School: GUADALUPE ELEMENTARY SCHOOL Grade Level: VI

GRADES 1 to 12 Teacher: SELYN A. MONTAJES Learning Area: MATH

DAILY LESSON
LOG Teaching Dates and Time: November 6 – 10, 2023 (WEEK 1) Quarter: 2nd QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard The learner demonstrate understanding of order of operations, ratio and proportion, percent, exponent, and integers
B. Performance Standard The learner is able to apply knowledge of order of operations, ratio and proportion, percent, exponent, and integers in mathematical problems and real-life
situations
C. Learning Competencies 1) The learner expresses one value as a fraction of another given ratio and vice versa M6NS-IIa-129
/ Objectives 2) Find How many times one value is as large as another given their ratio and vice versa M6NS-IIa-130
3) Define and Illustrate the meaning of ratio using concrete or pictorial models M6NS-IIa-131
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
Lesson 1: The Concept of Ratio Summative Test
III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in learning. Ensure that there is a mix of
concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide pages pp. 26 - 28 pp. 26 - 28 pp. 26 – 28 pp. 26 - 28
2. Learner’s Materials p. 86 pp. 84 - 86
pages
3. Textbook pages Math for Everyday Use 6 p.129
4. Additional Materials
from Learning
Resource (LR) Portal
B. Other Learning Discover Math 5 pp. 83 – 89 Lesson Guide in Mathematics 6 Discover Math 5 pp. 90 - 91 Growing up with Math 6 pp. Test Notebook
Resources Lesson Guide in Mathematics 6 (Ateneo) pp. 293 - 297 130 -133
(Ateneo) pp. 289 - 293
IV. PROCEDURES
A. Reviewing previous Look around your room. What Have a short review on Ask: What is a ratio?
lesson or presenting are the things you find inside? equivalent fractions
the new lesson
B. Establishing a purpose Let the pupils count the number Ask the pupils about their Present the picture on the Say: Today we are going to Prepare the pupils by giving
for the lesson of boys and number of girls favorite drink for snacks. Tell board: differentiate ratio from rate. them the standards in taking
inside the classroom. them that Calamansi Juice is the test.
good because of its nutritious
value.
 Ask: What is the ratio of the
number of blue cubes to the
number of red cubes? (6:12)

C. Presenting Guide the pupils to show the Present this problem: Let us now place the cubes in Use two columns (yes and no) Post the questions to the
Examples/Instances of relationship of the number of groups of 2. board.
new lesson boys to the number of girls. Mother is preparing Calamansi In YES column, present
Ask: How will they write the Juice: examples of ratio while in the
comparison of the number of NO column are examples of
boys to the number of girls a) For each glass of Calamansi rate.
using fraction? Is there another Juice, 5 pieces of Calamansi are What is the ratio? (3:6)
way of writing it? How? needed. Lead the pupils in
b) If she makes 2 glasses, how Place the cubes in groups of 3 differentiating ratio from rate.
many pieces of calamansi are
needed?
c) If she makes 3 glasses, how
many pieces of calamansi are
needed? What is the ratio? (2:4)

Analyze the problem by asking Finally, group them into 6s.

the following questions:
a) What is asked?
b) What are the given facts?
What strategies may be used to
answer the problem?
Original File Submitted and What is the ratio? (1:2)
Formatted by DepEd Club Say: 6:12, 3:6, 2:4 and 1:2 are
Member - visit depedclub.com called Equivalent Ratios. 1:2 is
for more the ratio in the Simplest Form
D. Discussing new Mrs. Tan bought 2 bags of Illustrate the problem using Take a look at the ratio 12:8. Present this example:
concepts and practicing mangoes and 3 bags of blocks. How do we write it in simplest
new skills #1 avocados. All bags had the a) form? Joshua scored 168 points in 7
same number of fruits. (Present Glass: basketball games. Express in
this problem using a picture and Step 1: Divide 12: 8 by the lowest terms, the average
let the pupils count and show Calamansi: common factor 2 to get 6:4 rate of the number of points
the relationship) Step 2: Divide 6:4 by the that Joshua scored in every
b) common factor 2 to get 3:2 game.
The ratio of the number of bags Glass:
of mangoes to the number of 12:8 Rate =
 bags of avocados is 2:3 Calamansi: ÷2 ÷2 168 points 24 points
6:4 =
7 games 1 game
÷2 ÷2 = 24 points per game.
c) 3:2
Glass:
The ratio 3:2 cannot be
Calamansi: divided exactly by a common
factor to get another
equivalent ratio. Thus, 3:2 is
the ratio in Simplest Form
E. Discussing new Ivy has some yellow and red Ask: How many pieces of Present this example: Present this problem:
concepts and practicing beads. (Present this using Calamansi are there in a glass of
new skills #2 blocks) 1 There are 9 papayas and 15 Sheena and Nikka joined the
Water in a? ( or 1:5) pineapples. What is the ratio ladies’ basketball tryout.
5
Yellow Beads: 2 in simplest form? Sheena scored 34 points in
In b? ( or 2:10) her two games while Nikka
Read Beads:
10 9:15 scored 51 in her three games.
3 ÷3 ÷3 Whose average point per
In c? ( or 3:15)
15 3:5 game is higher?
Ask: The ratio of the number of
read beads to the number of Which of these ratios is The ratio of papaya to Ask the pupils to determine
yellow beads is ___:___ expressed in lowest pineapple is 3:5 the following.
term/simplest form? (1:5). a) Sheena’s Average Point in
Why? Lowest Term.
b) Nikka’s Average Point in
Provide similar examples. Lowest Term.
c) Compare Sheena’s Average
Point to Nikka’s Average
Point.
F. Developing mastery Give the ratio of each of the Reduce the following ratios in A Volleyball Team won 8 Ask the pupils to find the rate:
(Leads to Formative following orally. lowest term. Choose the letter games out of 12 games it
Assessment) 1) Squares to circles that corresponds to the ratio in played. a) If Luisa can type 440 words
simplest form. in 8 minutes, what is her rate
a) Write the ratio of wins to of typing? (55 words per
E = 3:4 I = 1:2 R = 2:9 games played. (2:3) minute)
2) Flowers to Leaves T = 15:4 G = 1:6 N = 5:6 b) Write the ratio of wins to
(2 flowers and 3 leaves) S = 1:4 losses. (2:1) b) If 30 green oranges cost
c) Write the ratio of losses to Php100, at what rate are the
3) Books to crayons 4:8 15:1 30:8 18:2 games played. (1:3) oranges sold? (Php10 for 3
(4 books and 5 crayons) 8 4 oranges)

4) Basketballs to tennis balls 6:27 15:2 8:32 60:1

 (3 basketballs and 4 tennis 0 6
balls)
7:14 25:3 4:24
6

What is the hidden word?

__________________________
_____
G. Finding practical Mother bought a bag of rice Study the table below and In a Grade VI Mathematics Answer the following:
applications of and a bag of flour (use picture) answer the question after it. class, there are 27 boys and
concepts and skills in 21 girls.
daily living (flour = 3kg and rice = 8kg)

The ratio of the mass of the rice Things Quantit Costs a) Write the ratio of boys to a) An Isuzu vehicle can travel
to the mass of the flour is y girls. (9:7) 600 km on 75 liters of
___:___ Stamps 10 Php50 b) Write the ratio of girls to gasoline. Write the rate of
Patches 15 Php180 boys. (7:9) liters of gasoline used to
Bookma 20 Php300 c) Write the ratio of girls to kilometers traveled.
rk the whole class. (7:16)
Diary 12 Php300 d) The ratio of boys to the b) A machine can produce 158
whole class. (9:16) items in 12 minutes. Write the
In simplest form, express the rate of the number of items
following ratio of: produced to the number of
a) stamps to patches minutes.
b) bookmark to patches
c) diary to patches
d) bookmark to stamps
e) diary and stamps

H. Making generalizations How do we compare the Can a ratio be expressed in How do we express ratio in What is a rate?
and abstractions about quantities of 2 or more sets of simplest form? How? simplest form?
the lesson objects?
I. Evaluating Learning Write a ratio for each of the Reduce these ratios in simplest Write each of the following Find the unit rate. Answer the test and submit
following. form. ratios in simplest form: test paper to the teacher.
a) 180 kilometers in 3 hours
1) 4 wins and two losses in a 1) 10:12 1) 12:18 b) 75 stools in 2 weeks
basketball. 2) 9:15 2) 25:10 c) 250 words in 5 minutes
2) 24 girls to 18 boys. 3) 18:24 3) 21:56 d) Php36 for 8 ballpens
3) 3 cups of sugar for every 5 4) 21:27 4) 20:25 1
cups of flour 5) 40:50 5) 30: 54 e)Php225 for 2 kg of
2
4)2 men for every 5 cups of rice
 5) 1 book for every 2 pupils chicken.
J. Additional activities for
application and
remediation
V. REMARKS
VI. REFLECTIONS
A. No. of learners who ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80%
earned 80% on the above above above above above
formative assessment
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 additional activities for additional activities for additional activities for additional activities for additional activities for
activities for remediation remediation remediation remediation remediation
remediation who
scored below 80%

C. Did the remedial ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No __Yes ___No
lessons work? No. of ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up
learners who have the lesson the lesson the lesson the lesson the lesson
caught up with the
lesson
D. No. of learners who ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
continue to require require remediation require remediation require remediation require remediation require remediation
remediation
E. Which of my teaching Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
strategies worked ___ Games ___ Games ___ Games ___ Games ___ Games
well? Why did this ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw
work? ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
___ Carousel ___ Carousel ___ Carousel ___ Carousel ___ Carousel
___ Diads ___ Diads ___ Diads ___ Diads ___ Diads
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s Cooperation in ___ Group member’s Cooperation ___ Group member’s Cooperation in ___ Group member’s Cooperation ___ Group member’s Cooperation in
doing their tasks in doing their tasks in doing their tasks
doing their tasks doing their tasks
F. What difficulties did I __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
 encountered which my __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
principal or supervisor Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
can help me solve? __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
__ Making big books from __ Making big books from __ Making big books from __ Making big books from __ Making big books from
views of the locality views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be
used as Instructional Materials used as Instructional Materials used as Instructional Materials used as Instructional Materials used as Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
__ local poetical composition
G. What innovation or Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
localized materials did I ___Metacognitive ___Metacognitive ___Metacognitive ___Metacognitive ___Metacognitive
use/discover which I Development: Examples: Self Development: Examples: Self Development: Examples: Self Development: Examples: Self Development: Examples: Self
wish to share with assessments, note taking and assessments, note taking and assessments, note taking and assessments, note taking and assessments, note taking and
other teachers? studying techniques, and studying techniques, and studying techniques, and studying techniques, and studying techniques, and
vocabulary assignments. vocabulary assignments. vocabulary assignments. vocabulary assignments. vocabulary assignments.
___Bridging: Examples: Think- ___Bridging: Examples: Think- ___Bridging: Examples: Think- ___Bridging: Examples: Think- ___Bridging: Examples: Think-
pair-share, quick-writes, and pair-share, quick-writes, and pair-share, quick-writes, and pair-share, quick-writes, and pair-share, quick-writes, and
anticipatory charts. anticipatory charts. anticipatory charts. anticipatory charts. anticipatory charts.
 ___Schema-Building: ___Schema-Building:  ___Schema-Building: ___Schema-Building:  ___Schema-Building:
Examples: Compare and Examples: Compare and Examples: Compare and Examples: Compare and Examples: Compare and
contrast, jigsaw learning, peer contrast, jigsaw learning, peer contrast, jigsaw learning, peer contrast, jigsaw learning, peer contrast, jigsaw learning, peer
teaching, and projects. teaching, and projects. teaching, and projects. teaching, and projects. teaching, and projects.
 ___Contextualization:  ___Contextualization: 
 ___Contextualization: Examples: Demonstrations,  ___Contextualization: Examples: Demonstrations,  ___Contextualization:
 Examples: media, manipulatives, repetition,  Examples: media, manipulatives, repetition,  Examples:
Demonstrations, media, and local opportunities. Demonstrations, media, and local opportunities. Demonstrations, media,
manipulatives, repetition, and ___Text Representation: manipulatives, repetition, and ___Text Representation: manipulatives, repetition, and
local opportunities. Examples: Student created local opportunities. Examples: Student created local opportunities.
 drawings, videos, and games.  drawings, videos, and games. 
 ___Text ___Modeling: Examples:  ___Text ___Modeling: Examples:  ___Text
Representation: Speaking slowly and clearly, Representation: Speaking slowly and clearly, Representation:
 Examples: Student modeling the language you want  Examples: Student modeling the language you want  Examples: Student
created drawings, videos, and students to use, and providing created drawings, videos, and students to use, and providing created drawings, videos, and
games. samples of student work. games. samples of student work. games.
 ___Modeling: Examples Other Techniques and  ___Modeling: Examples Other Techniques and  ___Modeling: Examples
: Speaking slowly and clearly, Strategies used: : Speaking slowly and clearly, Strategies used: : Speaking slowly and clearly,
modeling the language you want ___ Explicit Teaching modeling the language you want ___ Explicit Teaching modeling the language you want
students to use, and providing ___ Group collaboration students to use, and providing ___ Group collaboration students to use, and providing
samples of student work. ___Gamification/Learning samples of student work. ___Gamification/Learning samples of student work.
 throuh play  throuh play 
___ Answering preliminary ___ Answering preliminary
Other Techniques and Other Techniques and Other Techniques and
activities/exercises activities/exercises
Strategies used: Strategies used: Strategies used:
 ___ Explicit Teaching ___ Carousel ___ Explicit Teaching ___ Carousel ___ Explicit Teaching
___ Group collaboration ___ Diads ___ Group collaboration ___ Diads ___ Group collaboration
___Gamification/Learning ___ Differentiated Instruction ___Gamification/Learning ___ Differentiated Instruction ___Gamification/Learning
throuh play ___ Role Playing/Drama throuh play ___ Role Playing/Drama throuh play
___ Answering preliminary ___ Discovery Method ___ Answering preliminary ___ Discovery Method ___ Answering preliminary
activities/exercises ___ Lecture Method activities/exercises ___ Lecture Method activities/exercises
___ Carousel Why? ___ Carousel Why? ___ Carousel
___ Diads ___ Complete IMs ___ Diads ___ Complete IMs ___ Diads
___ Differentiated Instruction ___ Availability of Materials ___ Differentiated Instruction ___ Availability of Materials ___ Differentiated Instruction
___ Role Playing/Drama ___ Pupils’ eagerness to learn ___ Role Playing/Drama ___ Pupils’ eagerness to learn ___ Role Playing/Drama
___ Discovery Method ___ Group member’s ___ Discovery Method ___ Group member’s ___ Discovery Method
___ Lecture Method collaboration/cooperation ___ Lecture Method collaboration/cooperation ___ Lecture Method
Why? in doing their tasks Why? in doing their tasks Why?
___ Complete IMs ___ Audio Visual Presentation ___ Complete IMs ___ Audio Visual Presentation ___ Complete IMs
___ Availability of Materials of the lesson ___ Availability of Materials of the lesson ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s ___ Group member’s ___ Group member’s
collaboration/cooperation collaboration/cooperation collaboration/cooperation
in doing their tasks in doing their tasks in doing their tasks
___ Audio Visual Presentation ___ Audio Visual Presentation ___ Audio Visual Presentation
of the lesson of the lesson of the lesson

Prepared by: SELYN A. MONTAJES Checked: JOEL P. DANTE

Date: ____________________ Date: ____________________