Republic of the Philippines

Region I
Division of La Union
Agoo West District
SAN JOAQUIN ELEMENTARY SCHOOL
San Roque West, Agoo, La Union

DAILY LESSON LOG (DLL)

Mathematics 6
February 27, 2023
MONDAY
I. OBJECTIVES The learner…..
A. Content Standard demonstrates understanding of sequence in forming rules, expressions
and equations.
B. Performance Standard is able to apply knowledge of sequence, expressions, and equations in
mathematical problems and real-life situations.
C. Learning Competencies / Objectives gives the translation of real-life verbal expressions and equations into
letters or symbols and vice versa. M6AL-IIIe-16
defines a variable in an algebraic expression and equation. M6AL-IIIe-17
represents quantities in real-life situations using algebraic expressions
and equations.
M6AL-IIIe-18

II. CONTENT Patterns and Algebra

III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 21ST Century Mathletes, p.85-90

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

3. Textbook pages 21st Century Mathletes 6

4. Additional Materials from Learning
Resource (LR) Portal
B. Other Learning Resources Mathletes 6 textbook, video clip, power point presentation
IV. PROCEDURES
A. Reviewing previous lesson or presenting Drill: Given the ff. scenarios, ask the pupils which of the four basic
the new lesson operations is involved.
1.Ruth had typed 12 pages of her research paper during the first day. On
the second day she typed 14 pages. How many pages did she type in all?
2. Johann was given Php200 by his mom. His younger brother Drake
borrowed Php20 from him. How much money did he have left?
3. Bless is 9years old. Her older brother Ed is twice as old as she is. How
old is Ed?
4. Mrs. Cruz brought home a 2000 ml bottle of orange juice. She divided
this equally among her five children. How much did each child receive?
Review:
Supply the next 3 terms.
1.)Z, X, V,…..
2.)a + b, 2c + 2d, 3e + 3f
3.)¼, 2/5, 3/6, …..
4.)10, 15, 20, …….
5.)1/5, 1/10, 1/15
B. Establishing a purpose for the lesson Present the ff. road signs. (TG p.188) ask the class if they can identify and
explain the meaning of each sign.
 Ask if they can give other road signs aside from the road signs presented.

C. Presenting Examples/Instances of new 5 – minute reading

lesson Ask the pupils the ff. question:
The jeepney fare for the first 4km is ₱8.00 and an additional ₱1.00 for
every km. Richie will go to Cubao from Antipolo. The distance from
Antipolo to Cubao is about 28 km. how much does she need to pay?
Answer:
Study the illustration below:

If the first 4 km is ₱8.00, we need to find the amount of fare for the
remaining distance to get the amount which Richie needs to pay. The
remaining distance is 24 km. Let y= the fixed amount of ₱1.00 for every
km. to find the total amount fare, we will use the expression 24y + 8.
Evaluate:
24y +8 24(1)+8=32
Therefore, Richie needs to pay ₱32.00
D. Discussing new concepts and practicing Consider this problem:
new skills #1 Glen is a newly hired messenger in a multinational company in Makati. As
a trainee, he needs to wear a polo-shirts everyday. He was given a
clothing allowance of ₱6,000.00. how many polo-shirt can he buy using
this amount?

Discuss the contents on page 225-226 of Mathletes textbook.

E. Discussing new concepts and practicing To translate word phrases into algebraic expressions, familiarity with
new skills #2 words and phrases associated with symbols or operations are important.
The table (on page 226) lists some keywords that are used to describe
common mathematical operations.

Discuss examples 1-3 on page 227-228 of Mathletes txbk.

F. Developing mastery Group Activity:

(Leads to Formative Assessment) Translate in algebraic symbols.
1. twice a number x added to 10 Ans:2x + 10
2.A number n decreased by five Ans:n - 5
3. a number and multiplied by 7 Ans: 7y
 Translate algebraic symbols into mathematical statement.
4.)2x + y 
(this can be stated as :)
twice the sum of x and y
two times x increased by y
and more than twice x
x exceeds by twice y
5.)x - 3y
x minus thrice y
thrice y subtracted from x
three times y less than x
x diminished by thrice y
6.) x / y - 2z
the quotient of x and y decreased by twice z
x divided by y less twice z
twice z less than the quotient of x and y
the difference between the quotient of x and y, and twice z
Afterwards, call on students to share their responses and justify their
answers.
G. Finding practical applications of concepts Pair-share:
and skills in daily living Write an expression for each of the following:
1.add 4 and 8, then multiply by 3
2.subtract 9 from 14, then multiply by 2
3.subtract 7 from 24, then divide by 6
4.the quotient of a number and 4
5.the product of 23 and twice a number
6.times the sum of 9 and a number y
7.15 less than 7 times a number
Answers:
1. (4 + 8)3
2. (14 - 9)2
3. (24 - 7)/6
4. n/4
5. 23(2n)
6. 5(9 + y)
7. 7n - 15

H. Making generalizations and abstractions

about the lesson
I. Evaluating Learning Evaluate A (1-30), pages 229-230 of 21st Century Mathletes Textbook

J. Additional activities for application and Instructions: Write the expression or equation in algebraic form.
remediation 1. 3 times the quantity mm minus 7
 2. What is an algebraic expression for "3 less than the product of 2 and a
number x"?
3.12 more than a number. 
4. six times the difference of a number and 9. 

V. Remarks
VI. REFLECTIONS
No. of Cases:
Mean:
% of Mastery
No. of Learners within mastery level
No. of learners needing remediation

Prepared by:

ALBERT M. MARZAN
Teacher III
Noted:

HENRY P. PANERGO
Head Teacher III