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
Competencies 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
D. Learning formulates the rule in
Objectives 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
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
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
Learning Area MATH 6
Quarter Quarter 3 – Week 2
PRINCIPAL JULY R. VELGADO
THURSDAY FRIDAY
Demonstrates Catch Up Friday
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
 1. Teacher’s Guide
pages
2. Learner’s Material
pages
3. Textbook pages Riel, Teodora Alturas, Riel, Teodora Alturas, Riel, Teodora Alturas, Riel, Teodora Alturas,
Number Smart Worktext in Number Smart Worktext in Number Smart Worktext in Number Smart Worktext in
Mathematics, REX Mathematics, REX Mathematics, REX Mathematics, REX
Education (Page 249) Education (Page 249) Education (Page 249) 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 Let’s Start Find the missing term in Study the sequence below. Look at the following
previous Lesson or each pattern. sequences.
presenting new 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
1. Find the nth term rule.
te
2. Solve for the 20th term
and 35th term.

B. Establishing a purpose What have you notice in A sequence is a set of
for the lesson the activity? 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 at 3 and jumps 2 every
time.
So, what can a rule for 3, 5,
7, 9,…be?
Firstly, we can see the
sequence goes up 2 every
time, so we can guess that
a
Think Pair Share
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 50th term of the
sequence.
 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 That nearly worked ... but it From looking at the
instances of the new for counting or measuring. It Sequ Rule Ntn Next is too low by 1 every time, so sequence we can see that
lesson is also used to identify order enec term three let us try another one: each term is 6 larger than
e rule terms
and sequences. the
One good example is the a.) 3, Every 3n 15, previous term. We say the
6, 9, term 18, 21
use of numbers for 12, … after
term-to-term rule is “add 6”.
identifying locations and the The rule is exact for all the Therefore, the next two
one’s addresses. Most first is terms. terms are 34 and 40.
addresses follow a obtai
So, the nth rule for this
ned
certain process or by sequence is 2 x n + 1 or 2n +
sequence. There is a good addi 1.
reason why most streets are ng 3 Now, we can solve for the
named as 1st street, 2nd to 20th term and 35th term.
the
street, 3rd street, num
and so on. This makes it ber
easier for us to locate one’s prec
residence or business edin
g it.
address. (0 +
Numbers, figures, objects, 3), (3
or symbols arranged in a + 3),
definite order or sequence (6 +
3), (9
is often encountered in + 3),
Mathematics. For instance, …
or
Multi
ples
of
three
.
(3 x
1), (3
x 2),
(3 x
3), (3
x 4),
…
b.) Mult n 25,
1, 4, iply 2 36,
9, the 49
16, cou
… ntin
g
num
bers
by
itself
or
squ
arin
g
cou
ntin
g
num
bers
.
(1 x
1),
(2 x
2),
(3 x
3),
…
c. Ever - -5, -
½, y 2(n- 7, -9
1/3. ter 1) +
/4 m 3
afte or 5
r the - 2n
first
is
obt
aine
d by
add
ing
(-2)
to
the
 num
ber
pre
ced
ing
it.
3, [3
+ (-
2)],
[1 +
(-
2)],
[-1 +
(-
2)],
…
d.) Ever - -5, -
3, 1, y 2(n- 7, -9
-1, - ter 1) +
3, … m 3
afte or 5
r the - 2n
first
is
obt
aine
d by
add
ing
(-2)
to
the
num
ber
pre
ced
ing
it.
3, [3
+ (-
2)],
[1 +
(-
 2)],
[-1 +
(-
2)],
…

D. Discussing new The nth term of a sequence

concepts and is always written in the form
practicing new of “? n+?”. The number
Formulate the rule in finding in front of the “n” is always
skills.#1
the nth term for each the difference to get from
sequence. Use counting one term to the next. Since
numbers to easily the difference is 6, the first
Numbers in (a), figures in (b) find the rule. part of our rule will be “6n”.
and letters in (c) are The rule follows the six
arranged in a definite COUNTING NUMBERS times table: 6, 12, 18, 24, 30.
order. Using the given The set of numbers 1, 2, 3, 4, Now compare the 6 times
sequences: … without 0 (zero) is called table with our rule:
What is the next number in counting numbers.
(a)?

Since the rule of the The numbers in the

sequence is adding 1 to the sequence are always 2 less
preceding number to be than the 6 times table so we
able to get the next term “adjust” our rule by
Notice that the next
(s), subtracting 2. (ex. 6 – 4 = 2,
number will be obtained by
the nth term rule for this 12 – 10 =2… etc.). Now,
adding 2 to the previous
sequence is n + 1. putting this together gives
number. The next
number on the pattern is 18 nth term = 6n – 2

E. Discussing new What is the next figure in b. 2, 4, 6, 8, … Now we know the nth term
concepts and (b)? Group Activity each group = 6n – 2 we just need to
practicing new skills will fill the blanks in the box. substitute n = 25 and 50 to
#2. find the 25th term and 50th
term of the sequence
Observe that the shaded
triangle is rotating
Since the pattern is
clockwise around the
multiplying 2 by every
square. Therefore,
counting number, the nth
the next figure is rule for this sequence
is 2 x n or 2n.
F. Developing Mastery Instruction: Supply the next Instruction: Supply the next Group Activity
(Lead to Formative three letters, figures, three letters, figures,
Assessment 3) symbols, or combination of symbols, or combination of
numbers and letters in numbers and letters in the
the following patterns. following patterns.
Working backward, you
will notice a pattern that
1. A, C, E, G, I, … 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 Find the missing number
application of and state the pattern.
concepts and skills in
1. 512, 128, _____8
daily living
2. 243, _____ 27, 9
3. 10, 17, ____ 31
4. 6, 10, ____ 21
5. 17, 27, 37
Fill in the missing terms in
the given sequence.
Group Activity Think Pair Share:
Every year, Mang Ramon’s
kinalabaw mango tree
produces 2 more kilos of
mangoes than the previous
year. If 25 kilos were
harvested in the year 2017,
how
many kilos did it produce in
2012? What was the total
number of kilos of mangoes

H. Making Before you continue with
Generalizations and the Evaluation, REMEMBER
Abstraction about the these:
A sequence is a set of
Lesson.
numbers written in a special
order by the application of
a definite rule.
Before you continue with
the Evaluation, REMEMBER
these:
A sequence is a set of
numbers written in a special
order by the application of
a definite rule.
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
REMEMBER! Before you continue with
The strategy for the the Evaluation, REMEMBER
method “Guess and these:
Check” is to guess a solution A sequence is a set of
and the numbers written in a special
plug the guess back into order by the application of
the problem o see if you get a definite rule.
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
1. 11, 12, 13, 14, 15, appear in the sequence.
…Which nth rule applies
for?

2. The nth rule for this

sequence 2, 7, 12, 17, … is
________

J. Additional Activities Can you identify patterns in Can you identify patterns in Can you identify patterns in Can you identify patterns in
for Application or your surroundings? your surroundings? your surroundings? your surroundings?
Remediation

V. REMARKS
VI. REFLECTION
A.No. of learners who ___ of Learners who earned ___ of Learners who earned ___ of Learners who earned ___ of Learners who earned
___ of Learners who earned
earned 80% in the 80% above 80% above 80% above 80% above
80% above
evaluation
B.No. of learners who ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
require additional activities additional activities for additional activities for additional activities for additional activities for additional activities for
for remediation who scored remediation remediation remediation remediation remediation
below 80%

C.Did the remedial lessons ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
work? No. of learners who ____ of Learners who ____ of Learners who ____ of Learners who ____ of Learners who ____ of Learners who caught
have caught up with the caught up the lesson caught up the lesson caught up the lesson caught up the lesson up the lesson
lesson

D.No. of learners who ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who continue
continue to require continue to require continue to require continue to require continue to require to require remediation
remediation remediation remediation remediation remediation
E.Which of my teaching
strategies worked well? Why
did these work?
Strategies used that work
well:
__Group collaboration
__Games
__Power Point Presentation
__Answering preliminary
__activities/exercises
__Discussion
__Think-Pair-Share
Strategies used that work
well:
__Group collaboration
__Games
__Power Point Presentation
__Answering preliminary
__activities/exercises
__Discussion
__Think-Pair-Share
Strategies used that work
well:
__Group collaboration
__Games
__Power Point Presentation
__Answering preliminary
__activities/exercises
__Discussion
__Think-Pair-Share
Strategies used that work
well:
__Group collaboration
__Games
__Power Point Presentation
__Answering preliminary
__activities/exercises
__Discussion
__Think-Pair-Share
Strategies used that work well:
__Group collaboration
__Games
__Power Point Presentation
__Answering preliminary
__activities/exercises
__Discussion
__Think-Pair-Share

F.What difficulties did I __Comprehension __Comprehension __Comprehension __Comprehension __Comprehension

encounter which my __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils
principal or supervisor can
help me solve?

G.What innovation or Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
localized materials did I __Fashcards __Fashcards __Fashcards __Fashcards __Fashcards
use/discover which I wish to __Pictures __Pictures __Pictures __Pictures __Pictures
__Learning Activity Sheets __Learning Activity Sheets __Learning Activity Sheets __Learning Activity Sheets __Learning Activity Sheets
share with other teachers?
__Math Module __Math Module __Math Module __Math Module __Math Module
__Tarpapel __Tarpapel __Tarpapel __Tarpapel __Tarpapel
__Drill Cards __Drill Cards __Drill Cards __Drill Cards __Drill Cards
__Powerpoint Presentation __Powerpoint Presentation __Powerpoint Presentation __Powerpoint Presentation __Powerpoint Presentation

Prepared by: Checked & Noted:

ARMELOU A. MAGSIPOC JULY R. VELGADO

Teacher I Principal I