School: LAHI ELEMENTARY SCHOOL Grade Level: VI

GRADES 1 to 12 Teacher: CHARESSA P. BAYANG Learning Area: TLE-IA

DAILY LESSON LOG Teaching Dates and
Time: NOVEMBER 18 – 22, 2019 (WEEK 4) Quarter: 3RD QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards Demonstrates an understanding of knowledge and skills in enhancing/decorating products as an alternative source of income
B. Performance Standards Performs necessary skill in enhancing/ decorating finished products
Construct project plan (TLE6IA-0d-6) Assess the quality of Refines product based
C. Learning Competencies /  Consider deliberate policies on sustainable development in constructing enhance product using on the assessment
Objectives the project plan. rubrics. made.
Write the LC code for each  Demonstrate resourcefulness and management skills in the use of time,
materials, money and effort.

II. CONTENT
Enhancing/ decorating finished products
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
IV. PROCEDURES
A. Reviewing previous Name some finishing What are the different What is rubrics? What are
lesson or presenting the new materials that can be found parts of the project plan? the different kinds of
lesson in our community. rubrics?

For this learning episode, we are going to construct a project plan with consideration on deliberate Today, we are going to use For today we are going to
B. Establishing a purpose policies on sustainable development and demonstrate resourcefulness in managing skills in the use of rubrics for assessing some of refine/improved the products
for the lesson time, materials, money and effort. our finishedproject. based on the assessment that we
What do you know about have yesterday.
rubrics?
C. Presenting examples/ Present the different parts of Project plan. The class will be group Group I – IV: Use
instances of the new into four. Each group will explain what information should be place internet or other means
lesson on each part of project plan. of information
gathering to answer the
 following questions:
1.What is rubric?
2. What are the kinds of
rubric?
3. How do we use the
rubric?
D. Discussing new concepts Group presentation on the process on filling out the parts of the Re-discussion on the different Learners’ discussion about Discuss how to refine product
and practicing new skills #1 project plan. parts of project plan. based on assessment made.

The teacher discusses the policies on sustainable development in Discuss how to develop The teacher will show Original File Submitted and
constructing the project plan. resourcefulness and sample of Rubrics on Formatted by DepEd Club Member
E.Discussing new concepts and managerial skills in the use assessing the repaired - visit depedclub.com for more
practicing new skills#2 of time, materials, money armchair or desk.
and effort. Then discuss how to assess
the quality of enhanced
product using rubrics.
F. Developing mastery Using the sample rubrics by
(Leads to Formative the teacher, assess the
Assessment 3) product/project to be shown
by the teacher.
G. Finding practical Why is rubrics important?
applications of concepts and
skills in daily living

H. Making generalizations What are the different What is rubrics? How do

and abstractions about the parts of project plan? we used rubrics?
lesson

I. Evaluating learning Directions: Construct a project Directions: Base on the Directions: Refines the
plan for extension cord. given rubrics by the teacher, product/project based on the
(Use rubrics in assessing assess the quality of the assessment made yesterday.
the project plan.) enhance Group I & II: Armchair
products presented by the Group III & IV : Desk
teacher.
J. Additional activities for
application or remediation

V. REMARKS
 VI. REFLECTION
A.No.oflearnerswho
earned80%onthe formative
assessment
B. No.oflearnerswho
requireadditionalactivities
forremediation.
C. Didtheremediallessons
work? No.oflearnerswho
havecaughtupwiththe
lesson.
D.No.oflearnerswho
continuetorequire
remediation
E. Whichofmyteaching
strategiesworkedwell?Why
didthesework?
F. WhatdifficultiesdidI
encounterwhichmy
principalorsupervisorcan
helpmesolve?
G.What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
 School: LAHI ELEMENTARY SCHOOL Grade Level: VI
GRADES 1 to 12 Teacher: CHARESSA P. BAYANG Learning Area: ARALING PANLIPUNAN
DAILY LESSON LOG Teaching Dates and
Time: NOVEMBER 18 – 22, 2019 (WEEK 4) Quarter: 3RD QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Pamantayang Naipamamalas ang mas malalim na pag-unawa at pagpapahalaga sa pagpupunyagi ng mga Pilipino tungo sa pagtugon sa mga suliranin , isyu at hamon ng kasarinlan
Pangnilalaman

Pamantayan sa Pagaganap Nakakapagpakita ng pagmamalaki sa kontribusyon ng mga nagpunyaging mga Pilipino sa pagkamit ng ganap na kalayaan at hamon ng kasarinlan

3. Nauunawaan ang kahalagahan ng pagkakaroon ng soberanya sapagpapantili ng kalayaan ng isang bansa

Mga Kasanayan sa Pagkatuto 3.1 Nabibigyang konklusyon na ang iosang bansang Malaya ay may soberanya
(Isulat ang code ng bawat 3.1.1 Naipaliliwanag ang kahalagahan ng panloob na soberanya
3.1.2 Naipaliliwanag ang kahalagahan ng panlabas na soberanya
kasanayan)
3.2 Nabibigyang halaga ang mga karapatang tinatamasa ng isang malayang bansa

AP6SHK-IIId-3
I. Layunin

Naiisa-isa ang kahulugan ng Naipapaliwanag ang kahulugan Naipapaliwanag ang panlabas na Naipaghahambing ang panloob at Nakapag-iisa-isa ng mga
Soberanya ng panloob na Soberanya Soberanya panlabas na soberanya karapatang tinatamasa bilang
Cognitive isang malayang bansa

Napapahalagahan ang Nakapagbubuod tungkol sa Naihahambing ang panloob at Napapahalagahan ang panloob at Nakapagbibigay-halaga ng mga
Soberanya sa isang bansang panloob na Soberanya panlabas na Soberanya panlabas na soberanya sa bansang karapatang tinatamasa ng isang
malaya. Pilipinas. bansang may soberanya
Affective

Naipapahayag ang mga Naipag-uugnay-ugnay ang Nakagagawa GO sa panloob at Nakagagawa ng talahanayan Nakapag-uulat ng mga
karapatan ng isang bansa na panloob na soberanya sa ating panlabas na soberanya tungkol sa panloob at panlabas na karapatang tinatamasa ng isang
Psychomotor may soberanya. bansa. soberanya malayang bansa

II. NILALAMAN
 KAGAMITANG PANTURO
A. Paksa Kahulugan ng Soberanya Uri ng Soberanya: Uri ng Soberanya: Panlabas na Uri ng Soberanya: Paghahambing Kahalagahan ng Pagkakaroon ng
Panloob na Soberanya Soberanya ng Panloob at Panlabas na Sobernya
Soberanya
B. Sanggunian MISOSA MISOSA MISOSA Pilipinas Bansang Papaunlad 6. MISOSA
Lesson 35-42 (Grade 6) Lesson 35-42 (Grade 6) Lesson 35-42 (Grade 6) 2000. Pp. 207-213 Lesson 35-42 (Grade 6)
K-12 AP6, Pilipinas: Bansang K-12 AP6 K-12 AP6 K-12 AP6 K-12 AP6
Papaunlad 6, 2000 pp. 207-213
III. PAMAMARAAN

AE. Balik-aral sa nakaraang Balik-aral sa epekto sa Balik-aral: Balik-aral Ano ang dalawang uri ng Balik-aral
aralin at/o pagsisimula ng pagsasarili ng bansa na soberanya?
bagong aralin ipinapahayag ng ilang Ano ang kahulugan ng
kasunduan soberanya?

AF.Paghahabi sa layunin ng Balitaan tungkol sa pamahalaan Balitaan Balitaan Balitaan Balitaan

aralin

AG.Pag-uugnay ng mga Pagpapakita ng larawan Batay sa balitaan, anu-ano ang Pangkatin ang klase ng apat na Ano ang panlabas na soberanya? Pangkatin ang klase ng apat na
halimbawa sa bagong aralin mga nagawa ng pamahalaan? pangkat. Ano ang panloob na soberanya? pangkat.

AH.Pagtatalakay ng bagong Mga tanong: Ano ang mga Gawain, batas at Tukuyin ang mga larawan kung ito Magbigay ng halibawa sa bawat Anong uri ng karapatan ang
konsepto at paglalahad ng bagong Ano ang nasa larawan? pamantasan n gating bansa? ay tungkol sa soberanyang soberanya. ipanapakita sa bawat larawan.
kasanayan #1 Ano-anu ang ibig sabihin nang panlabas o panloob. Original File Submitted and
mga iyan? Formatted by DepEd Club
Ano ang kahulugan ng mga Member - visit depedclub.com
iyan? for more
Ano ang kahulugan ng
soberanya?
AI.Pagtatalakay ng bagong Magpakita ng larawan na Ipaskil sa manila paper ang mga Bawat pangkat ay mag-uulat at Sa apat na pangkat, ipaskil ang mga Bawat pangkat ay mag-uulat at
konsepto at paglalahad ng bagong makatulong na ang mga bata ay meta strips ang mga Gawain sabhin ng kahalagahan ng mga ito. Gawain kung ito ba ay soberanyang sabhin ng kahalagahan ng mga
kasanayan #2 makapagbibigay ng kahulugan tungkol sa panloob at panlabas na panloob at panlabas. ito.
ng Soberanya. soberanya Bakit mahalaga ang soberanya?
Bakit mahalaga ang soberanya?

AJ.Paglinang sa Kabihasan Sagutin ang nasa ph. 213-214 Sagutin ang pagsasanay na ito. Sa pamamagitan ng Carousel ay Ihambing ang salawang uri ng Sa pamamagitan ng Carousel ay
(Tungo sa Formative Intindihin ang mga tanong nang Alamin ang panloob at panlabas sagutin ang tanong tungkol sa soberanya sagutin ang tanong tungkol sa
Assessment) maayos na soberanya soberanya soberanya
 AK.Paglalapat ng aralin sa pang- Bakit mahalaga ang soberanya Gaano kahalaga ang dalawang Kailangan bang pahalagahan ang Bakit mhalaga ang dalawang ito? Kailangan bang pahalagahan
araw-araw na buhay sa bansa? soberanya? mga bagay-bagay lalo na ang ang mga bagay-bagay lalo na
soberanya? ang soberanya?
AL.Paglalahat ng Aralin Base sa mga nangyayari sa ating Bakit mahalaga ang panloob at Gaano kahalaga ang soberanya? Ihambing ang dalawang soberanya. Gaano kahalaga ang soberanya?
bansa kailangan bang panlabas na soberanya? Bakit kailangan ng bansa g Bakit kailangan ng bansa ang
magkaroon ng Soberanya?Ano Soberanya? Soberanya?
ang soberanya?
AM.Pagtataya ng Aralin Ipaisa-isa ang kahulugan ng Magbigay ng mga halimbawa Pangkatang Gawain: Sa mga pangungusap rito, hanapin Pangkatang Gawain:
Soberanya. tungkol sa panloob at panlabas Isulat sa pisara ang mga kung alin sa soberanya ay panloob Isulat sa pisara ang mga
na soberanya kahalagahan ng soberanya o panlabas . kahalagahan ng soberanya

AN.Karagdagang gawain para Magbigay ng tigtatatlong Magtala ng 5 kahalagahan ng Magtala ng ilang Gawain ni Ipakita sa ‘Venn Diagram” ang Mag-ulat ng pinakasariwang
sa takdang-aralin at halimbawang soberanyang pagkakaroon ng soberanyang Pangulong Duterte na nagpapakita kaibahan ng soberanyang panloob balita tungkol sa karapatang
remediation panlabas at panloob. panloob. ng soberanyang panlabas. at panalbas. tinatamasa o naabuso.

IV. Mga Tala

V. Pagninilay
A. No. of learners who earned 80%
on this formative assessment
B. No. of learners who require
additional activities for remediation
C. Did the remedial lessons work?
No. of learners who have caught up
the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor
help me solve?

G. What innovation or localized

materials did I used/discover which
I wish to share with other teacher?
 School: LAHI ELEMENTARY SCHOOL Grade Level: VI
GRADES 1 to 12 Teacher: CHARESSA P. BAYANG Learning Area: ENGLISH
DAILY LESSON LOG Teaching Dates and
Time: NOVEMBER 18 – 22, 2018 (WEEK 4) Quarter: 3RD QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards  Demonstrates understanding of various verbal elements in orally communicating information.
 Demonstrates understanding of text elements to comprehend various text
 Demonstrates understanding of the library skills to research of variety
 Demonstrate understanding of different formats to write for a variety of audiences and purposes.
B. Performance Standards  Prepares for and participates effectively in a range of conversation and collaboration with diverse partners, building on others’ ideas and expressing their own clearly and persuasively
 Uses knowledge of text types to correctly distinguish literary from informational texts
 Utilizes discrete techniques (general or specific) and applies appropriately them to all or most fields of study
 Edits text using appropriate text types for a variety of audiences and purposes
C. Learning Oral Language Oral Language Study Strategies/Research Writing Composition Writing Composition
Competencies/Objectives Reading Comprehension
Use an appropriate strategies to keep Use a particular kind of sentence in Rewrite/revise text using appropriate Write a composition using an
a discussion going Use Of Graphic Organizers following & giving directions – text types for variety of audience Outline.
and purposes.
Inferring Borrowed Words Using Roots
Write LC code for each EN6OL-IIId-3.7 ENGOL-IIId-12.4.1.3 EN6SS-IIId-1.8.4 ENGWC III d. 1.1.6.1 ENGWC III d. 1.1.6.1
ENGRC-IIId-2.15.2
II. CONTENT Making A Stand In Every Decisions Graphic Organizers and Borrowed Using Kinds of Sentence Plan a Composition Using an Outline / Writing a Composition
Made Words Using Roots Other Graphic Organizer
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide/Pages TM 11-14, Teacher’s Guide Teacher’s Guide p 242
2. Learner’s Materials Pages ENGLISH FOR GRADE 6 (Reading) INTERACTIVE SKILLBOOK IN ENGLISH 6 ENGLISH FOR YOU &ME LG in Elementary English Interactive Skill book in English
(Reading)
3. Textbook Pages pp. 46-47 pp 4-5 234 – 236 pp. 77-80
4. Additional Materials from English DLP English DLP Interactive Skill book in English 37-39 English DLP Interactive Skill book in English
Learning Resource (LR) portal
B. Other Learning Resources Cartolina strips, piece of the story Graphic Organizer Chart, flash cards, paper strips & Outline Outline
pictures
III. PROCEDURES
A. Reviewing previous lesson or Give at least two positive and negative What are the ways in sequencing Do you know what is a sentence? How do you foresee our country in the What are the parts of a
presenting the new lesson effects of media to our society events? Show example of a sentence. year 3000? Composition?
nowadays. The boy is playing basketball.
What are the two parts of the Is the future important?
sentence?
The boy-subject
Is playing basketball-predicate
The sentence tells about something.
B. Establishing a purpose for the Let the pupils sing the song “Four Little The following words are posted on the Show pictures and (The teacher will show pictures of Show a picture of a bird’s nest
lesson Ducks” or “Five Little Birds” board: tell something about it . Futuristic Era) Ask: What can you say about the
 triANGLE picture?
FOUR LITTLE DUCKS  SLOWly
 FOOLish
Four little ducks that (students will analyze the word
I have seen posted)
Skinny one, fatty one
Two by two
But the one little duck has a feather on
his back
He leads with the other saying
“Quack, Quack, Quack!”

(Let the pupils sing individually, by

two’s or by group)

What group of animals are ducks?

Do you want to know the story of “The

King and the Singing Bird?”
C. Presenting examples/instances The teacher reads the story in class What have you noticed with the words Reading and acting out a Dialogue Present the outline of the Phil. 3000 Present a sample composition
of the new lesson while pupils listen attentively. posted on the board? from paper strips that follows a about the birds nest.
direction. Oral reading of the text
“The King and the Singing Bird” Do the following letters being Examples: Original File Submitted and
capitalized in the words given are root “I won the lottery!” Formatted by DepEd Club
Once upon a time, there was a bird words? “Give me a piece of paper”. Member - visit depedclub.com
that had a beautiful voice. The bird “Who passed the test?”
for more
lived at the top of the tallest tree in What is a root word? “Christine studied well so she
the forest. Every morning, the bird passed her test.”
sang so beautifully that all the animals What do we call the letters being
in the forest felt glad to be alive. added at the beginning of the root
One day, the bird far-away sang so word like –mis, -dis, -im, -un, -pre, -
loudly and happily that the king in his under, etc?
castle heard the beautiful melody. “I
want that bird,” shouted the king, who What are prefixes?
was used to getting his own way. Answer: Prefixes are added to the
Hunters brought the bird in a cage to beginning of roots or root words.
the king.
“Sing for me,” announced the king. What do we call the letters being
The bird refused. added at the end of the root word like
“Then I’ll eat you for dinner,” said –ous, -ly, -ness, -en, -ful, -ity, etc?
the king.
The cook was afraid but the bird What are suffixes?
 told her not to worry. “Even a king
cannot destroy a beautiful idea,” the
bird said.
The cook gently stroked the bird
before putting it into the pot. At
dinner, the king ate the bird. The king
started to swell up. He got the
wickedness of his life poured out to
him from all over the land.
Then, the people in the kingdom
heard a song more beautifully than
any they have ever heard before.
- adapted
D. Discussing new concepts and Let us understand the story well by Study the table of prefix and suffix to Picking out sentences from the Make two to three paragraphs What is the composition all about?
practicing new skill #1 answering some questions. be used with its meaning. Dialogue. Let the pupils identify composition using the outline Birds build their nests in different
punctuations used in a sentence presented. LM p. 36 Noise Pollution places. Most birds build their nests
1. What is fascinating about the bird? “I won the lottery!” in tree. They hang or place their
“Give me a piece of paper”. nests on the branches. But others,
2. What did the king want from the “Who passed the test?” like hornbill and the woodpecker,
bird? “Christine studied well so she drill holes into the trunks of trees.
passed her test.” Many birds build their nests on
3. Did the bird sing for the king? the ground –among tall grasses,
shrubs and bushes in caves on high
4. When the bird refused to sing, what and rocky places, and some even
did the king say? build nests on houses and
buildings
Some birds do not build nests.
5. How did the cook feel about the They just lay their eggs on sandy
bird? beaches and cover the eggs with
sand.

6. What happened to the king after

eating the bird?

7. Finally, what happened in the

kingdom?
Prefix Definition Example
anti- against anticlimax
de- opposite devalue
not;
dis- discover
opposite of
en-,
cause to enact, empower
em-
before; foreshadow,
fore-
front of forearm
In-,
in income, impulse
im-
in-, indirect, immoral,
im-, not illiterate,
il-, ir- irreverent
between;
inter- interrupt
among
mid- middle midfield
mis- wrongly misspell
non- not nonviolent
over; too
over- overeat
much
pre- before preview
re- again rewrite
half; partly;
semi- semifinal
not fully
sub- Under subway
above;
super- superhuman
beyond
trans- across transmit
not;
un- unusual
opposite of
under; too
under- underestimate
little
Suffi
Definition Example
x
-able, affordable,
is; can be
-ible sensible
having
-al, - universal,
characteristic
ial facial
s of
the dog
past tense
walked,
-ed verbs;
the walked
adjectives
dog
-en made of golden
one who;
-er, - person teacher,
or connected professor
with
-er more taller

-est the most tallest

-ful full of helpful

having
-ic characteristic poetic
s of
verb forms;
-ing present sleeping
participles
-ion,
-tion, submission,
- motion,
act; process
ation Relation,
,- edition
ition
-ity, - activity,
state of
ty society
-ive, - active,
adjective
ative, comparative
form of noun
-itive , sensitive
-less without hopeless
how
-ly lovely
something is
- state of contentmen
ment being; act of t
state of;
-ness openness
condition of
-ous,
riotous,
- having
courageous,
eous, qualities of
gracious
-ious
-s, - more than trains,
E. Discussing new concepts and The teacher will show the chain of The story is entitled “THE FOX AND Present the sentences - How many paragraphs do we have
practicing new skill #2 events. Use these guide questions to THE CROW” 1. Who won the lottery? in a composition?
sequence the events in the story. Listen carefully as I narrate to you the 2. Give me a piece of paper. Answer: three.
story, you may jot down notes for 3. Who passed the test?
CHAIN OF EVENTS some important details to be able for What is the most important idea in
you to answer the guide questions. the composition?
Beginning What punctuations marks were used in
The Fox and the Crow sentence Number 1? 2? 3? Answer:
First 1. What is the an Aesop Fable Birds build nests in different
first event? places.
Second A fox was walking through the
Event 2. What is the
second event? forest when he saw a crow sitting on
a tree branch with a fine piece of
Third 3. What is the cheese in her beak. The fox wanted
Event third event? the cheese and decided he would be
clever enough to outwit the bird.
Fourth 4. What is the
Event fourth event? "What a noble and gracious bird I
Fifth Event see in the tree!" proclaimed the fox,
5. What is the "What exquisite beauty! What fair
fifth event? plumage! If her voice is as lovely as
Fifth Event her beauty, she would no doubt be
6. What is the
the jewel of all birds."
sixth event?

Fifth Event 7. What is the The crow was so flattered by all

this talk that she opened her beak
seventh event?
and gave a cry to show the fox her
voice.

"Caw! Caw!" she cried, as the

cheese dropped to the ground for the
fox to grab.

F. Developing mastery (Leads to How did you arrange the events? Answer the following questions: From the sentences given, Which How many paragraphs does the From the composition shown what
Formative Assessment) 1. Who are the characters in makes a statement? What sentence composition have? What is the is the topic sentence in the
What guided you to arrange the the story? asks a question?. purpose of each part? paragraph? What are the
events? 2. Where is the setting? Give 1. Who won the lottery? supporting sentences?
the time and the place. 2. Give me a piece of paper. Topic sentence
What words in the guide questions 3. Who passed the test? Birds build nests in different places
were used to help you note the order 3. What are the events that Supporting Details
of events? took place in the story? A. Birds build nests on trees
B. Build nests on the ground
(all of the answers will be then C. Lay eggs on sandy
discussed) beaches

G. Finding practical applications of In what instances do you show your We can use some graphic organizers Study the road map, then based from Why do you need to write a How we can show that Filipino
concepts and skills in daily living concern for God’s creations? for texts that we have listened to or the road map answer the questions composition related to your life or values live in our hearts?
we have read. Story grammar using the different kinds of sentences: experiences? Answer: We can show that we can
How should we regard God’s creation? organizer refers to the structure of the How will I reach the hospital? internalize some Filipino values
story. It organizes your thoughts and How long will the travel be? through our words, our thoughts
ideas in appropriate and right way. and act in our everyday lives.)
Here are some of the examples:
Road Map to reach the hospital
 (The posted graphic organizers for the
texts read will be discussed)
H. Making generalizations and To sequence ideas is to arrange A graphic organizer is a tool or process The kind of sentences are : What is an outline? Simple Definition of composition. :
abstractions about the lesson them in successive and logical order. to build word knowledge by relating 1.Declarative – tells something. Ends the way in which something is put
similarities of meaning to the with a period. together or arranged : the
There are several ways of sequencing definition of the word. 2.Interrogative- asks something. Ends combination of parts or elements
ideas. It is commonly used in the story with a question mark that make up something. : a piece
 1. Chronological order – where the grammar in which information/details of writing; Composition
sequence is based on time or when and even thoughts are properly 3.Imperative-instructs orders
the events happened. organized. or request.
4. Exclamatory-expresses
2. Processes or Instructions on how to strong feelings. Ends with
do things exclamation point.
I. Evaluating learning Read all the sentences. Decide Read the story, “THE FISHERMAN’S Read these sentences carefully. Write D Following an Outline below write a
which sentence should come first. DAUGHTER” and choose one of the for Declarative, I for Interrogative, IM composition about yourself
Then, arrange the rest of the graphic organizers that were discussed for Imperative, E for Exclamatory
sentences in proper order. Use to answer the guide questions. 1. May I borrow your pen? I. Who you are
numbers to show the sequence. Copy 2. Is your father an engineer? A. Birth date and place
the correctly arranged sentences to 3. My sister is a wealthy woman. B Parents
form a paragraph. 4. Bring some flowers tomorrow. C Other members of the
5. Do you have a new book. Family
___a. Then take a small object (e.g. a II. School attended
coin) and “hide” it where it can be III. Involvement in School
seen. Activities
___b. Do not put it under anything. A School Organization
___c. To play “Hide in Sight”, send B. Awards received
everyone out of the room. IV. Future Plans
___d. When someone finds the object, A. What do you want to be
he should pretend to continue looking B. The reason why
for it before he sits down.
___e. When you have hidden the
object, call everyone back in and let
each one look for the object you hid.
___f. The first one who finds the
object will be given the next chance to
hide it.
___g. When everyone has found the
object, or at the end of an agreed time
(e.g. 10-15 minutes) the game is over.
___h. Those who know where the
object is may shout misleading
encouragements or hints to the
others.
J. Additional activities for application Think of one of the most unforgettable Look for other graphic organizers that Watch your favorite T.V show and write Make an outline about the importance Write a Composition using an
or remediation decision that you have made without can be used for reading the text. 4 sentence using the four kinds about of computer technology, and then Outline
regret. Write in 3 paragraphs with 3-5 the memorable scenes make a paragraph about it.
sentences.

IV. REMARKS
V. REFLECTION
A. No. of learners who earned 80%
on the formative assessment
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 these
work?
F. What difficulties did I encounter
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?

School: LAHI ELEMENTARY SCHOOL Grade Level: VI

GRADES 1 to 12 Teacher: CHARESSA P. BAYANG Learning Area: ESP
DAILY LESSON LOG Teaching Dates and
Time: NOVEMBER 18 – 22, 2019 (WEEK 4) Quarter: 3RD QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.LAYUNIN
A. Pamantayang Pangnilalaman Naipamamalas ang pag unawa sa kahalagahan ng pagmamahal sa bansa at pandaigdigang pagkakaisa tungo sa isang maunlad, mapayapa, at mapagkalingang pamayanan.

B.Pamantayan sa Pagganap Naipakikita ang mga gawaing tumutugon sa pagmamahal sa bansa sa pamamagitan ng aktibong pakikilahok na may dedikasyon at integridad.
4. Nabibigyang halaga ang mga batayang kalayaan na may kaukulang pananagutan at limitasyon.
C. Mga Kasanayan sa Pagkatuto 4.5 Pambansang Pagkakaisa ( National Unity )
Isulat ang code ng bawat kasanayan Code: EsP6PPP-IIIa-c-34

II.NILALAMAN Pagkakaisa Para sa Bansa

III. KAGAMITANG PANTURO
A.Sanggunian
1.Mga pahina sa Gabay ng Guro EsP - K to 12 CG p. 83, EsP - K to 12 CG p. 83, EsP - K to 12 CG p. 83, EsP - K to 12 CG p. 83, EsP - K to 12 CG p. 83,
2.Mga Pahina sa Kagamitang Pang-Mag-aaral
3.Mga pahina sa Teksbuk Mga Tula,Pinoy Edition Mga Tula,Pinoy Edition Mga Tula,Pinoy Edition Mga Tula,Pinoy Edition Mga Tula,Pinoy Edition
4. Karagdagang Kagamitan mula sa portal ng Powerpoint presention, mga larawan, gunting, pandikit, metacards, manila paper, permanent marker at masking tape
Learning Resource
B.Iba pang Kagamitang Panturo
IV.PAMAMARAAN
A.Balik-Aral sa nakaraang aralin at/o 1. Pagbati ng guro ng magandang a. Pagbati sa mag-aaral. Balik-aral sa nakaraang talakayan. Itanong: Anu-anong programa ang Muling itanong ang nasa
pagsisimula ng aralin buhay sa mag-aaral. b. Balik-aral. Itanong : idinadaos ng ating paaralan para Isabuhay at tumawag ng
2. Pagtitsek kung sinong liban sa klase. 1. Tungkol saan ang ating maipakitang tayo ay nakikilahok sa ilang mag-aaral upang
3. Batay sa ating naging aralin, paano talakayan kahapon? pandaigdigang pagkakaisa? magbahagi.
mo maisasaalang-alang bilang mag 2. Anong pagpagpapahalaga ang
aaral ang karapatan ng iba? iyong natutuhan tungkol sa aralin?

B. Paghahabi sa layunin ng aralin 1. Ipabasa ang panimula ng aralin.

2. Talakayin ang Mahalagang Kaisipan
C. Pag-uugnay ng mga halimbawa sa bagong Alamin Natin
aralin Ipabasa sa mga magaaral ang tula:
Pagkakaisa

Maraming sinulid na mumunti

Mahihina kapag nag iisa,
Ngunit matapos mahabi
Naging pinaka mahusay na bandila.
Marami ring mga tao
Na ibat iba ang kalagayan,
Pag nabigkis ng pag ibig at layunin na
totoo
Nagiging bayang makapangyarihan.
D. Pagtatalakay ng bagong konsepto at Itanong:
paglalahad ng bagong kasanayan #1 a. Ano ang pamagat ng tula?
b. Bakit ito pinamagatang Pagkakaisa?
c.,Bakit sinabing mahina kapag nag
iisa?
d. Ano ang masasabi mo sa ikalawang
saknong?
e. Sa palagay mo bakit sinabing
makapangyarihan ang bayang nabigkis
ng pag ibig at layunin na totoo?
f. Ano ang nais ipakahulugan ng tula?
g. Bakit mahalaga sa tao na may pag
ibig sa kapwa?
h. Magkaroon ng talakayan sa mga
sagot ng mga mag-aaral.
( Hayaan ang mga mag aaral na
makapag bigay ng kanilang sariling
opinion batay sa knilang sariling
karanasan. )
E. Pagtatalakay ng bagong konsepto at Original File Submitted and Isagawa Natin
paglalahad ng bagong kasanayan #2 Formatted by DepEd Club Member
- visit depedclub.com for more Ipakita ang mga larawan. Ano ang
iyong masasabi sa bawat larawan
nagpapakita ba ito ng pagkakaisa?
Ipaliwanag.

d. Talakayin ang sagot ng mga mag-

aaral.
e. Pangkatin ang mag-aaral sa apat at
ipakita ang kanilang gagawin.
Unang Pangkat – Pakikiisa, Itula Mo
Ikalawang Pangkat – Makiisa at
Umawit
 Ikatlong Pangkat – Guhit ng
Pagkakaisa
f. Magbigay ng rubrics
g. Bigyan sila ng sampung minuto para
sa preparasyon at karagdagang
dalawang minuto sa presentasyon.
h. Magkaroon ng maikling paglalahat
sa nakaraang gawain.
Ano ang inyong masasabi sa
ipinamalas ng bawat pangkat.
F. Paglinang sa Kabihasaan (Tungo sa Isapuso Natin
Formative Assesment 3)
Gawain 1
Itanong. Ano ang gagawin mo upang
maipakita ang pakikiisa sa inyong
paaralan?

Gawain 2
Gumupit ng hugis kamay. Isulat sa
bawat daliri ang iyong pangako kung
paano ka makikiisa sa iyong
kapwa.Idikit ito sa iyong kuwaderno.
d. Iproseso ang ginawa ng mga bata.
e. Ipabasa sa mga mag-aaral ang
Tandaan Natin.
Tandaan Natin
Ang pagkakaisa ng mga
mamamayan sa isang bansa ay
mahalaga tungo sa kaunlaran.
Magkakaiba man ang kanilang salita,
estado sa buhay at pananaw ito ay
nagsisilbing bigkis. Mahalagang
pagyamanin ito sa pamamagitan ng
pakikilahok. Bilang batang marunong
makiisa, ito ay maaaring umpisahan
sa ating sariling paaralan kung saan
naipakikita natin ang pakikiisa sa
pamamagitan ng pagsali sa mga
Gawain.

e. Matapos maipabasa ay tumawag

na mag-aaral na kung saan ay
magbibigay siya ng kanya idelohiya
batay sa tandaan natin.
G. Paglalapat ng aralin sa pang araw-araw na Isabuhay Natin
buhay
Pangkatin ang klase sa tatlo.

a. Magkaroon ng Maikling duladulaan

 ukol sa pakikiisa sa mga proyekto ng
pamahalaan para sa pandaigdigang
pagkakaisa.
b. Ibigay ang rubrics para sa gawain.
(Para sa guro)
Tandaan na ang rubrics ay
magmumula sa pagsang-ayon ng mga
mag-aaral at guro sa pagbibigay ng
marka sa gawain.
Maaari rin naman ito ay galing sa
guro ngunit dapat ay may
konsultasyon sa mag-aaral upang
lalong mapaganda ang rubrics.
c. Iproseso ang ginawa ng mga bata.
Bigyang diin ang pagpapahalagang
tinatalakay.
H. Paglalahat ng Aralin Ano ang kahalagahan ng pagkakaisa
para sa bansa?
I. Pagtataya ng Aralin Subukin Natin

Panuto:
Isulat ang Tama kung ang
pangungusap ay
nagpapakita ng pakikiisa at
Mali kung hindi.
______1. Pinaunlakan ni
Annie ang paanyaya ng
pinuno ng SPG upang sumali
sa “Fun Run para sa
kalikasan”.
______2. Napagkasunduan
ng mag kaibigang Ben at
John na umuwi na lamang at
huwag ng makilahok sa
programa dahil ito ay ukol sa
droga at wala naman silang
maitutulong dito.
_____3. Pinunit ni Nathaan
ang poster tungkol sa
Earthquake Drill na
isasagawa pa lamang sa
kanilang barangay.
_____ 4. Tumulong sa
pagkalap ng mga donasyon
ang mga batang nasa
ikaanim na baiting upang
matulungan ang mga
biktima ng nakaraang bagyo.
_____5. Ang mga tao sa
 aming barangay ay sabay
sabay nag patay ng ilaw
bilang pakikiisa sa Earth
Hour.
J. Karagdagang gawain para sa takdang-aralin Sumulat ng mga hugot lines
at remediation tungkol sa pambansang
pagkakaisa.
V.MGA TALA

VI. PAGNINILAY

A.Bilang ng mag-aaral na nakakuha ng 80% sa

pagtataya
B. Blgng mag-aaral na nangangailangan ng iba
pang gawain para sa remediation
C. Nakatulong ba ang remedial? Bilang ng mag-
aaral na nakaunawa sa aralin?
D. Bilang ng mga mag-aaral na magpatuloy sa
remediation?
E. Alin sa mga istrateheya ng
Patuturo nakatulong ng lubos? Paano ito
nakatulong?
F. Anong suliranin ang aking naranasan na
solusyonan sa tulong ng aking punongguro at
superbisor?
G.Anong kagamitang panturo ang aking na
dibuho na naiskong ibahagi sa mga kapwa ko
guro?
 School: LAHI ELEMENTARY SCHOOL Grade Level: VI
GRADES 1 to 12 Teacher: CHARESSA P. BAYANG Learning Area: MAPEH
DAILY LESSON LOG Teaching Dates and
Time: NOVEMBER 18 – 22, 2019 (WEEK 4) Quarter: 3RD QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A.(Content Standards) Demonstrates understanding Demonstrates understanding of Demonstrates understanding of Demonstrates understanding of Weekly test
of participation and participation and assessment of participation and assessment of participation and assessment of
assessment of physical activity physical activity and physical physical activity and physical fitness physical activity and physical
and physical fitness fitness fitness
B. (Performance Standards) Participates and assess Participates and assess Participates and assess Participates and assess
performance in physical performance in physical activities performance in physical performance in physical activities
activities activities
C. ( Learning Competencies) Describes the physical activity Explains the indicators for fitness Assesses regularly participation in Explains the nature of dance Be able to answer the given
pyramid PE6PF-IIIA-17 physical activities based on the PE6RD-IVB-1 questions with accuracy.
PW6PF-IIIAQ-16 Philippine Physical activity pyramid.
PE6PF-IIIB-H-18

II. ( Content) Physical Activity Pyramid Fitness Indicators Physical Activity Pyramid Dance

A. (References)
1. (Teacher’s Guide Pages)
2. (Learner’s Materials pages)
3. (Textbook Pages) 21st Century Mapeh in Action 21st Century Mapeh in Action 6 21st Century Mapeh in Action 6 21st Century Mapeh in Action 6
6 pp.184-185 pp.180-181 pp.184-185 pp.218-220
4. ( Additional Materials from LR
Portal)
B. (Other Learning Resources) Laptop, speaker Test Questionnaires, test
notebooks, e-class record,
pens.

A. ( Review previous Lesson) What is the physical activity What is the different health related Recall their past lessons.
pyramid? fitness? Preparation of test materials
B. (Establishing purpose for the Give examples of unhealthy Identify the following Do you remember our lesson about Why should you get a high
lesson/ Motivation) living among children now a activities in the picture. the Philippine Physical Activity score in any given test?
day? Why do we need to be Pyramid? What is our national dance?
1. Eating junk foods What are the activities it
active?
2. Drinking soft drinks recommends?
3. Not exercising How can we classify them?
What are the ways
that we can stop
these unhealthy
practices that we do
everyday?
 C. ( Presenting examples or Identify the following dances. Setting of standards in taking
presentation/ instances of the new the test
lesson) Original File Submitted and
Formatted by DepEd Club
Member - visit depedclub.com
for more

D. ( Discussing new concepts and What are the activities that What are the health related What are the activities in the Name some Philippine Distributes test materials to
practicing new skills) we should do regularly? components? pyramid you do in your daily life as folkdance that you are the pupils.
What are the activities that Give its importance. recommended by the chart? familiar with.
we should do minimally?
Why?
E. ( Discussing new concepts & What are the things that we do Why do we need to do as what the How do you describe Maglalatik Answering of test items
practicing new skills #2) Why do you think these that prevents these health related chart recommends us? folk dance? Itik-Itik?
pyramid do recommend skills? Can you perform those activities?
activities that requires a lot of
body movement?
F. Developing Mastery Identify the following What is the different health Is it difficult to dance Maglalatik?
(Leads to Formative Assessment 3) activities that we should do related fitness? Who among you knows the
Minimally, Often, Regularly, Enumerate them. Group activity. steps?
Habitually. Divide the group into 4. Assign each (Watching of the video of
1. Watching television group with different classification of maglalatik and Itik-Itik.)
(M) activities in the Philippine Physical
2. Swimming (O) Activity Pyramid.
Ask them to act out all activities that
3. Doing house chores
are included in their respective name
(R) of groups.
4. Running errands( R ) Give them time to plan for their
5. Playing computer presentation
games (M)

G. ( Finding to Practical Application of What activities that we should If you are asked to buy something Why do we need to keep our body
concepts and skills in daily living/ change or minimize in the at the nearby store would you ride active during the day? What
Valuing) physical activity pyramid? a jeepney or just walk? Why? activities should be avoided based
Why? What are the benefits of walking? on the pyramid?
H. ( Making Generalization & What are activities that we What health related skills do you What is the importance of the What are the Philippine
Abstraction about the lessons) should do minimally? possess as of now? Philippine Physical Activity pyramid folkdances?
 Regularly? Often? Habitually? What should you do to acquire the in our day to day living?
What is the Physical Activity skills you can’t do?
Pyramid?
I. ( Evaluating Learning) Enumerate the activities that What are the health related Let each group present their planned Dancing of Maglalatik for the Checking and recording of test
you should do (5 activities fitness? activity Boys and Itik-Itik for the Girls. results
each)
a. Minimally Rubrics:
b. Often 5-4 each member of the group
c. Regularly participated actively. They clearly act
out the activities to be guessed by
d. Habitually
the other group.
2-3 one or two of members of the
group did not fully participate in the
activity, some acts were not clearly
presented
0-1 only one member present the
activity/the group did not participate
at all
J. ( Additional activities for application List down your daily activities Identify the health related fitness
or remediation) in your notebook and identify performed in the following
them according to the exercise.
Philippine physical activity 1. 1-minute step
pyramid. test( Cardio)
2. Curl-ups(abdominal)
3. Sit and Reach (flexibility)
4. 50-meter sprint (Speed)
5. Paper
juggling(Coordination)

V. ( Remarks)

VI. ( Reflection)

A.( No. of learners who earned 80% in

the evaluation)
B.( No. of learners who requires
additional acts for remediation who
scored below 80%)
C.( Did the remedial instruction really
work? No of learners who caught up
with the lesson)
D.( No. of learners who continue to
 require remediation)
E. (Which of the strategies work well?
Why did this work?
F. (What difficulties did I encounter
which my principal/ supervisor can
help me solve?)
G. ( What innovations or localized
materials did I used/ discover which I
wish to share with other teacher?)

School: LAHI ELEMENTARY SCHOOL Grade Level: VI

GRADES 1 to 12 Teacher: CHARESSA P. BAYANG Learning Area: MATHEMATICS
DAILY LESSON LOG Teaching Dates and
Time: NOVEMBER 18 – 22, 2019 (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. Weekly Test
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 Lesson Guide in Elem. Math Gr. 6 Lesson Guide in Elem. Math Gr. 6
p.85-87 p. 1-6
2. Learner’s Materials pages 21st Century Mathletes 6, 200-209 21st Century Mathletes 6, 21st Century Mathletes 6 21st Century Mathletes 6,

3. Textbook pages 21st Century Mathletes 6 21st Century Mathletes 6 21st Century Mathletes 6 21st Century Mathletes 6,
 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: Giving Directions.
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 Test proper
the lesson letter in the sequence. whether a number is odd or even. problem/situation on the blanks. Original File Submitted and
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 Formatted by DepEd Club
gives a number, Group 2 answers is 4 years more than twice her age. Member - visit depedclub.com
odd or even, then have them do it ____ for more
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 Checking
Examples/Instances of new Pascal’s triangle and show the sum 4, 10, 16, 22, 28 board.
lesson of numbers diagonally. (See TG p. Mrs. Quinay presented these Write down the next two terms Have a pupil read aloud the
85 & Textbook p. 213) number patterns to his Math of the sequence. expression 5 + 3 and the equation 5 + 3
Write the three numbers in the class. b) Write down an expression = 8.
pattern. 1, 3, 7, 15, 31, 63 for the nth term of this Ask: What is the difference between 5
sequence. + 3 and 5 + 3 = 8?
Ask : What do you think is the
c) Work out the 50th term of -Many students will quickly respond by
rule/pattern used to find the 2nd
the sequence. stating that one has an equals sign and
term? 3rd ? 4th? 5th? 6th?
Solution the other does not.
1x2+1=3 15
a) From looking at the Say: 5 + 3 is called an expression. An
x 2 + 1 = 31
sequence we can see that each expression consists of a number or a
3x2+1=7 31
term is 6 larger than the combination of numbers joined by
x 2 + 1 = 63
previous term. We say the operation symbols. An expression does
7 x 2 + 1 = 15
term-to-term rule is "add 6". not have an equal sign.
Patterns : ( x 2 + 1 ) or ( +2, +4,
Therefore the next two terms Erase 5 + 3. Point to 5 + 3 = 8.
+8, +16, +32 )
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
= 298

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 Recording
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?