Republika ng Pilipinas
Kagawaran ng Edukasyon
Rehiyon XI
Sangay ng Lungsod ng Davao
Purok ng San Roque
Paaralang Sentral Elementarya ng San Roque
GRADE SIX BONIFACIO
MARCH 7, 2023
DETAILED LESSON PLAN IN MATHEMATICS 6 USING EXPLICIT
INSTRUCTION
Grades 6
DAILY LESSON
LOG
School
SAN ROQUE CENTRAL
ELEMENTARY SCHOOL
Grade Level
Teacher
KATHLEEN JOYCE U.
PANES
Learning Area
MATHEMATICS
Teaching
Date and
Time
MARCH 7, 2023
7:20 – 8:10 AM
Quarter
3RD QUARTER
I. OBJECTIVES
A. Content Standards

B. Performance Standards
C. Learning Competencies/Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
The
learner
demonstrates
understanding of sequence in
forming rules, expressions and
equations.
 The learner is able to apply
knowledge
of
sequence,
expressions, and equations in
mathematical problems and real -life
situations.
Represents quantities in real-life situations using
algebraic expressions and equations M6ALIIIe-18
Algebra
3. Textbook Pages
4. Additional
Materials
from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
presenting the new lesson
VI
or
21st Century Mathletes, P. 85-90
21st Century Mathletes 6, CO Q3 Mathematics
Module 4 P. 3-10
21st Century Mathletes 6
6
PowerPoint Presentation, Worksheet, Flashcards,
Visual Aids
Drill:
Fill in the blanks with the word/s that correctly
complete/s the following statements. Choose from
the word/s inside the box below.
Algebraic Expression
Constant
Numerical Expression
Variable
Equation
1.___________________is
a
mathematical
statement indicating that two algebraic expressions
are equal; uses the symbol “ = ” .
2. ___________________is an expression that
combines numbers and one or more operation
symbols.
3. ____________________is any letter or symbol
that represents a number.
4. ___________________has a fixed value that does
not change.
5. ___________________is a mathematical phrase
that uses variables, numerals, and operation
symbols.
Answers:
1. Equation
2. Numerical Expression
3. Variable
4. Constant
5. Algebraic Expression
Review: Find the Match
Define a variable in an algebraic expression and
equation.
(8-x)÷ 2
A number that is more
than the difference of 8
and x
B. Establishing a purpose for the
lesson
3y
The product of 3 and y
n+5
5 added to a number
n-7
7 subtracted from n
x/3
A number divided by 3
-Show picture of facial expressions.
Ask: What expression describes the one in the
picture?
If we use expressions to describe the people in the
picture, we also use expressions in Mathematics, to
describe relationships between numbers and the
operations being used.
C. Presenting examples/instances of
the new lesson
Define an expression for students, "A math phrase
without an equal or inequality sign."
-Tell students that expressions are solved. This
lesson is to translate written words to numbers,
operational symbols, and variables. Remind
students that a variable is a placeholder for one or
more numbers. "Some number" is a phrase that
indicates a variable is needed. Show pupils how to
break down a verbal expression, beginning with
simple expressions.
Example:
A. Given "some number increased by 5", ask
students, "What action is happening in this
phrase?"
(Answer: We are making larger, joining to, adding to).
Then ask, "What operation indicates this action?" )
(Answer: Addition)
x+5
b. Given "51 less than some number." Ask students,
"What action is happening in this phrase?" (Answer:
We are decreasing, going down, subtracting).
Then ask, "What operation indicates this action?"
(Answer: Subtraction)
x - 51; taking away from the x.
Discuss the role and plays in this written sentence.
Example: Sum of 12 and e.
(12 + e)
Tell students that they have to read very carefully
using context clues to determine what action is
required. They will need to reread some problems in
order to focus on the needed information.
D. Discussing new concepts
practicing new skills #1
and
Group Activity:
Directions: Translate each phrase or sentence into a
mathematical expression or equation.
1.Twelve more than a number.
SOLUTION: 12+x
2.Eight minus a number.
SOLUTION: 8−x
3.An unknown quantity less fourteen.
SOLUTION: x−14
4.Six times a number is fifty -four.
SOLUTION: 6x=54
5.Two ninths of a number is
eleven.
SOLUTION: 2/9x=11
E. Discussing new concepts
practicing new skills #2
and
Discuss examples. Study how some phrases are
translated into algebraic expressions.
Translating Word Phrases into Algebraic
Expressions
In the table below, study how the different word
phrases can be translated or written as algebraic
expression.
F. Developing mastery (leads
Formative Assessment 3)
to
Group Activity:
Translate in algebraic symbols.
1.) twice a number a divided by three
Ans: 2a / 3
2.) five times a number x minus four
Ans: 5x – 4
3.) Thrice the sum of a number x and six
Ans: 3 (x + 6)
4.) A number x is divided by two added to seven
Ans: 7 + x / 2
Translate algebraic symbols into mathematical
statement.
a. 5x + 2y
Answer key:
- the product of five X added to the product of
two and y
- the sum of five times x and two times y
- five times x increased by twice y twice and
more than five times x
Afterwards, call on students to share their responses
and justify their answers.
G. Finding practical applications of
concepts and skills in daily living
Pair-share
Direction: Read and answer the following items. Write
you answer in the separate sheet of paper.
1. Joseph bakes same number of cupcakes each day.
He used 2 cups of flour in each cupcake. Write the
algebraic expression to represent the number of
cups of flour Joseph uses each day in baking
cupcakes.
1. 5x cups of flour
2. Melissa runs the same number of kilometers each
day. Write the algebraic expression to represent the
number of kilometers Melissa ran last March.
2. 31y
(Note: The month of March has 31 days)
3. Rizzi makes bread each day in her bakery. Write
the algebraic expression to represent the total
number of breads Rizzi made in a week.
3. 7m
(Note: 1 week has 7 days)
H. Making
generalizations
abstractions about the lesson
and
Ask:
What is an algebraic expression?
How do you translate real - life verbal expressions
and equations into letters or symbols and vice
versa?

I.
J.
Evaluating learning
Additional activities for application or
remediation/assignment
In representing quantities in real-life situations
using algebraic expressions and equations, we
make use of variables to represent unknown
quantities. Mastery of translating verbal
equations into letters or symbols and vice versa
is necessary.
Direction: Match the phrases in A with their
equivalent expression/equation in B. Write the
correct answer on the line provided.
A.
____1.
The product of 6 and a number
____2.
A number y multiplied by fifteen
____3.
The quotient of 20 and a number
____4.
Twelve less than a number is 8
____5.
A number substracted to y 15
B.
a.n-12=8
b.20/n
c. 15y
d. 6n
e. y-n = 15
Answer key:
1. D
2. C
3. B
4. A
5. E
Direction: Read and express the following
indicated problems. Write your answer in your
answer sheet.
1. If thrice a number is increased by 11, the result
is 112. Translate this to an algebraic equation.
2. Dianne saved ₱150.00 from her allowance this
week. This amount is ₱50.00 more than twice the
amount she saved last week. Write the algebraic
equation to solve for the amount she saved last
week.
3. Migs has a mass of 65 kilograms. Express
algebraically his mass after he gained r kilograms.
For items 4 and 5, refer to the given problem in the
box below:
Elaine bought 8 mangoes for ₱15.00 each and
5 apples for ₱12.00 each. She gave the cashier
a ₱500.00 bill.
4. Write an expression for the total cost of the fruits
she bought.
5. Write the equation for the amount of change the
cashier should give her.
Answers:
1) 3n + 11 = 112
2) 2r + ₱ 50 = ₱ 150
3) 65 + r
4) (8 x P15.00) + (5x ₱ 12.00)
5) ₱500.00 – [ ( 8x ₱15.00) + (5x₱12.00)]
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require
additional activities for remediation
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 encounter
which my principal or supervisor can
help me solve?
G. G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?
Observed by:
CHRISLIE JOY P. POSADAS
Cooperating Teacher
Demonstrated by:
KATHLEEN JOYCE U. PANES
Pre-service Teacher
Republika ng Pilipinas
Kagawaran ng Edukasyon
Rehiyon XI
Sangay ng Lungsod ng Davao
Purok ng San Roque
Paaralang Sentral Elementarya ng San Roque
GRADE SIX JACINTO
MARCH 7, 2023
DETAILED LESSON PLAN IN MATHEMATICS 6 USING EXPLICIT
INSTRUCTION
Grades 6
DAILY LESSON
LOG
School
SAN ROQUE CENTRAL
ELEMENTARY SCHOOL
Grade Level
Teacher
KATHLEEN JOYCE U.
PANES
Learning Area
MATHEMATICS
Teaching
Date and
Time
MARCH 7, 2023
8:10 – 9:00 AM
Quarter
3RD QUARTER
I. OBJECTIVES
A. Content Standards

The
learner
demonstrates
understanding of sequence in
forming rules, expressions and
equations.
 The learner is able to apply
knowledge
of
sequence,
expressions, and equations in
mathematical problems and real -life
situations.
Represents quantities in real-life situations using
algebraic expressions and equations M6ALIIIe-18
B. Performance Standards
C. Learning
Competencies/Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
5. Teacher’s Guide Pages
6. Learner’s Materials Pages
Algebra
7. Textbook Pages
8. Additional
Materials
from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
presenting the new lesson
VI
or
21st Century Mathletes, P. 85-90
21st Century Mathletes 6, CO Q3 Mathematics
Module 4 P. 3-10
21st Century Mathletes 6
6
PowerPoint Presentation, Worksheet, Flashcards,
Visual Aids
Drill:
Fill in the blanks with the word/s that correctly
complete/s the following statements. Choose from
the word/s inside the box below.
Algebraic Expression
Constant
Numerical Expression
Variable
Equation
1.___________________is
a
mathematical
statement indicating that two algebraic expressions
are equal; uses the symbol “ = ” .
2. ___________________is an expression that
combines numbers and one or more operation
symbols.
3. ____________________is any letter or symbol
that represents a number.
4. ___________________has a fixed value that does
not change.
5. ___________________is a mathematical phrase
that uses variables, numerals, and operation
symbols.
Answers:
1. Equation
2. Numerical Expression
3. Variable
4. Constant
5. Algebraic Expression
Review: Find the Match
Define a variable in an algebraic expression and
equation.
(8-x)÷ 2
A number that is more
than the difference of 8
and x
B. Establishing a purpose for the
lesson
3y
The product of 3 and y
n+5
5 added to a number
n-7
7 subtracted from n
x/3
A number divided by 3
-Show picture of facial expressions.
Ask: What expression describes the one in the
picture?
If we use expressions to describe the people in the
picture, we also use expressions in Mathematics, to
describe relationships between numbers and the
operations being used.
C. Presenting examples/instances of
the new lesson
Define an expression for students, "A math phrase
without an equal or inequality sign."
-Tell students that expressions are solved. This
lesson is to translate written words to numbers,
operational symbols, and variables. Remind
students that a variable is a placeholder for one or
more numbers. "Some number" is a phrase that
indicates a variable is needed. Show pupils how to
break down a verbal expression, beginning with
simple expressions.
Example:
A. Given "some number increased by 5", ask
students, "What action is happening in this
phrase?"
(Answer: We are making larger, joining to, adding to).
Then ask, "What operation indicates this action?" )
(Answer: Addition)
x+5
b. Given "51 less than some number." Ask students,
"What action is happening in this phrase?" (Answer:
We are decreasing, going down, subtracting).
Then ask, "What operation indicates this action?"
(Answer: Subtraction)
x - 51; taking away from the x.
Discuss the role and plays in this written sentence.
Example: Sum of 12 and e.
(12 + e)
Tell students that they have to read very carefully
using context clues to determine what action is
required. They will need to reread some problems in
order to focus on the needed information.
D. Discussing new concepts
practicing new skills #1
and
Group Activity:
Directions: Translate each phrase or sentence into a
mathematical expression or equation.
1.Twelve more than a number.
SOLUTION: 12+x
2.Eight minus a number.
SOLUTION: 8−x
3.An unknown quantity less fourteen.
SOLUTION: x−14
4.Six times a number is fifty -four.
SOLUTION: 6x=54
5.Two ninths of a number is
eleven.
SOLUTION: 2/9x=11
E. Discussing new concepts
practicing new skills #2
and
Discuss examples. Study how some phrases are
translated into algebraic expressions.
Translating Word Phrases into Algebraic
Expressions
In the table below, study how the different word
phrases can be translated or written as algebraic
expression.
F. Developing mastery (leads
Formative Assessment 3)
to
Group Activity:
Translate in algebraic symbols.
5.) twice a number a divided by three
Ans: 2a / 3
6.) five times a number x minus four
Ans: 5x – 4
7.) Thrice the sum of a number x and six
Ans: 3 (x + 6)
8.) A number x is divided by two added to seven
Ans: 7 + x / 2
Translate algebraic symbols into mathematical
statement.
a. 5x + 2y
Answer key:
- the product of five X added to the product of
two and y
- the sum of five times x and two times y
- five times x increased by twice y twice and
more than five times x
Afterwards, call on students to share their responses
and justify their answers.
G. Finding practical applications of
concepts and skills in daily living
Pair-share
Direction: Read and answer the following items. Write
you answer in the separate sheet of paper.
1. Joseph bakes same number of cupcakes each day.
He used 2 cups of flour in each cupcake. Write the
algebraic expression to represent the number of
cups of flour Joseph uses each day in baking
cupcakes.
1. 5x cups of flour
2. Melissa runs the same number of kilometers each
day. Write the algebraic expression to represent the
number of kilometers Melissa ran last March.
2. 31y
(Note: The month of March has 31 days)
3. Rizzi makes bread each day in her bakery. Write
the algebraic expression to represent the total
number of breads Rizzi made in a week.
3. 7m
(Note: 1 week has 7 days)
H. Making
generalizations
abstractions about the lesson
and
Ask:
What is an algebraic expression?
How do you translate real - life verbal expressions
and equations into letters or symbols and vice
versa?

I.
J.
Evaluating learning
Additional activities for application or
remediation/assignment
In representing quantities in real-life situations
using algebraic expressions and equations, we
make use of variables to represent unknown
quantities. Mastery of translating verbal
equations into letters or symbols and vice versa
is necessary.
Direction: Match the phrases in A with their
equivalent expression/equation in B. Write the
correct answer on the line provided.
A.
____6.
The product of 6 and a number
____7.
A number y multiplied by fifteen
____8.
The quotient of 20 and a number
____9.
Twelve less than a number is 8
____10.
A number substracted to y 15
B.
a.n-12=8
b.20/n
c. 15y
d. 6n
e. y-n = 15
Answer key:
1. D
2. C
3. B
4. A
5. E
Direction: Read and express the following
indicated problems. Write your answer in your
answer sheet.
1. If thrice a number is increased by 11, the result
is 112. Translate this to an algebraic equation.
2. Dianne saved ₱150.00 from her allowance this
week. This amount is ₱50.00 more than twice the
amount she saved last week. Write the algebraic
equation to solve for the amount she saved last
week.
3. Migs has a mass of 65 kilograms. Express
algebraically his mass after he gained r kilograms.
For items 4 and 5, refer to the given problem in the
box below:
Elaine bought 8 mangoes for ₱15.00 each and
5 apples for ₱12.00 each. She gave the cashier
a ₱500.00 bill.
4. Write an expression for the total cost of the fruits
she bought.
5. Write the equation for the amount of change the
cashier should give her.
Answers:
3n + 11 = 112
2r + ₱ 50 = ₱ 150
65 + r
(8 x P15.00) + (5x ₱ 12.00)
₱500.00 – [ ( 8x ₱15.00) + (5x₱12.00)]
V. REMARKS
VI. REFLECTION
K. No. of learners who earned 80% in
the evaluation
L. No. of learners who require
additional activities for remediation
M. Did the remedial lessons work? No.
of learners who have caught up with
the lesson
N. No. of learners who continue to
require remediation
O. Which of my teaching strategies
worked well? Why did this work?
P. What difficulties did I encounter
which my principal or supervisor can
help me solve?
Q. G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?
Observed by:
CHRISLIE JOY P. POSADAS
Cooperating Teacher
Demonstrated by:
KATHLEEN JOYCE U. PANES
Pre-service Teacher
GROUP _____
Group Activity:
Directions: Translate each phrase or sentence into a mathematical expression or equation.
1.Twelve more than a number.
2.Eight minus a number.
3.An unknown quantity less fourteen.
4.Six times a number is fifty -four.
5.Two ninths of a number is eleven.
GROUP _____
Group Activity:
Directions: Translate each phrase or sentence into a mathematical expression or equation.
1.Twelve more than a number.
2.Eight minus a number.
3.An unknown quantity less fourteen.
4.Six times a number is fifty -four.
5.Two ninths of a number is eleven.
GROUP _____
Group Activity:
Directions: Translate each phrase or sentence into a mathematical expression or equation.
1.Twelve more than a number.
2.Eight minus a number.
3.An unknown quantity less fourteen.
4.Six times a number is fifty -four.
5.Two ninths of a number is eleven.
GROUP _____
Group Activity:
Directions: Translate each phrase or sentence into a mathematical expression or equation.
1.Twelve more than a number.
2.Eight minus a number.
3.An unknown quantity less fourteen.
4.Six times a number is fifty -four.
5.Two ninths of a number is eleven.
Group Activity:
Translate in algebraic symbols.
1.) twice a number a divided by three
2.) five times a number x minus four
3.) Thrice the sum of a number x and six
4.) A number x is divided by two added to seven
Translate algebraic symbols into mathematical statement.
a. 5x + 2y
Group Activity:
Translate in algebraic symbols.
1.) twice a number a divided by three
2.) five times a number x minus four
3.) Thrice the sum of a number x and six
4.) A number x is divided by two added to seven
Translate algebraic symbols into mathematical statement.
a. 5x + 2y
Group Activity:
Translate in algebraic symbols.
1.) twice a number a divided by three
2.) five times a number x minus four
3.) Thrice the sum of a number x and six
4.) A number x is divided by two added to seven
Translate algebraic symbols into mathematical statement.
a. 5x + 2y
Group Activity:
Translate in algebraic symbols.
1.) twice a number a divided by three
2.) five times a number x minus four
3.) Thrice the sum of a number x and six
4.) A number x is divided by two added to seven
Translate algebraic symbols into mathematical statement.
a. 5x + 2y