School BARAS PINUGAY ELEMENTARY SCHOOL-
GRADE 6
Daily Lesson Log Teacher
Week/Teaching Date
Time
WEEK 2 MONDAY
I. OBJECTIVES
A. Content Standards Demonstrates understanding
of solid figures.
B. Performance is able to construct and
Standards describe the different
solid figures: cube, prism,
pyramid, cylinder, cone, and
sphere.
C. Learning formulates the rule in finding the
Competencies nth term using different
strategies (looking for a pattern,
guessing and checking, working
backwards) e.g. 4,7,13,16,…n
(the nth term is 3n+1) M6AL-
IIId-7
D. Learning Objectives formulates the rule in finding the
nth term using different
strategies (looking for a pattern,
guessing and checking, working
backwards) e.g. 4,7,13,16,…n
(the nth term is 3n+1) M6AL-
IIId-7
II. CONTENT Patterns
( Subject Matter)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material
pages
3. Textbook pages Riel, Teodora Alturas, Number
Smart Worktext in Mathematics,
REX Education (Page 249)
Grade
ANNEX
ARMELOU A. MAGSIPOC
FEBRUARY 12-16, 2024 (WEEK 2)
12:00 NN-6:00 PM
TUESDAY
Demonstrates understanding
of solid figures.
is able to construct and
describe the different
solid figures: cube, prism,
pyramid, cylinder, cone, and
sphere.
formulates the rule in finding the
nth term using different
strategies (looking for a pattern,
guessing and checking, working
backwards) e.g. 4,7,13,16,…n
(the nth term is 3n+1) M6AL-
IIId-7
formulates the rule in finding the
nth term using different
strategies (looking for a pattern,
guessing and checking, working
backwards) e.g. 4,7,13,16,…n
(the nth term is 3n+1) M6AL-
IIId-7
Patterns
Riel, Teodora Alturas, Number
Smart Worktext in Mathematics,
REX Education (Page 249)
Grade 6
WEDNESDAY
Demonstrates understanding
of solid figures.
is able to construct and
describe the different
solid figures: cube, prism,
pyramid, cylinder, cone, and
sphere.
formulates the rule in finding the
nth term using different
strategies (looking for a pattern,
guessing and checking, working
backwards) e.g. 4,7,13,16,…n
(the nth term is 3n+1) M6AL-
IIId-7
formulates the rule in finding the
nth term using different
strategies (looking for a pattern,
guessing and checking, working
backwards) e.g. 4,7,13,16,…n
(the nth term is 3n+1) M6AL-
IIId-7
Patterns
Riel, Teodora Alturas, Number
Smart Worktext in Mathematics,
REX Education (Page 249)
Learning Area MATH 6
Quarter Quarter 3 – Week 2
PRINCIPAL JULY R. VELGADO
THURSDAY FRIDAY
Demonstrates understanding Catch Up Friday
of solid figures.
is able to construct and
describe the different
solid figures: cube, prism,
pyramid, cylinder, cone, and
sphere.
formulates the rule in finding the
nth term using different
strategies (looking for a pattern,
guessing and checking, working
backwards) e.g. 4,7,13,16,…n
(the nth term is 3n+1) M6AL-
IIId-7
formulates the rule in finding the
nth term using different
strategies (looking for a pattern,
guessing and checking, working
backwards) e.g. 4,7,13,16,…n
(the nth term is 3n+1) M6AL-
IIId-7
Patterns
Riel, Teodora Alturas, Number
Smart Worktext in Mathematics,
REX Education (Page 249)
 4. Additional Materials SLM/ADM SLM/ADM SLM/ADM SLM/ADM
from Learning Resource
LR portal
B. Other Learning Laptop, Audio-visual, Laptop, Audio-visual, Laptop, Audio-visual, Laptop, Audio-visual, Catch Up Friday
Resources Presentation Presentation Presentation Presentation
IV. PROCEDURE
A. Drill/Reviewing previous Let’s Start Find the missing term in each Study the sequence below. Look at the following sequences.
Lesson or presenting new pattern.
lesson Draw the next two shapes in each
sequence. 1. 8, 15, 22, __ 36, 43
2. ___, 65, 59, 53, 47, 41
3. 17, __ 23, 26, 29, 32
te 1. Find the nth term rule.
2. Solve for the 20th term and
35th term.

B. Establishing a purpose
for the lesson
What have you notice in the
activity?
A sequence is a set of numbers
written in a special order by the
application of a
definite rule.
 Each number in a sequence is
called a term.
 To formulate the rule in
finding the nth term of a
sequence, we can look for a
pattern.
In the sequence 3, 5, 7, 9 it starts Think Pair Share
at 3 and jumps 2 every time. Guide Questions:
1. Write down the next two terms
of the sequence.
2. Write down an expression for
the nth term of this sequence.
3. Work out the 25th term and
So, what can a rule for 3, 5, 7, 9, 50th term of the sequence.
…be?
Firstly, we can see the sequence
goes up 2 every time, so we can
guess that a
Rule is something like "2 times
n" (where "n" is the term
number). Let us test it
out:

C. Presenting examples/ Numbers are not only used for That nearly worked ... but it is  From looking at the sequence
instances of the new counting or measuring. It is also Seque Rule Ntn Next too low by 1 every time, so let us we can see that each term is 6
lesson used to identify order and nece term three try another one: larger than the
rule terms
sequences. previous term. We say the term-
One good example is the use of a.) 3, Every 3n 15, 18, to-term rule is “add 6”.
numbers for identifying locations 6, 9, term 21 Therefore, the next two
12, … after
and one’s addresses. Most the terms are 34 and 40.
addresses follow a first is The rule is exact for all the
certain process or sequence. obtain
terms.
There is a good reason why most ed by
adding So, the nth rule for this sequence
streets are named as 1st street, 3 to is 2 x n + 1 or 2n + 1.
2nd street, 3rd street, the Now, we can solve for the 20th
and so on. This makes it easier numbe
term and 35th term.
r
for us to locate one’s residence
preced
or business address. ing it.
Numbers, figures, objects, or (0 +
symbols arranged in a definite 3), (3
+ 3),
order or sequence is often (6 +
encountered in 3), (9
Mathematics. For instance, + 3),
…
or
Multip
les of
three.
(3 x
1), (3
x 2),
(3 x
3), (3
x 4),
…
b.) 1, Multi n 25,
2
4, 9, ply 36,
16, the 49
… count
ing
num
bers
by
itself
or
squar
ing
count
ing
num
bers.
(1 x
1), (2
x 2),
(3 x
 3),
…
c. ½, Ever -2(n- -5, -
1/3. / y 1) + 7, -9
4 term 3
after or 5 -
the 2n
first
is
obtai
ned
by
addin
g (-
2) to
the
num
ber
prece
ding
it.
3, [3
+ (-
2)],
[1 +
(-2)],
[-1 +
(-2)],
…
d.) 3, Ever -2(n- -5, -
1, -1, y 1) + 7, -9
-3, term 3
… after or 5 -
the 2n
first
is
obtai
ned
by
addin
g (-
2) to
the
num
ber
prece

D. Discussing new concepts
and practicing new
skills.#1
Numbers in (a), figures in (b)
and letters in (c) are arranged in
a definite order. Using the given
sequences:
What is the next number in (a)?
Notice that the next number will
be obtained by adding 2 to the
previous number. The next
number on the pattern is 18
E. Discussing new concepts What is the next figure in (b)?
and practicing new skills
#2.
Observe that the shaded triangle
is rotating clockwise around the
square. Therefore,
the next figure is
ding
it.
3, [3
+ (-
2)],
[1 +
(-2)],
[-1 +
(-2)],
…
The nth term of a sequence is
always written in the form of “?
n+?”. The number
Formulate the rule in finding the in front of the “n” is always the
nth term for each sequence. Use difference to get from one term
counting numbers to easily to the next. Since
find the rule. the difference is 6, the first part
of our rule will be “6n”. The rule
COUNTING NUMBERS follows the six
The set of numbers 1, 2, 3, 4, … times table: 6, 12, 18, 24, 30.
without 0 (zero) is called Now compare the 6 times table
counting numbers. with our rule:
Since the rule of the sequence is
adding 1 to the preceding The numbers in the sequence are
number to be able to get the next always 2 less than the 6 times
term (s), table so we
the nth term rule for this “adjust” our rule by subtracting
sequence is n + 1. 2. (ex. 6 – 4 = 2, 12 – 10 =2…
etc.). Now,
putting this together gives nth
term = 6n – 2
b. 2, 4, 6, 8, … Now we know the nth term = 6n
Group Activity each group will – 2 we just need to substitute n =
fill the blanks in the box. 25 and 50 to
find the 25th term and 50th term
of the sequence
Since the pattern is multiplying 2
by every counting number, the
nth rule for this sequence
is 2 x n or 2n.
F. Developing Mastery Instruction: Supply the next three Instruction: Supply the next three Group Activity
(Lead to Formative letters, figures, symbols, or letters, figures, symbols, or
Assessment 3) combination of numbers and combination of numbers and
letters in letters in the following patterns.
the following patterns.
 Working backward, you will
1. A, C, E, G, I, … notice a pattern that subtracts 3
__ __ __ to get the next term
2. 3, 6, 9, 12, … on the left. So, the rule (nth term)
__ __ __ will start with 3n.
3. In our example of 3n, the
sequence would be 3, 6, 9, 12,
15. We have just to
compare this to the sequence we
have.
3n = 3 6 9 12 15
Our sequence is = 2 5 8 11 14
We can see that every term in
3njust needs to have 1 subtracted
to become
our sequence, so we subtract this
on to the end of our expression
and there we
have it!
The nth term of the sequence is
3n – 1.

G. Finding practical
application of concepts
and skills in daily living
Find the missing number and Fill in the missing terms in the Group Activity Think Pair Share:
state the pattern. given sequence.
Every year, Mang Ramon’s
1. 512, 128, _____8 kinalabaw mango tree produces 2
2. 243, _____ 27, 9 more kilos of
3. 10, 17, ____ 31 mangoes than the previous year.
4. 6, 10, ____ 21 If 25 kilos were harvested in the
5. 17, 27, 37 year 2017, how
many kilos did it produce in
2012? What was the total
number of kilos of mangoes
that the tree produces from 2012
to 2017? Formulate the nth rule.
1. What is asked?
 The number of kilos of
mangoes the tree will produce in
2012.
  The total number of kilos of
mangoes the tree will produce
from year 2012
to 2017.
 Formulate the nth rule.
2. What are given?
 25 kilos in 2017 (starting year)
 2 more kilos of mangoes than
the previous year
H. Making Generalizations Before you continue with the Before you continue with the REMEMBER! Before you continue with the
and Abstraction about Evaluation, REMEMBER these: Evaluation, REMEMBER these:  The strategy for the method Evaluation, REMEMBER these:
the Lesson. A sequence is a set of numbers A sequence is a set of numbers “Guess and Check” is to guess a A sequence is a set of numbers
written in a special order by the written in a special order by the solution and the written in a special order by the
application of a definite rule. application of a definite rule. plug the guess back into the application of a definite rule.
problem o see if you get the
correct answer. If the
answer is too big or too small,
make another guess that will get
you closer to the
goal, and continue guessing until
you arrive at the correct solution.
 Sequence is a set of numbers
written in a special order by the
application of a
definite rule.
 Common difference is the
difference between each number
in a sequence.
 Common ratio is the amount
we multiply by each time in a
sequence.
I. Evaluating Learning Read each item carefully. Directions: Circle the number
that does not appear in the
1. 11, 12, 13, 14, 15, …Which sequence.
nth rule applies for?

2. The nth rule for this sequence

2, 7, 12, 17, … is ________
 J. Additional Activities for
Application or
Remediation
V. REMARKS
VI. 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?
Can you identify patterns in your
surroundings?
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for
remediation
___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
Can you identify patterns in your
surroundings?
___ of Learners who earned
80% above
___ of Learners who require
additional activities for
remediation
___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
Can you identify patterns in your
surroundings?
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for
remediation
___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
Can you identify patterns in your
surroundings?
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for
remediation
___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
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for remediation
___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
Prepared by: Checked & Noted:

Teacher I Principal I