School PIT-AO ELEMENTARY SCHOOL Grade Grade 6

Teacher JIGS MICHELLE P. PASAMONTE Learning Area MATH 6

Daily Lesson Log Week/Teaching Date January 8-12, 2024 Quarter Quarter 2 – Week 8

WEEK 8 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards Demonstrates understanding of order of operations, ratio and proportion, percent, exponents, and integers.
B. Performance Standards is able to applyknowledge of order ofoperations, ratio andproportion, percent, exponents, and integers in mathematical problems and real-lifesituations.
C. Learning Competencies describe the set of integers and identify real-life situations that make use of it.
compares integers with other numbers such as whole numbers, fractions, and decimals.
M6NS-IIg-152
D. Learning Objectives describe the set of integers and identify describe the set of integers and identify describe the set of integers and describe the set of integers and
real-life situations that make use of it. real-life situations that make use of it. identify real-life situations that make identify real-life situations that make
use of it. use of it.
compares integers with other numbers such compares integers with other numbers
as whole numbers, fractions, and decimals. such as whole numbers, fractions, and compares integers with other compares integers with other
decimals. numbers such as whole numbers, numbers such as whole numbers,
M6NS-IIg-152 fractions, and decimals. fractions, and decimals.
M6NS-IIg-152
M6NS-IIg-152 M6NS-IIg-152

Performing Basic Operations on Integers Performing Basic Operations on Performing Basic Operations on Performing Basic Operations on Weekly Test
II. CONTENT Integers Integers Integers
( Subject Matter)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from SLM/ADM SLM/ADM
Learning Resource LR
portal
B. Other Learning Laptop, Audio-visual, Presentation Laptop, Audio-visual, Presentation Copy of the Weekly Test
Resources
IV. PROCEDURE
A. Drill/Reviewing previous Let’s have a drill Students will make an algebra tiles. Review the previous lesson Review the previous lesson
Lesson or presenting new Try to solve:
lesson
Temperature in cold countries could fall
below 00C or 32 0F, especially during
winter. One of these countries is Alaska, a
state of the USA situated in the Northwest
extremity of America. Of the 50 states, it is
the largest by land area but the least in
terms of population. Record shows that
approximately half of the populations of the
residents live within the Anchorage
 Metropolitan Area. Alaska is widely known
for its very cold climate.
One time, the temperature in Anchorage,
which recorded at 80 F in the morning, had
dropped to -50 F in the evening. What was
the difference between the two
temperatures?

How can you use integers to answer the

question about the given temperature in
Alaska? Do you think the number line can
help you solve the problem?

This algebra tiles will help to add and

subtract the integers.
s
B. Establishing a purpose for Solve following problem: Perform the indicate operation on Take a Look Back On the other hand Adding and
the lesson 1. An ocean depth of 36 070 ft. Mariana integers. Write the answer in the blank. subtracting integers are more
Trench near island of Guam is the deepest Instruction: Write >, < or = in the difficult
place in the Pacific Ocean. The greatest 1. [(+8) (-9)] (+3) = blanks. compare to multiplication and
depth in the Atlantic Ocean is 27 493 ft 2. [(-72) (+21)] (+4) = division, many students are confused
located near Puerto Rico. Find the 1. (-4) – (-8) ____ (-10) on how to
difference in depth, 2. (+3) – (-9) ____ (+12) operate a proper order in terms of
3. (-9) – (-7) ____ (-4) adding and subtracting of integers.
4. (+3) – (+12) ____ (0) This lesson will help you to ease
5. (-5) – (-9) _____ (+4) your confusion on how to add and
subtract integers easily, we are
going to find out how number line
will help the
learner in order to operate adding
and subtracting integers
appropriately.

1. 3 + 5 = 8 the arrow starts with

positive 3 since the operation is
addition,
the direction of arrow is counting 5
units to the right.
2. -5 + 8 = 3 the arrow starts with –5
counting 8 units to the right.
3. –7 + 3 = -4 the arrow starts with –
7 counting 3 units to the right.
Addition of integer
C. Presenting examples/ Subtract and add more integers. Perform the indicate operation on Multiplication of integers Subtraction of integers
instances of the new lesson Show you solution. integers. Write the answer in the blank. Example : (-5) x (–5) = 25, 3 x 3 = 9
As you can see on the example
1. [(+7) (+24)] (-6) = above multiplying both signs either
1. [(+9) + (-8)] – [(+10) + (-6)] 2. [(-15) (+2)] (+4) = positive or negative the product is
 positive. 1. 7 - 2 = 5 the arrow starts with
Example (-9) x 5 = -45 on the other positive 7 since the operation is
hand multiplying opposite signs subtraction,
resulted in the direction of arrow is counting 2
negative product. units to the left.
(+) x (+) = +, (-) x (-) = + (-) x (+) = 2. 3 - 8 = -5 the arrow starts with
- positive 3 counting 8units to left
3. -2 –7 = -9 the arrow starts with
negative 2 counting 7 units to the
left.
4. –4 - (-5)
simplify
Therefore;
-4 + 5 = 1
D. Discussing new concepts In Adding integers: You multiply integers in the same way Multiply integers just like Addition of Integers
and practicing new skills.#1  You can use number line, you multiply whole number to get the multiplying whole number but take Answer the following expressions
counters, and algebra tiles to product. of the appropriate sign of their by show your solution through
show and perform the addition of The sign of the product is determine by products. illustrating of
integers. the following rules. number line. Write your answer in
 To add positive integers, add the Solve on your own your notebook.
given integers (disregard the  The product of two positive 1. (-2)(-4) _________ 1. 6 + 4
signs) and affix the + sign to the integers is positive. 2. (+6)(6) _________ 2. -7 + (-2)
sum.  The product of two negative 3. (-12)(48) _______ 3. 3 + (-7)
 To add negative integers, add the integers is positive. 4. (-29)(30) _______ 4. -8 + 2
given integers (disregard the sign)  The product of a positive 5. (-10)(+35) _______ 5. -1 + (-9)
and affix the – sign to the sum. integer and negative integer is
In subtracting integers: negative.
 In subtracting integers, you can You divide integers in the same way you
use the number line, algebra tiles. divide whole number to get quotient.
 To subtract integers, add the  The quotient of two positive
opposite or additive inverse of the integers is positive.
subtrahend to the minuend  The quotient of two negative
integers is positive.
 The quotient of a positive
integer and a negative integer is
negative.
E. Discussing new concepts The class will be divided into two groups. Solve: Division Integers are likewise as Subtraction of integers
and practicing new skills #2. Solve the following riddle using integers. 1. [+80 + -8] [+10 - +8] + (+9) (-6) multiplication Answer the following expressions
Example 5/5 = 1, -10/2 = -5, -9/-3 = by show your solution through
3 illustrating of
(+) ÷ (+) = +, (-) ÷ (-) = + (-) ÷ (+) = number line. Write your answer in
- your notebook.
1. 8 - (-4)
Division of Integers 2. -9 -(+6)
Division is the opposite operation of 3. 11 - 6
multiplication. You divide integers 4. -3 - (-4)
just like dividing whole numbers, 5. -7 + 9
but the sign of the quotient is
determined using the same rule in
multiplying integers.
 Find the quotient.
1. (-12) ÷ (-6)
2. (+25) ÷ (-5)
3. (-32) ÷ (+8)
4. (+54) ÷ (+6)
5. (+90) ÷ (+10)

F. Developing Mastery Group Activity Group Activity Multiply the following. Write your
(Lead to Formative Assessment Solve each integer answer in your notebook.
3) 1. 4 x (-3)
Group 1 2. 6 x 6
[(+3) [+10 - +8] + (+9) (-6) 3. (-4) x (–5)
Group 2 4. 8 x (-2)
[(+30) ÷ (-6)] x (-9) 5. (-7) x (-3)
Group 3
(-3) x (12) x (-12)
G. Finding practical Continue group activity Continue group activity Divide the following integers. Write Evaluate the following expressions
application of concepts and your answer in your without using of number
skills in daily living notebook. line. Write your answer in your
6. 8 ÷ 4 notebook.
7. (–6) ÷ (-3) 1. 15 - (-11)
8. –10 ÷ 2 2. 2 + (-4)
9. 12 ÷ (-6) 3. -8 + 8
10. 24 + (-8) 4. -4 + 9
5. 12 + (-22)
H. Making Generalizations Presentation of group work. Presentation of group work. 1. What are the rules in multiplying 1. What are the rules in multiplying
and Abstraction about the integers? integers?
Lesson.
I. Evaluating Learning How to add and subtract integers? What have you learn today? 2. What are the steps in dividing 2. What are the steps in dividing
integers? integers?

J. Additional Activities for Assignment: What is the importance of algebra tiles? Find out how to solve problem Find out how to solve problem
Application or Remediation Make an algebra tiles. solving in integers. solving in integers.

V. REMARKS
VI. REFLECTION
A.No. of learners who earned 80% in
the evaluation
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 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?

TEOFILA A. TABELISMA, PhD.

School Principal II