School Grade Grade 6

Teacher Learning Area MATH 6

Daily Lesson Log Week/Teaching Date Quarter Quarter 3 – Week 5
Time

WEEK 5 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards Demonstrates understanding Demonstrates understanding Demonstrates understanding Demonstrates understanding Catch Up Friday
of solid figures. of solid figures. of solid figures. of solid figures.
B. Performance is able to construct and is able to construct and is able to construct and is able to construct and
Standards describe the different describe the different describe the different describe the different
solid figures: cube, prism, solid figures: cube, prism, solid figures: cube, prism, solid figures: cube, prism,
pyramid, cylinder, cone, and pyramid, cylinder, cone, and pyramid, cylinder, cone, and pyramid, cylinder, cone, and
sphere. sphere. sphere. sphere.
C. Learning calculates speed, distance, and calculates speed, distance, and calculates speed, distance, and calculates speed, distance, and
Competencies time. M6ME-IIIg-17 time. M6ME-IIIg-17 time. M6ME-IIIg-17 time. M6ME-IIIg-17

solves problems involving solves problems involving solves problems involving solves problems involving
average rate and speed. M6ME- average rate and speed. M6ME- average rate and speed. M6ME- average rate and speed. M6ME-
IIIg-18 IIIg-18 IIIg-18 IIIg-18

D. Learning Objectives calculates speed, distance, and calculates speed, distance, and calculates speed, distance, and calculates speed, distance, and
time. M6ME-IIIg-17 time. M6ME-IIIg-17 time. M6ME-IIIg-17 time. M6ME-IIIg-17

solves problems involving solves problems involving solves problems involving solves problems involving
average rate and speed. M6ME- average rate and speed. M6ME- average rate and speed. M6ME- average rate and speed. M6ME-
IIIg-18 IIIg-18 IIIg-18 IIIg-18

Calculates Speed, Distance, Calculates Speed, Distance, Calculates Speed, Distance, Calculates Speed, Distance,
II. CONTENT
and Time. and Time. and Time. and Time.
( Subject Matter)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material
pages
3. Textbook pages 21st Century MATHletes pages Riel, Teodora Alturas, Number Riel, Teodora Alturas, Number Riel, Teodora Alturas, Number
224 - 231) Smart Worktext in Mathematics, Smart Worktext in Mathematics, Smart Worktext in Mathematics,

4. Additional Materials SLM/ADM
from Learning Resource
LR portal
B. Other Learning Laptop, Audio-visual,
Resources Presentation
IV. PROCEDURE
A. Drill/Reviewing previous Run. Run. Run
Lesson or presenting
new lesson The student will run and timer
their self. Compute their speed
and time.
B. Establishing a purpose How you compute your speed
for the lesson and time?
C. Presenting examples/ Can you give some example of
instances of the new something that you can compute
lesson the speed and time.
D. Discussing new concepts Speed tells us how fast
and practicing new something or someone is
skills.#1 travelling. You can find the
average speed of an object if you
know the distance travelled and
the time it took.
The formula for speed is speed =
distance ÷ time. To work out
what the units are for
speed, you need to know the
units for distance and time. In
REX Education (Page 249)
SLM/ADM
Laptop, Audio-visual,
Presentation
What is speed?
What is distance?
What is time?
What is the formula of speed?
What is the formula for time?
Speed tells us how fast
something or someone is
travelling. You can find the
average speed of an object if you
know the distance travelled and
the time it took.
The formula for speed is speed =
distance ÷ time. To work out
what the units are for
speed, you need to know the
units for distance and time. In
REX Education (Page 249)
SLM/ADM
Laptop, Audio-visual,
Presentation
Review the previous lesson
Directions: Solve each problem.
1. A ship left Manila port at 9:00
pm and arrived Iloilo port at 5:00
am the next day. The distance
between the 2 ports was 200 km.
Find:
a. The travel time of the journey
____________
b. The average rate speed of the
ship ______________
Ronald left the office and drove
south. Nora left 3 hours, later
driving 42 km/h faster to catch
up to him. After 2 hours, Nora
finally caught up. Find Ronald’s
average rate speed.
Speed tells us how fast
something or someone is
travelling. You can find the
average speed of an object if you
know the distance travelled and
the time it took.
The formula for speed is speed =
distance ÷ time. To work out
what the units are for
speed, you need to know the
units for distance and time. In
REX Education (Page 249)
SLM/ADM
Laptop, Audio-visual, Catch Up Friday
Presentation
Review the previous lesson
On his first 2 hours of journey, a
motorist drove 130 km. For the
next 3 hours, he drove 210 km.
What was his average speed for
the whole journey?
Group activity:
Each group will solve the
problem.
Speed tells us how fast
something or someone is
travelling. You can find the
average speed of an object if you
know the distance travelled and
the time it took.
The formula for speed is speed =
distance ÷ time. To work out
what the units are for
speed, you need to know the
units for distance and time. In
 this example, distance is in
meters
(m) and time is in seconds (s), so
the units will be in meters per
second (m/s).
The formula speed = distance ÷
time can be rearranged, just like
any other equation.
E. Discussing new concepts A bicycle travels 80 km in 4
and practicing new skills hours. What is the speed of the
#2. bicycle?
To calculate the speed, let us
identify first what are the given.
 80 km is the distance which
define as the total length
between two positions.
 4 hours is the time that
measured period during which an
action, process, or condition
exists or continues.
Solution: Using the speed
formula: Speed = 𝐃𝐈𝐒𝐓𝐀𝐍𝐂𝐄
𝐓𝐈𝐌𝐄
= average speed of 60 km/h How
𝟖𝟎
𝟒 spend jogging
= 20 kph
Answer: The speed of the
bicycle is 20 kilometers per hour
(kph)
this example, distance is in
meters
(m) and time is in seconds (s), so
the units will be in meters per
second (m/s).
The formula speed = distance ÷
time can be rearranged, just like
any other equation.
this example, distance is in
meters
(m) and time is in seconds (s), so
the units will be in meters per
second (m/s).
The formula speed = distance ÷
time can be rearranged, just like
any other equation.
Let’s Go!
The students will run in the field
and record their speed, time, and
distance.
That will be their performance
task.
this example, distance is in
meters
(m) and time is in seconds (s), so
the units will be in meters per
second (m/s).
The formula speed = distance ÷
time can be rearranged, just like
any other equation.
Group Activity:
Group 1 –
A train left Town A going to
Town B at 9:30 a.m. It reached
its destination at 12:00 noon.
The
distance from Town A to Town
B is 190 km. What was the
train’s average speed?
Group 2 –
Mr. Dalisay cycled 120 km at an
average speed of 50 km/h and
150 km at an
much time did Mr. Dalisay
altogether?
Group 3 –
AB and BC are two parts of a
running track. The length of each
part is 60 m.
F. Developing Mastery On the board:
(Lead to Formative
Assessment 3) 1. A boat travels at 120 kph.
How many kilometers will it
travel in 4 hours?
2. A bus is moving at the speed
72 kph. How many hours will it
take for the
train to travel 576 km?
G. Finding practical Direction: Solve for the speed of
application of concepts the motorcycle:
and skills in daily living
H. Making Generalizations The formula for getting the
and Abstraction about speed, distance and time:
the Lesson.  speed = distance ÷ time
 distance = speed × time
 time = distance ÷ speed
A tourist bus made a roundtrip to
Zambales. Going to Zambales
took 3 hours and the
return trip took 4 hours. It
averaged 75 km/h on the return
trip. What is the average speed
of the
trip going to Zambales?
What is ask? What is the average
speed?
What are given?
Spe Tim Dist
ed e ance
Directions: Complete the table.
1. Benji took a 5 hrs. bicycle
trip. In all, he traveled 120
kilometers. What was his
average rate of
speed?
Spe Tim Dist
ed e ance
 Speed is a scalar quantity that
refers to “how fast an object is
moving.” Speed can be
thought of as the rate by which
an object covers distance.
 Distance is the total length
between two positions.
 Time is the quantity measured
or measurable period during
Let’s Go! Group Activity
The students will run in the field
and record their speed, time, and
distance.
That will be their performance
task.
Let’s Go!
The students will run in the field
and record their speed, time, and
distance.
That will be their performance
task.
 Speed is a scalar quantity that  Speed is a scalar quantity that
refers to “how fast an object is refers to “how fast an object is
moving.” Speed can be moving.” Speed can be
thought of as the rate by which thought of as the rate by which
an object covers distance. an object covers distance.
 Distance is the total length  Distance is the total length
between two positions. between two positions.
 Time is the quantity measured  Time is the quantity measured
or measurable period during or measurable period during
 which an action, process or
condition exists or continues
The formula for getting the
speed, distance, and time:
I. Evaluating Learning Direction: Solve for the distance Joey left home and drove going
covered by a train: to Mall of Asia at an average
speed of 40 km/h. Joshua left
some
time later driving in the same
direction at an average speed of
48 km/h. After driving for 5
hours Joshua
caught up with Joey. How long
did joey drive before Joshua
caught up?
What is asked? How long did
Joey drive?
What are given?
J. Additional Activities for Complete the table.
Application or Answer the following
Remediation A bus took 4 hours to travel 280
km. Find the average speed of
the bus?
V. REMARKS
VI. REFLECTION
A.No. of learners who earned ___ of Learners who earned 80%
80% in the evaluation above ___ of Learners who earned
80% above
B.No. of learners who require ___ of Learners who require ___ of Learners who require
additional activities for additional activities for additional activities for
remediation who scored below remediation remediation
80%
which an action, process or which an action, process or
condition exists or continues condition exists or continues
The formula for getting the The formula for getting the
speed, distance, and time: speed, distance, and time:
Directions: Read, solve, and
choose the letter of the correct. Answer the following problem.
1. Ann walked 176 m to school
in 8 minutes. Find her average Find the speed given the distance
speed. and time of 2160 m and 60 mins
A. 20 m/min B. 21 m/min C. 22 respectively.
m/min D. 23 m/min
2. Carlo’s home is 360 meters
away from his school. It takes
him 8 minutes of walk to reach
his school on time. What is his
average speed?
A. 45 m/min B. 50 m/min C. 55
m/min D. 60 m/min
3. A horse can run 7 200 meters
in 1 200 minutes. What is its
average speed?
A. 5 m/min B. 6 m/min C. 7
m/min D. 8 m/min
Answer the following
Answer the following A boat sailed 770 km for 14
Lina traveled 595 km for 7 hours hours. Find the average speed
by a car. What was the average sailed by the boat.
speed of his journey?
___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80%
above above above
___ of Learners who require ___ of Learners who require ___ of Learners who require
additional activities for additional activities for additional activities for
remediation remediation remediation
C.Did the remedial lessons ___Yes ___No
work? No. of learners who have ____ of Learners who caught up
caught up with the lesson the lesson
D.No. of learners who continue ___ of Learners who continue to
to require remediation require remediation
E.Which of my teaching Strategies used that work well:
strategies worked well? Why did __Group collaboration
these work? __Games
__Power Point Presentation
__Answering preliminary
__activities/exercises
__Discussion
__Think-Pair-Share
F.What difficulties did I __Comprehension
encounter which my principal or __Lack of Interest of pupils
supervisor can help me solve?
G.What innovation or localized Planned Innovations:
materials did I use/discover __Fashcards
which I wish to share with other __Pictures
__Learning Activity Sheets
teachers?
__Math Module
__Tarpapel
__Drill Cards
__Powerpoint Presentation
Prepared by:
TEACHER’S NAME
Position
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
__Group collaboration
__Games
__Power Point Presentation
__Answering preliminary
__activities/exercises
__Discussion
__Think-Pair-Share
__Comprehension
__Lack of Interest of pupils
Planned Innovations:
__Fashcards
__Pictures
__Learning Activity Sheets
__Math Module
__Tarpapel
__Drill Cards
__Powerpoint Presentation
Approved:
Principal IV
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
__Group collaboration
__Games
__Power Point Presentation
__Answering preliminary
__activities/exercises
__Discussion
__Think-Pair-Share
__Comprehension
__Lack of Interest of pupils
Planned Innovations:
__Fashcards
__Pictures
__Learning Activity Sheets
__Math Module
__Tarpapel
__Drill Cards
__Powerpoint Presentation
Checked & Noted:
Master Teacher 2
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
__Group collaboration
__Games
__Power Point Presentation
__Answering preliminary
__activities/exercises
__Discussion
__Think-Pair-Share
__Comprehension
__Lack of Interest of pupils
Planned Innovations:
__Fashcards
__Pictures
__Learning Activity Sheets
__Math Module
__Tarpapel
__Drill Cards
__Powerpoint Presentation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
__Group collaboration
__Games
__Power Point Presentation
__Answering preliminary
__activities/exercises
__Discussion
__Think-Pair-Share
__Comprehension
__Lack of Interest of pupils
Planned Innovations:
__Fashcards
__Pictures
__Learning Activity Sheets
__Math Module
__Tarpapel
__Drill Cards
__Powerpoint Presentation