School: San Mariano Sur ES Grade Level: VI

GRADES 1 to 12 Teacher: Cyrus Andrea M. Agconol Learning Area: MATHEMATICS

DAILY LESSON LOG Teaching Dates and
Time: FEBRUARY 19-23, 2024 (WEEK 4) 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 Standard is able to apply knowledge of sequence, expressions, and equations in mathematical problems and real-life situations.
C. Learning Competencies / 55. formulates the rule in finding the nth term using different strategies 56. differentiates expression from equation. CatchUp Friday
Objectives (looking for a pattern, guessing and checking, working backwards) e.g. M6AL-IIId-15
4,7,13,16,…n (the nth term is 3n+1)
M6AL-IIId-7
II. CONTENT Patterns and Algebra Patterns and Algebra Patterns and Algebra Patterns and Algebra
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages

2. Learner’s Materials pages

3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
Portal
B. Other Learning Resources Mathletes 6 textbook, video clip, Mathletes 6 textbook, video clip, Mathletes 6 textbook, video clip, Mathletes 6 textbook, video clip,
power point presentation power point presentation, power point presentation power point presentation
drawings of patterns, picture cards
IV. PROCEDURES
A. Reviewing previous lesson Drill: Have the pupils skip count by Drill: Game “ Snow Ball “ Drill: Have the pupils skip count Drill:
or presenting the new 5, by 8, by 10 and by 12 Have a drill on skip counting. by 4, by 6, by 7 and by 9. Drill on Giving Terms or Phrases that
lesson Present the ff. sequences and let Say, “ Let us have skip counting by Present the ff. sequences and Refer to Addition, Subtraction,
the pupils give the 7th term in each. 3s from 3 to 30.” Then, point at let the pupils give the 7th term Multiplication, or Division
3,6,9,12,…….. one pupil to start. The pupil who in each. Game
0.6, 0.12, 0.18, ……. started will point to another pupil 1.5,12,19,26, ……. a) Divide the class into 2 groups.
7, 14, 21, 28, ……. to continue and so on and so forth 2.2,10,18,26, …… b) Teacher gives an operation,
10,20,30,40, ……… until you reach 30. Every pupil 3. 2,10,50,250,…… say “addition.”
9,14,19,24, ……… should listen to the previous 4. 305,296,287,278, …… c) Each member of the groups
Review: answer to be able to give his/her 5. 6,21,36,51, ……….. simultaneously goes to the board and
own answer. The same procedure writes a term or phrase that refers to
will be done to the following the given operation.
items. See to it that every pupil in Ex. more than, increased by, plus,
class will recite. added to, etc.
a.Skip count by 4 from 4 to 40. d) Within 2 minutes, each group
b.Skip count by 5 from 5 to 50. has to write as many terms or phrases
 c.Skip count by 6 from 6 to 60. as they can. Afterwards, the teacher
Ask : Did you enjoy the activity? checks and counts the correct answers.
How were you able to follow the e) Repeat the same process with
sequence of our skip counting? subtraction, multiplication, and
Emphasize the value of alertness. division.
Do this exercise of patterns. Let f) The group with the most
the pupils fill in the missing shapes number of correct answers wins.
/ numbers. Review:

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.

B. Establishing a purpose for Have the pupils guess the next Have a game on identifying Draw the next two patterns Write an expression for each
the lesson letter in the sequence. whether a number is odd or even. problem/situation on the blanks.
O, T,T, F,F,S,S,E, Group the pupils into 2. As group 1 1.Helen is 13 years old, Helen’s father
gives a number, Group 2 answers is 4 years more than twice her age.
odd or even, then have them do it ____
vice-versa. Answer: 2.Edna is 155 cm tall. Lilia’s height is
Ask: Have you tried answering a 10 cm less than twice Edna’s height. __
number pattern with missing 3.Roman weights 25 kilograms. His
terms? Let them know father weighs 5 kg less than 3 times
that odd or even numbers Romans weight. _____
are used in number patterns. 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 the Fibonacci Numbers in Presentation Group Activity: Present 5 + 3 and 5 + 3 = 8 on the
Examples/Instances of new Pascal’s triangle and show the sum 4, 10, 16, 22, 28 board.
lesson of numbers diagonally. (See TG p. Write down the next two terms Have a pupil read aloud the
85 & Textbook p. 213) of the sequence. expression 5 + 3 and the equation 5 + 3
Write the three numbers in the b) Write down an expression = 8.
pattern. for the nth term of this Ask: What is the difference between 5
sequence. + 3 and 5 + 3 = 8?
c) Work out the 50th term of -Many students will quickly respond by
the sequence. stating that one has an equals sign and
Solution the other does not.
a) From looking at the Say: 5 + 3 is called an expression. An
sequence we can see that each expression consists of a number or a
term is 6 larger than the combination of numbers joined by
previous term. We say the operation symbols. An expression does
term-to-term rule is "add 6". not have an equal sign.
Therefore the next two terms Erase 5 + 3. Point to 5 + 3 = 8.
are 34 and 40. Ask: What is on the left side of the
b) The nth term of a sequence is equals sign? What is on the right side?
always written in the form "?n Elicit from students that an expression
+ ?". or value is on both sides of the equals
The number in front of the "n" sign in 5 + 3 = 8. Try to have students
is always the difference to get describe the numbers as well as the
from one term to the next. operation. The left side is an
Since the difference is 6, the expression, 5 + 3, that is equal to the
first part of our rule will be value of the right side, 8.
"6n". The rule follows the six Say: 5 + 3 = 8 is called an equation. The
times table: 6, 12, 18, 24... etc. left side of an equation equals the right
Now compare the 6 times table side.
with our rule: (Continue with additional examples,
6 x table 6 12 18 24 using different numbers. Try using two
numbers on each side as well. Make
Sequence 4 10 16 22 sure both sides of these equations are
equal.)
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
Mrs. Quinay presented these = 298
number patterns to his Math
class.
1, 3, 7, 15, 31, 63
Ask : What do you think is the
rule/pattern used to find the 2nd
term? 3rd ? 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 The four basic operations (Addition, Group the pupils into 4. Let them Show a video on how to Show a video of “Difference Between
and practicing new skills #1 Subtraction, Multiplication and answer items a to d by formulate the rule in finding Expression and Equation”
division) are commonly used in a formulating/finding the rule in the nth term using different
sequence of numbers. In the finding the next term in a strategies. Discuss the difference between
Fibonacci numbers above, you start sequence. Group 1 will answer a, “Writing a Formula from a expressions and equations
with the first two numbers. The Grp.2 for b, Grp. 3 for c, Grp. 4 for Sequence”
succeeding numbers are the sum of d. Let the pupils present their work
the previous two. Therefore, on the board.
following the pattern, the next 2, 5, 14, 41, 122
three terms in the sequence are 13, Ans.( x 3 – 1 )
21 & 24. 1, 5, 13, 29, 61
Try to find the next four patterns. Ans( x 2 + 3 )
1, 12, 34, 78, 166
Ans( +5 x 2 )
6, 9, 15, 27, 51
Ans.( - 2 x 2 + 1 )
E. Discussing new concepts Numbers, figures, objects or How did you find the activity ? Group Activity:
and practicing new skills #2 symbols arranged in a definite How were you able to find the Write the ff. sentences or phrases in
order or sequence is often answer to the number pattern? proper column:
encountered in mathematics. Expected answers : 1.a phrase
Discuss the content on page 214- Determine the order of numbers if 2.a sentence
218 of 21st Century Mathletes. it is ascending or descending. 3.solves
Find the difference between the 4.simplifies
consecutive terms. 5.has a relation symbol
To find the rule of the next term, 6. has no relation symbol
use the difference between terms. 7. has no equal sign
Explore and Discover 8. Has an equal sign
A. 9. Has a left and right sides
10. Doesn’t have any sides
Expression Equation

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 ).
F. Developing mastery Find the rule, then, write the Study the rule/pattern. Supply the Group Activity: Finding the nth Group Activity:
(Leads to Formative missing terms. missing terms. term. Encircle the expression and box the
Assessment) In each question there are four equation:
12, 17, 22, ____, 32, ____ 9, 16, 25, 36, ____ terms of a sequence of
____, ____, 67, 70, 73 16, ____, 36, 49, ____, 81 numbers: a) Write down the
56, ____, 42, 35, 28, ____ 10, 38, 150, ____, 2 390 rule using n to represent the
3, ____, 27, 81, ____ 8, 16, 64, _____, _____ nth term.
78, 70, 62, ____, ____ 6, 6, 18, _____, 630, _____ b) Find the 10th and 15th
terms.

Answer:

G. Finding practical Group Activity: Find the nth term Group Activity: Find the missing Group Activity: Distribute this Group Activity:
applications of concepts and rule for each of the following linear terms and write the rules. activity sheet to each group: 1.Using power point presentation, the
skills in daily living sequences. 5, 6, 8, ____, 15, ____ teacher will flash an expression or
18, 20, 24, ____, 38, ____ equation.
1. 7,9,11,13,15,...
55, 54, 51, 46,___, ___, 19 The leader of the group will write EX if
25, 28, 3, ____, ____, 70 the statement is an expression and EQ
2. −3,−2,−1,0,1,...
82, 81, 78, ____, 66, ____ if it is an equation.
 2N + 5 = 45
3. 2,6,10,14,18,...
5 x (8-7)
N = 10 (7+11)
4. 3,6,9,12,15,...
Answers: N + 15 = 35 – N
100/5 = 20
5. 2,7,12,17,22,...
(25 ÷ 5) x 9
6. 12,13,14,15,16,...
2 (N + 6) = 22
5 (N + 6)
7. 5,6,7,8,9,... 7x10 =5N
16 x 7
8. 0,1,2,3,4,...

9. −3,−2,−1,0,1,...

10. 20,21,22,23,24,...
H. Making generalizations and Lead the pupils to give the following generalization by asking: How do you differentiate expression
abstractions about the How do we find / formulate the rules in finding the next term in a sequence? from equation?
lesson Ans: To sum up:
Determine the order of numbers if it is ascending or descending. 1.Expressions are incomplete
Find the difference between the consecutive terms. mathematical phrases whereas
To find the rule of the next term, use the difference between terms. equations are complete mathematical
Example: statements.
2.Expressions are like the typical
English phrase whereas equations are
complete sentences.
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.”)
I. Evaluating Learning A.Supply the next three letters, Write the rule used for each Write down the next term for Look at the statements below. Draw a
figures, symbols or combination of sequence, then write the missing each of the ff. sequences, then circle if the statement is an expression
numbers and letters in the ff. number. find the rule. and a square if it is an equation.
patterns. Then write the rule for 1)3, 7, 11, 15, ____ _____1.)5 + 9
finding the nth term. Ans:19 ( +4 ) _____2.) (50÷5) = 5
2)5, 9, 17, 33, ____ 2
Ans:65 ( x 2 – 1 ) _____3.) 8 x 6 = 48
3)20, 12, 8, 6, ____ _____4.) 0.5+0.2=0.4 + 0.3
Ans:5 ( ÷ 2 + 2 ) _____5.) (75x2)
4)2, 8, 26, 80, ____ 10
Ans:242 ( x 3 + 2 )
5)36, 69, 135, 267, ____
Ans:531 ( x 2 – 3 )

J. Additional activities for Answer Math Challenge on page Study each sequence. Give the rule Study the following sequence Give the differences and similarities of
application and remediation 223 used then give the missing term. of figure. Then, draw the next expression and equation using Venn
105, 100, ____, 75, ____ figure and write the rule used Diagram
6, 10, 15, 21, ____, ____ to find the answer.
3, 7, 19, ____, 163, ____
4, 6, 10, ____, ____, 66

Answer:

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?