Republic of the Philippines
Department of Education
Learning Area: Mathematics 6
Name of Teacher Raquel G. Famorca
School Head: Jacqueline Pascual-Larida EdD
I. Objectives
A. Content Standards
B. Performance Standards
C. Learning Competencies/Objectives
II. Content (Subject Matter)
III. Learning Resources
A. References
1. Teacher’s Guide/pages
2. Learner’s Materials pages
3. Other References
REGION II – CAGAYAN VALLEY
SCHOOLS DIVISION OF NUEVA VIZCAYA
District of Bagabag 1
LANTAP ELEMENTARY SCHOOL
The learner demonstrates understanding of order of operations, ratio and proportion, percent, exponents,
and integers.
The learner is able to apply knowledge of order of operations, ratio and proportion, percent, exponents, and
integers in mathematical problems and real-life situations.
The learner finds a missing term in a proportion (direct, inverse, and partitive).
M6NS-IIb-133
Finding the Missing Term in a Proportion
Quarter 2, Week 2, p.223 (K to 12 MELCS)
Math LAS Quarter 2, Week 2 p. 13-20
GED Mathematics p. 178
Matheletes p.45. Mathematics for Everyday Use p. 133-136
https://byjus.com/maths/ratios-and-proportion/
ttps://int.search.myway.com/search/AJimage.jhtml?
n=&p2=^0D^foxnta^^&pg=AJimage&pn=4&ptb=&qs=&searchfor=water&si=&ss=sub&st=hp&tpr=sbt&
trs=wtt&ots=1615997532720
 https://www.k5learning.com/worksheets/math/grade-6-proportions-1-decimal-a.pdf
B. Other learning resources (IMs) Power point, pictures, cut-outs, activity sheets
III. Procedures
1. Introduce a song.

2. Look at the figures on the board.

2 is to 1 or 2:1

In the first figure you can see two triangles that when combined they form the whole square. Did the first
two figures represent equal ratios?
A. Reviewing previous lesson or
presenting the new lesson
Example 2: Proportion
Is this a proportion?
1:2 = 4:8 3:5 = 9:15 1:4 = 1:20 1:5= 6:30

How do you check if 2 ratios are proportion?

What are the different kinds of Proportions?
Direct Proportion
Partitive proportion
Inverse proportion
B. Establishing a purpose for the lesson
3. Setting of Standards

Before we proceed in our lesson, what are the things you should do to understand the lesson and the
different activities?
 Be cooperative
 Minimize your voice

C. Presenting examples/instances of the
new lesson
D. Discussing new concepts and
practicing new skills #1
 Listen very well
Remember we still have to follow the New Normal Classroom Rules (Power points presentation)
The group who could finish the earliest time is the winner.
Integration of Health Education
KRA 2
Objective 5 Exhibited effective and constructive behavior management skills by applying positive and
non-violent discipline to ensure learning focused environments
MOV Setting house rules/guidelines
Precautions for the current COVID-19 pandemic
Are you a good helper at home after studying and answering you Modules?
Problem:
During weekends, Zeny helps her mother sell buko juice. For every buko, she adds 4 liters of water. How
many liters of water does she need for 3 buko so that the taste will be the same?
Write the ratio as 1 buko: 4 liters
Proportion must be 1 buko: 4 liters = 3 buko:N
Let us use Direct Proportion to find the value of N
1: 4 = 3: N (multiply the extremes and means)
 1XN=4X3
1N = 12
N = 12/1
N = 12 liters of water (Answer)

Check: write the value of N solved

1:4 = 3: 12 (multiply means and extremes, if the answer is equal then the proportion correct)
1 X 12 = 12
4 X 3 = 12

KRA 1- Obj. #1
Applied knowledge of content within and across curriculum teaching areas
MOV- pictures was presented
KRA 3-Curriculum and Planning
Objective #9. Selected, developed, organized and used appropriate teaching and learning resources,
including ICT, to address learning goals

Solve for the missing term in the following proportion.

1. 2 = N 4. 5_ = 15
E. Discussing new concepts and new 3 15 N 24
skills #2 2. 14 = 28 5. 12 = 12
N 12 15 N
3. N = 3
20 10

When solving the missing Number in a proportions, follow these rules:

1. Write it in fraction form and cross multiply.
2. Divide both sides by the number connected to the variable.
3. Check the answer to see if it makes a true proportion.

G. Finding Practical applications of
concepts and skills in daily living
Group Activity:
( Group the pupils into 4 and distribute the activities)
Group 1: Find the missing part of each proportion
1. 8:12 = N:15 2. 39:26 = 3:N 3. 6:9 = N:12 4. 12:24 = N:6
Group 2: Read and solve the problem.
1. Jojo bought 8 empty bottles for ₱ 7. How much will he pay for 12 bottles
2. Empty cans sell at ₱ 0.75 for 4. How many does Lina have to sell to earn ₱11.25?
3. The ratio of green bananas to yellow mangoes is 1:3. If there are 150 green bananas, how many
yellow mangoes are there?
Group 3: Arrange and paste cut-outs of figures/shapes of the given proportion.
Group 4: Check the given proportion. Show the solution.
Output presentation of every group.
KRA 2 Learning environment and diversity of learners
Objective 4. Manage classroom structure to engage learners, individually or in groups, in meaningful
exploration, discovery and hands-on activities within a range of physical learning
environments.
Objective 5. Manage learner behavior constructively by applying positive and non-violent discipline to
ensure learning-focused.
No to Junk foods!
 How many times did you eat junk foods in a week?
How do you figure out the amount of money that you need to pay for the junk foods? There is a
relationship between the number of junk foods that you eat everyday and the amount of money that your
parents will have to pay for the whole week. The more junk foods you will take the unhealthier you will
become.
KRA 1, Obj.#1
Applied knowledge of content within and across curriculum teaching areas
MOV—Health and basic computation of money is integrated.

H. Making generalizations and

abstractions about the lesson How do we find for the missing term in a proportion?
Find the missing term in every proportion. Use cross product.
1. 8 = 32 4. 3 = N
7 N 5 25
I. Evaluating Learning 2. N = 18 5. N = 28
10 4 6 84
3. 5 = 13
10 N

J. Additional Activities for Application
or Remediation
Read, understand and solve for the following problems.
1. For every 3 meters of bamboo sticks, three boys can make 5 frames of Christmas lanterns. How
many lantern frames can they make with 15 meters of bamboo sticks?
2. Two out of three booths sell mountain bikes. If there are 27 booths, how many of these sell
mountain bike?
 3. Three cones of ice cream sell for ₱24. How much will 15 cones of ice cream cost?

V. Remarks
Prepared by
RAQUEL G. FAMORCA Noted : JACQUELINE PASCUAL-LARIDA EdD
Class Adviser School Principal
 - Using Interactive Power Point
A. Reviewing previous lesson or presenting the
Presentation
new lesson
- Using pictures
B. Establishing a purpose for the lesson - Power Point Presentation

- Pictures, copy of short story

C. Presenting examples/instances of the new List of Instructional Materials
lesson Used for the COT

D. Discussing new concepts and practicing new - Activity sheet

skills #1 - Power Point Presentation
- Power Point Presentation, activity
E. Discussing new concepts and new skills #2 sheets, puzzles

F. Developing mastery (Leads to Formative -activity sheets

Assessment)
G. Finding Practical applications of concepts and - Interactive Power Point Presentation
skills in daily living
H. Making generalizations and abstractions - Power Point Presentation
about the lesson
I. Evaluating Learning - Activity sheets

J. Additional Activities - Activity sheets

Prepared by:

RAQUEL G. FAMORCA
Class Adviser

Noted:
JACQUELINE PASCUAL-LARIDA EdD
School Principal

Department of Education
Region 02
Schools Division of Nueva Vizcaya
Bagabag –I District
LANTAP ELEMENTARY SCHOOL
 TABLE OF SPECIFICATION
COT
FORMATIVE TEST IN ENGLISH 6

Learning Tasks/Competencies of Item Placement

CODE Type of Test
Lessons Taught
Infer meaning of content specific terms using EN6V-IIIj-
-context clues 12.3.3
-affixes and roots EN6V- IIIj -
-other strategies 12.4.1.3
EN6V- IIIj -
12.4.2.3

Total

NAME: _____________________________ SCORE:_________

DATE: __________________
 DAILY LESSON LOG
LEARNING AREA: MATHEMATICS 6 SECOND QUARTER
SCHOOL: LANTAP ELEMENTARY SCHOOL WEEK 2: DAY 3
DATE/TIME:
NAME OF TEACHER RAQUEL G. FAMORCA November 6, 2019 @
8:50-9:40

SCHOOL HEAD: MARY GRACE L. FERNANDEZ Signature

I. STANDARDS OF TEACHING AND LEARNING

Illustrates the different solid figures using various

I. Domain/Major Topic
concrete and pictorial models

Demonstrates understanding of solid figures.

A. Content Standards

The learner should be able to construct and describe

B. Performance Standards
C. Learning
Competencies/Objectives
and
the different solid figures: cube, prism, pyramid,
cylinder, cone, and sphere.
The learner should be able to illustrate the different
solid figures using various concrete and pictorial
models.

LC Codes M6GE-IIIb-29

II. Content (Subject Matter

that the Teacher aims to Geometry
teach)

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages 21st Century Mathletes 6, pp. 56-59
2. Learner’s Materials
pages
3. Textbook pages 21st Century Mathletes 6, pp. 166-199
4. Other references www.google.com
B. Other learning Power point presentation, pictures, diagram, strips
resources (IMs)
IV. PROCEDURES
A. Reviewing previous Mental Computation Drill: Solving for Perimeter/Area
lesson or presenting the of Plane Figures
new lesson Traveling Game
1.Teacher shows a picture of a plane figure with given
dimensions.
18 cm
Ex.:
12 cm 8m

P=? A=?

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.
B. Establishing a purpose
for the lesson Setting of standards

-Before we proceed in our lesson, what are the things

you should do to understand the lesson and the
different activities?

The group who could finish the earliest time is the

winner

Illustrate the ff. figures.

1.Circle
2.Rectangle
3.Square
4.Triangle

Solid Figure Illustration

1.Sphere
2.Rectangular 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 and 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.
Post the pictures on the board.
What can you say about the pictures?

C. Presenting Rubrics for the group activity

examples/instances of the
new lesson Group 1 2 3 4
1. Follow the direction
well
2. Talk in 1 inch voice
3. Participate Actively
4. Work Neatly
TOTAL
3 – very well 2-slightly well 1- not so well

Group the pupils into 4 and distribute the activity

sheets. (Each group have their own Leader, Secretary,
Reporter, gofer and watcher)

1) Introduce the different spatial figures.

Let the students describe the characteristics of each
figure.

2)Ask what is common among all the spatial figures?

3)Present a paper robot whose parts are made up of

spatial figures.

4)Ask the students to identify the spatial figures

represented by each part by completing the chart
below.

Parts of the Robot Spatial Figures Represented

Head
Body Ex.: cube
Arms Rectangular prism
Legs
Feet
Hands
Mouth
Nose
 Eyes
Ears

Matching Game

1) Blindfold a volunteer pupil.

D. Discussing new
2) Let him/her hold a spatial figure.( Can use concrete
concepts and practicing
objects)
new skills #1
3) Let him/her identify and describe it.

Giving of praises/claps after each group presentation

E. Discussing new
concepts and new skills #2
Identify the following nets as cube, rectangular prism,
cylinder, or a pyramid.
Example:

= rectangular prism

1._______ 2. _____

3._________
 4._______

5._______

F. Developing mastery Match Column A with column B

(Leads to Formative
Assessment) Column A
1) The base is a polygon and its faces are triangles.
2) A spatial figure with a polygonal base whose edges
meet at a common vertex.
3) A spatial figure having a circular 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.

Column B

a. rectangular prism
b. cone
c. pyramid
 d. cylinder
e. triangular prism
G. Finding Practical Can you see any figures around you?
applications of concepts Why do eggs shaped oblong?
and skills in daily living Why car wheels
What is a prism? What are the kinds of prisms?
H. Making generalizations Describe each.
and abstractions about the What is a pyramid? What are the kinds of pyramids?
lesson Describe each.

Identify the spatial figure represented by the following:

I. Evaluating Learning

J. Additional Activities Identify the following figures:

V. Remarks

VI. Reflection
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional activities
for remediation (those 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 works?
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

Prepared by:
RAQUEL G. FAMORCA, EdD
Class Adviser

Noted:
MARY GRACE L. FERNANDEZ, EdD
School Principal
List of Instructional Materials Used for the COT
 - Using Interactive Power Point
A. Reviewing previous lesson or presenting the
Presentation
new lesson
Prepared by:
- Using pictures
B. Establishing a purpose for the lesson - Power Point Presentation RAQUEL G. FAMORCA, EdD
MT-1
- Pictures, rubrics
C. Presenting examples/instances of the new
Noted:
lesson
MARY GRACE L.
- Activity sheet FERNANDEZ, EdD
D. Discussing new concepts and practicing new School Principal
- Rubrics
skills #1
- Power Point Presentation
- Power Point Presentation
E. Discussing new concepts and new skills #2

F. Developing mastery (Leads to Formative - Diagram with strips

Assessment)
G. Finding Practical applications of concepts and - Interactive Power Point Presentation
skills in daily living Department of Education
H. Making generalizations and abstractions - Power Point Presentation Region 02
Schools Division of Nueva Vizcaya
about the lesson
Bagabag –I District
I. Evaluating Learning - Activity sheet LANTAP ELEMENTARY SCHOOL

J. Additional Activities - Activity sheet TABLE OF SPECIFICATION

COT
FORMATIVE TEST IN MATHEMATICS 6
 Learning Tasks/Competencies of Item Placement
CODE Type of Test
Lessons Taught
The learner should be able to Identifying 1-10
illustrates the different solid
M6GE-IIIb-
figures using various concrete 29
and pictorial models

Total 10

NAME: _____________________________ SCORE:_________

DATE: __________________

Identify and draw the spatial figure represented by the following objects:

3
1 2

4 6 7

8 9 10

1. _____________________
2. _____________________
3. _____________________
4. _____________________
 5. _____________________
6. _____________________
7. _____________________
8. _____________________
9. _____________________
10. _____________________

Red – Objective 1 Applied knowledge of content within and across

Curriculum teaching areas.
Orange – Objective 2 Used a range of teaching strategies that enhance
learner achievement in literacy and numerical
skills.
Blue – Objective 3 Applied a range of teaching strategies to develop
critical and creative thinking, as well as other
higher order thinking skills
Green – Objective 4 Managed classroom structure to engage learners,
individual or in groups, in meaningful exploration,
discovery and hands-on activities within a range of
physical learning environment
Pink – Objective 5 Managed learner behavior constructively by
applying positive and non-violent discipline to
ensure learning-focused environments.
Maroon – Objective 6 Used differentiated, developmentally appropriate
learning experiences to address learners’ gender,
needs, strengths, interest and experiences
Violet – Objective 7 Planned, managed and implemented
developmentally sequenced teaching and learning
processes to meet curriculum requirements and
varied teaching contexts.