School: BALATAS ELEMENTARY SCHOOL Grade Level: 6

Name of Teacher JEFFREY M. CONDENO Learning Area: MATHEMATICS

DAILY LESSON Week/Teaching Dates: February 3-7, 2025 Quarter: 3- Week 5
LOG

TUESDAY WEDN THURSDAY FRIDAY

MONDAY
ESDAY
[Link] The Learner…………..
A. Content Standards demonstrates understanding of sequence in forming rules, expressions and equations.
B. Performance Standards 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- -calculates speed,distance and time
life verbal expressions and M6ME-IIIg-17
equations into letters or -solves problems involving average rate and speed.
symbols and vice versa. M6ME-IIIg-18
M6AL-IIIe-16
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

D. Learning Objectives [Link] the translation of 1. calculates speed,distance and time

real-life verbal expressions 2. solves problems involving average rate and speed.
and equations into letters or
symbols and vice versa
2. defines a variable in an
algebraic expression and
equation.
[Link] quantities in
real-life situations using
algebraic expressions and
equations.
[Link] Patterns and Algebra Measurement Review Game and 3rd Quarterly 3rd Quarterly
Summative Test Examination Day 1 Examination Day 2
[Link] RESOURCES
A. References
[Link]’s Guide pages
[Link]’s Materials pages
[Link] pages
[Link] materials from SLM/ SDO Pasay City SLM/ SDO Pasay City
learning resource (LR) portal
B. Other Learning Resource Laptop, PowerPoint Laptop, PowerPoint Presentation
 Presentation
[Link]
A. Reviewing previous lesson or Drill: Drill:Group Activity: Distribute this activity sheet to
presenting the new lesson Identify the number that each group:
should be in place of the
question mark to make
the mathematical
statement correct.
1. ? + 5 =22 2. 72/?
=8
3. 19 = ? – 12
Review:
Translate the ff. word
phrases to algebraic
expressions
[Link] times the sum of a
and b
[Link] decreased by twice
x
3.)51 –(x+5) 4.) 7 (2-x)
5.) x+3
2
B. Establishing a purpose for the Allow the pupils to find a Let them watch the video of “Speed, Distance and
lesson partner. One member of Time”
the pair is to make his or
her own word phrase and
the other member is to
translate it into algebraic
expression. Then, the two
members exchange roles.
Ask some volunteer pairs
to share their word
phrases and algebraic
expressions to the class.
Write these on the board.
C. Presenting Examples/ instances Present the ff. situation to Present the ff. situation to the class:
of the new lesson the class: Jonathan bought a new car. He drove his car from
Maricel buys 5 star apples Manila to Baguio City at an average speed of
for ₱5.00 each and 3 65kilometers per hour, for a total of 4.5 hours. How
guyabanos for ₱32.50 far did he travel?
each. She gives the Give enough time for the pupils to analyze the
cashier a ₱200.00 bill. problem. Then ask the ff.
Write an expression for a. What is asked?
the total cost of the fruits b. What are the given in the problem?
she buys and an equation c. What equation will be formed
 for the amount of change
the cashier should give
How do we find distance given the speed and time?
her.
Explain the relationship between speed, distance and
time. Present the formula
In this problem, we were given a speed of 65kms
per hour, and time of 4.5 hours. To find the total
distance traveled, we can simply multiply the given
speed and time.
Distance = 65x 4.5 = 292.5
Answer: He traveled 292.5 kilometers
D. Discussing new concepts and Deepening:
practicing new skills #1 Define the ff. term:
Equation a mathematical
sentence with an equal
sign (=) which shows that
two expressions or both
sides are equal.
Give the ff. equation and
explain which is the left
member and which is the Discuss the speed, distance and time concept.
right member. 3x + 5 = Then the conversion of units (See power point
20 presentation)
Common words Another example:
Translated as =
equal or equals
is/are
is equal to
result is
yields

Tell the pupils that this

time , you will be
translating sentences
instead of phrases. The
technique is very much
the same as the previous
lesson except that this
time, it already involves
the equal sign and on
either side of the equal
sign is a phrase that is
represented by an
algebraic expression.
 Solve:
1. How long does it take to travel a distance of
672km at a speed of 96km/h? Ans: 7 hours
2. A beetle travels at a speed of 9cm/s., it travels a
distance of 108cm before it is caught in a jar. How
long did the beetle run for? Ans: 12s
3. Neil travelled 36km at a speed of 8km/h. Grant
travelled 48km at a speed of 10km/h a) Whose
journey was quickest? b) By how many mins? Ans: a)
Neil was quickest at 4.5 hours. Grant was 4.8 hours.
b) 18 mins
4. John is a runner. He runs the 100m sprint in 10x6s.
What speed did he travel at? (in m/s) Ans: 9.4m/s
5. Jim travelled at a speed of 18km/h for 2 hours.
What was the distance covered? Ans: 36km
E. Discussing new concepts and Discuss examples 1-5 on Group Activity: Answer the ff.
practicing new skills #2 how to translate verbal [Link] roller skates with a constant speed of 10
phrases or sentences to km/h. How far can he travel in 1/2 hour?
algebraic equations. [Link] airplane flies with a constant speed of 600 km/h.
Give the ff. examples. How far can it travel in 1 hour?
Show how you translate 3. How much time will it take for a bug to travel 5
the first example, then meters across the floor if it is traveling at 1 m/s?
ask the pupils to translate 4. You need to get to class, 200 meters away, and
the rest. Again, allow the you can only walk in the hallways at about 1.5 m/s. (if
pupils to use a letter they you run any faster, you’ll be caught for running). How
prefer for the variable. much time will it take to get to your class?
Translate the ff. into an
algebraic equation.
The sum of a number and
five is twelve.
Twice a number
decreased by six is equal
to sixteen.
If nine is added to the
difference of a number
and nineteen, the sum is
ninety.
Twice the sum of a
number and two is
twenty-two
The product of thirteen
less than thrice a number
and five will result to
 forty-five.
F. Developing Mastery Group Activity:
Give the ff. scenarios
and ask pupils to do
what is asked in the
problem.
[Link]. and Mrs. Panem
own a laundry shop. They
had 134 customers this
week, 18 fewer than last
week. Write an algebraic
equation for the number
of customers they had
last week.
2. Aling Martha, when
asked about her age,
replies “I am six years
older than twice the age
of my youngest child.”
Express her age in 1. Roy drives at an average of 45 mph on a
algebraic equation if her journey of 135 miles. How long does the
age now is 66.
journey take?
3. Grade 6 basketball
team scored three less 2. Vincent’s motorcycle’s average speed on a
than thrice as many motorcycle is 50km/h. if he drives it for 4 ½
points as their opponent. hours, how far does he travel?
Their total score at the 3. Daniel can type 840 words in 20 minutes.
end of the game was 108. Calculate his typing speed in:
Write an algebraic a. Words per minute
equation for the number
b. Words per hour
of points they scored.
Afterwards, call on c. Nandy has to travel a total of 476 km. he
students to share their travels the first 224km in 4 hrs.
responses and justify a. Calculate his average speed for the
their answers. first part of the journey.
Encourage other
students to contribute If his average speed remains the same, calculate
to the dialogue the total time for him to complete the journey.
G. Finding Practical application of Translate each phrase Group Activity:
concepts and skills in daily living or sentence to a 1. A person crosses a 600 m long street in 5
mathematical minutes. What is his speed in km per
expression or hour?
equation.
1.A number minus the a.3.7 b. 7.2 c. 8.4 d. 10
opposite of negative one.
2.A number minus the
opposite of negative
twelve.
[Link] added to three 2. .An aeroplane covers a certain distance
times a number. at a speed of 240 kmph in 5 hours. To
[Link] plus five times an
unknown number. cover the same distance in 1 hours, it
[Link] a number minus must travel at a speed of:
seven equals four. a.300 kmph b.360kmph
[Link] times a quantity c.600kmph d.720kmph
increased by two is nine.
[Link] fourteen is added
to two times a number [Link] a person walks at 14 km/hr instead of 10
the result is six. .km/hr, he would have walked 20 km more. The
[Link] times a number actual distance travelled by him is:
minus twenty-nine is a.50km b.56km c.70km d.80km
eleven. .
[Link] fifths of a number
plus eight is fifty.
[Link] four thirds of a
number is increased by
twelve, the result is five.
4A train can travel 50% faster than a car. Both
. start from point A at the same time and reach
point B 75 kms away from A at the same time.
On the way, however, the train lost about 12.5
minutes while stopping at the stations. The
speed of the car is:
a. 100 kmph
b. c. 120kmph
c. 110kmph
d. d. 130kmph
 [Link] stoppages, the speed of a bus is 54 kmph
and including stoppages, it is 45 kmph. For how
many minutes does the bus stop per hour?
a.9 b. 10 c. 12 d. 20

H. Making generalization and What is an algebraic How to Calculate Speed?

abstraction about the lesson expression? How do you we can divide the distance traveled by the time taken
translate real-life verbal to obtain the speed of the object using formula,
expressions and Speed = distance/ time
equations into letters or Where
symbols and vice versa d = distance traveled
You need to read very t = time taken.
carefully using context How to calculate distance?
clues to determine what To find distance, speed is beside time,
action is required. They so distance is speed multiplied by time.
will need to reread some Distance = speed/time
problems in order to
focus on the needed How to calculate time?
information. To find time, use the formula:
Time = distance / speed

How do you solve problems involving average rate

and speed.
I. Evaluating learning Translate each sentence Group Activity: Solve the ff. problems
into algebraic equation. [Link] speed of the train is 72 km per hour. Find its
1.A number increased by speed in meter per second.
four is twelve. 2. Express the speed of 60 m per minute in km per
2.A number decreased by hour.
nine is equal to eleven. 3. A man runs at the speed of 10 km/hr. How much
[Link] times a number is time will he take to cover 750 meters?
fifty 4. Aaron ran 500 meter in 100 Seconds. Find the
[Link] quotient of a speed in km per hour.
number and seven is 5. Find out the distance covered when, speed is 960
eight. km/hour and time is 1 hour 50 minutes.
[Link] sum of a number
and ten is twenty.
[Link] difference between
six and a number
decreased by four.
[Link] times a number
increased by six is fifteen.
[Link] less than twice a
number is sixteen.
[Link] is equal to twice
 a number decreased by
four.
[Link] four times a number
is added to nine, the
result is forty-nine.
J. additional activities for Instructions: Write the Solve the ff. problems
application or remediation expression or equation in 1. Determine the time taken when, distance is 7150
algebraic form. km and speed is 780 km/hr
1. two times a number 2. If distance travelled by a train is 495 km in 4 hours
plus 9 30 minutes, what is its speed?
2. 7 less than the product 3. 6.A cyclist travels at a speed of 20 km/hour. How
of 12 and a number far will he travels in 50 minutes?
3. x minus twenty divided 4.A man complete a journey in 10 hours. He travels
by two times x first half of the journey at the rate of 21 km/hr and
[Link] 8 times x plus second half at the rate of 24 km/hr. Find the total
3. journey in km.
5. Three times some a.220km b. 224km c.230km d.234km
number plus eleven

[Link] ratio between the speeds of two trains is 7 : 8.

If the second train runs 400 km in 4 hours, then the
speed of the first train is:
a.70km/hr b. 75km/hr c. 84km/hr
d. 87.5 km/ hr

V. REMARKS
VI REFLECTION
A. No. of learners who earned ___ of learners who earned 80% ___ of learners who earned 80% above ___ of learners who ___ of learners who ___ of learners
80% of the formative assessment above earned 80% above earned 80% above who earned 80%
above
B. No. of learners who ___of learners who require ___of learners who require additional activities for remediation ___of learners who ___of learners who ___of learners
require additional additional activities for remediation require additional require additional who require
activities for activities for activities for additional
remediation who scored below 80% remediation remediation activities for
remediation
C. Did the remedial lessons works? ____Yes ____No ____Yes ____No ____Yes ____No ____Yes ____No ____Yes ____No
No. of learners who have caught ____ of learners who have caught ____ of learners who have caught up with the lesson ____ of learners who ____ of learners who ____ of learners
up with the lesson up with the lesson have caught up with have caught up with who have caught
the lesson the lesson up with the
lesson
D. No. of learners who continue ___ of learners who continue to ___ of learners who continue to require remediation. ___ of learners who ___ of learners who ___ of learners
to require remediation. require remediation. continue to require continue to require who continue to
remediation. remediation. require
remediation.
E. Which of my teaching Strategies used that work well Strategies used that work well Strategies used that Strategies used that Strategies used
strategies worked well? Why did ___Group collaboration ___Group collaboration work well work well that work well
these work? ___Games ___Games ___Group collaboration ___Group ___Group
___Power Point Presentation ___Power Point Presentation ___Games collaboration collaboration
___ Answering preliminaries ___ Answering preliminaries ___Power Point ___Games ___Games
___activities/exercises ___activities/exercises Presentation ___Power Point ___Power Point
___Discussion ___Discussion ___ Answering Presentation Presentation
___Think-Pair-Share ___Think-Pair-Share preliminaries ___ Answering ___ Answering
___activities/exercises preliminaries preliminaries
___Discussion
___Think-Pair-Share ___activities/exercises ___activities/exercis
___Discussion es
___Think-Pair-Share ___Discussion
___Think-Pair-
Share
F. What difficulties did I ___Comprehension ___Comprehension ___Comprehension ___Comprehension ___Comprehension
encounter ___Lack of interest of pupils ___Lack of interest of pupils ___Lack of interest of ___Lack of interest ___Lack of
which my principal or supervisor pupils of pupils interest of pupils
can help me solve?
G. What innovation or localized Planned innovation Planned innovation Planned innovation Planned innovation Planned innovation
materials did I use/discover ___Flashcards ___Flashcards ___Flashcards ___Flashcards ___Flashcards
___Pictures ___Pictures ___Pictures ___Pictures ___Pictures
which I wish to share with
___Learning Activity Sheets ___Learning Activity Sheets ___Learning Activity ___Learning Activity ___Learning Activity
other ___Math Module ___Math Module Sheets Sheets Sheets
teachers? ___Tarpapel ___Tarpapel ___Math Module ___Math Module ___Math Module
___Drill Cards ___Drill Cards ___Tarpapel ___Tarpapel ___Tarpapel
___Powerpoint Presentation ___Powerpoint Presentation ___Drill Cards ___Drill Cards ___Drill Cards
___Powerpoint ___Powerpoint ___Powerpoint
Presentation Presentation Presentation

Prepared by: Checked by:

JEFFREY M. CONDENO JESUS SAN A. ESPESO

Teacher I Master Teacher I