School: BACOLOR ELEMENTARY SCHOOL PROPER Grade Level: VI

GRADES 1 to 12 Teacher: CHERRY O. SALES Learning Area: MATHEMATICS VI

DAILY LESSON LOG Teaching Dates a FEBRUARY 20-24, 2023 (WEEK 2) Quarter: 3rd QUARTER

WEEK 2 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES The Learner…………..
A. Content Standards demonstrates understanding of solid figures.

B. Performance Standards is able to construct and describe the different solid figures: cube, prism, pyramid, cylinder, cone, and sphere.

C. Learning 51. illustrates the different 52. identifies the faces of a 52. identifies the faces of a 55. formulates the rule in finding the nth term using different strategies (looking
Competencies/Objectives solid figures using various solid figure. M6GE-IIIb-30 solid figure. M6GE-IIIb-30 for a pattern, guessing and checking, working backwards) e.g. 4,7,13,16,…n
Write the LC code for each concrete and pictorial models. (the nth term is 3n+1)
M6GE-IIIb-29 M6AL-IIId-7
II. CONTENT Solid figures Solid figures Solid figures Patterns and Algebra Patterns and Algebra

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages 21st Century Mathletes 6, pp. 21st Century Mathletes 6, pp. 21st Century Mathletes 6, Lesson Guide in Elem. Math Gr. 6
56-59 56-59 pp 53 p.85-87

2. Learner’s Material pages 21st Century Mathletes 6, 200-209 21st Century Mathletes 6,

3. Textbook pages 21st Century Mathletes 6, pp. 21st Century Mathletes 6, pp. 21st Century Mathletes 6, 21st Century Mathletes 6 21st Century Mathletes 6
166-199 166-199 pp 158

4. Additional Materials
from Learning Resource (LR)
portal
I. Other Learning Mathletes 6 textbook, video Mathletes 6 textbook, video Mathletes 6 textbook, video Mathletes 6 textbook, video clip, Mathletes 6 textbook, video clip, power
Resources clip, power point clip, power point presentation clip, power point presentation power point presentation point presentation, drawings of patterns,
presentation picture cards

IV. PROCEDURES
A. Reviewing previous Mental Computation Drill: Play the “Concentration Match column A w/ column B: Drill: Have the pupils skip count by 5, Drill: Game “ Snow Ball “
lesson or presenting the new Solving for Perimeter/Area of Game.” by 8, by 10 and by 12 Have a drill on skip counting.
lesson Plane Figures a)Teacher prepares 12 cards A Present the ff. sequences and let the Say, “ Let us have skip counting by 3s
Traveling Game consecutively numbered. pupils give the 7th term in each. from 3 to 30.” Then, point at one pupil to
1.Sphere
1.Teacher shows a picture of a At the back of each number 3,6,9,12,…….. start. The pupil who started will point to
plane figure with given card are the following: 2.Cone 0.6, 0.12, 0.18, ……. another pupil to continue and so on and
dimensions. 7, 14, 21, 28, ……. so forth until you reach 30. Every pupil
18 cm 3. Pyramid 10,20,30,40, ……… should listen to the previous answer to be
Ex.: 9,14,19,24, ……… able to give his/her own answer. The
12 cm 4.Cylinder same procedure will be done to the
following items. See to it that every pupil

P=?
A=?
8m
2.The first two students from
the 1st column solve mentally
what is being asked. The first
to give the correct answer
with the proper label is
challenged by the next
student in the column.
3.Continue the game until
everyone in class has
participated.
4.The student who has beaten
most of his/her classmates is
the winner.
2.Review: Identifying Spatial
Figures
What are the different spatial
figures?
Give examples of real objects
that are models of spatial
figures.
Original File Submitted and
Formatted by DepEd Club
Member - visit depedclub.com
for more
cube 2. 3. 5. Prism in class will recite.
Review: a.Skip count by 4 from 4 to 40.
4. 5.cylin 6. B b.Skip count by 5 from 5 to 50.
der pyra c.Skip count by 6 from 6 to 60.
a.Has 2 bases, and lateral
mid Ask : Did you enjoy the activity? How
faces made of rectangles
7. sphere 8. 9. were you able to follow the sequence of
10. b.Has at least 3 lateral faces, our skip counting? Emphasize the value of
which are triangles and only 1 alertness.
cone Do this exercise of patterns. Let the pupils
base
11.rectan 12. fill in the missing shapes / numbers.
gular c.Has 2 circular bases and no
prism vertices
b)Teacher divides the class d.Has 1 circular base and 1
into 2 groups. vertex.
c)A student from a group
chooses 2 numbers, say 1 and e.Has no faces, bases, edges 4.)12, 17, 22, ___, 32, ___, ___
9. or vertices. A solid figure that 5.)1K, 2J, 3I, ___, ___, ___, 7E
d)Teacher opens the number has the same distance to any
cards and finds out if the point from the center. Review
drawing and word match. If Guessing Game
they match, another student Answer: Divide the class into 4 groups.
from the same group chooses Show them the picture cards. Let them
another pair of numbers and guess the name of the figure.
so on.
e)If the contents of the
numbers don’t match, the
teacher flips the cards again
to show the numbers (not the
word or drawing). Then a
player from another group
chooses the next pair of
Group Activity
numbers, and so on.
f)The group with the most
number of correctly matched
pairs wins.
Review:
B. Establishing a purpose Illustrate the ff. figures. Cut out pictures of objects 1.Group the pupils into Have the pupils guess the next letter Have a game on identifying whether a
for the lesson Plane Figure Illustrati from newspapers or Learning Barkadas. in the sequence. number is odd or even.
on magazines that are models of 2.Provide each group pieces O, T,T, F,F,S,S,E, Group the pupils into 2. As group 1 gives a
1.Circle spatial figures. Describe each of used folders, pair of number, Group 2 answers odd or even,
2.Rectangle scissors, and paste. then have them do it vice-versa.
3.Square 3.Let them make some spatial Ask: Have you tried answering a number
figures out of these materials. pattern with missing terms? Let them
4.Triangle
4.The first to make 3 will be know
Solid Figure Illustrati declared winner. that odd or even numbers are used
on in number patterns.
1.Sphere
2.Rectangul
ar Prism
3.Cube
4.Triangular
pyramid
Guide Questions:
1.Is it possible to combine
plane figures to form solid
figures?
2. What is the corresponding
solid figure if circles &
rectangles will be combined?
Circle triangle? Square &
triangles? Rectangle and
triangle? What else can you
think of?
3. Can all plane figures be
combined to one another to
form different kinds of solid
figures? Give example &
explain.

C. Presenting 1) Introduce the
examples/instances of the new
different spatial figures.
lesson Let the students describe the
characteristics of each figure.
2)Ask what is common among
all the spatial figures?
3)Present a paper robot
Present the ff. figures.
Present the lesson through this
activity:
a.Call the winners.
1.Let them show their finished
Present the Fibonacci Numbers in Presentation
Pascal’s triangle and show the sum of
numbers diagonally. (See TG p. 85 & Ask : Mrs. Quinay presented these
Textbook p. 213) What do number patterns to his Math
Write the three numbers in the you think class.
pattern. is the 1, 3, 7, 15, 31, 63
rule/pattern used to find the 2nd term? 3rd
 whose parts are made up of ? 4th? 5th? 6th?
products to the class.
spatial figures. 1x2+1=3 15 x 2 + 1
= 31
2.Have them describe each
3x2+1=7 31 x 2 + 1
and identify its parts. = 63
7 x 2 + 1 = 15
3. Have them identify its Patterns : ( x 2 + 1 ) or ( +2, +4, +8,
Guide questions: use the +16, +32 )
faces.
figures above.

 How many parallel b.Call the 2nd placer.

4)Ask the students to identify
the spatial figures represented faces are there in
1.Let them show the spatial
by each part by completing figure 1? Name them.
the chart below.  Are all faces of figure figures they made that are
Parts of Spatial Figures 1 congruent? Explain. different from the first group.
the Represented  How many
Robot 2.Have them describe each
vertex/vertices can
Head Ex.: cube
you count in figure 1? and identify its parts.
Body Rectangular
Arms prism  Give at least 2 edges
of figure 1 3. Have them identify its
Legs
Feet  What kind of polygon faces.
Hands are the faces of the
Mouth second figure?
Nose
How many faces do we have
Eyes c.Do the same with the other
in second figure?
Ears group.

D. Discussing new concepts
and practicing new skills #1
b.Activity 2 – Use of Real
Situation Problem
1) Bring the students
outside the classroom.
2) Let them observe
their 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
Group Activity: (Let the pupils watch the The four basic operations (Addition, Group the pupils into 4. Let them answer
Answer deepening on page video of faces, edges & Subtraction, Multiplication and items a to d by formulating/finding the
74 of TG. vertices of solid figures) division) are commonly used in a rule in finding the next term in a
sequence of numbers. In the sequence. Group 1 will answer a, Grp.2
Fibonacci numbers above, you start for b, Grp. 3 for c, Grp. 4 for d. Let the
with the first two numbers. The pupils present their work on the board.
succeeding numbers are the sum of 2, 5, 14, 41, 122
the previous two. Therefore, Ans.( x 3 – 1 )
following the pattern, the next three 1, 5, 13, 29, 61
terms in the sequence are 13, 21 & Ans( x 2 + 3 )
24. 1, 12, 34, 78, 166
Try to find the next four patterns. Ans( +5 x 2 )
6, 9, 15, 27, 51
Ans.( - 2 x 2 + 1 )
 different spatial figures as
seen and experienced through
the environment.
Object Spatial Ex.
Figure
Represe
nted
Basket Sphere
ball Cylinder
Water
jug

E. Discussing new concepts
and practicing new skills #2
Matching Game
1)Blindfold a volunteer pupil.
2)Let him/her hold a spatial
figure.( Can use concrete
objects)
3)Let him/her identify and
describe it.
Tony bought a robot for his
little brother. He customized
every part of the robot by
putting a design on each part
and the robot appears as
shown below.
Group Activity: Numbers, figures, objects or symbols
arranged in a definite order or
sequence is often encountered in
mathematics.
Discuss the content on page 214-218
of 21st Century Mathletes.
How did you find the activity ? How were
you able to find the answer to the
number pattern?
Expected answers :
Determine the order of numbers if it is
ascending or descending.
Find the difference between the
consecutive terms.
To find the rule of the next term, use the
difference between terms.
Explore and Discover
A.

He wants to challenge his little

brother by asking him to 1, 3, 6, 10, 15, 21, 28, 36, 45
identify the different solid
figures in each of the The encircled numbers form a
number sequence. A number sequence is
corresponding parts of the
a list of numbers in which successive
robot. What are the different
terms follow a rule or pattern. Each
solid figures that make up the number in s sequence is called a term.
robot? Looking at the pattern of the
encircled number, to find the 2nd term
Let the pupils answer the
add 2, for the 3rd term add 3, for the 4th
problem.
term add 4, for the 5th term add 5, for
 (Discuss the answer on page the 6th term add 6, for the 7th term add
194-195 of Textbook) 7, for the 8th term add 8, and for the 9th
term add 9. Therefore. the rule in the
sequence is ( +2, +3, +4, +5, +6, +7, +8,
+9 ).
By studying the sequence of
numbers, we can find the rule governing
the terms. The rule can tell us what
number will come next in the sequence.
B. Find the missing terms in the
following situations below:

Can you find the pattern or sequence

used?
The numbers inside the pentagon are
multiplied by consecutive odd numbers 3,
5, 7. Starting with 3 x 3 = 9, then 9 x 5 =
45, then 45 x 7 = 315, so the missing
number in the last pentagon is 2 835
( 315 x 9 = 2 835 ).
The series of numbers inside the hexagon
uses even numbers as factors. So, the
missing number inside the last hexagon is
768( 96 x 8 =768 ).

F. Developing mastery
(Leads to Formative Assessment 3)
Identify the following nets as
cube, rectangular prism,
cylinder, or a pyramid.
Example:
= rectangular prism
(Let the pupils watch the
video of faces, edges &
vertices of solid figures)
Group Activity:
Complete the table on the
activity sheet given by the
teacher.
Find the rule, then, write the missing
terms.
12, 17, 22, ____, 32, ____
____, ____, 67, 70, 73
56, ____, 42, 35, 28, ____
3, ____, 27, 81, ____
78, 70, 62, ____, ____
Study the rule/pattern. Supply the missing
terms.
9, 16, 25, 36, ____
16, ____, 36, 49, ____, 81
10, 38, 150, ____, 2 390
8, 16, 64, _____, _____
6, 6, 18, _____, 630, _____

1. ________

2. ________

G. Finding practical
applications of concepts and
skills in daily living
3._________
4._______
5._______
Match Column A with column Group Activity: Find the nth term rule Group Activity: Find the missing terms
B for each of the following linear and write the rules.
1) The base is a polygon and sequences. 5, 6, 8, ____, 15, ____
its faces are triangles. 18, 20, 24, ____, 38, ____
1. 7,9,11,13,15,...
2) A spatial figure with a 55, 54, 51, 46,___, ___, 19
polygonal base whose edges 25, 28, 3, ____, ____, 70
meet at a common vertex. 2. −3,−2,−1,0,1,... 82, 81, 78, ____, 66, ____
3) A spatial figure having a
circular base and one vertex.
4) A spatial figure with 2 3. 2,6,10,14,18,...
parallel congruent faces called
bases and the other faces are
4. 3,6,9,12,15,...
parallelograms.
5) A spatial figure with 2
circular bases, no edge, and 5. 2,7,12,17,22,...
no vertex.
a. rectangular prism
b. cone 6. 12,13,14,15,16,...
c. pyramid
d. cylinder
e. triangular prism 7. 5,6,7,8,9,...
8. 0,1,2,3,4,...
 9. −3,−2,−1,0,1,...

10. 20,21,22,23,24,...

H. Making generalizations What is a prism? What are
and abstractions about the the kinds of prisms? Describe
lesson each.
What is a pyramid? What are
the kinds of pyramids?
Describe each.
How do you identify the faces
of a solid figure?
A face is one of the flat
surfaces on a solid figure. A
planefigure is a flat, two-
dimensional figure. A prism is
a three-dimensional object
with two congruent parallel
bases that are polygons. A
pyramid is a three-
dimensional object with a
base that is a polygon and
triangular faces that meet at
one vertex.
How do we divide integers?
(on the slides)
Lead the pupils to give the following
generalization by asking:
How do we find / formulate the rules
in finding the next term in a
sequence?
Ans:
Determine the order of numbers if it
is ascending or descending.
Find the difference between the
consecutive terms.
To find the rule of the next term, use
the difference between terms.
Example:

I. Evaluating learning Identify the spatial figure Complete the table: 1. Complete the table: A.Supply the next three letters, Write the rule used for each sequence,
represented by the following: Soli Dra No. No. No. figures, symbols or combination of then write the missing number.
d w of of of numbers and letters in the ff. 1)3, 7, 11, 15, ____ Ans:19
Figu The Ver Fac edg patterns. Then write the rule for ( +4 )
re Fig. tice es es finding the nth term. 2)5, 9, 17, 33, ____ Ans:65
s (x2–1)
1.R 3)20, 12, 8, 6, ____ Ans:5 ( ÷
ecta 2+2)
ngul 4)2, 8, 26, 80, ____ Ans:242
ar (x3+2)
pris 5)36, 69, 135, 267, ____ Ans:531
m (x2–3)
2.sq
uar
e
pyr
ami
d
3.cy
lind
 er
4.co
ne
5.sp
her
e

J. Additional activities for
application or remediation
Answer Math Challenge on Answer Math Challenge on page 223 Study each sequence. Give the rule used
page 199 then give the missing term.
105, 100, ____, 75, ____
6, 10, 15, 21, ____, ____
3, 7, 19, ____, 163, ____
4, 6, 10, ____, ____, 66

1. REMARKS

2. 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?