shirts.
How to represent the
above-given situation
using algebraic
expressions and

C. Presenting examples/
instances of the new lesson
Present the situation.
Ma’am Jam buys 3 mangoes
for Php 5.00 each and 3
papayas for Php 32.50 each.
She gives the cashier a
Php200.00 bill. Write an
expression for the amount of
fruits she buys and an
equation for the change the
cashier should give her.
Define the following term:
- EQUATION- a
mathematical sentence
with an equal sign (=)
which shows that two
expressions both sides
are equal.
equations?
The answer to the question
depends on the brand of
clothes Gielian will buy.
The third column gives the
numerical expression for
each brand for the number
of shirts that he can buy
with the money he has.
Our constant is ₱6,000.00.
If you do not know the
price of a polo shirt, we
can use variable to stand
for a price. Then we can
write an algebraic
expression and equation
for the number of shirts.
To represent the price of
each brand of shirt, we
make use of a variable and
write an algebraic
expression to represent the
number of shirts that
Glenn can buy for
₱6,000.00
The equation to get the
exact number of polo-
shirts per brand are listed
in the third column. The
variable in each algebraic
equation represents the
number of shirts per
brand.
So, the number of shirts
The distance the dog For problem #1, we were
travels and the time it given a speed of 65
takes are given. The kilometers per hour,
dog’s speed can be found and a time of 4.5 hours.
with the formula: Speed
= Distance/Time When speed and time
are given, the distance
travelled is calculated
by using the formula:
Distance = Speed × Time
To find the total
distance travelled, we
can simply multiply the
given speed and time.
Distance = speed x time
Answer: Jonathan
travelled 292.5
kilometers.
In problem # 2, when
distance and speed are
given the time taken is
calculated by using the
formula:
Time = Distance/Speed
Gielian can buy using his
₱6000.00 clothing
allowance depends on the
brand he prefers.

One of the most important

skills in math that we have
to acquire is the ability to
translate verbal phrases or
sentences to equations.
Aside from the fact that
this could be one of the
easiest ways to get an
accurate answer, it also
shows a clean flow of
solution which becomes
understandable to many if
properly presented.
To represent quantities in
real-life situations and to
translate verbal phrases or
sentences to algebraic
equations, mastery of
translating word phrases
to algebraic expressions is
necessary.
(We have to convert 0.25
hour to minutes. We
know that 1 hour is
equal to 60 minutes
which is required to
convert the measuring
time from hours to
minutes. Multiply 0.25
hour to 60 minutes.
Thus 0.25 hours is
equal to 15 minutes.)
Answer: The journey
took 9 hours and 15
minutes.

To write algebraic
expressions in a real-life
situation:
- Determine which
quantity in the
situations is
unknown and
identify a variable to
represent the
unknown quantity.
- Write the expression
using a variable to

Translate the following
sentences into algebraic
equation
1. The sum of a number
and five is twelve
2. Twice a number
decreased by six is
equal to sixteen.
3. If nine is added to the
difference of a number
and nineteen, the sum
is ninety
4. Twice the sum of a
D. Discussing new concepts
number and two is
and
practicing new skills #1 twenty-two
5. The product of
thirteen less than
thrice a number and
five will result to forty
five.
E. Discussing new concepts
and practicing new skills #2
represent the
situation. Look for
key words in
figuring out what
mathematical
operations to be
used.
Choose a variable to Read and solve the Read and solve the
represent the unknown problem. Write your problem. Write your
quantities and write an answer on your answer answer on your answer
equivalent algebraic sheet. sheet.
expression or equation for 1. David rides his 1. A cyclist covers a
the following statements. motorcycle for 120 km in distance of 12 km at a
Write your answers on 2 hours. What is his speed of 8 km per hour.
your answer sheet. average speed in km per Calculate the time taken
1. five more than x hour? to cover this distance.
bananas
2. eight pesos added to z
pesos
3. seven subtracted from k
eggs
4. m increased by ten
candies is forty candies
5. twice a number y
bacteria
6. nine less than w
passengers
7. p chocolates divided by
six persons
8. half of k kilograms is
seventy kilograms
9. twenty biscuits
decreased by p biscuits
equals two biscuits
10.thrice a number r rides
Read and answer the Work in group. Calculate Calculate the distance
following items. Write you the SPEED if you travelled: and time that you would
answer in the separate travel if you drove for:
sheet of paper. GROUP 1- 95 km. in 2
hours

F. Developing mastery
(leads to formative
assessment )
G. Finding practical
applications of concepts and
skills in daily living
H. Making generalization and
abstraction about the
lesson
Refer to textbook, pages 248-
249. Evaluate A, B, and C, all
EVEN NUMBERED items
What is an algebraic equation?
1. Joseph bakes same
number of cupcakes each
day. He used 2 cups of
flour in each cupcake.
Write the algebraic
expression to represent the
number of cups of flour
Joseph uses each day in
baking cupcakes.
2. Melissa runs the same
number of kilometers each
day. Write the algebraic
expression to represent the
number of kilometers
Melissa ran last March.
How do we translate real-life
mathematical situations to
algebraic equations?
In representing quantities
in real-life situations using
algebraic expressions and
equations, we make use of
variables to represent
unknown quantities.
Mastery of translating
GROUP 2- 180 km. in 3 Group 1
hours a. 2 hours at 30 km/h
GROUP 3- 48 km in 2
b. 100 km at 20km/h
hours
GROUP 4- 250 km in 4
Group 2.
hours
a. 7 hours at 65 km/h
b. 180 km at 45 km/h?
Group 3.
a. 1/2 hour at 46
km/h
b. 250 km at 50 km/h
Read and solve the Read and solve the
problem. Write your problem. Write your
answer on your answer answer on your answer
sheet. sheet.
1. Find the speed when a 1. A police car drives
distance of 142 km and with a constant speed of
time is covered in 2 56 km per hour. How
hours. far can it travel in 3
hours?
2. How much time will
be taken to cover a
distance of 450 km at a
speed of 50 km per
hour?
An easy way to
remember the distance
equation is to put the
letters into a triangle.
The triangles will help
you remember the
formula:
 verbal equations into
letters or symbols and vice
versa is necessary.

Aling Yzabel, when asked Read and express the Fill in the blanks.
about her age, replies “I am following indicated Choose your answer
six years older than twice the problems. Write your inside the box and
age of my youngest child.” answer in your answer write it in your answer
Express her age in algebraic
sheet. sheet.
equation if her age is now 66.
1. If thrice a number is
increased by 11, the result
is 112. Translate this to an
algebraic equation.
I. Evaluating learning
2. Dianne saved ₱150.00
from her allowance this
week. This amount is
₱50.00 more than twice
the amount she saved last
week. Write the algebraic
equation to solve for the
amount she saved last
week.
J. Additional activities for
application / remediation
Lesson to be continued : Lesson to be continued : Lesson to be continued : Lesson to be continued : Lesson to be
Lesson done : Lesson done : Lesson done : Lesson done : continued :
Lesson done :
V. REMARKS Passed Failed ML T Passed Failed ML T Passed Failed ML T Passed Failed ML
MMR MMR MMR MMR Passed Failed ML
IAP IAP IAP IAP MMR
GCS GCS GCS GCS IAP
GCS
VI. REFLECTION
______ of Learners who earned ______ of Learners who ______ of Learners who ______ of Learners who ______ of Learners
A. No. of learners who earned 80% above earned 80% above earned 80% above earned 80% above who earned 80%
80% in the evaluation above

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

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

G. What innovation or Planned Innovations:
localized __Contextualized/ Localized
materials did I and Indigenized IM’s
use/discover __ Localized Videos
which I wish to share with __ Making big books from
other teachers ? views of the locality
__ Recycling of plastics to
be used as Instructional
Materials
__ local poetical composition
Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__Contextualized/ Localized __Contextualized/ Localized __Contextualized/ __Contextualized/
and Indigenized IM’s and Indigenized IM’s Localized and Indigenized Localized and
__ Localized Videos __ Localized Videos IM’s Indigenized IM’s
__ Making big books from __ Making big books from __ Localized Videos __ Localized Videos
views of the locality views of the locality __ Making big books from __ Making big books
__ Recycling of plastics to __ Recycling of plastics to views of the locality from
be used as Instructional be used as Instructional __ Recycling of plastics to views of the
Materials Materials be used as locality
__ local poetical composition __ local poetical Instructional Materials __ Recycling of
composition __ local poetical plastics to
composition be used as
Instructional
Materials
__ local poetical
composition