School: Marcelo Green Elementary School Grade Level: VI

GRADES 1 to 12 Teacher: Christian Joseph H. Rodriguez Learning Area: MATHEMATICS

DAILY LESSON LOG Teaching Dates and
Time: MARCH 13 – 17, 2023 (WEEK 5) Quarter: 3RD QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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 / gives the translation of real-life verbal expressions and equations into letters or symbols and vice versa. M6AL-IIIe-16
Objectives 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 Patterns and Algebra Patterns and Algebra Patterns and Algebra
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 21ST Century Mathletes, p.91-93 21ST Century Mathletes, p.91-93

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

3. Textbook pages 21st Century Mathletes 6 21st Century Mathletes 6,

4. Additional Materials from

Learning Resource (LR) Portal
B. Other Learning Resources https://www.youtube.com/ https://www.youtube.com/ Mathletes 6 textbook, video clip, Mathletes 6 textbook, video clip, power point presentation
watch?v=yZGktbeu_Fc watch?v=yZGktbeu_Fc power point presentation
https://www.youtube.com/ https://www.youtube.com/
watch?v=VS4ZtmpItYY watch?v=VS4ZtmpItYY
https://www.youtube.com/ https://www.youtube.com/
watch?v=mBRVDUnGunI watch?v=mBRVDUnGunI
https:// https://
www.savemyexams.co.uk/ www.savemyexams.co.uk/dp/
dp/maths_aa-sl/ib/21/revision- maths_aa-sl/ib/21/revision-
notes/1-number--algebra/1-3- notes/1-number--algebra/1-3-
sequences--series/1-3-4- sequences--series/1-3-4-
applications-of-sequences-- applications-of-sequences--series/
series/
IV. PROCEDURES
A. Reviewing previous lesson or A. Preliminary Activities A. Preliminary Activities Drill: Write the expression for the following:
presenting the new lesson Identify the number that should be in 1. Seventy-five decreased by five
Drill: The teacher will conduct Drill: The teacher will conduct the place of the question mark to make 2.Fourteen divided by the sum of three and four
 the drill using the mathematical statement correct. 3.Triple the sum of eleven and six
Indicator #8 drill using ? + 5 =22 4.One more than the product of six and eight
Review: Have the pupils skip count 72/? =8 5.Twenty plus five less than eighty
Review: The review will be by 4, by 6, by 7 and by 9. 19 = ? – 12 6.Take away 10 from 50
done by having a game "Pass Present the ff. sequences and let 7+2=3+? 7.Four more than twice three
the sphere" wherein the the pupils give the 7 term in each.
th
21 x ? =63 8.Difference of 17 and 8
teacher will play a music then 1.5,12,19,26, ……. Review: 9. fifteen more than the quotient of seventy-two and nine
stop the music. The one who 2.2,10,18,26, …… Translate the ff. word phrases to 10. one hundred twenty increased by nineteen
holds the sphere will have to 3. 2,10,50,250,…… algebraic expressions
answer if the following 4. 305,296,287,278, …… 1.Five times the sum of a and b Review: Give the Expressions of the ff. verbal phrases
statements is true or false. 5. 6,21,36,51, ……….. 2.Twelve decreased by twice x
3.the ratio of 11 and thrice p
1. Cube is a prism with square Translate the ff. algebraic expressions
bases. to word phrases
2. Solid figures have three 4.)51 –(x+5)
dimensions. 5.) 7 (2-x)
3. Cylinder has one circular 6. x+3
base. 2
4. Plane figures are made up of
line segments/curves or arcs
joined together in a plane.
5. A sphere has no faces, no
vertices, no edges. Answer:
Indicator #4
B. Establishing a purpose for the The teacher will show pictures Direction: Draw the next two Allow the pupils to find a partner. Show the video of the “Variables Song”. Let the pupils sing that
lesson of different Indigenous Filipino patterns One member of the pair is to make song.
Fabrics made by the different his or her own word phrase and the
tribes and groups in the other member is to translate it into
Philippines. algebraic expression. Then, the two
members exchange roles. Ask some
Answer: volunteer pairs to share their word
phrases and algebraic expressions to
the class. Write these on the board.

Guide questions:
1. What can you say about the
appearance of the textiles?
2. How do you think one textile
differs from another?
3. What makes a fabric or a
textile beautiful?
4. As a student, in what ways
can you do to help promote the
different Indigenous Filipino
Fabrics?
Indicator #1: MAPEH & AP
integration
C. Presenting Examples/Instances Presentation: The learners will Present the ff. situation to the class: Present the video “Variables and Algebraic Expression”
of new lesson have to spell the words and Maricel buys 5 star apples for ₱5.00
must choose the appropriate each and 3 guyabanos for ₱32.50
definition for each. each. She gives the cashier a ₱200.00
bill. Write an expression for the total
Sequence – an ordered list of cost of the fruits she buys and an
numbers or symbol that repeat equation for the amount of change
based on a rule. the cashier should give her.
Term – it represents each Discuss the answer to the situation.
number in a sequence. See page 232-233 of the textbook
Pattern - a sequence of
repeating objects, shapes, or
numbers
Formulate – to devise or
develop.
Rule – a process to find the
next term in a sequence.
The learners will use the words
to form the topic of todays
lesson.

_________ the ___ in finding

the next ____ in a ________.

Answer: Formulate the rule in

finding the next term in a
sequence.
Indicators #1, #2: English
integration

Present the ff. sequences and

let the pupils give the next
three terms in each.

1.) 4, 8, 12, 16, __, __, __

2.) 3,6,9,12, __, __, __
3.) 7, 14, 21, 28, __, __, __

D. Discussing new concepts and Ask: What if we were asked to Deepening: Show a video of “Translating Verbal Expressions into Algebraic
practicing new skills #1 find the 98th term in a Define the ff. term: Equations”
sequence? Are we still going to Equation a mathematical sentence
count or do it manually? with an equal sign (=) which shows Write a variable expression to represent each of the following:
that two expressions or both sides 1.The sum of a number and twelve.
The teacher will show how to are equal. 2.The difference between a number and eight.
create a formula in finding the Give the ff. equation and explain 3.Three times a number
next term in a sequence. which is the left member and which is 4.A number squared plus five
the right member. 3x + 5 = 20 5.A number divided by two plus seven
Common words Translated as = 6.Four times the quantity of a number plus six
What is the 98th term in the equal or equals 7.A number times two divided by four
sequence 4, 8, 12, 16? is/are 8.A number times six plus the same number times two
is equal to 9.A number squared plus seven take a way four
result is 10.A number divided by three plus twelve
yields 11.A number times five and another number times six
12.Sixteen less than a number times negative four
Tell the pupils that this time , you will 13.A number times eight divided by two
Let n represent a counting
be translating sentences instead of 14.A number divided by six and another number times negative five
number.
phrases. The technique is very much 15.A number divided by four plus another number divided by
Rule: n x 4 or 4n
the same as the previous lesson sixteen
1st term: 1 x 4 = 4 or 4(1) = 4
2nd term: 2 x 4 = 8 or 4(2) = 8 except that this time, it already
3rd term: 3 x 4 = 12 or 4(3) = 12 involves the equal sign and on either
4th term: 4 x 4 = 16 or 4(4) = 16 side of the equal sign is a phrase that
98th term: 98 x 4 = 392 or 4(98) is represented by an algebraic
= 392 expression.

The teacher will provide other

examples.
Formulate the rule to find the
next three terms in the
sequence.

1.) 3, 6, 9, 12, __, __, __

Rule: _____

2.) 7, 14, 21, 28, __, __, __

Rule: _____
E. Discussing new concepts and Discuss examples 1-5 on how to Discuss examples 5-8 on how to translate verbal phrases or
practicing new skills #2 translate verbal phrases or sentences sentences to algebraic equations.
to algebraic equations.
Give the ff. examples. Show how you Translate the ff. into an algebraic equation.
Let n represent a counting translate the first example, then ask A number decreased by seven is fifteen.
number. the pupils to translate the rest. Again, A number increased by fifty-five is equal to eighty-eight.
Rule: n x 3 + 2 or 3n+2 allow the pupils to use a letter they Twelve times a number is sixty
1st term: 1 x 3 + 2 = 5 or 3(1)+2 prefer for the variable. The quotient of a number and nine is one hundred thirty-five.
=5 Translate the ff. into an algebraic The sum of a number and forty-six is one hundred twenty-five.
2nd term: 2 x 3 + 2 = 8 or 3(2)+2 equation.
=8 The sum of a number and five is
3rd term: 3 x 3 + 2= 11 or 3(3)+2 twelve.
= 11 Twice a number decreased by six is
4th term: 4 x 3 + 2= 14 or 3(4) equal to sixteen.
+2 = 14 If nine is added to the difference of a
number and nineteen, the sum is
Ask: What have you observed ninety.
from the rule created from this Twice the sum of a number and two
sequence compared to the is twenty-two
previous rule? The product of thirteen less than
thrice a number and five will result to
forty-five.

Let n represent a counting

number.
Rule: 2n-1
1st term: 2(1) – 1 = 1
2nd term: 2(2) – 1 = 3
3rd term: 2(3) – 1 = 5
4th term: 2(4) – 1 = 7

Let n represent a counting

number.
Rule: -5n
1st term: -5(1) = -5
2nd term: -5(2) = -10
3rd term: -5(3) = -15
4th term: -5(4) = -20
F. Developing mastery Direction: Complete the table Group Activity: Translate each algebraic equation into words.
(Leads to Formative Assessment) by supplying the needed data. Give the ff. scenarios and ask pupils 2n + 5 = 45
to do what is asked in the problem. n = 10 (7+11)
1. Seven days before his 1.Mr. and Mrs. Panem own a laundry n + 15 = 35 – n
mother’s birthday, John shop. They had 134 customers this n
planned to give her gifts. On week, 18 fewer than last week. Write = 20 5
the first day, he sent one gift. an algebraic equation for the number
On the second day, he sent of customers they had last week. 2 (n + 6) = 22
three gifts. On the third day, he 2. Aling Martha, when asked about
sent five gifts, and so on. How her age, replies “I am six years older Write a variable expression to represent each of the following:
many gifts did John send to his than twice the age of my youngest Four times ten divided by five
mother on the seventh day? child.” Express her age in algebraic Twelve diminished by two
equation if her age now is 66. Six times three added to seven
3. Grade 6 basketball team scored Eight added to the product of five and three
three less than thrice as many points Twenty-five added to two
as their opponent. Their total score at Three times twenty-five less twenty
7th term: 2(7)-1 = 13 the end of the game was 108. Write The sum of three and thirty-nine divided by seven
an algebraic equation for the number
of points they scored.
Answer: John’s mother will
Afterwards, call on students to share
receive 13 gifts on the seventh Afterwards, call on students to share their responses and justify
their responses and justify their
day. their answers. Encourage other students to contribute to the
answers. Encourage other students
Indicator #2 dialogue
to contribute to the dialogue

G. Finding practical applications of The teacher will group the Pair-share: Write down the next Translate each phrase or sentence to Translate each phrase or sentence to a mathematical expression or
concepts and skills in daily learners into 5. Each group term for each of the ff. sequences, a mathematical expression or equation.
living will choose a task from 5 then find the rule. equation. 1.A quantity less twelve.
different task cards. 1.A number minus the opposite of 2.Six more than an unknown number.
negative one. 3.A number minus four.
Task 1: Role Playing. The group 2.A number minus the opposite of 4.A number plus seven.
must create an act how or negative twelve. 5.A number increased by one.
where number sequence or 3.Eleven added to three times a 6.A number decreased by ten.
patterns being applied in real number. 7.Negative seven added to some number.
life. 4.Six plus five times an unknown 8.Negative nine added to a number.
 number. 9.A number plus the opposite of six.
Task 2: 5.Twice a number minus seven equals 10.A number minus the opposite of five.
Jacob saved ₱100 in March, four.
₱200 in April, and P300 in May 6.Ten times a quantity increased by
and so on until December. In two is nine.
which month did he save 7.When fourteen is added to two
₱1,000? December How much times a number the result is six.
did Jacob save for 10 months? 8.Four times a number minus twenty-
₱1,000 nine is eleven.
Rule: 100n 9.Three fifths of a number plus eight
is fifty.
Task 3: 10.When four thirds of a number is
Carol has written a number increased by twelve, the result is five.
pattern that begines with 1, 6,
11, 16, 21. If she continues this
pattern, what are the next four
numbers in her pattern?

Rule: 5n
1, 6, 11, 16, 21, 26, 31, 36, 41

H. Making generalizations and Direction: Complete the

abstractions about the lesson sentence by choosing the
correct word below.

term formulate
patterns number sequence
rules

A number sequence is a list of

numbers in which successive
 terms follow a rule of pattern.
Each number in the sequence is
called a term. Patterns and
rules will help us to continue a
given sequence of numbers,
figures, or to fill in the missing
numbers or symbols. We need
to formulate a rule to find the
nth term of a sequence.
Indicators #1, #2, #9
I. Evaluating Learning A. Direction: Read and solve A. Write the rule for finding the Translate each sentence into Translate each algebraic equation into words.
each problem. Then, write the nth term then find the next three algebraic equation. (Page 236 of 21st Century Mathletes)
rule in finding the nth term on terms in each sequence. 1.A number increased by four is
a sheet of paper. twelve.
1. 4, 8, 12, 16, 20, 24, 28 2.A number decreased by nine is
1. In a small theatre, the first Rule: 4n equal to eleven.
row has 10 seats, the second 3.Five times a number is fifty
row has 12, and the third row 2. 3, 5, 7, 9, 11, 13, 15 4.The quotient of a number and
has 14. There are 24 rows in Rule: 2n+1 seven is eight.
the theatre. 5.The sum of a number and ten is
3. 1, 3, 5, 7, 9, 11, 13 twenty.
A. Which row has 40 seats? Rule: 2n-1 6.The difference between six and a
16th row number decreased by four.
B. How many seats are on the 7.Three times a number increased by
4. 6, 11, 16, 21, 26, 31, 36
7th row? 22 seats six is fifteen.
Rule: 5n+1
C. How many seats are there in 8.Eight less than twice a number is
the theatre? 792 seats sixteen.
5. 1, 4, 9, 16, 25, 36, 49
Rule: 2n 9.Thirty is equal to twice a number
Rule: n2
decreased by four.
2. Mr. Dela Luna increased his 10.If four times a number is added to
B. Direction: Read and solve each nine, the result is forty-nine.
son’s allowance who is problem. Then, write the rule in
studying in a Paranaque City finding the nth term on a sheet of
College. He gave him ₱2000 paper. (5 points)
on the first month. ₱2,200 on
the second month, ₱2,400 on 1. After a knee surgery, your
the third month and so on. trainer tells you to return to your
jogging program slowly. He
A. How much will his son suggests jogging for 12 minutes
receive on the 7th month? each for the first week. Each week
₱3,200 thereafter, he suggests you
B. How much will he receive in increase that time by 6 minutes.
10 months? ₱3,800 How many weeks will it be before
Rule: 200n+1800 you are up to jogging 60 minutes
 per day?

B. Read and solve the Sequence: 12, 18, 24, … 60

problem. (3 points)
Rule: 6n + 6
Marcelo Green Elementary
School won a constest and gets Answer: 6(9) + 6
to send 10 students on a trip to 54 + 6
Enchanted Kingdom. All 60
interested students were
assigned numbers and the It will take 9 weeks to be running
Principal has started reading 60 minutes per day.
off the numbers for the
students who will attend: 12,
27, 42, 57, and so on. Leion
realizes there is a pattern to
these numbers. He has number
82 and wonders if he will be
chosen to go on the trip this
time.

1st term: 12 +15

2nd term: 27 +15
3rd term: 42 +15
4th term: 57
+15
5th term: 72
6th term: 87
+15

Rule: 15n-3

Number 82 will not be chosen,

so Leion won’t be going on the
trip.
Indicator #9

J. Additional activities for Instructions: Write the expression or

application and remediation equation in algebraic form. Answer Math Challenge on page 237
1. two times a number plus 9
2. 7 less than the product of 12 and a
number
3. x minus twenty divided by two
times x
4.describe 8 times x plus 3. 
 5. Three times some number plus
eleven 

V. Remarks
VI. REFLECTIONS  Group work among my  Group work among my
learners’ works well learners’ works well because
because I see them all I see them all engaged in the
engaged in the activity. activity.
 Collaboration is evident  Collaboration is evident and
and effective during the effective during the delivery
delivery of my lesson. of my lesson. The learners
The learners are seen to are seen to be very
be very cooperative in cooperative in the learning
the learning process. process.

 Differentiated  Differentiated instruction is

instruction is very much very much effective because
effective because it it caters to the multiple
caters to the multiple intelligences in each learner.
intelligences in each
learner.
A. No. of learners who earned 80% 18 OUT OF 40 OR 45% 32 out of 40 or 80%
on the formative assessment
B. No. of learners who require 22 OUT OF 40 OR 55% 8 out of 40 or 20%
additional activities for
remediation who scored below
80%
C. Did the remedial lessons work? __ Yes ___No ✓ Yes ___No
No. of learners who have
caught up with the lesson

D. No. of learners who continue to # of Learners who caught up # of Learners who caught up
require remediation the lesson the lesson 10
E. Which of my teaching strategies Strategies used that work well: Strategies used that work well:
worked well? Why did this Why? Why?
work? ✓ Group collaboration ✓ Group collaboration
✓ Complete IMs ✓ Complete IMs
___ Games ___ Games
✓ Availability of Materials ✓ Availability of Materials
___ Power Point Presentation ___ Power Point Presentation
 ✓ Pupils’ eagerness to learn ✓ Pupils’ eagerness to learn
___ Answering preliminary ___ Answering preliminary
✓ Group member’s ✓ Group member’s Cooperation in
Cooperation in doing doing activities/exercises
activities/exercises their tasks
their tasks ✓ Discussion
✓ Discussion ___ Case Method
___ Case Method ___ Think-Pair-Share (TPS)
___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/
___ Rereading of Paragraphs/ Poems/Stories
Poems/Stories ✓ Differentiated Instruction
✓ Differentiated Instruction ✓ Role Playing/Drama
✓ Role Playing/Drama ___ Discovery Method
___ Discovery Method ___ Lecture Method
___ Lecture Method
F. What difficulties did I __ Bullying among pupils __ Bullying among pupils
encountered which my __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
principal or supervisor can help __ Colorful IMs __ Colorful IMs
me solve? ✓ Unavailable Technology ✓ Unavailable Technology
Equipment (AVR/LCD/Internet Equipment (AVR/LCD/Internet
connection) connection)
__ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works
G. What innovation or localized Planned Innovations: Planned Innovations:
materials did I use/discover __ Localized Videos __ Localized Videos
which I wish to share with other __ Making use big books from __ Making use big books from
views of the locality views of the locality
teachers?
__ Recycling of plastics to be used __ Recycling of plastics to be used as
as Instructional Materials Instructional Materials
__ Local poetical composition __ Local poetical composition