School: AGAMAN SUR ELEMENTARY SCHOOL Grade Level: VI

GRADES 1 to 12 Teacher: LENY MIA L. MARCELO Learning Area: MATHEMATICS

DAILY LESSON LOG Teaching Dates and
Time: MARCH 4-8, 2024 (WEEK 6) 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 is able to apply knowledge of sequence, expressions, and equations in mathematical problems and real-life situations.
Standard
C. Learning solves routine and non-routine problems involving different types of numerical expressions and equations such as 7+ 9 =___ + 6. CATCH-UP FRIDAY
Competencies / creates routine and non-routine problems involving numerical expressions and equations.
Objectives
II. CONTENT Patterns and Algebra Patterns and Algebra Patterns and Algebra Patterns and Algebra
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide 21ST Century Mathletes, p.85-90 21ST Century Mathletes, p.85-90 21ST Century Mathletes, p.91- 21ST Century Mathletes, p.91-93
pages 93
2. Learner’s Materials 21st Century Mathletes 6, 200- 21st Century Mathletes 6, 21st Century Mathletes 6 21st Century Mathletes 6,
pages 209

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

4. Additional Materials
from Learning
Resource (LR) Portal
B. Other Learning Mathletes 6 textbook, video Mathletes 6 textbook, video Mathletes 6 textbook, video Mathletes 6 textbook, video
Resources clip, power point presentation clip, power point presentation, clip, power point presentation clip, power point presentation
drawings of patterns, picture
cards
IV. PROCEDURES
A. Reviewing previous Drill: Determining what number A. Simplify each of the Put the known terms together A. Simplify each expression.
lesson or presenting should be in place of the expression by combining like on one side and the unknown Follow the rules from the order
the new lesson question mark to make the terms. Follow the order of terms on the other side of the of operation.
mathematical statement operations. equation.
correct. 1. 8x + 9 – 3 + 2x
1. + 7=11 Example: 3m+5m = 8m, Examples: 2x + 4 = 20 2x = 2. 12 – 2*5 + 3y + y
2. 96/? = 6 5p+2y-3p = 5p-3p+2y = 2p+2y, 20 – 4, 3a – 8 = 10 3a = 10 + 3. 9a – 3a*2 +6a – 9
3. 2 x (15-?) = 20 8p+2p-7q = 10p-7q 8 4. 7 + 9*3 +5n -3n
4. 5 x (? + 2) =15 1. 6a + 59 = 5. 36c + 11c -9c +4d
5. ? + 3 = 21 - ? 2. 7x – 5x = 1. 4b + 7 = 41
Review: 3. 9 + 2 + x = 2. 7a + 5 = 54
 Translate the ff. sentences to 3. 5 + 8y = 77
algebraic equations 4. 4a + 35 = 51
1.Twice a number is equal to Ans:
six. B. 1. 4b = 41 – 7 2. 7a = 54
4. 3p + 5 – 2p =
2.If three times a number is -5 3. 8y = 77 – 5
5. 4t + 3 – 2t + 6 =
decreased by two, the answer is 4. 4a = 51 - 35
6. 7a + 2a + 3b =
seven.
Ans:
3.The ratio of a number and ten
A. 1. 11a 2. 2x 3. 11 + x
is two.
4. 1p + 5 or p + 5 5. 2t + 9
4.Half of the sum of a number
6. 9a + 3b
and three is six
5.The difference of seven and a
number is equal to six times the
number.
B. Establishing a Impress your pupils by being Show a video to the pupils Show the video of Beginning Show a video to the pupils
purpose for the able to guess the number they “Solving Equation Song” Algebra & Word Problem https://www.youtube.com/
lesson are thinking of. Ask a pupil to Steps watch?v=-EwUcnZx4dI
think of any number from 1-10.
Have it undergo a series
of operations and have the
pupil update the answer in his
mind in every operation done.
Finally, ask the pupil to give the
answer he or she had to the last
operation done. Using your
knowledge of algebra and
working backward, guess the
original number.
C. Presenting Ige is twice as old as his brother Consider the ff. verbal Read and solve this problem: Let us find the value of the
Examples/Instances Elmo. The sum of their ages is sentences. A basket is full of fruits with variable in another equation.
of new lesson 21. How old are they now? 1. A number increased by bananas and mangoes. The Solve for variable
Present the ways in solving 5 is 12 bananas are 3 times the x in 5x – 3x = 24.
equations in the form ax + b = c. 2. The sum of two number of mangoes. How 5x – 3x = 24 5x and 3x
use 2x + 3 = 7 as an example numbers is 8. If the many of each kind of fruits are two like terms, so we can
 Guess and test first number is 3, what are there, if there are 20 fruits subtract to get 2x.
 Cover Up is the second number? in the basket? 2x = 24 to find the value
 Work Backward 3. If we let x be the The number of mangoes is of x, divide 24 by 2.
 Balancing Method unknown number, how unk?nown, so let us represent X = 24 ÷ 2
(TG p. 95) can these sentences be n for mangoes. X = 12
Show a video of “Basic Algebra translated into n = number of mangoes To check, let us evaluate 5x –
Rules” mathematical The bananas are 3x the 3x, given x = 12
equations? What is the number of mangoes, so if n is 5x – 3x = 5 (12) – 3 (12) = 60 –
 value of x? number of mangoes; the 36 = 24, then 24 =24
(Discuss the content number of banana is 3n. Therefore, 12 is the solution to
on page 238-239 3n = number of bananas the equation 5x – 3x = 24.
Add the number of mangoes
and bananas and we will have When we add or subtract like
the terms, add or subtract the
total number of fruits. Since number part of the terms, while
the total number of fruits is the variable remains the same.
20, The
therefore, the equation will number part of a term is called
be: the coefficient of 5x is 5 and the
3n + n = 20 variable is x.
Let’s find the solution to Other expressions have unlike
variable n is the equation, 3n terms like 4x + 2y and 5x + 3.
+ n = 20. The unlike terms of 4x + 2y are
3n + n = 20 simplify 3n + 4x and 2y. We cannot add or
n. They are two like terms, so subtract unlike terms. 8x and 2
we can add to get 4n. are unlike terms, so we cannot
4n=20 we know 4n means 4 add
times n. 8x + 2.
n = 20 ÷ 4 to get the value of
n, divide 20 by 4. n = 5
the solution to variable n in
the equation 3n + n = 20 is
5.
n is the number of mangoes,
so there are 5 mangoes.
3n is the number of bananas,
so there are 15 bananas.
To check, given the value n =
5, lets evaluate 3n + n.
3n + n = 3(5) + 5 = 15 + 5 =
20, then 20 =20
Therefore the value of the
variable n in 3n + N = 20 is 5.
D. Discussing new Define the ff. term: Study these other examples of Discussion:Try to look at how Study this example: evaluate
concepts and  Solution- a number finding solution to equations: expressions are simplified. the expression, 5x + 3.2x – 5,
practicing new skills that makes an 1. Find the solution to variable x a. 5 x k =5k d. 3 x X x given x = 4.
#1 algebraic equation true in the equation, x + 3 = 19. Y = 3xy 5x + 3.2x – 5 = 5(4) + 6x – 5 = 20
or correct. b. a ÷ 7 = a/7 e. 5 x b ÷ 8 + 6(4) – 5 =20 + 24 – 5 = 39
Introduce the 4 basic rules for X + 3 = 19 transpose 3 to = 5b/8 Substitute the value of X and
solving equations. the other side of the equation c. a x b x a = a²b f. (c x d) ÷ (e multiply, before adding and
 1. Addition Property of using the inverse operation x f) = cd/ef subtracting to get the answer of
Equality: if the same x = 19 – 3 x = 16 Another example: 39.
quantity is added to If we give a value to the
both sides of an To check, evaluate x + 3, given x variable, we can evaluate an
equation, the resulting = 16 algebraic
equation is equivalent X + 3 = 16 + 3 = 19 the expression. Let’s evaluate 2a
to the original result is 19, therefore 16 is the + 3b, if a = 5 and b =8.
equation. value of x in 2a means 2 times a and we
2. Subtraction Property x + 3 = 19. write: 2*a or 2 (a)
of Equality: If the same 3b means 3 times b and we
quantity is subtracted write: 3*b or 3(b)
from both sides, the To evaluate 2a + 3b, given a=5
resulting equation is and b=8, we may do this:
equivalent to the 2a + 3b = 2(5) + 3(8) = + 24 =
original. 34
3. Multiplication Property Notice that we get a number
of Equality: If both when we evaluate an
sides of an equation expression.
are multiplied by the We also need to follow the
same (nonzero) rule of operations. That is,
quantity, the resulting starting from
equation is equivalent left to right, multiply or divide
to the original first before adding or
equation. subtracting.
4. Division Property of
Equality: If both sides
of an equation are
divided by the same
(nonzero) quantity, the
resulting equation is
equivalent to the
original equation.
Give the ff. examples to be
solved using different
methods.
1. N + 5 = -5
2. 5y – 2 = 18
3. C + 18 = 29
4. -32 = 15 + d
5. 3f = -12
E. Discussing new Study another example: Find the value of the variable in Find the solution to 9x – 3 = Write the following algebraic
concepts and 6n + 2n + 5 = 29. 15. expressions without using the
 practicing new skills 2n multiplication signs.
#2 Find the value of – 4 =10 6n + 2n + 5 = 29 add like 9x – 3 = 15 transpose 3
−3
terms 6n and 2n to get 8n. to the other side of the Example: a.) 5 x b = 5b b.)
2n 8n + 5 = 29 transpose 5 equation using the inverse 6 x (c+7) = 6(c+7)
-3 ( – 4) = (10) (-3) to the other side of equation operation
−3 using the inverse operation. 9x = 15 + 3 1. 7 x a =
multiplying both sides by 8n = 29 – 5 9x = 18 to find the value of 2. X x 10 =
-3. (MPE) 8n = 24 to find the value x, divide 18 by 9. 3. 5 x (a+2) =
2n + 12 = -30 of n, divide 24 by 8. X = 18 ÷ 9 X = 2 4. 4 x a + 5 x b =
2n + 12 – 12 = -30 -12 Subtract n = 24 ÷ 8 n = 3 5. 1 x n – 10 =
12 from both sides (SPE) To check, evaluate 9x – 3, 6. 5 + 2 x c =
2n= -42 To check, evaluate 6n + 2n + 5, given x = 2.
2n −42 given n = 3. 9x – 3 = 9(2) – 3 = 18 – 3 = 15 Group Activity:
= Divide both sides
2 −2 6(3) + 2(3) +5 = 18 + 6 + 5 = 29 the result is 15, therefore Creates routine and non-
by 2 (DPE) The result is 29, therefore 3 is 2 is the solution to the routine problems involving
the value of n in 6n + 2n + 5 = equation 9x – 3 = 15. numerical expressions and
Group Activity: 29 Group Activity: equation. Let the other group
B. Find the solution to each Creates routine and non- answer the problem you had
equation. Notice that we put the known routine problems involving created.
6. 9x + 3 = 48 term on one side of the numerical expressions and
7. 3b + 14 = 29 equation equations using the data
8. 4n – 10 = 38 and the unknown on the other given below.
Ans.: side. The term with variable, 8n Item Price
A. 1. x = 8 2. n = 10 3. c = is the Bath soap 35.50
21 4. a = 6 5. p = 2 B. 6. unknown and the known terms Toothpaste 55.50
5 7. 5 8. 12 are 5 and 29. Shampoo 64.50
An equation has two sides Toothbrush 79.50
Group Activity: separated by the = symbol.
Creates routine and non- When we Example:
routine problems involving transpose terms from one side a) Which two items that can
numerical expressions and of the equation to the other be purchased
equation. Let the other group side, we with 100 without change?
answer the problem you had use the inverse operation.
created. Like for example 9x – 3 = 15, Write the equation.
transpose 3 to the other side, it
becomes 9x = 15 + 3, likewise b)What is the total cost of 2
8n + 5 = 29 becomes 8n = 29 – bath soaps and a toothpaste?
5. Write the equation.
F. Developing mastery Group Activity: A. Simplify each of equation by Solve each equation then . Find for the solution of each
(Leads to Formative Assigned the given examples on combining like terms. Follow check: equation.
Assessment) page 239-246 of Mathlete Txbk. the 1. z/4 – 7 = 3 1. 2b + 10 =12
 Let the leaders of the group order of operation. 2. 3x/4 = -9 2. 8 + 5x = 41
explain the assigned problems 1. 2x + 9x – 3 – 5x = 6x – 3 3. -5y/-2 = 10 3. 6c – 42 = 12
to them. 2. 5n – 3n + 6 – 3 = Find for the solution of each 4. 3n = 60 + n
3. 9y + 20 – 5 + 6 = equation. 5. 7a + 5 = 54
4. 12a – 2a + 5 = 1. x + 15 = 23
5. 12y + 8 – 2y + 6 = 2. 6x – 8 = 10
3. 4b – 12 = 24
G. Finding practical Give the scenarios and tell the Write an algebraic equation and A. Solve for the variable in Evaluate each expression,
applications of pupils to follow this flow in solve the equation. each equation. given x = 2 and y = 3.
concepts and skills in solving the equation: During the council meeting, the 1. 3x + 8 = 32 x = _____ 1.. 2x + 4y = 2(2) + 4(3) = 4 + 12
daily living a. What is asked? number of women is 2 times 2. 5n – 28 = 22 n= = 16
b. What are the given the _____ 2. 12y + 3x = ________
facts? number of men. How many 3. 2c – 16 = 26 c= 3. 5x * 2y = _____
c. What equation shall women and men attended the _____ 4. 8x – 3y = ________
we do to solve the meeting if 4. 5a - 3a = 9 + 3 a= 5. 7x – 4y + 6xy = ________
problem? What is the there were 30 people present? _____
solution to the Group Activity: 5. 9p + 3p = 43 – 19p p =
equation? Creates routine and non- _____
(See TG on page 96) routine problems involving
numerical expressions and
equation. Let the other group
answer the problem you had
created.

H. Making What are the four basic rules in solving equations?

generalizations and An algebraic expression is any combination of numbers constant and variables with operations such
abstractions about as addition, subtraction, multiplication or division.
the lesson To evaluate an expression means to find a number solution to the expression, given the value of the
variables.
To simplify an expression means to make it simple or shorter by combining like terms in the
expressions.
I. Evaluating Learning Refer to textbook, pages 247 Refer to textbook, pages 247 Write an expression for each Answer the ff. problems.
and let the pupils answer and let the pupils answer problem/situation and solve 1.Four friends share a box of
Evaluate A-C, all even- Evaluate A-C, all even-odd the expression. pens. Each receives 3 pens.
numbered items. items. Write and solve the equation to
1.Helen is 13 years old, find the number of pens in the
Helen’s father is 4 years more box.
than twice her age. 2.There are 56 pupils in a class.
2.Edna is 155 cm tall. Lilia’s Thirty-six of them joined the
height is 10 cm less than twice fieldtrip. Write an equation to
Edna’s height. find the number of pupils who
3.Roman weights 25 did not join the fieldtrip.
kilograms. His father weighs 3.A can travels at an average
5 kg less than 3 times Romans span of 36 km per hour. Write
weight. and solve an equation to
4.Francis is ten years old. Ben predict how many hours it will
is twice as old as Francis. take to travel 432 km if it
5.Aning is five years old. I am continues at this speed.
six years more than thrice her
age.

J. Additional activities Answer Math Challenge on page 248

for application and
remediation
V. Remarks
VI. REFLECTIONS
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for
remediation who
scored below 80%
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
 strategies worked
well? Why did this
work?

F. What difficulties did I

encountered which
my principal or
supervisor can help
me solve?
G. What innovation or
localized materials
did I use/discover
which I wish to share
with other teachers?

Prepared by: Checked by:

LENY MIA L. MARCELO JOSIE M. PAGADUAN
Teacher I TIC/MT II