Teaching Date and Time: __________________________

Grade Level: Grade 6

Learning Area: Math
Quarter: Quarter 3 Week 4 Day 2
Daily Lesson Plan

Learning Competency
I. LEARNING
OBJECTIVES
A. CONTENT The learnersdemonstrate an understanding of integers and algebraic
STANDARD expression.
B. PERFORMANCE The learners should be able to translate situations to algebraic
STANDARD expressions and evaluates algebraic expressions.
C. MOST ESSENTIAL Represents quantities in real-life situations using algebraic
LEARNING expression and equation. M6AL-IIIe-18
COMPETENCY
Solves routine and non-routine problems involving different type of
numerical expressions and equations such as 7+9=____+6.
M6AL-IIIf-19
D. UNPACKED The learners should be able to:
MELCS/LEARNING a. define an algebraic equation
OBJECTIVES b. give the translation for real-life verbal equation into letters or
symbols and vice versa
c. represent quantities in real-life situations using algebraic
equations
II. SUBJECT MATTER
A. CONCEPTS NUMBER AND ALGEBRA
B. MATERIALS PowerPoint presentation, pictures, laptop, television and etc.
C1. REFERENCES
1. Teacher’s Guide 21st Century MATHletes 6 pp.
Pages
2. Learner’s Material 21st Century MATHletes 6 pp.
Page
3. Textbook Pages Math 6 ADM Quarter 3 Module 4 pp.
4. Additional Materials
from Learning
Resources (LR)
Portal
C2. OTHER LEARNING DepEd TV E-tulay Mathematics lessons via YouTube Channel
RESOURCES https://www.youtube.com/watch?v=A8IBkgbnRYQ
D. PROCESS SKILLS
E. VALUES Mutual support and friendship
INTEGRATION
III. LEARNING TASK
A. ELICITATION Preliminary Activities:
1. Opening Prayer
2. Checking of Attendance
3. Setting of Classroom Standards

ELICIT

Activity 1. Review
Directions: Translate the following word phrases to algebraic
expression.
1. five times the sum of a and b
2. twelve decreased by twice v
3. the ratio of 11 and thrice d
B. ENGAGEMENT ENGAGE

Activity 2. Thinking Pair

Directions: Allow the pupils to find a partner. One member of the
pair is to make his or her own word phrase and the other partner is
to translate it to an algebraic expression. Then the two members
exchange roles. Ask some volunteer pairs to share their word
phrases and algebraic expression to the class.

Guide Question:
1. How did you find the activity?

C. EXPLORATION EXPLORE

Activity 3. Solve Me!

Directions: Read and understand the problem below.
Maricel buys 5 onion bulbs for P5.00 each and 2 squash for P32.50
each. She gives the cashier a P200.00 bill. Write an expression for
the amount of spices and fruits she buys and an equation for the
change the cashier should give to her.

D. EXPLANATION EXPLAIN

Directions: Translate the given problem into algebraic equation,

write your answer in the blank provided.
1.Example:
Let mbe the number they had last week.
Translation: Twenty-four fewer than the number last week is 152
Algebraic equation:
m – 24 = 152

2: A kite is flying at an altitude of f meters.

Express algebraically its new altitude after rising 20 meters.
Translate: f meter is increased by 20 k + 20
Algebraic expression:
f + 20 (The kite’s new altitude is 20 meters more than f meters)
Algebraic equation: _________________________

3.Twice a number decreased by eight is equal to 16. Let j be the

number. Twice a number decreased by eight is equal to sixteen
algebraic equation: _________________________

4.If fourteen is added to the difference of a number and 23, the sum
is eighty. Let z be the number. difference of a number and 23 plus
fourteen is eighty
Algebraic equation: _________________________

5. Thrice the sum of a number and four is thirty-two. Let w be the

number. thrice the sum of a number and four is thirty-two
Algebraic equation: _________________________

E. ELABORATION ELABORATE

Directions: Read and analyze the given scenario.

Grade 6 basketball team scored three less than thrice as many
points as their opponent. Their total score at the end of the game
was 78. Write the algebraic equation for the number of points they
scored.
 Let the students answer the questions:
1. What is an algebraic equation?
2. How do we translate real-life mathematical situations into
algebraic equations?

F. EVALUATION EVALUATE

True or False
Directions: Write an algebraic equation and identifying if the given
equations have a correct or wrong answer. Write only T for True and
F for false.
1. If y=1; 5y-2= 18
2. If y=2; 5y-4= 6
3. If y=3; 5y-5= 10
4. If y=4; 5y-6=24
5. If y= 5; 5y-7= 30

Answer key: 1) F 2) T 3) T 4) F 5) F

G. EXTENSION EXTEND

Directions: Write the algebraic equation on the given scenario.

Write your answer in your notebook.
1. Jeanne has P2500.00 in her piggy bank. How much money
does she need to buy a cellphone that costs P3000.00?
Let p=?

H. ADDITIONAL Directions: Translate the following numerical equations into word

ACTIVITIES phrases.
Numerical Equations Translation
1. 25+y=30
2. 5n=20
3. 45-k=22
4. 2r + 4=104
5. t÷6=130
IV. REMARKS
V. REFLECTIONS
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 worked? 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 works?
F. What difficulties did
I encounter which
my principal or
supervisor can help
me solve?

PREPARED BY: QUALITY ASSURED:

EVELYN V. DIONALDO EVANGELINE L. AGUSTIN

Master Teacher II Master Teacher I

EVELYN V. DIONALDO
Master Teacher II / Dist. Math Coordinator