School Grade Grade 6

Teacher Learning Area MATH 6

Daily Lesson Log Week/Teaching Date Quarter Quarter 2 – Week 8
Time

WEEK 8 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards Holiday (Jan. 1) Holiday (Jan.2) Demonstrates understanding Demonstrates understanding Demonstrates
of order of operations, ratio of order of operations, ratio understanding of order of
and proportion, percent, and proportion, percent, operations, ratio and
exponents, and integers. exponents, and integers. proportion, percent,
exponents, and integers.
B. Performance is able to apply knowledge of is able to apply knowledge of is able to apply
Standards order of operations, ratio and order of operations, ratio and knowledge of order of
proportion, percent, proportion, percent, operations, ratio and
exponents, and integers exponents, and integers proportion, percent,
in mathematical problems and in mathematical problems exponents, and integers
real-life situations. and real-life situations. in mathematical problems
and real-life situations.
C. Learning describe the set of integers describe the set of integers describe the set of
Competencies and identify real-life situations and identify real-life integers and identify real-
that make use of it. situations that make use of it. life situations that make
use of it.
compares integers with other compares integers with other
numbers such as whole numbers such as whole compares integers with
numbers, fractions, and numbers, fractions, and other numbers such as
decimals. decimals. whole numbers, fractions,
and decimals.
M6NS-IIg-152 M6NS-IIg-152
M6NS-IIg-152

D. Learning Objectives describe the set of integers describe the set of integers describe the set of
and identify real-life situations and identify real-life integers and identify real-
that make use of it. situations that make use of it. life situations that make
use of it.
compares integers with other compares integers with other
numbers such as whole numbers such as whole compares integers with
numbers, fractions, and numbers, fractions, and other numbers such as
decimals. decimals. whole numbers, fractions,
and decimals.
M6NS-IIg-152 M6NS-IIg-152
M6NS-IIg-152

Performing Basic Performing Basic Weekly Test

II. CONTENT
Operations on Integers Operations on Integers
( Subject Matter)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material
pages
3. Textbook pages
4. Additional Materials SLM/ADM SLM/ADM
from Learning Resource
LR portal
B. Other Learning Laptop, Audio-visual, Laptop, Audio-visual, Copy of the Weekly Test
Resources Presentation Presentation
IV. PROCEDURE
A. Drill/Reviewing previous Review the previous lesson Review the previous lesson
Lesson or presenting
new lesson

B. Establishing a purpose Take a Look Back On the other hand Adding

for the lesson and subtracting integers are
Instruction: Write >, < or = in more difficult
the blanks. compare to multiplication
and division, many students
1. (-4) – (-8) ____ (-10) are confused on how to
2. (+3) – (-9) ____ (+12) operate a proper order in
3. (-9) – (-7) ____ (-4) terms of adding and
4. (+3) – (+12) ____ (0) subtracting of integers.
5. (-5) – (-9) _____ (+4) This lesson will help you to
ease your confusion on how
to add and
subtract integers easily, we
are going to find out how
number line will help the
learner in order to operate
adding and subtracting
integers appropriately.

1. 3 + 5 = 8 the arrow starts

with positive 3 since the
operation is addition,
the direction of arrow is
counting 5 units to the right.
2. -5 + 8 = 3 the arrow starts
 with –5 counting 8 units to
the right.
3. –7 + 3 = -4 the arrow starts
with –7 counting 3 units to
the right.
Addition of integer
C. Presenting examples/ Multiplication of integers Subtraction of integers
instances of the new Example : (-5) x (–5) = 25, 3 x
lesson 3=9
As you can see on the
example above multiplying
both signs either 1. 7 - 2 = 5 the arrow starts
positive or negative the with positive 7 since the
product is positive. operation is subtraction,
Example (-9) x 5 = -45 on the the direction of arrow is
other hand multiplying counting 2 units to the left.
opposite signs resulted in 2. 3 - 8 = -5 the arrow starts
negative product. with positive 3 counting
(+) x (+) = +, (-) x (-) = + (-) x 8units to left
(+) = - 3. -2 –7 = -9 the arrow starts
with negative 2 counting 7
units to the left.
4. –4 - (-5)
simplify
Therefore;
-4 + 5 = 1
D. Discussing new concepts Multiply integers just like Addition of Integers
and practicing new multiplying whole number but Answer the following
skills.#1 take of the appropriate sign of expressions by show your
their products. solution through illustrating
of
Solve on your own number line. Write your
1. (-2)(-4) _________ answer in your notebook.
2. (+6)(6) _________ 1. 6 + 4
3. (-12)(48) _______ 2. -7 + (-2)
4. (-29)(30) _______ 3. 3 + (-7)
5. (-10)(+35) _______ 4. -8 + 2
5. -1 + (-9)
E. Discussing new concepts Division Integers are likewise Subtraction of integers
and practicing new skills as multiplication Answer the following
#2. Example 5/5 = 1, -10/2 = -5, - expressions by show your
9/-3 = 3 solution through illustrating
(+) ÷ (+) = +, (-) ÷ (-) = + (-) of
÷ (+) = - number line. Write your
answer in your notebook.
1. 8 - (-4)
 Division of Integers 2. -9 -(+6)
Division is the opposite 3. 11 - 6
operation of multiplication. 4. -3 - (-4)
You divide integers just like 5. -7 + 9
dividing whole numbers, but
the sign of the quotient is
determined using the same
rule in multiplying integers.

Find the quotient.

1. (-12) ÷ (-6)
2. (+25) ÷ (-5)
3. (-32) ÷ (+8)
4. (+54) ÷ (+6)
5. (+90) ÷ (+10)

F. Developing Mastery Multiply the following. Write

(Lead to Formative your answer in your notebook.
Assessment 3) 1. 4 x (-3)
2. 6 x 6
3. (-4) x (–5)
4. 8 x (-2)
5. (-7) x (-3)
G. Finding practical (-9 Divide the following integers. Evaluate the following
application of concepts Write your answer in your expressions without using of
and skills in daily living notebook. number
6. 8 ÷ 4 line. Write your answer in
7. (–6) ÷ (-3) your notebook.
8. –10 ÷ 2 1. 15 - (-11)
9. 12 ÷ (-6) 2. 2 + (-4)
10. 24 + (-8) 3. -8 + 8
4. -4 + 9
5. 12 + (-22)
H. Making Generalizations 1. What are the rules in 1. What are the rules in
and Abstraction about multiplying integers? multiplying integers?
the Lesson.

I. Evaluating Learning 2. What are the steps in 2. What are the steps in
dividing integers? dividing integers?

J. Additional Activities for Find out how to solve problem Find out how to solve
Application or solving in integers. problem solving in integers.
Remediation
V. REMARKS

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

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

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

F.What difficulties did I __Comprehension __Comprehension __Comprehension __Comprehension __Comprehension

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

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

TEACHER’S NAME
Position Master Teacher 2

Approved:

Principal IV