GRADES 1 to 12 School: TOMAS EARNSHAW ELEM.

Grade Level: VI
Teacher: JAMES G. GINDAP Learning Area: MATHEMATICS
DAILY
Teaching Dates
LESSON LOG and Time: FEBRUARY 13, 2023 Quarter: 3rd QUARTER
MONDAY

I. OBJECTIVES The learner…..

demonstrates understanding of sequence in forming rules, expressions and
A. Content Standards
equations.
is able to apply knowledge of sequence, expressions, and equations in
B. Performance Standards
mathematical problems and real-life situations.
Formulates the rule in finding the nth term using different strategies (looking
C. Learning
for a pattern, guessing and checking, working backwards) e.g. 4,7,13,16,…n
Competencies/
Objectives
(the nth term is 3n+1)
M6AL-IIId-7
II. CONTENT Patterns and Algebra

III. LEARNING
RESOURCES
A. References
1.Teacher’s Guide Lesson Guide in Elem. Math Gr. 6 p.85-87
pages
2.Learner’s Materials 21st Century Mathletes 6, 200-209
pages
3.Textbook pages 21st Century Mathletes 6
4.Additional Materials
from Learning Exploring the World of Mathematics 6
Resources (LR) Portal
B. Other Learning
Mathletes 6 textbook, video clip, power point presentation
Resources
IV. PROCEDURE
A. Reviewing previous Drill: Have the pupils skip count by 5, by 8, by 10 and by 12
lessons or presenting Present the ff. sequences and let the pupils give the 7th term in each.
the new lesson 3,6,9,12,……..
0.6, 0.12, 0.18, …….
7, 14, 21, 28, …….
10,20,30,40, ………
9,14,19,24, ………

Review:
B. Establishing a purpose Have the pupils guess the next letter in the sequence.
for the lesson O, T,T, F,F,S,S,E,
C. Presenting Present the Fibonacci Numbers in Pascal’s triangle and show the sum of
examples/instances of numbers diagonally. (See TG p. 85 & Textbook p. 213)
the new lesson Write the three numbers in the pattern.
The four basic operations (Addition, Subtraction, Multiplication and division)
are commonly used in a sequence of numbers. In the Fibonacci numbers
D. Discussing new
above, you start with the first two numbers. The succeeding numbers are the
concepts and practicing
new skills #1
sum of the previous two. Therefore, following the pattern, the next three
terms in the sequence are 13, 21 & 24.
Try to find the next four patterns.
Numbers, figures, objects or symbols arranged in a definite order or
E. Discussing new
sequence is often encountered in mathematics.
concepts and practicing
new skills #2
Discuss the content on page 214-218 of 21st Century Mathletes.

Find the rule, then, write the missing terms.

12, 17, 22, ____, 32, ____

F. Developing Mastery ____, ____, 67, 70, 73
56, ____, 42, 35, 28, ____
3, ____, 27, 81, ____
78, 70, 62, ____, ____
Group Activity: Find the nth term rule for each of the following linear
sequences.
1. 7,9,11,13,15,...

2. −3,−2,−1,0,1,...

3. 2,6,10,14,18,...

4. 3,6,9,12,15,...
G. Finding practical
applications of concepts 5. 2,7,12,17,22,...
and skills in daily living
6. 12,13,14,15,16,...

7. 5,6,7,8,9,...

8. 0,1,2,3,4,...

9. −3,−2,−1,0,1,...

10. 20,21,22,23,24,...
Lead the pupils to give the following generalization by asking:
How do we find / formulate the rules in finding the next term in a sequence?
Ans:
Determine the order of numbers if it is ascending or descending.
H. Making generalizations Find the difference between the consecutive terms.
and abstractions about To find the rule of the next term, use the difference between terms.
the lesson Example:
 A. Supply the next three letters, figures, symbols or combination of numbers
I. Evaluating learning and letters in the ff. patterns. Then write the rule for finding the nth term.

J. Additional activities for Answer Math Challenge on page 223

application or
remediation
(Assignment)

V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% of the
formative assessment
B. No. of learners who
require additional
activities for remediation
 GRADES 1 to 12 School: TOMAS EARNSHAW ELEM. Grade Level: VI
Teacher: JAMES G. GINDAP Learning Area: MATHEMATICS
DAILY
Teaching Dates
LESSON LOG and Time: FEBRUARY 12, 2023 Quarter: 3rd QUARTER
TUESDAY

I. OBJECTIVES The learner…..

demonstrates understanding of sequence in forming rules, expressions and
A. Content Standards
equations.
is able to apply knowledge of sequence, expressions, and equations in
B. Performance Standards
mathematical problems and real-life situations.
Formulates the rule in finding the nth term using different strategies (looking
C. Learning
for a pattern, guessing and checking, working backwards) e.g. 4,7,13,16,…n
Competencies/
Objectives
(the nth term is 3n+1)
M6AL-IIId-7
II. CONTENT Patterns and Algebra

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
21st Century MATHletes TM
pages
2.Learner’s Materials
pages
3.Textbook pages 21st Century MATHletes TM
4.Additional Materials
from Learning Exploring the World of Mathematics 6,
Resources (LR) Portal
B. Other Learning
Mathletes 6 textbook, video clip, power point presentation
Resources
IV. PROCEDURE
A. Reviewing previous Drill: Game “ Snow Ball “
lessons or Have a drill on skip counting.
presenting the new Say, “ Let us have skip counting by 3s from 3 to 30.” Then, point at one pupil
lesson to start. The pupil who started will point to another pupil to continue and so
on and so forth until you reach 30. Every pupil should listen to the previous
answer to be able to give his/her own answer. The same procedure will be
done to the following items. See to it that every pupil in class will recite.
a.Skip count by 4 from 4 to 40.
b.Skip count by 5 from 5 to 50.
c.Skip count by 6 from 6 to 60.
Ask : Did you enjoy the activity? How were you able to follow the sequence
of our skip counting? Emphasize the value of alertness.
Do this exercise of patterns. Let the pupils fill in the missing shapes /
numbers.

4.)12, 17, 22, ___, 32, ___, ___

5.)1K, 2J, 3I, ___, ___, ___, 7E
 Review
Guessing Game
Divide the class into 4 groups.
Show them the picture cards. Let them guess the name of the figure.

Have a game on identifying whether a number is odd or even.

Group the pupils into 2. As group 1 gives a number, Group 2 answers odd or
even, then have them do it vice-versa.
B. Establishing a purpose
Ask: Have you tried answering a number pattern with missing terms? Let
for the lesson
them know
that odd or even numbers are used in number patterns.

Presentation

Mrs. Quinay presented these number patterns to his Math class.

1, 3, 7, 15, 31, 63
C. Presenting
examples/instances of Ask : What do you think is the rule/pattern used to find the 2 nd term? 3rd ?
the new lesson 4th? 5th? 6th?
1x2+1=3 15 x 2 + 1 = 31
3x2+1=7 31 x 2 + 1 = 63
7 x 2 + 1 = 15
Patterns : ( x 2 + 1 ) or ( +2, +4, +8, +16, +32 )
D. Discussing new
concepts and
practicing new skills #1
E. Discussing new How did you find the activity ? How were you able to find the answer to the
concepts and number pattern?
practicing new skills #2 Expected answers :
Determine the order of numbers if it is ascending or descending.
Find the difference between the consecutive terms.
To find the rule of the next term, use the difference between terms.
Explore and Discover
A.

1, 3, 6, 10, 15, 21, 28, 36, 45

 The encircled numbers form a number sequence. A number sequence
is a list of numbers in which successive terms follow a rule or pattern. Each
number in s sequence is called a term.
Looking at the pattern of the encircled number, to find the 2nd term
add 2, for the 3rd term add 3, for the 4th term add 4, for the 5th term add 5,
for the 6th term add 6, for the 7th term add 7, for the 8th term add 8, and for
the 9th term add 9. Therefore. the rule in the sequence is ( +2, +3, +4, +5, +6,
+7, +8, +9 ).
By studying the sequence of numbers, we can find the rule governing
the terms. The rule can tell us what number will come next in the sequence.
B. Find the missing terms in the following situations below:

Can you find the pattern or sequence used?

The numbers inside the pentagon are multiplied by consecutive odd numbers
3, 5, 7. Starting with 3 x 3 = 9, then 9 x 5 = 45, then 45 x 7 = 315, so the
missing number in the last pentagon is 2 835 ( 315 x 9 = 2 835 ).
The series of numbers inside the hexagon uses even numbers as factors. So,
the missing number inside the last hexagon is 768( 96 x 8 =768 ).

Study the rule/pattern. Supply the missing terms.

9, 16, 25, 36, ____

16, ____, 36, 49, ____, 81
F. Developing Mastery
10, 38, 150, ____, 2 390
8, 16, 64, _____, _____
6, 6, 18, _____, 630, _____

Group Activity: Find the missing terms and write the rules.
5, 6, 8, ____, 15, ____
G. Finding practical
18, 20, 24, ____, 38, ____
applications of
55, 54, 51, 46,___, ___, 19
concepts and skills in
daily living 25, 28, 3, ____, ____, 70
82, 81, 78, ____, 66, ____

Lead the pupils to give the following generalization by asking:

How do we find / formulate the rules in finding the next term in a sequence?
Ans:
Determine the order of numbers if it is ascending or descending.
Find the difference between the consecutive terms.
H. Making generalizations
To find the rule of the next term, use the difference between terms.
and abstractions about
the lesson
Example:

Write the rule used for each sequence, then write the missing number.
I. Evaluating learning 1)3, 7, 11, 15, ____ Ans:19 ( +4 )
 2)5, 9, 17, 33, ____ Ans:65 ( x 2 – 1 )
3)20, 12, 8, 6, ____ Ans:5 ( ÷ 2 + 2 )
4)2, 8, 26, 80, ____ Ans:242 ( x 3 + 2 )
5)36, 69, 135, 267, ____ Ans:531 ( x 2 – 3 )

Study each sequence. Give the rule used then give the missing term.
J. Additional activities for 105, 100, ____, 75, ____
application or
6, 10, 15, 21, ____, ____
remediation
3, 7, 19, ____, 163, ____
(Assignment)
4, 6, 10, ____, ____, 66

V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% of the
formative assessment
B. No. of learners who
require additional
activities for remediation

School: TOMAS EARNSHAW ELEM. Grade Level: VI

 GRADES 1 to 12 Teacher: JAMES G. GINDAP Learning Area: MATHEMATICS
DAILY Teaching Dates
LESSON LOG and Time: FEBRUARY 13, 2023 Quarter: 3rd QUARTER
WEDNESDAY

I. OBJECTIVES The learner…..

demonstrates understanding of sequence in forming rules, expressions and
A. Content Standards
equations.
is able to apply knowledge of sequence, expressions, and equations in
B. Performance Standards
mathematical problems and real-life situations.
C. Learning Differentiates expression from equation.
Competencies/ M6AL-IIId-15
Objectives

II. CONTENT Patterns and Algebra

III. LEARNING
RESOURCES
A. References
5.Teacher’s Guide
21st Century MATHletes TM
pages
6.Learner’s Materials
pages
7.Textbook pages 21st Century MATHletes TM
8.Additional Materials
from Learning Exploring the World of Mathematics 6
Resources (LR) Portal
B. Other Learning
Mathletes 6 textbook, video clip, power point presentation
Resources
IV. PROCEDURE
Drill: Have the pupils skip count by 4, by 6, by 7 and by 9.
Present the ff. sequences and let the pupils give the 7th term in each.
A. Reviewing previous 1.5,12,19,26, …….
lessons or 2.2,10,18,26, ……
presenting the new 3. 2,10,50,250,……
lesson 4. 305,296,287,278, ……
5. 6,21,36,51, ………..

Draw the next two patterns

B. Establishing a purpose
Answer:
for the lesson

C. Presenting Group Activity:

examples/instances of 4, 10, 16, 22, 28
the new lesson Write down the next two terms of the sequence.
b) Write down an expression for the nth term of this sequence.
c) Work out the 50th term of the sequence.
Solution
a) From looking at the sequence we can see that each term is 6 larger than
 the previous term. We say the term-to-term rule is "add 6". Therefore the
next two terms are 34 and 40.
b) The nth term of a sequence is always written in the form "?n + ?".
The number in front of the "n" is always the difference to get from one term
to the next. Since the difference is 6, the first part of our rule will be "6n".
The rule follows the six times table: 6, 12, 18, 24... etc.
Now compare the 6 times table with our rule:
6 x table 6 12 18 24 30
Sequence 4 10 16 22 28

The numbers in the sequence are always 2 less than the 6 times table so we
"adjust" our rule by subtracting 2. Now putting this together gives us:
nth term = 6n - 2.
c) Now we know the nth term = 6n - 2 we just need to substitute n = 50 in
order to find the 50thterm of the sequence.
So: The 50th term = 6 x 50 - 2
= 300 - 2
= 298

D. Discussing new Show a video on how to formulate the rule in finding the nth term using
concepts and practicing different strategies.
new skills #1 “Writing a Formula from a Sequence”

E. Discussing new
concepts and practicing
new skills #2

F. Developing Mastery Group Activity: Finding the nth term.

In each question there are four terms of a sequence of numbers: a) Write
down the rule using n to represent the nth term.
b) Find the 10th and 15th terms.
 Group Activity: Distribute this activity sheet to each group:

Answers

G. Finding practical
applications of concepts
and skills in daily living

Lead the pupils to give the following generalization by asking:

How do we find / formulate the rules in finding the next term in a sequence?
Ans:
Determine the order of numbers if it is ascending or descending.
Find the difference between the consecutive terms.
To find the rule of the next term, use the difference between terms.
H. Making generalizations
Example:
and abstractions about
the lesson
 Write down the next term for each of the ff. sequences, then find the rule.

I. Evaluating learning

Study the following sequence of figure. Then, draw the next figure and write
the rule used to find the answer.

J. Additional activities for

application or
remediation
(Assignment)

V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% of the
formative assessment
B. No. of learners who
require additional
activities for remediation
 GRADES 1 to 12 School: TOMAS EARNSHAW ELEM. Grade Level: VI
Teacher: JAMES G. GINDAP Learning Area: MATHEMATICS
DAILY
Teaching Dates
LESSON LOG and Time: FEBRUARY 16, 2023 Quarter: 3rd QUARTER
THURSDAY

I. OBJECTIVES The learner…..

demonstrates understanding of sequence in forming rules, expressions and
A. Content Standards
equations.
is able to apply knowledge of sequence, expressions, and equations in
B. Performance Standards
mathematical problems and real-life situations.
C. Learning Differentiates expression from equation.
Competencies/ M6AL-IIId-15
Objectives
II. CONTENT Patterns and Algebra

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide 21st Century Mathletes 6
pages
2.Learner’s Materials
pages
3.Textbook pages 21st Century Mathletes 6
4.Additional Materials
from Learning Exploring the World of Mathematics 6
Resources (LR) Portal
B. Other Learning Mathletes 6 textbook, video clip, power point presentation
Resources
IV. PROCEDURE
Drill:
Drill on Giving Terms or Phrases that Refer to Addition, Subtraction,
Multiplication, or Division
Game
a) Divide the class into 2 groups.
b) Teacher gives an operation, say “addition.”
c) Each member of the groups simultaneously goes to the board and writes
A. Reviewing previous
a term or phrase that refers to the given operation.
lessons or presenting
the new lesson
Ex. more than, increased by, plus, added to, etc.
d) Within 2 minutes, each group has to write as many terms or phrases as
they can. Afterwards, the teacher checks and counts the correct answers.
e) Repeat the same process with subtraction, multiplication, and division.
f) The group with the most number of correct answers wins.
Review:

Write an expression for each problem/situation on the blanks.

1.Helen is 13 years old, Helen’s father is 4 years more than twice her age.
____
B. Establishing a purpose 2.Edna is 155 cm tall. Lilia’s height is 10 cm less than twice Edna’s height. __
for the lesson 3.Roman weights 25 kilograms. His father weighs 5 kg less than 3 times
Romans weight. _____
4.Francis is ten years old. Ben is twice as old as Francis. _____
5.Aning is five years old. I am six years more than thrice her age. _
C. Presenting Present 5 + 3 and 5 + 3 = 8 on the board.
examples/instances of Have a pupil read aloud the expression 5 + 3 and the equation 5 + 3 = 8.
 Ask: What is the difference between 5 + 3 and 5 + 3 = 8?
-Many students will quickly respond by stating that one has an equals sign
and the other does not.
Say: 5 + 3 is called an expression. An expression consists of a number or a
combination of numbers joined by operation symbols. An expression does not
have an equal sign.
Erase 5 + 3. Point to 5 + 3 = 8.
Ask: What is on the left side of the equals sign? What is on the right side?
the new lesson Elicit from students that an expression or value is on both sides of the equals
sign in 5 + 3 = 8. Try to have students describe the numbers as well as the
operation. The left side is an expression, 5 + 3, that is equal to the value of
the right side, 8.
Say: 5 + 3 = 8 is called an equation. The left side of an equation equals the
right side.
(Continue with additional examples, using different numbers. Try using two
numbers on each side as well. Make sure both sides of these equations are
equal.)
Show a video of “Difference Between Expression and Equation”

Discuss the difference between expressions and equations

D. Discussing new concepts

and practicing new skills
#1

Group Activity:
Write the ff. sentences or phrases in proper column:
1.a phrase
2.a sentence
3.solves
4.simplifies
5.has a relation symbol
6. has no relation symbol
7. has no equal sign
E. Discussing new 8. Has an equal sign
concepts and
9. Has a left and right sides
practicing new skills #2
10. Doesn’t have any sides
Expression Equation

F. Developing Mastery Group Activity:

Encircle the expression and box the equation:
 Answer:

Group Activity:
1.Using power point presentation, the teacher will flash an expression or
equation.
The leader of the group will write EX if the statement is an expression and
EQ if it is an equation.
2N + 5 = 45
G. Finding practical 5 x (8-7)
applications of N = 10 (7+11)
concepts and skills in N + 15 = 35 – N
daily living 100/5 = 20

(25 ÷ 5) x 9
2 (N + 6) = 22
5 (N + 6)
7x10 =5N
16 x 7
How do you differentiate expression from equation?
To sum up:
1.Expressions are incomplete mathematical phrases whereas equations are
complete mathematical statements.
2.Expressions are like the typical English phrase whereas equations are
H. Making generalizations
complete sentences.
and abstractions about
the lesson
3.Equations show relationships whereas expressions don’t show any.
4.Equations have an equal sign whereas expressions don’t have any.
5.Equations are to be solved while expressions are to be simplified.
6.Equations have a solution while expressions don’t have any.
(Let the pupils watch the video about the differences of “Expression VS.
Equation.”)
Look at the statements below. Draw a circle if the statement is an expression
I. Evaluating learning and a square if it is an equation.
 _____1.)5 + 9
_____2.) (50÷5) = 5
2
_____3.) 8 x 6 = 48
_____4.) 0.5+0.2=0.4 + 0.3
_____5.) (75x2)
10
Give the differences and similarities of expression and equation using Venn
Diagram

J. Additional activities
for application or
remediation
(Assignment)

Answer:

V. REMARKS

VI. REFLECTION
A. No. of learners who
earned 80% of the
formative assessment
B. No. of learners who
require additional
activities for remediation