School STO.

DOMINGO ELEMENTARY Grade Level Six

Grades 1 to SCHOOL
12 Teacher FERLHYN P. SORETA Learning Mathematics-6
DAILY LESSON Area
LOG Date & Quarter 3RD Quarter Week
Time 7
I.OBJECTIVES

A. Content Standard The learner demonstrates understanding of order of operations, ratio

and proportion, percent, exponents and integers.
B. Performance The learner is able to apply knowledge of order of operations, ratio and
Standard
proportion, percent, exponents and integers in mathematical problems
and real-life situations
C. Learning Visualizes and describes surface area and names the unit of measure
Competencies
used for measuring the surface area of solid/space figures. M6ME-IIIi-
91

OBJECTIVES: (Contextualized)
A. Knowledge:
B. Skill:
C. Attitude:
II. Subject Visualizes and describes surface area and names the unit of
Matter: measure used for measuring the surface area of solid/space
figures.
III. LEARNING RESOURCES
A. References K to 12 Mathematics Curriculum Guide August 2016, page
21st Century Mathletes pp.
Chrome
extension://efaidnbmnnnibpcajpcglclefindmkaj/https://www.teacherph.com/
wp-content/uploads/2022/08/Grade-6-Math-Most-Essential-Learning-
Competencies-MELCs.pdf
B. Other Learning C. CAIM, meta cards, pentel pen, manila paper, brag tags,
Resources
worksheets, traffic light behavior chart
D. Division Local Heritage Matrix, activity sheets, flashcards, show
me board, pictures, cut-outs real object

Integration: English

IV. ACTIVITIES ANNOTATIONS

PROCEDURES
A) Reviewing previous
lesson or presenting the
Preliminary:
new lesson
Setting of Standards

ELICIT Say: I have here “STARS”, I will give this to

those pupils who will actively participate
Good morning, class!
during our discussion and those who will
demonstrate positive behavior.

Review (Past lesson)

In the previous lesson, you were taught how to Represent

Integers on the Number Line. Today, we will deal with Comparing
and Arranging 2 Integers on the Number Line. Before that, let us
have first a review about our previous lesson by doing the
following activity

Draw a number line and represent the following

integers. Put your answers on your answer sheet
 1. The integers greater than 1 but less than 5
2. The integers greater than -10 but less than -4
3. The integers greater than 20 but less than 25
4. The integers less than -20 but greater than -25
5. The integers less than 1 but greater than -5

ANSWERS:

B) Establishing the
purpose for the lesson
Motivation:
Let’s have some fun!
Show a different picture and compare them.
Observable #1:
Apply knowledge of
content within and
across curriculum
teaching areas is
evident through the
integration of
English as a means
to describe and
analyze information
and also Araling
Panlipunan for
recalling the two
president’s
administration.

1. Comparative
Adjectives
(ENGLISH)

Observable #7:
Established a
learner-centered
culture by using
teaching
strategies that
respond to their
linguistic,
cultural, socio-
economic, and
religious
backgrounds.

The teacher
acknowledges the
influence of cultural
backgrounds on
perceptions and
encourages
students to share
their perspectives.
The lesson
recognizes cultural
diversity and
encourages
students to bring
 Now, who has a longest governance in the examples or stories
from indigenous
Philippines? cultures into the
discussion, creating
an inclusive
Why do you think so? environment.

Observable #8:
Adapted and used
culturally
appropriate
teaching
strategies to
address the
needs of learners
from indigenous
groups.

Why: The teacher

explicitly invites
students to share
examples or stories
from indigenous
cultures relevant to
the lesson. This
1 2 3 4 5 6 approach
acknowledges and
7 incorporates diverse
cultural
perspectives,
For the last picture, I want you to arrange the following making the lesson
men from tallest to smallest. So, I will give you 1 more culturally
responsive.
minute to arrange them.
Observable #9:
Used strategies
Are you done? So, what’s the correct answer? for providing
timely, accurate,
and constructive
Okay, very good. Thank you for your active feedback to
participation. improve learner
performance.
Why: The teacher
As we explore the lesson, consider how cultural expresses
appreciation for
backgrounds might influence our perceptions of these active participation,
artists and groups. Can anyone share how cultural thoughtful
contributions, and
diversity plays a role in the entertainment industry? encourages
Your perspectives are valuable in creating a rich and students to ask
questions or explore
inclusive discussion. further. This positive
reinforcement and
encouragement
If there are examples or stories from indigenous contribute to a
cultures relevant to our lesson, I encourage you to supportive learning
environment,
bring them into the discussion. How might indigenous providing
artists or performers contribute to the broader cultural constructive
feedback to
landscape in the entertainment industry? Let's motivate and
appreciate the diversity of perspectives. improve learner
performance.

Thank you all for actively participating. I appreciate your

thoughtful contributions. As we continue, remember that
your insights and reasoning are valuable. If you have any
questions or if there's something you'd like to explore
further, feel free to ask. Constructive feedback is a crucial
part of our learning journey.
C) Presenting
examples/instances of
Today, we will discuss integers and part of it is Observable #1:
Apply knowledge of
the new lesson Comparing and Arranging Integers on the content within and
across curriculum
number line. Before that let us define what is
(ENGAGE) teaching areas.
integers.
In this part of the
lesson, the
observable indicator
of applying
knowledge within
and across
curriculum teaching
areas is evident.
The teacher
 seamlessly
integrates
English language
skills with the
mathematics
content, specifically
focusing on integers
and their
representation on a
number line. The
. use of English to
explain
Integers can be presented on a number line. mathematical
The number line extends in both directions infinitely. concepts, such as
comparing and
This is indicated by the arrow. Negative integers are at arranging integers,
demonstrates
the left of zero and positive integers are at the right of the teacher's ability
zero. Zero is neither positive nor negative. Positive to bridge different
curriculum areas—
integers are written with or without the positive sign mathematics and
(+), while negative integers are always written with the language arts.

negative sign (-).

Show video about Comparing and Arranging
Integers on the number line.
https://www.youtube.com/watch?
v=0y4ewG1_vyc

Objective #3:
Applied a range of
teaching strategies
to develop critical
and creative
thinking, as well as
● How do you compare and arrange integers? other higher-order
thinking skills.

After watching the

PROBLEM #1 video presentation,
the teacher will ask
In 2018, Steffi collected 23 different stuffed toys. the learner of what
they
In 2019, she collected 17 different stuffed toys. In learned/comprehen
which year Steffi collected more stuffed toys? d from the video.
Following with
critical thinking
problems on how
PROBLEM #2 they will solve the
problem given to
John recorded the following golf scores during his them.
first week at a golf academy. Negative numbers
represent scores below par, a standard score. In golf, a
lower score beats a higher score. Graph John’s scores
on the number line and then list the numbers in order
from least to greatest.

In problem #1, how can we find which year Steffi

had more collection of stuffed toys?

We can use number line in comparing integers.

 Locate the two integers 23 and 17 on the number line
and mark them.

23 is to the right of 17 on the number line. This

means that 23 is greater than 17. We can write it in
terms of inequality as 23 > 17.

17 is to the left of 23 on the number line. This

means that 17 is less than 23. We can write it in terms
of inequality as 17 < 23. So, Steffi collected more
stuffed toys in 2018.

In problem #2, we can use number line to

arrange the scores from least to greatest. Graph the
scores on the number line. Read from left to right to
arrange the scores from least to greatest. The scores
listed from least to greatest are -5, -3, -2, -1, 0, 3, 4.

An integer is any number from the set (…,-3,-2,-

1,0, 1,2,3,…) where … means continues without end.
You can use a number line to compare and arrange
integers. When comparing integers, we use the
symbols or =. As we move to the right on the number
line, integers get larger in value. As we move to the
left on the number line, integers get smaller in value.
When arranging integers, we should start looking at
the negative numbers as these are always less than
positive numbers. Start at the biggest negative number
as that has the lowest value. Find the next biggest
negative number and continue until the negative
numbers are in order. Zero and positive numbers can
then be put in order.
D) Discussing new
concepts and practicing
We can use the number line to compare and Observable #7:
Established a
new skills #1 arrange integers. As we move to the right on the learner-centered
culture by using
(EXPLAIN) number line, the numbers get larger in value. As we teaching strategies
that respond to their
move to the left, the values get smaller. linguistic, cultural,
. socio-economic, and
religious
backgrounds.

In this section of the

lesson, the teacher
is encouraging
students to relate
Look at the number line on top and compare each the topic to their
own experiences,
pair of integers using or =. a. 7, 12 b. -10, -5 c. -4, -16 specifically in their
hometowns or
d. 5, 4 countries. The
emphasis on
understanding
Answers: diverse
backgrounds and
the mention of
cultural contexts
By observing the number line, we can say the related to numbers
following: indicates a learner-
centered approach.
a. 7 is “to the left” of 12. So, 7 is less than 12 or 7 <
12.
b. -10 is “to the left” of -5. So, -10 is less than -5 or -10
 < -5.
c. -4 is “to the right” of -16. So,-4 is greater than -16 or
-4 > -16.
d. 5 is “to the right” of 4. So, 5 is greater than 4 or 5 >
4.

Illustrative Example 2
Arrange the following integers in ascending order.
Answe
rs
1) -9,-2,-10, 3,-12 and 1 -12, -10, -9, -2,
1,3
2) 5, -5, -15, 20, and 6 -5, -15, 6, 5, 20
3) -20, 15, -32, 2, and -50 - 50, -32, -20, 2,
15

Illustrative Example 3
Arrange the following integers in descending order.
Answers
1) -13, -31, 13, 31, and -25 31, 13, -13, -25,
-31
2) 20, -15, -2, 50, and 32 50, 32, 20, -2, -
15
3) 44, 16, -44, -90 and 5 44, 16, 5, -44, -
90

Let's take a moment to discuss how the temperature

might feel in our own hometowns or countries. How
does this lesson relate to your own experiences? Share
your thoughts with your group. Understanding our
diverse backgrounds will make our learning experience
richer.

In some cultures, numbers hold special significance.

Can anyone share a cultural context where positive
and negative values are used? This could be a
traditional counting system or a unique way of
expressing quantities. Understanding these
perspectives will deepen our appreciation for the topic.
Discussing new concepts
and practicing new skills
Now, I guess it’s your turn to do the task. I have just
#2 shown you how to Compare and Arrange Integers on
(EXPLORE) the number line. I challenge you now to do it on your
own. Don’t worry, you can always go back to where
you might have missed.

Group Activity: (Collaborative Work)

(Differentiated Activity)
Group the class into three.
Let me remind you of our classroom rules. What are
these again?
Setting of Standards
G – give thoughtful feedback
R – respect others and their thoughts
O – on task all the time
U – use soft voices
P – participate actively
S – stay with your group

Presenting Rubrics to the Class

Criteria 5 4 3 total
Accuracy The team There are There are
exhibits very clear ideas unclear
clear ideas on the ideas on the
on the task context of task
the task
Teamwork All members Most of the Very few
are members members
cooperative show take part in
and took involvement the activity.
each part to
contributed
to their
success
Presentatio They clearly They They were
n and fully explained not able to
explained some things explain
new learned in important
understandin the activity new
g gained in but not understandi
the activity entirely clear ng gained in
the activity.
Objective #3:
Applied a range of
teaching strategies
to develop critical
and creative
Group I: thinking, as well as
other higher-order
The table shows the average normal January thinking skills.

temperature of four cities in Metro Manila. Compare the The tasks assigned
to each group
temperature of Manila and Pasay, using or =. Then require students to
think beyond simple
compare the temperatures of Caloocan and Quezon. comparisons.
They're prompted to
analyze connections
Arrange the temperature from least to greatest. between numbers,
consider the real-
world implications
CITY Temperature (°C ) (like geographical
locations in Group
Manila 34 I), and explain their
reasoning in Group
Quezon 30 II and III.
Caloocan 31
Observable #2: Use
Pasay 33 a range of teaching
⮚ As you compare temperatures and integers, strategies that
enhance learner
don’t just think beyond just numbers. How might achievement in
the temperature differences between cities literacy and
numeracy skills.
relate to what we know about geography? Can
you think of a connection between the cities we The teacher has
employed various
discussed and their locations on a map? teaching strategies
to enhance both
literacy and
numeracy skills. The
Group II- students are not
only working with
Answer the following. Compare the given integers by integers on a
using >, < or =. And I want you to discuss your number line but are
also engaged in
 answers with your partner before writing them down. verbal
communication to
Explain your reasoning verbally first. This not only explain their
reinforces what we've learned numerically but also reasoning, which
contributes to
helps to improve your literacy skills by articulating your improving their
thoughts clearly. literacy skills. The
group activities
1.) -7 ___ -3 involve comparing
and arranging
2.) 10 ___ -10 integers, requiring
3.) 8 ___ 4 students to apply
both mathematical
Arrange from least to greatest. and verbal
4.) -15, 0, 14, -17, 16, -19 communication
skills.
5.) -3, 2, -4, -17, 8, 11

Group III- Arrange the Presidents according to their

Observable #1:
rank in governance in the Philippines. Apply knowledge of
content within and
across curriculum
teaching areas

Observable #7:
Established a
learner-centered
culture by using
teaching strategies
that respond to
their linguistic,
cultural, socio-
economic, and
religious
backgrounds.

The teacher
emphasizes
collaboration and
group activities,
acknowledging
different learning
styles. The class is
divided into three
groups with
Alright, let’s check our work together. I’ll be walking different tasks,
around to each group. If you have questions or if allowing students to
work in a way that
something doesn’t make sense, raise your hand. I want suits their learning
to provide immediate feedback to ensure you grasp preferences.
Additionally, the
the concept. Remember, mistakes are part of learning, teacher encourages
and that’s perfectly okay. verbal
communication,
providing an
opportunity for
students to express
themselves in their
own words.

Observable #9:
Used strategies for
providing timely,
accurate, and
constructive
feedback to improve
learner
performance.

The teacher
mentions walking
around to each
group to check their
work and provide
immediate
feedback. This
ensures that
students receive
timely and
constructive
feedback to
enhance their
understanding of
the concept.
E) Developing Mastery
(Leads to Formative
Compare the given integers.
Assessment) 1.) 9 ___ -8
2.) -7 ___ 7
3.) -32 ___ -24
Arrange the following from least to greatest.
4.) -11, -5, 8, 14, 6, -3
Arrange the following from greatest to least.
5.) 7, -7, 14, -14, 0, -2
F) Finding practical
application of concepts
 How about the indigenous groups, do you think Observable #8:
Adapted and used
and skills in daily living they have a way of comparing and arranging culturally
integers? appropriate
teaching strategies
 Can you give one of the tools/ways they used? to address the
 Do you know how to use it? needs of learners
from indigenous
 Why do you think that this is important to know? groups.

By this time, you have already learned the process of The teacher ask
the learners if
Comparing and Arranging Integers on the number line. they have any
ideas with
Congratulations! Give yourself a pat on your back for indigenous
groups who uses
your hard work. Your knowledge on Comparing and tools/ways on
Arranging Integers on the number line. will not be in comparing and
vain because you can now apply it to your daily life. arranging
integers.

Compare the temperatures given by using < or >

= Observable #2: Use
1.) 8°C ___ -37°C a range of teaching
strategies that
2.) -214°C ___ 214°C enhance learner
3.) 179°C ___ -150°C achievement in
literacy and
numeracy skills.
Arrange the following from least to greatest.
This is evident as
4.) -9, 3, -23, 6, -7, 31 the teacher employs
Arrange the following from Greatest to least. a hands-on activity
(drawing a number
Mark the integers on the number line. line and
5.) 8, -13, -19, 0, 11, -15 representing
integers). This
strategy engages
students in a
practical application
of their knowledge,
enhancing both
literacy
(understanding
mathematical
concepts) and
numeracy (working
with numbers) skills.

F) Making generalization
and abstractions about
How can you compare positive and negative integers
the lesson using the number line? How can you arrange the
positive and negative integers in order from least to
(ELABORATE) greatest and from greatest to least.
H) Evaluating Learning Compare the given integers.
1.) -58 ___ -51
(EVALUATION) 2.) 9 ___ -8
3.) -32 ___ 14
4.) 17 ___ 23
5.) -5 ___ 0

Arrange the following from least to greatest.

 Use number line and mark the integers
. -2, 5, 7, -8, -1, -5
Arrange the following from greatest to least.
Use the number line and mark the integers.
37, -73, 83, -57, 61, 18
I) Additional activities for
application or
Compare the integers.
remediation 1.) 1 ___ -4
(EXTEND) 2. ) -10 ___ -12
3.) 13 ___ -25

Arrange from least to greatest.

15, -9, 12, -17, 6, 19
Arrange from greatest to least.
-145, 451, -451, 501, - 514, 505
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be
VI. REFLECTIONS done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask
them relevant questions.

Prepared by:

FERLHYN P. SORETA
Teacher I

Checked by:

ERIC D. VALLE
Mentor

Observed by:

RODERICK B. BERMEJO
MT II