Daily Lesson Log - Mathematics - Grade 6 - Week 8 - Nov.11-15, 2024 PDF
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Lucena West II Elementary School
2024
Raymond M. Moreno
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Summary
This document is a daily lesson log for Grade 6 Mathematics, covering the period from November 11th to 15th, 2024. It includes lesson objectives, content, learning resources, and procedures, for various days of the week. It is likely part of a curriculum.
Full Transcript
**GRADES 1 to 12** **DAILY LESSON LOG** **School:** **LUCENA WEST II ELEMENTARY SCHOOL** **Grade Level:** **VI** **Teacher:** **RAYMOND M. MORENO** **Learning Area:** **MATHEMATICS** **Teaching Dates and Time:** **NOV. 11-15, 2024 (WEEK 8)** **Quarter:** **2^ND^ QUARTER** +-----------+...
**GRADES 1 to 12** **DAILY LESSON LOG** **School:** **LUCENA WEST II ELEMENTARY SCHOOL** **Grade Level:** **VI** **Teacher:** **RAYMOND M. MORENO** **Learning Area:** **MATHEMATICS** **Teaching Dates and Time:** **NOV. 11-15, 2024 (WEEK 8)** **Quarter:** **2^ND^ QUARTER** +-----------+-----------+-----------+-----------+-----------+-----------+ | | **MONDAY* | **TUESDAY | **WEDNESD | **THURSDA | **FRIDAY* | | | * | ** | AY** | Y** | * | | | | | | | | | | | | | | **(CATCH- | | | | | | | UP)** | +===========+===========+===========+===========+===========+===========+ | I. **OBJ | **EXPLICI | | | | | | ECTIVES** | T | | | | | | | DAILY | | | | | | | LESSON | | | | | | | LOG** | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | A. **Con | The | | | | | | tent | learner | | | | | | Stand | demonstra | | | | | | ards:** | tes | | | | | | | understan | | | | | | | ding | | | | | | | of order | | | | | | | of | | | | | | | operation | | | | | | | s, | | | | | | | ratio and | | | | | | | proportio | | | | | | | n, | | | | | | | percent, | | | | | | | exponents | | | | | | | , | | | | | | | and | | | | | | | integers | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | B. **Per | The | | | | | | formance | learner | | | | | | Stand | is able | | | | | | ards:** | to apply | | | | | | | the four | | | | | | | fundament | | | | | | | al | | | | | | | operation | | | | | | | s | | | | | | | involving | | | | | | | fractions | | | | | | | in | | | | | | | mathemati | | | | | | | cal | | | | | | | problems | | | | | | | and | | | | | | | real-\ | | | | | | | life | | | | | | | situation | | | | | | | s. | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | C. **Lea | **Compare | Compares | Describe | Describe | Describe | | rning | s** | and | and | and | and | | Compe | and | **arrange | Interpret | Interpret | Interpret | | tencies/O | arranges | s** | the basic | the basic | the basic | | bjectives | integers. | integers. | operation | operation | operation | | :** | | | s | s | s | | | | | **(additi | (**multip | (**divisi | | Write | | | on/subtra | lication* | on**) | | the | | | ction**) | *) | on | | LC | | | on | on | integers | | Code | | | integers | integers | using | | for | | | using | using | materials | | each | | | materials | materials | such as | | | | | such as | such as | algebra | | | | | algebra | algebra | tiles, | | | | | tiles, | tiles, | counters, | | | | | counters, | counters, | chips and | | | | | chips and | chips and | cards | | | | | cards | cards | | +-----------+-----------+-----------+-----------+-----------+-----------+ | **II. | | | | | | | Content** | | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | II. **LEA | | | | | | | RNING | | | | | | | RESOU | | | | | | | RCES** | | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | A. **Ref | | | | | | | erences** | | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | 1. **Tea | | | | | | | cher's | | | | | | | Guide | | | | | | | Pages | | | | | | | ** | | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | 2. **Lea | | | | | | | rner's | | | | | | | Mater | | | | | | | ials | | | | | | | Pages | | | | | | | ** | | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | 3. **Tex | | | | | | | tbook | | | | | | | Pages | | | | | | | ** | | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | 4. **Add | BEAM LG | BEAM LG | BEAM LG | BEAM LG | BEAM LG | | itional | Gr. 6 | Gr. 6 | Gr. 6 | Gr. 6 | Gr. 6 | | Mater | Module 10 | Module 10 | Module 10 | Module 10 | Module 10 | | ials | | | | | | | from | | | | | | | Learn | | | | | | | ing | | | | | | | Resou | | | | | | | rce | | | | | | | (LR) | | | | | | | porta | | | | | | | l** | | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | B. **Oth | | | | | | | er | | | | | | | Learn | | | | | | | ing | | | | | | | Resou | | | | | | | rces** | | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ +-----------+-----------+-----------+-----------+-----------+-----------+ | III. **PR | | | | | | | OCEDURES* | | | | | | | * | | | | | | +===========+===========+===========+===========+===========+===========+ | A. **DRI | Multiplic | Multiplic | Multiplic | Multiplic | Multiplic | | LL** | ation | ation | ation | ation | ation | | | drill | drill | drill | drill | drill | +-----------+-----------+-----------+-----------+-----------+-----------+ | B. **REV | PASS THE | Have a | Compare | Arrange | Drill: | | IEW** | BALL | drill on | the | each set | Perform | | | | comparing | following | of | multiplic | | | The | the | integers | integers | ation | | | student | following | by | in | on each | | | who holds | quantitie | writing | descendin | pair of | | | the ball | s | the | g | numbers. | | | when the | by | symbol \> | order. | | | | music | writing | or on the | | 1. 12 | | | stops | \. | line. | -8, -5, | and 4 | | | will | | | -1, -9, | | | | answer | P2500.00 | 1. +13 | -11 | 2. 7 and | | | the | pesos | \_\_\ | | 3 | | | question. | savings | _\_\_ | +12, +6, | | | | | \_\_\_ | +8 | +11, +2, | 3. 15 | | | 1. 3 | P1240.00 | | +15 | and 9 | | | units | pesos | 2. -6 | | | | | to | savings. | \_\_\ | -26, 33, | Review: | | | the | | _\_\_ | -45, 17, | | | | right | ½ meter | -2 | 3 | Determine | | | of 0. | of | | | if the | | | | cloth\_\_ | 3. +7 | 70, -90, | following | | | 2. 7 | \_\_\_ | \_\_\ | -46, 80, | pairs of | | | units | 2 meters | _\_\_ | 6 | integers | | | to | of | -15 | | have like | | | the | clothes. | | -6, 16, | signs or | | | left | | 4. -1 | -25, -16, | unlike | | | of 0. | Review by | \_\_\ | 44 | signs. | | | | arranging | _\_\_ | | | | | 3. 1 | numbers | +9 | | 1. (+7) | | | unit | according | | | and | | | to | to | 5. +4 | | (-12) | | | the | values. | \_\_\ | | | | | left | Start | _\_\_ - | | 2. (-4) | | | of +5 | from the | 4 | | and ( | | | | one that | | | -9) | | | 4. 3 | is | | | | | | units | closest | | | 3. (-5) | | | to | to zero. | | | and | | | the | | | | (-30) | | | right | 2, ¾, 1, | | | | | | of +6 | 0.5, 7 | | | 4. (+2) | | | | | | | and | | | 5\) 6 | ½, 3, 6, | | | (-11) | | | units | 2/5, 0.75 | | | | | | to the | | | | (+56) and | | | left of | | | | (+18) | | | -2. | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | C. **MOT | The | **Activit | Mrs. | The | After a | | IVATION/U | teacher | y | Reyes | teacher | community | | NLOCKING | will | Title: | bought | will | campaign | | DIFFI | present | "How does | fruits | present | on | | CULTIES** | to the | your | that cost | to the | reducing | | | pupils | mother | P 700.00 | pupils | waste, | | | the | budget | from a | the | the | | | lesson's | your | wholesale | lesson's | amount of | | | objective | family | r | objective | garbage | | |. | income?** | and sold |. | in Rita's | | | | | them in | | household | | | | **Post | her | Describes | decreased | | | | the | fruits | and | by 2 kg | | | | following | stand. On | interpret | per day. | | | | Questions | Monday, | s | By how | | | | :** | her sales | the basic | much will | | | | | is | operation | their | | | | **How | P800.00 | s | garbage | | | | much is | and on | on | decrease | | | | your | Tuesday, | integers | after 6 | | | | family | P500.00. | using | days? | | | | monthly | But on | materials | What is | | | | income?** | Wednesday | such as | the | | | | | , | algebra, | average | | | | | she lose | tiles, | reduced | | | | | P400.00 | counters, | waste by | | | | | because | chips, | each | | | | | some of | and cards | person in | | | | | the | | Rita's | | | | | fruits | Let them | household | | | | | are | watch the | if there | | | | | already | video. | are four | | | | | rotten. | | of them | | | | | Consideri | https://w | in the | | | | | ng | ww.youtub | family? | | | | | the sales | e.com/wat | | | | | | of fruits | ch?v=\_Bg | | | | | | for the | blvF90UE | | | | | | three | | | | | | | days, did | | | | | | | Mrs. | | | | | | | Reyes | | | | | | | gain or | | | | | | | lose | | | | | | | profit? | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | **IV - | ASK; | Using the | Consideri | Problem: | What | | INTRODUCT | | data | ng | | integer | | ION** | 1. What | given by | the sales | Mrs. | will | | | are | the | of Mrs. | Reyes | represent | | | the | pupils, | Reyes on | bought | the | | | numbe | choose | the three | fruits | decrease | | | rs | asset of | days, ask | which | in | | | to | integers | the | cost P | garbage | | | the | wherein | pupils to | 700.00 | in a day? | | | right | the total | represent | from a | | | | of | amount of | the gain | wholesale | | | | zero? | expenses | and loss | r | | | | Are | is | using | and sold | | | | they | greater | integers. | them in | | | | great | than the | To | her fruit | | | | er | monthly | determine | stand. On | | | | than | income. | the total | Monday, | | | | zero? | From | sales | her sales | | | | | hence, | means to | was P | | | | - In | explain | combine | 800.00; | | | | gener | that such | the gains | and on | | | | al, | situation | and loss. | Tuesday, | | | | is | requires | | P 500.00. | | | | zero | the | How are | But on | | | | less | existence | we going | Wednesday | | | | than | of | to | , | | | | all | negative | combine | she lost | | | | posit | numbers. | the gain | P 400.00 | | | | ive | | and loss? | because | | | | numbe | What are | | some of | | | | rs? | negative | What is | the | | | | | numbers? | the total | fruits | | | | 2. What | | sale of | were | | | | are | What are | fruits of | already | | | | the | positive | Mrs. | rotten. | | | | numbe | numbers? | Reyes? | Consideri | | | | rs | | | ng | | | | to | | How can | the sales | | | | the | | we | from | | | | left | | determine | Monday to | | | | of | | if Mrs. | Wednesday | | | | zero? | | Reyes | , | | | | Are | | gained or | did Mrs. | | | | they | | lost | Reyes | | | | less | | money | gain or | | | | than | | from | lose? | | | | zero? | | selling | | | | | | | her | | | | | - In | | fruits? | | | | | gener | | | | | | | al, | | | | | | | is | | | | | | | zero | | | | | | | great | | | | | | | er | | | | | | | than | | | | | | | all | | | | | | | negat | | | | | | | ive | | | | | | | integ | | | | | | | ers? | | | | | | | Why? | | | | | | | | | | | | | | 3. Can | | | | | | | we | | | | | | | say | | | | | | | that | | | | | | | 10 is | | | | | | | great | | | | | | | er | | | | | | | than | | | | | | | -10? | | | | | | | | | | | | | | - In | | | | | | | gener | | | | | | | al, | | | | | | | are | | | | | | | all | | | | | | | posit | | | | | | | ive | | | | | | | integ | | | | | | | ers | | | | | | | great | | | | | | | er | | | | | | | than | | | | | | | negat | | | | | | | ive | | | | | | | integ | | | | | | | ers? | | | | | | | | | | | | | | ![D:\\DLP | | | | | | | 2017\\2ND | | | | | | | QUARTER | | | | | | | MATH\\int | | | | | | | eger.jpg] | | | | | | | (media/im | | | | | | | age2.jpeg | | | | | | | ) | | | | | | | | | | | | | | VALUE | | | | | | | DECREASES | | | | | | | VALUE | | | | | | | DECREASES | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | A. **TEA | GROUP | **Discuss | Deepening | Group 1 | Show a | | CHING/ | Activity: | that | | and Group | video | | MODEL | | real-life | Let the | 3 | clip on | | ING** | GROUP 1: | situation | pupils | | dividing | | | | s | determine | How do we | integers. | | | Put the | can be | how to | combine | | | | following | represent | combine | integers? | | | | numbers | ed | integers | | | | | in order | by | by | In using | | | | starting | integers. | studying | the | | | | with the | ** | the given | number | | | | least. | | examples | line for | | | | -23, 17, | | below: | adding | | | | -32, 2, | | | integers | | | | -4, 0 | | 1. ( +4 | : | | | | | | ) + ( | | | | | Start | | +3)= | Always | | | | looking | | ( +7) | start at | | | | at the | | | zero | | | | negative | | 2. (-4) | | | | | numbers | | + | Add a | | | | as these | | ( | positive | | | | are | | -3)= | integer | | | | always | | ( -7) | by moving | | | | less than | | | to the | | | | positive | | | right on | | | | numbers. | | | the | | | | Start | | | number | | | | with the | | | line. | | | | \"biggest | | | | | | | \" | | | Add a | | | | negative | | | negative | | | | number ( | | | integer | | | | -32) as | | | by moving | | | | that has | | | to the | | | | the | | | left on | | | | lowest | | | the | | | | value. | | | number | | | | | | | line. | | | | Find the | | | | | | | next | | | Using the | | | | \"biggest | | | number | | | | \" | | | line, | | | | negative | | | combine | | | | number | | | the | | | | (-23) and | | | following | | | | continue | | | : | | | | until the | | | | | | | negative | | | (+4) x | | | | numbers | | | (+3) = | | | | are in | | | | | | | order. | | | (-4) x | | | | | | | (-3) = | | | | Zero and | | | | | | | positive | | | (-7) x 4 | | | | numbers | | | = | | | | can then | | | | | | | be put | | | Group 2 | | | | into | | | and Group | | | | order to | | | 4 | | | | give the | | | | | | | following | | | Draw | | | | complete | | | tiles | | | | list: | | | colored | | | | \_\_\_\_\ | | | white and | | | | _\_\_\_\_ | | | black. | | | | \_\_\_\_\ | | | Let the | | | | _\_ | | | black | | | | | | | tiles | | | | GROUP 2: | | | represent | | | | | | | positive | | | | Which of | | | integers, | | | | these | | | while the | | | | numbers | | | white | | | | is | | | tiles | | | | greater | | | represent | | | | than -6 | | | positive | | | | but less | | | integers. | | | | than 4?\ | | | | | | | -8, -10, | | | | | | | 5, -4, 0 | | | | | | | | | | | | | | Start be | | | | | | | finding | | | | | | | all the | | | | | | | numbers | | | | | | | that are | | | | | | | less than | | | | | | | -6. This | | | | | | | gets rid | | | | | | | of -8 and | | | | | | | -10 (to | | | | | | | the left | | | | | | | of -6 on | | | | | | | the | | | | | | | number | | | | | | | line). | | | | | | | Next | | | | | | | we\'ll | | | | | | | get rid | | | | | | | of any | | | | | | | number | | | | | | | that is | | | | | | | greater | | | | | | | (not | | | | | | | less) | | | | | | | than 4. | | | | | | | \_\_\_\_\ | | | | | | | _\_\_\_\_ | | | | | | | \_\_\_\_ | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ +-----------+-----------+-----------+-----------+-----------+-----------+ | D. **GEN | How do we | How do we | How can | How can | How can | | ERALIZATI | compare | compare | we | we | we | | ON** | and | and | describe | describe | describe | | | arrange | arrange | and | and | and | | | integers? | integers? | interpret | interpret | interpret | | | | | the basic | the basic | the basic | | | | | operation | operation | operation | | | | | s | s | s | | | | | (addition | (multipli | (multipli | | | | | /subtract | cation) | cation) | | | | | ion) | on | on | | | | | on | integers | integers | | | | | integers | using | using | | | | | using | materials | materials | | | | | materials | such as | such as | | | | | such as | algebra | algebra | | | | | algebra | tiles, | tiles, | | | | | tiles, | counters, | counters, | | | | | counters, | chips and | chips and | | | | | chips and | cards? | cards? | | | | | cards? | | | +===========+===========+===========+===========+===========+===========+ | B. **GUI | A. Write | Have a | Have a | Answer | Find the | | DED | \>, | group | Pair | the | quotient. | | PRACT | \ | integers | following | | (+5) | | | | from the | : | What | | | | a. -4 | least to | | happens | 2. (+21) | | | \_\_\ | greatest | 1. 1\. ( | when we | ÷ | | | _\_\_ | and vice | -21)+ | put | (-3) | | | -8 | versa. | ( | together | | | | | | +5) | 1 black | 3. ( | | | b. -10 | | | tile and | -18) | | | \_\_\ | | 2. (+47) | another | ÷ | | | _\_ | | + | black | (+ 6) | | | 0 | | (+16) | tile? | | | | | | | | | | | c. 8 | | 3. (-72) | How about | | | | \_\_\ | | + | if we put | | | | _\_ | | (- 38 | together | | | | 9 | | ) | 1 white | | | | | | | tile and | | | | d. -9 | | 4. (-10) | another | | | | \_\_\ | | + | white | | | | _\_\_ | | (+87) | tile? | | | | -9 | | | | | | | | | (+15) + | What will | | | | e. -12 | | (-56) + | happen if | | | | \_\_\ | | (-9) | we put | | | | _\_ | | | together | | | | 12 | | | 1 black | | | | | | | tile and | | | | | | | 1 white | | | | | | | tile? | | | | | | | | | | | | | | Answer | | | | | | | the | | | | | | | following | | | | | | | with a | | | | | | | partner: | | | | | | | | | | | | | | Show the | | | | | | | product | | | | | | | of +2 and | | | | | | | +4 using | | | | | | | tiles. | | | | | | | | | | | | | | Show the | | | | | | | product | | | | | | | of +5 and | | | | | | | -2 using | | | | | | | tiles. | | +-----------+-----------+-----------+-----------+-----------+-----------+ | C. **IND | Arrange | Arrange | Group | In a | Use the | | EPENDENT | the | the | Activity | certain | 4-step | | PRACT | following | following | | place, | plan to | | ICE** | in | integers | Use the 4 | the | solve the | | | increasin | from the | step plan | temperatu | problem. | | | g/ascendi | least to | to solve | re | | | | ng | the | the | was | Mrs. Tan | | | order. | greatest | problem. | -14^o^C | supports | | | (use a | and | | in the | a charity | | | number | greatest | Mt. | morning. | for the | | | line) | to the | Everest, | The | children | | | | least. | the | temperatu | by | | | -5, 10, | | highest | re | deducting | | | -12, 7, | 2, -6, - | elevation | in the | P350.00 | | | 15, -25, | 8, 5, -1, | in Asia, | afternoon | every | | | 0 | 7, -5 | is 29 028 | dropped | month | | | | | feet | further | from her | | | | 25, -20, | above sea | by | bank | | | | 18, 15, | level. | -7^o^C. | account. | | | | -15 | The dead | What was | What is | | | | | sea, the | the | her total | | | | 40, 41, | lowest | temperatu | deduction | | | | -20, 25, | elevation | re | in a | | | | 30 | , | in the | year? How | | | | | I 1 312 | afternoon | much | | | | 40, 50, | foot | ? | money | | | | -40, -50, | below sea | | will the | | | | 10 | level. | What is | charity | | | | | What is | asked? | receive | | | | | the sum | | in 5 | | | | | of these | What are | years? | | | | | two | the given | | | | | | elevation | facts? | | | | | | s? | | | | | | | | PLAN | | | | | | | | | | | | | | SOLVE | | +-----------+-----------+-----------+-----------+-----------+-----------+ | **V - | Compare | Compare | Describe | Describe | Describe | | EVALUATIO | and | and | and | and | and | | N** | arrange | arrange | Interpret | Interpret | Interpret | | | integers | integers | the basic | the basic | the basic | | | by | by | operation | operation | operation | | | answering | answering | s | s | s | | | the | the | (addition | (multipli | (division | | | following | following | /subtract | cation) | ) | | |. |. | ion) | on | on | | | | | on | integers | integers | | | 1. Which | 1. Which | integers | using | using | | | of the | of the | using | materials | materials | | | following | following | materials | such as | such as | | | is the | is the | such as | algebra | algebra | | | correct | correct | algebra | tiles, | tiles, | | | order of | order of | tiles, | counters, | counters, | | | integers | integers | counters, | chips and | chips and | | | from | from | chips and | cards by | cards by | | | smallest | smallest | cards by | answering | answering | | | to | to | answering | the | the | | | largest?\ | largest?\ | the | following | following | | | A) -5, 0, | A) -3, 2, | following |. |. | | | 3, -2\ | 1, -5\ |. | | | | | B) -5, | B) -5, | | 1. **When | ### 1. ** | | | -2, 0, 3\ | -3, 1, 2\ | 1\. **1. | multiplyi | Which of | | | C) 0, -5, | C) 1, -3, | Which | ng | the follo | | | 3, -2\ | 2, -5\ | of the | +3 by +2 | wing repr | | | D) 3, -2, | D) -3, | following | using | esents th | | | 0, -5 | -5, 1, 2 | best | counters, | e divisio | | | | | represent | what | n of two | | | 2. 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| | | | | | | ASSIGNMEN | | | | | | | T** | | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | IV. **REM | | | | | | | ARKS** | | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ +-----------------------------------+-----------------------------------+ | V. **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 work well? Why did | | | these work? | | +-----------------------------------+-----------------------------------+ | F. What difficulties did I | | | encounter which my principal | | | or supervisor can help me | | | solve? | | +-----------------------------------+-----------------------------------+ | G. 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