School: PAMARANUM ELEMENTARY SCHOOL Grade Level: VI

GRADES 1 to 12 Teacher: ROCHELLE S. SEGUNDO Learning Area: MATHEMATICS

DAILY LESSON
LOG Teaching Dates and Time: NOVEMBER 18-22, 2024 (WEEK 9) 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 / performs addition on performs subtraction on performs multiplication on performs division on
Objectives integers. integers. integers. integers.
M6NS-IIi-156 M6NS-IIi-156 M6NS-IIi-156 M6NS-IIi-156 Weekly test

II. CONTENT Numbers and Number Numbers and Number Sense Numbers and Number Sense Numbers and Number
Sense Sense
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 21st Century Math 6, pp 50 21st Century Mathletes 6, 21st Century Mathletes 6, pp. 21st Century Mathletes 6,
Lesson Guide in Elem. Math pp53-56 50-53 pp 53
Gr. 6 p.353 Lesson Guide in Elem. Math
Gr. 6 p.356, 358
2. Learner’s Materials
pages
3. Textbook pages 21st Century Mathletes 6, 21st Century Mathletes 6, 21st Century Mathletes 6, pp. 21st Century Mathletes 6,
pp158-165 pp158-165 152-157 pp 158
4. Additional Materials DLP 6 Mod 69 DLP 6 Mod 69
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 clip, power point presentation clip, power point presentation clip, power point
presentation presentation
IV. PROCEDURES
A. Reviewing previous Drill: Which of the two Drill: Warm-up: What two numbers Have a quick review on
lesson or presenting the integers in each pair has a Give the opposite of each will give you a product of 64 multiplying integers:
new lesson greater distance from zero? given integers. and a quotient of 4?
1. +5 & -4 1. +50 Solution:
2. -2 & -9 2. +12 • 16 and 4
3. -10 & -6 3. +42 • 16 x 4 = 64
4. +7 & -3 4. -120 • 16 ÷ 4 = 4
5. -12 & + 1 5. -29
 Review: Review: Review: Subtract the ff.
Use algebra tiles to show Quick Review of 1. 18- 7
the answer to the Adding Integers 2. -26-12
following: 3. 35- (-8)
1. (+6) + (-4) 4. 20- (-20)
2. (-8) – (+5) 5. -25-(-25)
3. (-2) X (+3)
4. (-8) ÷ (+2)

B. Establishing a purpose Problem: You want to buy The highest point in Asia is the Problem: You are Php300 in
for the lesson house that costs top of Mount Everest, at a debt. If your debt is increased
Php800,000. You only have height of 29,028 feet above 2 times, how much is your
Php500,000. If you buy the sea level. The lowest point is debt?
house, what will your debt the Dead Sea, which 1312 feet
be? below sea level. How much
higher is Mount Everest than -300 x 2 = -600
the Dead Sea?
Multiplying by a negative
If you spend more money number is multiplying your
than you have, you go into debt.
debt. (Debt is a good
example of working with
negative integers.)
C. Presenting Use a number line to help Discuss the answer to the Present the rules in Present to the pupils the
Examples/Instances of visualize the addition of problem using the 3 Steps to multiplying integers using discussion on how to divide
new lesson integers. Subtract Integers power point presentation. integers. (See power point
1.Keep  Rule 1: presentation)
Keep the 1st number Positive x Positive = POSITIVE
2.Change  Rule 2:
Subtraction sign to Addition Negative x Negative =
3.Opposite POSITIVE
Write down the opposite of  Rule 3:
the 2nd number Negative x Positive =
-Then add the way you NEGATIVE
normally do.  Rule 4:
Any Number x 0 = ZERO

(Discuss “explain” on page

152 of txbk)
D. Discussing new concepts Show video clip on how to Show video clip on how to Show video clip on how to Show video clip on how
and practicing new skills add integers subtract integers. multiply integers to divide integers
#1
E. Discussing new concepts Demonstrate another Demonstrate another Divide the pupils into 5
and practicing new skills example of subtraction of example of multiplication of groups. Let them answer the
#2 integers using a number line integers. problems on the slides.
Original File Submitted and
Formatted by DepEd Club
Member - visit
Demonstrate adding depedclub.com for more
positive and negative
integers using counters.
(On the slides of power
point presentation)
Do you notice a pattern or
rule?
Adding Integers with like
signs.
- When the signs are the
same, add the numbers
together and keep the sign.
Demonstrate Adding
Integers with like signs.

(On the slides of power

point presentation)
Did you notice a pattern or
rule?
Adding integers with unlike
signs.
- When the signs are
different, subtract the
integers and keep the sign
of the larger digit.
F. Developing mastery Group Activity: Group Activity: Group Activity:
(Leads to Formative Add the ff. integers: Materials: flash cards/power Materials: flash cards/power
Assessment) 1) -8 + 8 = point, show-me-board point, show-me-board
2) -9 + -11 = Mechanics: Mechanics:
3) 13 + (-19) = a.Divide the class into 5 a.Divide the class into 5
4) 7 + 5 = groups. groups.
5) -12 + 10 = b.Choose a leader b.Choose a leader
6) -22 + (-16) = c. Teacher flashes numbers on c. Teacher flashes numbers on
 7) 18 + (-5) = the slides the slides
d.Leader will write the correct d.Leader will write the correct
answer on the show-me- answer on the show-me-
board board
e.The first group to flash the e.The first group to flash the
correct answer will get 1 point correct answer will get 1 point
f.The teacher checks the f.The teacher checks the
answers. answers.
g.The group having the most g.The group having the most
number of correct answers number of correct answers
wins. wins.
G. Finding practical Pair-share: Add the ff. PRACTICE BY PAIR: Try this with your
applications of concepts 1. -7 – 15 = seatmate:
and skills in daily living 2. 23 – 98 = 54  6 =
3. -48 - -13 = -54  6 =
4. 5 - -6 = 54  -6 =
5. 17 – 8 = -54  -6 =
|-12  -4| =

H. Making generalizations How do we add integers How do we subtract integers? How do we multiply integers? How do we divide integers?
and abstractions about with like sign? Unlike sign? (Subtraction of integers 1. IF THE SIGNS ARE THE (on the slides)
the lesson Adding Integers with like means adding the minuend SAME THE ANSWER
signs. and the opposite of the IS POSITIVE
- When the signs are the subtrahend.) or 2. IF THE SIGNS ARE
same, add the numbers Subtract Integers DIFFERENT THE
together and keep the sign. 1.Keep ANSWER
-9 + -3 = -12 Keep the 1st number IS NEGATIVE
Adding integers with unlike 2.Change
signs. Subtraction sign to Addition
- When the signs are 3.Opposite
different, subtract the Write down the opposite of
integers and keep the sign the 2nd number
of the larger integer. -Then add the way you
-9 + 3 = -6 normally do.
I. Evaluating Learning

J. Additional activities for If the temperature was -7 degrees Answer the ff. Let the pupils do the Let the pupils answer the
application and (Fahrenheit) at 6 AM, rose 4 Subtract 6 from  additional
15 activities on the activity cards.
remediation degrees by 7 AM and then rose
8   2  9   7  
slides.
another 8 degrees by 8 AM, what
was the temperature at 8 AM?

V. Remarks
VI. REFLECTIONS
A. No. of learners who ___Lesson carried. Move on to the next ___Lesson carried. Move ___Lesson carried. Move on to the ___Lesson carried. Move on to ___Lesson carried. Move on to the
objective. on to the next objective. next objective. the next objective. next objective.
earned 80% on the ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
formative assessment _____% of the pupils got 80% mastery _____% of the pupils got _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80%
80% mastery mastery mastery mastery
B. No. of learners who ___Pupils did not find difficulties in ___Pupils did not find ___Pupils did not find difficulties in ___Pupils did not find difficulties ___Pupils did not find difficulties in
answering their lesson. difficulties in answering answering their lesson. in answering their lesson. answering their lesson.
require additional ___Pupils found difficulties in answering their lesson. ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in
activities for their lesson. ___Pupils found difficulties answering their lesson. answering their lesson. answering their lesson.
remediation who scored ___Pupils did not enjoy the lesson in answering their lesson. ___Pupils did not enjoy the lesson ___Pupils did not enjoy the ___Pupils did not enjoy the lesson
because of lack of knowledge, skills ___Pupils did not enjoy the because of lack of knowledge, lesson because of lack of because of lack of knowledge,
below 80% and interest about the lesson. lesson because of lack of skills and interest about the knowledge, skills and interest skills and interest about the
___Pupils were interested on the knowledge, skills and lesson. about the lesson. lesson.
lesson, despite of some difficulties interest about the lesson. ___Pupils were interested on the ___Pupils were interested on ___Pupils were interested on the
encountered in answering the questions ___Pupils were interested lesson, despite of some difficulties the lesson, despite of some lesson, despite of some difficulties
asked by the teacher. on the lesson, despite of encountered in answering the difficulties encountered in encountered in answering the
___Pupils mastered the lesson despite some difficulties questions asked by the teacher. answering the questions asked questions asked by the teacher.
of limited resources used by the encountered in answering ___Pupils mastered the lesson by the teacher.
teacher. the questions asked by the despite of limited resources used ___Pupils mastered the lesson
___Majority of the pupils finished their teacher. by the teacher. despite of limited resources
work on time. ___Pupils mastered the ___Majority of the pupils finished used by the teacher.
___Some pupils did not finish their work lesson despite of limited their work on time. ___Majority of the pupils finished
on time due to unnecessary behavior. resources used by the their work on time.
teacher.

C. Did the remedial lessons ___ of Learners who earned 80% above ___ of Learners who ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned 80%
earned 80% above above 80% above above
work? No. of learners who
have caught up with the
lesson

D. No. of learners who ___ of Learners who require additional ___ of Learners who ___ of Learners who require ___ of Learners who require ___ of Learners who require
activities for remediation require additional activities additional activities for remediation additional activities for additional activities for remediation
continue to require for remediation remediation
remediation

E. Which of my teaching ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up the ____ of Learners who ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up
strategies worked well?
 Why did this work? lesson caught up the lesson the lesson the lesson the lesson
F. What difficulties did I encountered ___ of Learners who continue to ___ of Learners who ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
which my principal or supervisor require remediation continue to require require remediation require remediation require remediation
can help me solve? remediation
G. What innovation or Strategies used that work well: Strategies used that work Strategies used that work well: Strategies used that work well: Strategies used that work well:
well:
localized materials did I ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive ___Metacognitive Development:
Examples: Self assessments, note ___Metacognitive Examples: Self assessments, Development: Examples: Self Examples: Self assessments,
use/discover which I taking and studying techniques, and Development: Examples: note taking and studying assessments, note taking and note taking and studying
wish to share with other vocabulary assignments. Self assessments, note techniques, and vocabulary studying techniques, and techniques, and vocabulary
teachers? ___Bridging: Examples: Think-pair- taking and studying assignments. vocabulary assignments. assignments.
share, quick-writes, and anticipatory techniques, and ___Bridging: Examples: Think- ___Bridging: Examples: Think- ___Bridging: Examples: Think-
charts. vocabulary assignments. pair-share, quick-writes, and pair-share, quick-writes, and pair-share, quick-writes, and
___Bridging: Examples: anticipatory charts. anticipatory charts. anticipatory charts.
Think-pair-share, quick-
___Schema-Building: Examples: writes, and anticipatory
Compare and contrast, jigsaw learning, charts. ___Schema-Building: Examples: ___Schema-Building: ___Schema-Building: Examples:
peer teaching, and projects. Compare and contrast, jigsaw Examples: Compare and Compare and contrast, jigsaw
___Schema-Building:
___Contextualization: learning, peer teaching, and contrast, jigsaw learning, peer learning, peer teaching, and
Examples: Compare and projects. teaching, and projects. projects.
Examples: Demonstrations, media, contrast, jigsaw learning,
manipulatives, repetition, and local peer teaching, and
opportunities. projects. ___Contextualization: ___Contextualization: ___Contextualization:
___Text Representation: ___Contextualization: Examples: Demonstrations, Examples: Demonstrations, Examples: Demonstrations,
Examples: Student created drawings, Examples: media, manipulatives, repetition, media, manipulatives, repetition, media, manipulatives, repetition,
videos, and games. Demonstrations, media, and local opportunities. and local opportunities. and local opportunities.
manipulatives, repetition,
___Modeling: Examples: Speaking
and local opportunities.
slowly and clearly, modeling the ___Text Representation: ___Text Representation: ___Text Representation:
language you want students to use, and ___Text Representation:
Examples: Student created Examples: Student created Examples: Student created
providing samples of student work. Examples: Student drawings, videos, and games. drawings, videos, and games. drawings, videos, and games.
created drawings, videos,
Other Techniques and Strategies ___Modeling: Examples: ___Modeling: Examples: ___Modeling: Examples:
and games.
used: Speaking slowly and clearly, Speaking slowly and clearly, Speaking slowly and clearly,
___Modeling: Examples: modeling the language you want modeling the language you want modeling the language you want
___ Explicit Teaching
___ Group collaboration Speaking slowly and students to use, and providing students to use, and providing students to use, and providing
___Gamification/Learning throuh play clearly, modeling the samples of student work. samples of student work. samples of student work
Why? language you want
___ Complete IMs students to use, and Why? Why?
___ Availability of Materials providing samples of ___ Complete IMs ___ Complete IMs
___ Pupils’ eagerness to learn student work. ___ Availability of Materials ___ Availability of Materials
___ Group member’s of the lesson ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
collaboration/cooperation ___ Group member’s ___ Group member’s
in doing their tasks collaboration/cooperation collaboration/cooperation
___ Audio Visual Presentation in doing their tasks in doing their tasks
of the lesson ___ Audio Visual Presentation ___ Audio Visual Presentation
of the lesson of the lesson

Prepared by: Checked by:

 ROCHELLE S. SEGUNDO FLORENCE P.
MAMARIL, EdD
Teacher I Head
Teacher III