School: SANGI ELEMENTARY SCHOOL Grade Level: VI

GRADES Teacher: VIRGINIA P. UNDALOK Learning Area: MATHEMATICS

1 to 12
DAILY Teaching Dates
LESSON LOG and Time: NOVEMBER 26 – 30, 2018 (WEEK 5) Quarter: 3RD QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES The learner…..
A. Content demonstrates understanding of sequence in forming rules, expressions and equations.
Standard
B. Performance is able to apply knowledge of sequence, expressions, and equations in mathematical problems and real-life situations.
Standard
C. Learning gives the translation of real-life verbal expressions and equations into letters or symbols and vice versa. M6AL-IIIe-16
Competencies defines a variable in an algebraic expression and equation. M6AL-IIIe-17
/ Objectives represents quantities in real-life situations using algebraic expressions and equations.
M6AL-IIIe-18

II. CONTENT Patterns and Algebra Patterns and Algebra Patterns and Patterns and Algebra
Algebra
III. LEARNING WEEKLY TEST
RESOURCES
A. References
1. Teacher’s 21ST Century Mathletes, 21ST Century Mathletes, 21ST Century 21ST Century Mathletes,
Guide pages p.85-90 p.85-90 Mathletes, p.91-93 p.91-93

2. Learner’s 21st Century Mathletes 21st Century Mathletes 6, 21st Century 21st Century Mathletes
Materials 6, 200-209 Mathletes 6 6,
pages
3. Textbook 21st Century Mathletes 21st Century Mathletes 6 21st Century 21st Century Mathletes
pages 6 Mathletes 6 6,

4. Additional
Materials
from
Learning
Resource
(LR) Portal
B. Other Mathletes 6 textbook, Mathletes 6 textbook, video Mathletes 6 Mathletes 6 textbook,
Learning video clip, power point clip, power point textbook, video video clip, power point
Resources presentation presentation, drawings of clip, power point presentation
patterns, picture cards presentation
IV. PROCEDURES
A. Reviewing Drill: Given the ff. Drill: Drill: Write the expression for
previous scenarios, ask the pupils 1.The cafeteria bought lots Identify the number the following:
lesson or which of the four basic of frozen pizzas to serve. If that should be in 1. Seventy-five
presenting operations is involved. you know the total amount place of the decreased by five
the new 1.Ruth had typed 12 of money they spent and question mark to 2.Fourteen divided by
lesson pages of her research how many pizzas they make the the sum of three and
paper during the first bought, how could you mathematical four
day. On the second day figure out the cost of 1 statement correct. 3.Triple the sum of
she typed 14 pages. pizza? Why do you believe ? + 5 =22 eleven and six
How many pages did that? What is the action of 72/? =8 4.One more than the
she type in all? this operation? 19 = ? – 12 product of six and eight
2. Johann was given (You would divide the total 7+2=3+? 5.Twenty plus five less
Php200 by his mom. His cost by the number of 21 x ? =63 than eighty
younger brother Drake pizzas to find the cost of Review: 6.Take away 10 from 50
borrowed Php20 from one pizza. Division Translate the ff. 7.Four more than twice
him. How much money separates the money spent word phrases to three
did he have left? into equal stacks. Each stack algebraic 8.Difference of 17 and 8
3. Bless is 9years old. represents the cost of one expressions 9. fifteen more than the
Her older brother Ed is pizza. Division separates a 1.Five times the quotient of seventy-two
twice as old as she is. quantity into equal parts.) sum of a and b and nine
How old is Ed? 2.)Pete bought some candy 2.Twelve decreased 10. one hundred twenty
4. Mrs. Cruz brought and gave some of the pieces by twice x increased by nineteen
home a 2000 ml bottle to his best friend, Hal. How 3.the ratio of 11
of orange juice. She could you figure out how and thrice p Review: Give the
divided this equally many pieces Pete has left? Translate the ff. Expressions of the ff.
among her five children. Why do you believe this? algebraic verbal phrases
How much did each What is the action of the expressions to word
child receive? operation? phrases
Review: (Subtract the number of 4.)51 –(x+5)
Supply the next 3 pieces he gave to a friend 5.) 7 (2-x)
terms. from the number of pieces 6. x+3
1.)Z, X, V,….. he purchased. You are 2
2.)a + b, 2c + 2d, 3e + 3f starting with the whole,
3.)¼, 2/5, 3/6, ….. taking away a part so what
4.)10, 15, 20, ……. is left is the other part. The
5.)1/5, 1/10, 1/15 subtraction action is to take
away, or compare by finding
the difference.) Answer:
3. Bob and Tyler do not
have enough money to buy
a box of donuts, but they
have the exact amount
needed if they combine
their money. How would
you find the cost of a box of
donuts? What is the action
 of this operation?
(You would find the sum of
Bob's and Tyler's money.
Combine is the action of
addition.)
4.Macy wants to buy each
of her classmates a Coke.
How would you figure out
the cost? What is the action
of this operation?
(You would multiply the
cost of the Coke by the
number of classmates.
Repeated addition of the
same value is multiplication)
B. Establishing a Present the ff. road Show picture of the Allow the pupils to Show the video of the
purpose for signs. (TG p.188) ask the president Duterte. find a partner. One “Variiables Song”. Let
the lesson class if they can identify Ask: What expression member of the pair the pupils sing that
and explain the describes President Rodrigo is to make his or song.
meaning of each sign. Duterte? her own word
If we use expressions to phrase and the
describe our President, we other member is to
also use expressions in translate it into
Mathematics, to describe algebraic
relationships between expression. Then,
numbers and the operations the two members
being used. exchange roles. Ask
Ask if they can give some volunteer
other road signs aside pairs to share their
from the road signs word phrases and
presented. algebraic
expressions to the
class. Write these
on the board.

C. Presenting Ask the pupils the ff. Define an expression for Present the ff. Present the video
Examples/Inst question: students, "A math phrase situation to the “Variables and
ances of new The jeepney fare for the without an equal or class: Algebraic Expression”
lesson first 4km is ₱8.00 and inequality sign." Tell Maricel buys 5 star
an additional ₱1.00 for students that expressions apples for ₱5.00
every km. Richie will go are solved. This lesson is to each and 3
to Cubao from Antipolo. translate written words to guyabanos for
The distance from numbers, operational ₱32.50 each. She
Antipolo to Cubao is symbols, and variables. gives the cashier a
about 28 km. how much Remind students that a ₱200.00 bill. Write
does she need to pay? variable is a placeholder for an expression for
Answer: one or more numbers. the total cost of the
Study the illustration "Some number" is a phrase fruits she buys and
below: that indicates a variable is an equation for the
needed. amount of change
Show pupils how to break the cashier should
down a verbal expression, give her.
beginning with simple Discuss the answer
expressions. to the situation. See
a.Example: Given "some page 232-233 of the
number increased by 5", ask textbook
students, "What action is
happening in this phrase?"
(Answer: We are making
larger, joining to, adding to).
Then ask, "What operation
indicates this action?"
If the first 4 km is (Answer: Addition) x + 5
₱8.00, we need to find b.Example: Given "51 less
the amount of fare for than some number." Ask
the remaining distance students, "What action is
to get the amount happening in this phrase?"
which Richie needs to (Answer: We are
pay. The remaining decreasing, going down,
distance is 24 km. Let y= subtracting). Then ask,
the fixed amount of "What operation indicates
₱1.00 for every km. to this action?" (Answer:
find the total amount Subtraction) x - 51; taking
fare, we will use the away from the x.
expression 24y + 8. Discuss the role and plays
Evaluate: in this written sentence.
24y +8 24(1)+8=32 Example: Sum of 12 and e.
Therefore, Richie needs (12 + e)
to pay ₱32.00 Tell students that they have
to read very carefully using
context clues to determine
what action is required.
They will need to reread
some problems in order to
focus on the needed
information.
D. Discussing Consider this problem: Group Activity: Deepening: Show a video of
new concepts Glen is a newly hired Translate each phrase or Define the ff. term: “Translating Verbal
and practicing messenger in a sentence into a Equation a Expressions into
new skills #1 multinational company mathematical expression or mathematical Algebraic Equations”
in Makati. As a trainee, equation. sentence with an
he needs to wear a 1.Twelve more than a equal sign (=) which Write a variable
polo-shirts everyday. He number. shows that two expression to represent
was given a clothing SOLUTION: 12+x expressions or both each of the following:
allowance of ₱6,000.00. 2.Eight minus a number. sides are equal. 1.The sum of a number
how many polo-shirt SOLUTION: 8−x Give the ff. and twelve.
can he buy using this 3.An unknown quantity less equation and 2.The difference
amount? fourteen. explain which is the between a number and
SOLUTION: x−14 left member and eight.
4.Six times a number is fifty- which is the right 3.Three times a number
four. member. 3x + 5 = 4.A number squared
SOLUTION: 6x=54 20 plus five
5.Two ninths of a number is Common words 5.A number divided by
eleven. Translated as = two plus seven
SOLUTION: 2/9x=11 equal or equals 6.Four times the
6.Three more than seven is/are quantity of a number
times a number is nine is equal to plus six
more than five times the result is 7.A number times two
number. yields divided by four
SOLUTION 8.A number times six
Discuss the contents on 3+7x=9+5x Tell the pupils that plus the same number
page 225-226 of 7.Twice a number less eight this time , you will times two
Mathletes textbook. is equal to one more than be translating 9.A number squared
three times the number. sentences instead plus seven take a way
SOLUTION: of phrases. The four
2x−8=3x+1 or 2x−8=1+3x technique is very 10.A number divided by
much the same as three plus twelve
the previous lesson 11.A number times five
except that this and another number
time, it already times six
involves the equal 12.Sixteen less than a
sign and on either number times negative
side of the equal four
sign is a phrase that 13.A number times
is represented by eight divided by two
an algebraic 14.A number divided by
expression. six and another number
times negative five
15.A number divided by
four plus another
number divided by
sixteen
E. Discussing To translate word Discuss examples 4-5 on Discuss examples 1- Discuss examples 5-8 on
new concepts phrases into algebraic page 228-229 of Mathletes 5 on how to how to translate verbal
and practicing expressions, familiarity txbk. translate verbal phrases or sentences to
new skills #2 with words and phrases phrases or algebraic equations.
associated with symbols Show the video of “ Learn sentences to
or operations are to translate algebraic algebraic equations. Translate the ff. into an
important. The table expressions into word” Give the ff. algebraic equation.
(on page 226) lists some examples. Show A number decreased by
keywords that are used how you translate seven is fifteen.
to describe common the first example, A number increased by
mathematical then ask the pupils fifty-five is equal to
operations. to translate the eighty-eight.
rest. Again, allow Twelve times a number
the pupils to use a is sixty
letter they prefer The quotient of a
for the variable. number and nine is one
Translate the ff. hundred thirty-five.
into an algebraic The sum of a number
equation. and forty-six is one
The sum of a hundred twenty-five.
number and five is
twelve.
Twice a number
decreased by six is
equal to sixteen.
If nine is added to
the difference of a
Discuss examples 1-3 on number and
page 227-228 of nineteen, the sum
Mathletes txbk. is ninety.
Twice the sum of a
number and two is
twenty-two
The product of
thirteen less than
thrice a number
and five will result
to forty-five.
F. Developing Group Activity: Group Activity: Group Activity: Translate each
mastery Translate in algebraic Translate in algebraic Give the ff. algebraic equation into
(Leads to symbols. symbols. scenarios and ask words.
Formative 1. twice a 1.)twice a number a pupils to do what is 2n + 5 = 45
 Assessment) number x added to 10 divided by three Ans:2a / asked in the n = 10 (7+11)
Ans:2x + 10 3 problem. n + 15 = 35 – n
2.A 2.)five times a 1.Mr. and Mrs.
number n decreased by number x minus four Panem own a = 20 n
five Ans:n - 5 Ans:5x - 4 laundry shop. They 5
3. a 3.)Thrice the sum of a had 134 customers 2 (n + 6) = 22
number and multiplied number x and six Ans:3 (x this week, 18 fewer
by 7 Ans: 7y + 6) than last week. Write a variable
4.) A number x is divided by Write an algebraic expression to represent
Translate algebraic two added to seven equation for the each of the following:
symbols into Ans:7 + x / 2 number of Four times ten divided
mathematical customers they had by five
statement. Translate algebraic symbols last week. Twelve diminished by
4.)2x + y into mathematical 2. Aling Martha, two
(this can be stated as :) statement. when asked about Six times three added to
twice the sum of x and y 5.)5x + 2y her age, replies “I seven
two times x increased the product of five X added am six years older Eight added to the
by y to the product of two and y than twice the age product of five and
and more than twice x the sum of five times x and of my youngest three
x exceeds by twice y two times y child.” Express her Twenty-five added to
5.)x - 3y five times x increased by age in algebraic two
x minus thrice y twice y equation if her age Three times twenty-five
thrice y subtracted twice and more than five now is 66. less twenty
from x times x 3. Grade 6 The sum of three and
three times y less than x basketball team thirty-nine divided by
x diminished by thrice y Afterwards, call on scored three less seven
6.) x / y - 2z students to share their than thrice as many
the quotient responses and justify their points as their
of x and y decreased by answers. opponent. Their Afterwards, call on
twice z total score at the students to share their
x divided by y less end of the game responses and justify
twice z was 108. Write an their answers.
twice z less than the algebraic equation Encourage other
quotient of x and y for the number of students to contribute
the difference between points they scored. to the dialogue
the quotient Afterwards, call on
of x and y, and twice z students to share
Afterwards, call on their responses and
students to share their justify their
responses and justify answers.
their answers. Encourage other
students to
contribute to the
dialogue

G. Finding Pair-share: Pair-share: Translate each Translate each phrase

practical Write an expression for 1. Translate into verbal phrase or sentence or sentence to a
applications each of the following: phrases. to a mathematical mathematical
of concepts 1.add 4 and 8, then a.)3x - 4 expression or expression or equation.
and skills in multiply by 3 b.)n + 8 equation. 1.A quantity less
daily living 2.subtract 9 from 14, c.)2 / x + y 1.A number minus twelve.
then multiply by 2 d.)5y - 2 the opposite of 2.Six more than an
3.subtract 7 from 24, e.)2x + 3 negative one. unknown number.
then divide by 6 2.A number minus 3.A number minus four.
4.the quotient of a 2. Translate in algebraic the opposite of 4.A number plus seven.
number and 4 symbols. negative twelve. 5.A number increased
5.the product of 23 and a.eight times a 3.Eleven added to by one.
twice a number number x increased by three times a 6.A number decreased
6.times the sum of 9 three. number. by ten.
and a number y b.five times a 4.Six plus five times 7.Negative seven added
7.15 less than 7 times a number n added to six. an unknown to some number.
number c.fifteen added to the number. 8.Negative nine added
Answers: quotient of a number y and 5.Twice a number to a number.
1. (4 + 8)3 two. minus seven equals 9.A number plus the
2. (14 - 9)2 d.twenty four multiplied by four. opposite of six.
3. (24 - 7)/6 the sum of x and y. 6.Ten times a 10.A number minus the
4. n/4 e.the sum of the quantity increased opposite of five.
5. 23(2n) number n and seven by two is nine.
6. 5(9 + y) multiplied by two. 7.When fourteen is
7. 7n - 15 added to two times
a number the result
is six.
8.Four times a
number minus
twenty-nine is
eleven.
9.Three fifths of a
number plus eight
is fifty.
10.When four
thirds of a number
is increased by
twelve, the result is
five.

H. Making What is an algebraic expression? How do you translate real-life verbal What is an algebraic expression? How do
generalization expressions and equations into letters or symbols and vice versa you translate real-life verbal expressions
s and You need to read very carefully using context clues to determine what action is and equations into letters or symbols and
 abstractions required. They will need to reread some problems in order to focus on the vice versa
about the needed information.
lesson
I. Evaluating Evaluate A (1-30), pages Evaluate A (31-40) & B (1-5), pages 230 of 21st Translate each Translat
Learning 229-230 of 21st Century Century Mathletes Textbook sentence into e each
Mathletes Textbook algebraic equation. algebrai
1.A number c
increased by four is equation
twelve. into
2.A number words.
decreased by nine is (Page
equal to eleven. 236 of
3.Five times a 21st
number is fifty Century
4.The quotient of a Mathlet
number and seven is es)
eight.
5.The sum of a
number and ten is
twenty. Original
6.The difference File
between six and a Submitt
number decreased ed and
by four. Formatt
7.Three times a ed by
number increased by DepEd
six is fifteen. Club
8.Eight less than Member
twice a number is - visit
sixteen. depedcl
9.Thirty is equal to ub.com
twice a number for more
decreased by four.
10.If four times a
number is added to
nine, the result is
forty-nine.

J. Additional Instructions: Write the Instructions: Write

activities for expression or equation Answer Math Challenge on page 231 the expression or Answer
application in algebraic form. equation in algebraic Math
and 1. 3 times the form. Challeng
remediation quantity mm minus 7 1. two times a e on
2. What is an algebraic number plus 9 page
expression for "3 less 2. 7 less than the 237
than the product of 2 product of 12 and a
and a number x"? number
3.12 more than a 3. x minus twenty
number. divided by two times
4. six times the x
difference of a number 4.describe 8 times x
and 9. plus 3.
5. Three times some
number plus eleven

V. Remarks
VI. REFLECTIONS
A. No. of
learners who
earned 80%
on the
formative
assessment
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 this
work?
F. What
difficulties did
I encountered
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?