School LANGGAM ELEMENTARY Grade Grade 6

Teacher LORNA L. CABALU Learning Area MATH 6

Daily Lesson Log Week/Teaching Date JANUARY 15-19,2024 Quarter Quarter 2
Time 6:15-7:05 –TURQUOISE
7:05-7:55- RUBY
7:55-8:45- GARNET
9:45:10:35- EMERALD

WEEK 8 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards Demonstrates understanding of order of
operations, ratio and proportion, percent,
exponents, and integers.
B. Performance is able to apply knowledge of order of
Standards operations, ratio and proportion, percent,
exponents, and integers
in mathematical problems and real-life
situations.
C. Learning describe the set of integers and identify
Competencies real-life situations that make use of it.
compares integers with other numbers such
as whole numbers, fractions, and decimals.
M6NS-IIg-152
Demonstrates understanding of
order of operations, ratio and
proportion, percent, exponents, and
integers.
is able to apply knowledge of order
of operations, ratio and proportion,
percent,
exponents, and integers
in mathematical problems and real-
life situations.
describe the set of integers and
identify real-life situations that
make use of it.
compares integers with other
numbers such as whole numbers,
fractions, and decimals.
M6NS-IIg-152
Demonstrates understanding
of order of operations, ratio
and proportion, percent,
exponents, and integers.
is able to apply knowledge of
order of operations, ratio and
proportion, percent,
exponents, and integers
in mathematical problems and
real-life situations.
describe the set of integers and
identify real-life situations that
make use of it.
compares integers with other
numbers such as whole
numbers, fractions, and
decimals.
M6NS-IIg-152
Demonstrates understanding
of order of operations, ratio
and proportion, percent,
exponents, and integers.
is able to apply knowledge of
order of operations, ratio and
proportion, percent,
exponents, and integers
in mathematical problems
and real-life situations.
describe the set of integers
and identify real-life
situations that make use of it.
compares integers with other
numbers such as whole
numbers, fractions, and
decimals.
M6NS-IIg-152
Demonstrates
understanding of order
of operations, ratio and
proportion, percent,
exponents, and integers.
is able to apply
knowledge of order of
operations, ratio and
proportion, percent,
exponents, and integers
in mathematical
problems and real-life
situations.
describe the set of
integers and identify
real-life situations that
make use of it.
compares integers with
other numbers such as
whole numbers,
fractions, and decimals.
M6NS-IIg-152

D. Learning Objectives describe the set of integers and identify
real-life situations that make use of it.
compares integers with other numbers such
as whole numbers, fractions, and decimals.
M6NS-IIg-152
describe the set of integers and
identify real-life situations that
make use of it.
compares integers with other
numbers such as whole numbers,
fractions, and decimals.
describe the set of integers and
identify real-life situations that
make use of it.
compares integers with other
numbers such as whole
numbers, fractions, and
decimals.
describe the set of integers
and identify real-life
situations that make use of it.
compares integers with other
numbers such as whole
numbers, fractions, and
decimals.
describe the set of
integers and identify
real-life situations that
make use of it.
compares integers with
other numbers such as
whole numbers,
 M6NS-IIg-152 M6NS-IIg-152 M6NS-IIg-152 fractions, and decimals.

M6NS-IIg-152

Performing Basic Operations on Performing Basic Performing Basic

II. CONTENT
( Subject Matter)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
LR portal
B. Other Learning
Resources
IV. PROCEDURE
A. Drill/Reviewing previous
Lesson or presenting new
lesson
Performing Basic Operations on Integers Weekly Test
Integers Operations on Integers Operations on Integers
SLM/ADM SLM/ADM
Laptop, Audio-visual, Laptop, Audio-visual, Copy of the Weekly
Presentation Presentation Test
Let’s have a drill Students will make an algebra tiles. Review the previous lesson Review the previous lesson
Try to solve:
Temperature in cold countries could fall
below 00 C or 32 0F, especially during
winter. One of these countries is Alaska, a
state of the USA situated in the Northwest
extremity of America. Of the 50 states, it is
the largest by land area but the least in
terms of population. Record shows that
approximately half of the populations of the
residents live within the Anchorage
Metropolitan Area. Alaska is widely known
for its very cold climate.
One time, the temperature in Anchorage,
which recorded at 80 F in the morning, had This algebra tiles will help to add
dropped to -50 F in the evening. What was and subtract the integers.
the difference between the two
temperatures?

How can you use integers to answer the

question about the given temperature in
Alaska? Do you think the number line can
help you solve the problem?

s
B. Establishing a purpose Solve following problem:
for the lesson 1. An ocean depth of 36 070 ft. Mariana
Trench near island of Guam is the deepest
place in the Pacific Ocean. The greatest
depth in the Atlantic Ocean is 27 493 ft
located near Puerto Rico. Find the
difference in depth,
C. Presenting examples/ Subtract and add more integers.
instances of the new Show you solution.
lesson
1. [(+9) + (-8)] – [(+10) + (-6)]
Perform the indicate operation on
integers. Write the answer in the
blank.
1. [(+8) (-9)] (+3) =
2. [(-72) (+21)] (+4) =
Perform the indicate operation on
integers. Write the answer in the
blank.
1. [(+7) (+24)] (-6) =
2. [(-15) (+2)] (+4) =
Take a Look Back
Instruction: Write >, < or = in
the blanks.
1. (-4) – (-8) ____ (-10)
2. (+3) – (-9) ____ (+12)
3. (-9) – (-7) ____ (-4)
4. (+3) – (+12) ____ (0)
5. (-5) – (-9) _____ (+4)
Multiplication of integers
Example : (-5) x (–5) = 25, 3 x
3=9
As you can see on the example
above multiplying both signs
either
positive or negative the
product is positive.
Example (-9) x 5 = -45 on the
other hand multiplying
opposite signs resulted in
negative product.
(+) x (+) = +, (-) x (-) = + (-) x
(+) = -
On the other hand Adding
and subtracting integers are
more difficult
compare to multiplication
and division, many students
are confused on how to
operate a proper order in
terms of adding and
subtracting of integers.
This lesson will help you to
ease your confusion on how
to add and
subtract integers easily, we
are going to find out how
number line will help the
learner in order to operate
adding and subtracting
integers appropriately.
1. 3 + 5 = 8 the arrow starts
with positive 3 since the
operation is addition,
the direction of arrow is
counting 5 units to the right.
2. -5 + 8 = 3 the arrow starts
with –5 counting 8 units to
the right.
3. –7 + 3 = -4 the arrow starts
with –7 counting 3 units to
the right.
Addition of integer
Subtraction of integers
1. 7 - 2 = 5 the arrow starts
with positive 7 since the
operation is subtraction,
the direction of arrow is
counting 2 units to the left.
2. 3 - 8 = -5 the arrow starts
with positive 3 counting
8units to left
3. -2 –7 = -9 the arrow starts
 with negative 2 counting 7
units to the left.
4. –4 - (-5)
simplify
Therefore;
-4 + 5 = 1
D. Discussing new concepts In Adding integers: You multiply integers in the same Multiply integers just like Addition of Integers
and practicing new way you multiply whole number to multiplying whole number but Answer the following
● You can use number line, counters,
skills.#1 get the product. take of the appropriate sign of expressions by show your
and algebra tiles to show and The sign of the product is determine their products. solution through illustrating
perform the addition of integers. by the following rules. of
● To add positive integers, add the Solve on your own number line. Write your
1. (-2)(-4) _________ answer in your notebook.
given integers (disregard the signs) ● The product of two
2. (+6)(6) _________ 1. 6 + 4
and affix the + sign to the sum. positive integers is 3. (-12)(48) _______ 2. -7 + (-2)
● To add negative integers, add the positive. 4. (-29)(30) _______ 3. 3 + (-7)
given integers (disregard the sign) ● The product of two 5. (-10)(+35) _______ 4. -8 + 2
and affix the – sign to the sum. 5. -1 + (-9)
negative integers is
In subtracting integers: positive.
● In subtracting integers, you can use ● The product of a positive
the number line, algebra tiles. integer and negative
● To subtract integers, add the integer is negative.
You divide integers in the same way
opposite or additive inverse of the
you divide whole number to get
subtrahend to the minuend
quotient.
● The quotient of two
positive integers is
positive.
● The quotient of two
negative integers is
positive.
● The quotient of a positive
integer and a negative
integer is negative.
E. Discussing new concepts The class will be divided into two groups. Solve: Division Integers are likewise Subtraction of integers
and practicing new skills Solve the following riddle using integers. 1. [+80 + -8] [+10 - +8] + (+9) (-6) as multiplication Answer the following
#2. Example 5/5 = 1, -10/2 = -5, - expressions by show your
9/-3 = 3 solution through illustrating
(+) ÷ (+) = +, (-) ÷ (-) = + (-) ÷ of
(+) = - number line. Write your
answer in your notebook.
1. 8 - (-4)
 Division of Integers 2. -9 -(+6)
Division is the opposite 3. 11 - 6
operation of multiplication. 4. -3 - (-4)
You divide integers just like 5. -7 + 9
dividing whole numbers, but
the sign of the quotient is
determined using the same
rule in multiplying integers.

Find the quotient.

1. (-12) ÷ (-6)
2. (+25) ÷ (-5)
3. (-32) ÷ (+8)
4. (+54) ÷ (+6)
5. (+90) ÷ (+10)

F. Developing Mastery Group Activity Group Activity Multiply the following. Write
(Lead to Formative your answer in your notebook.
Assessment 3) Solve each integer 1. 4 x (-3)
2. 6 x 6
Group 1 3. (-4) x (–5)
4. 8 x (-2)
[(+3) [+10 - +8] + (+9) (-6) 5. (-7) x (-3)

Group 2
[(+30) ÷ (-6)] x (-9)

G. Finding practical
application of concepts
and skills in daily living
H. Making Generalizations
and Abstraction about
the Lesson.
Group 3
(-3) x (12) x (-12)
Continue group activity Continue group activity Divide the following integers. Evaluate the following
Write your answer in your expressions without using of
notebook. number
6. 8 ÷ 4 line. Write your answer in
7. (–6) ÷ (-3) your notebook.
8. –10 ÷ 2 1. 15 - (-11)
9. 12 ÷ (-6) 2. 2 + (-4)
10. 24 + (-8) 3. -8 + 8
4. -4 + 9
5. 12 + (-22)
Presentation of group work. Presentation of group work. 1. What are the rules in 1. What are the rules in
multiplying integers? multiplying integers?

I. Evaluating Learning How to add and subtract integers? What have you learn today? 2. What are the steps in 2. What are the steps in
dividing integers? dividing integers?
 J. Additional Activities for Assignment: What is the importance of algebra Find out how to solve problem Find out how to solve
Application or Make an algebra tiles. tiles? solving in integers. problem solving in integers.
Remediation

V. REMARKS

VI. REFLECTION
A.No. of learners who earned ___ of Learners who earned 80% above ___ of Learners who earned ___ of Learners who earned ___ of Learners
80% in the evaluation ___ of Learners who earned 80% 80% above 80% above who earned 80%
above above
B.No. of learners who require ___ of Learners who require additional ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners
additional activities for activities for remediation additional activities for remediation additional activities for additional activities for who require
remediation who scored below remediation remediation additional
activities for
80%
remediation
C.Did the remedial lessons ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
work? No. of learners who have ____ of Learners who caught up the lesson ____ of Learners who caught up the ____ of Learners who caught ____ of Learners who caught ____ of Learners
caught up with the lesson lesson up the lesson up the lesson who caught up the
lesson
D.No. of learners who continue ___ of Learners who continue to require ___ of Learners who continue to ___ of Learners who continue ___ of Learners who ___ of Learners
to require remediation remediation require remediation to require remediation continue to require who continue to
remediation require
remediation
E.Which of my teaching Strategies used that work well: Strategies used that work well: Strategies used that work Strategies used that work Strategies used
strategies worked well? Why did __Group collaboration __Group collaboration well: well: that work well:
these work? __Games __Games __Group collaboration __Group collaboration __Group
__Power Point Presentation __Power Point Presentation __Games __Games collaboration
__Answering preliminary __Answering preliminary __Power Point Presentation __Power Point Presentation __Games
__activities/exercises __activities/exercises __Answering preliminary __Answering preliminary __Power Point
__Discussion __Discussion __activities/exercises __activities/exercises Presentation
__Think-Pair-Share __Think-Pair-Share __Discussion __Discussion __Answering
__Think-Pair-Share __Think-Pair-Share preliminary
__activities/
exercises
__Discussion
__Think-Pair-
Share

F.What difficulties did I __Comprehension __Comprehension __Comprehension __Comprehension __Comprehension

encounter which my principal or __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest
supervisor can help me solve? of pupils
G.What innovation or localized Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned
materials did I use/discover __Fashcards __Fashcards __Fashcards __Fashcards Innovations:
which I wish to share with other __Pictures __Pictures __Pictures __Pictures __Fashcards
__Learning Activity Sheets __Learning Activity Sheets __Learning Activity Sheets __Learning Activity Sheets __Pictures
teachers?
__Math Module __Math Module __Math Module __Math Module __Learning
__Tarpapel __Tarpapel __Tarpapel __Tarpapel Activity Sheets
__Drill Cards __Drill Cards __Drill Cards __Drill Cards __Math Module
__Powerpoint Presentation __Powerpoint Presentation __Powerpoint Presentation __Powerpoint Presentation __Tarpapel
__Drill Cards
__Powerpoint
Presentation

Prepared by: Checked by:

LORNA L. CABALU ALDIN M. VALENZUELA

Teacher III Master Teacher I

Noted by:

SHELLA M. PEREZ
Principal I