ACTIVITY SHEETS

Mathematics 6

Developer: VICTORIA B. MALAGGAY

 Republic of the Philippines
Department of Education
Cordillera Administrative Region
SCHOOLS DIVISION OF KALINGA
Bulanao, Tabuk City, Kalinga

Published by the
Learning Resource Management and Development System

COPYRIGHT NOTICE
2019

Section 9 of Presidential Decree No. 49 provides:

“No copyright shall subsist in any work of the Government of the Philippines.
However, prior approval of the government agency of office wherein the work is
created shall be necessary for exploitation of such work for profit.”

This material has been developed for the implementation of K-12 Curriculum through
the Curriculum Implementation Division (CID)—Learning Resource Management and
Development System (LRMDS). It can be reproduced for educational purposes and
the source must be acknowledged. Derivatives of the work including creating an edited
version, an enhancement or a supplementary work are permitted provided all original
work is acknowledged and the copyright is attributed. No work may be derived from
this material for commercial purposes and profit.

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 PREFACE

This Learning Resource is a project of the Learning Resource

Management and Development Unit, Curriculum Implementation Division,
Schools Division of Kalinga. This material is in response to the implementation
of the K to 12 Curriculum.

Date of Development : June 23, 2018

Resource Location : Schools Division of Kalinga
Pasil District
Cagaluan Elementary School
Learning Area : Mathematics
Grade Level : 6
LR Type : Activity Sheet
Quarter/Week : Quarter 2, Week 8
Competency : M6NS-IIh-153 (Code)
: Represents integers on the number line.

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 ACKNOWLEDGEMENT

This work was made possible with the financial and moral assistance of
Cagaluan Elementary School Staff headed by Mrs. Aguida Banasan.

Recognition is also duly accorded to the following personnel who in one

way or the other gave inspiration, guidance and assistance in developing
instructional materials:

Marylinda S. Santos, EPS/LR Manager

Sharon Rose S. Boguen, PDO II
Marilou A. Balinsat, Librarian II

I would like also to extend my heartfelt gratitude to all others who have
supported and contributed ideas and views during the development of this
material.

To my family that inspires me constantly with all my undertakings and;

Above all, I lift it up to the Almighty all the glory and honor for without
HIM I am nothing.

VICTORIA B. MALAGGAY
Writer

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 TABLE OF CONTENTS

COPYRIGHT NOTICE ...............................................................................................i

PREFACE......................................................................................................................ii
ACKNOWLEDGEMENT ........................................................................................ iii
TABLE OF CONTENTS .......................................................................................... iv
GUIDE SHEET ........................................................................................................... 1
Activity 1 ............................................................................................................ 2-3
Activity 2 ................................................................................................................ 4
Activity 3 ................................................................................................................ 5
ASSESSMENT ........................................................................................................... 6
ENRICHMENT .......................................................................................................... 7
ANSWER SHEET .................................................................................................. 8-9
REFERENCE SHEET ............................................................................................... 10
APPENDIX
Lesson Plan

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 GUIDE SHEET

How are you children! This material

consists of different activities on Integers
for you to work on as follows:
- Giving opposite of each number
or situation
- Identifying if the given statement is
true or false.
- Writing integers

As you progress, you will be doing more

exciting activities!

Let’s make learning more fun! Enjoy!

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Activity 1

Instruction: A. Give the opposite of each number or situation.

1. 10

2. -19

3. -6

4. 45

7
5. 8

−15
6. 7

7. 10 steps to the right

8. 50 drop in temperature

9. 3 km east

10. Gain of ₱25

11. 8 years older

12. 250 m below sea level

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B. Write T if the statement is true. Otherwise, write F.

_____ 13. All integers are whole numbers.

_____ 14. All rational numbers are integers.

_____ 15. All opposites are integers.

_____ 16. Zero is a positive number.

_____ 17. Zero is a rational number

_____ 18. Every whole number is an integer.

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Activity 2: Group Work
Instruction: Write the integer represented by each situation.

__________ 1. Annette lost 10 kg last month.

__________ 2. Sherwin climbs up the stairs with 10 steps.

__________ 3. Michael withdrew ₱5,000 from his savings account.

__________ 4. The temperature is 200C above 0.

__________ 5. The height is 50 m above sea level.

__________ 6. Janet spent ₱3,500 for lunch on her birthday.

__________ 7. The corals are 6 m below sea level.

__________ 8. Kristy has a ₱5,000 monthly increase in her salary.

__________ 9. A vehicle accelerates at 50 m/h.

__________ 10. Joe won ₱5,000,000 in a lotto game.

__________ 11. Rachel went up 6 floors in an elevation.

__________ 12. John deposited ₱20,000 in the bank.

__________ 13. A team lost 7 points in a basketball game.

________ 14. Jasmin moved backward 4 steps.

________ 15. Paul lost ₱10,000 in a business.

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Activity 3 : Individual Work

Instructions: Give the opposite of each situation.

1. Lost by 5 points

2. 370 below 00

3. A profit of ₱ 20,000

4. ₱ 1/liter increase in price

5. 8 years from now

6. Bank deposit of ₱6,000

7. 5 minutes before take off

8. Go up 18 floors

9. 10 steps forward

10. 200 m east

11. A loss of ₱ 50,000

12. Weight gain of 5 kg

13. 3 km south

14. ₱50 decrease in price

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 ASSESSMENT

Numbers in the number line were arranged in order that any integer
to the left of a given integer is less than that integer and any integer
to the right of a given integer is greater than that integers.

Study the following:

I I I I I I I I I I I I I I I
-8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6

Which is greater: -5 or 3?
3 is to the right of -5, so 3 > -5
Which is greater: 4 or -1?
4 is to the right of -1, so 4 > -1
How do you order the integers 6, -7, 0, -2?
On the number line, the integer found in the rightmost is 6, it
is the greatest, followed by 0, -2, then -7.
In increasing order, the integers are -7, -2, 0, 6
In decreasing order, the integers are 6, 0, -2, -7.

Do this:

A. Write < or > in each to complete the integers.

1. 0 -6 4. -8 -7

2. -4 5 5. 10 -12

3. -3 3 6. -11 -14

B. Arrange the integers in increasing order.

7. -5, 4, -6, 0, 2 8. -1, 3, 2, 0, 3

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 ENRICHMENT

Think About This

Bernadette got to the 10th floor

of an elevator. She then went
up 7floors and went down 5
floors and up again 2 floors.
Use a number line to find out
on what floor is Bernadette
now.

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 ANSWER SHEET

ACTIVITY 1

A. Give the opposite of each number or situation.

1. -10 7. 10 steps to the left

2. 19 8. 50 up in temperature

3. -6 9. 3 km west

4. -45 10. Loss of ₱25

5. -7/8 11. 8 years younger

6. 15/7 12. 250 m above sea level

B. 13. F 16. F

14. F 17. T

15. F 18. T

ACTIVITY 2
GROUP WORK

Write the integer represented by each situation.

1. -10 9. 50

2. 10 10. ₱5,000,000

3. -₱5,000 11. 6

4. 200C 12. ₱20,000

5. 50 13. -7

6. -₱3,500 14. -4

7. -6 15. -₱10,000

8. ₱5,000

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 ACTIVITY 3

Give the opposite of each situation.

1. Gain 5 points 8. Go down 18 floors

2. 370 above 00 9. 10 steps backward

3. Loss of ₱20,000 10. 200 m west

4. ₱1/liter decrease 11. A gain of ₱50,000

5. 8 years ago 12. Weight loss of 5 kg

6. Bank withdrawal 13. 3 km north

of ₱6,000

7. 5 minutes after 14. ₱50 increase in price

take off

ASSESSMENT

A. 1. > 4. <

2. < 5. >

3. < 6. >

B. 7. -6, -5, 0, 2, 4 8. -3, -1, 0, 2, 3

ENRICHMENT
2 units left
5 units left
10 units right 7 units right

I I I I I I I I I I I I I I I I I I I

0 2 4 6 8 10 12 14 16 18

Bernadette is on the 14th floor.

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 REFERENCES

Burgos, Jaime R., et al. 2016. "21st Century Mathletes." 158-

165. Quezon City, Philippines: Vibal Group, Inc.

Cajandab, Nelson C., et al. 2013. "Our World of Math -

Worktext for Level 6." 371-375. Quezon City; Cebu City;
Davao City: Vibal Publishing House, Inc.

DepEdCARLR#: 159-08-19

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 School: Cagaluan Elementary School Grade Level: VI
Daily Lesson Log Teacher: Victoria B. Malaggay Learning Area: MATHEMATICS
Teaching Dates and Time: (WEEK 8) Quarter: 2ND QUARTER

I. OBJECTIVES
A. Content Standard The learner demonstrate understanding of order of operations, ratio and proportion, percent, exponent, and integers
B. Performance Standard The learner is able to apply knowledge of order of operations, ratio and proportion, percent, exponent, and integers in mathematical
problems and real-life situations
C. Learning Competencies / Represents integers on the number line.
Objectives M6NS-IIh- 153
II. CONTENT Numbers and Number Sense ( Integers)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 21st Century Mathletes 6, pp. 47
Lesson Guide in Elem. Math Gr. 6 p.353
2. Learner’s Materials pages
3. Textbook pages 21st Century Mathletes 6, pp158-165, Our World of Math 6 , Page 371-375
4. Additional Materials from DLP 6 Mod 69
Learning Resource (LR)
Portal
B. Other Learning Resources Mathletes 6 textbook, power point presentation, Activity Sheet
IV. PROCEDURES
A. Reviewing previous lesson or Drill: Write > or < in the box. 1.) +6 _____-25
presenting the new lesson 2.) -10_____ -38
3.) -15______ +6
4.) -18______ +5
5.) -1 ______0
B. Establishing a purpose for the Activity: “Arrange yourselves”
lesson Divide the class into 2 groups.
Teacher distributes 5 cards with integers to each group. One pupil, one card.
The pupils holding cards in the group arrange themselves if they hear the signal of the teacher. (ascending or descending)
The first group to arrange themselves correctly will be the winner.

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C. Presenting
Examples/Instances of new
lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative
Assessment)
Activity 1
1) Draw a number line on the board.
2) Tell the class that numbers 1, 2, 3, 4, 5… are the set of counting numbers. Zero, together with the set of counting numbers,
are the set of whole numbers.
3) Show the mirror image of 1 on the number line.
4) Introduce the set of integers and the set of whole numbers and their opposites.
Let the groups of pupils
Name an integer for each. Use the number line:
a) 10 units right of -5 e) 20 ft. below sea level
b) 4 units of -5 f) climb 50 m higher
c) 5 units right of -3 g) deposit of 1,000
d) 10 units left of 4
e) 20 units right of -5
f) 10 units left of +8
g) 25 units left of -15
Present and discuss the problem on page 148 using number line.
Group Activity:
1)Let the pupils prepare a 3 x 3 bingo card from a piece of paper using numbers from this set:
-8, 12, +46, 25, -9, 0, -10, 8, 9, -11, -25, -30, 26, 15, -14, 1, -12, 7, -7, 10
Ex.
-25 -10 0
7 12 8
26 9 -9
2.) Let them use a number line to get the answer to the questions.
3.) Teacher prepares the following question cards beforehand. She/he makes sure that answers are in the list given.
Ex. Name the integer:
1

G. Finding practical applications
of concepts and skills in daily
living
buried 8 ft. under the ground (-8)
13 units right of -1 (12)
Gain Php46 (+46)
25 units right of 0 (25)
9 degrees below 0 (-9)
1 unit right of -1 (0)
10m below sea level (-10)
8m above sea level (8)
10 units right -1 (9)
6 units left -5 (-11)
25 degrees below 0 (-25)
loss 30lbs (-30)
26 correct answers (26)
30 units right of -15 (15)
16 units left +2 (-14)
1 unit left +2 (1)
Spent Php12 (-12)
5 units right +2 (7)
5 units left -2 (-7)
3) Teacher shuffles the question cards and reads out one.
4) Pupils determine the correct integer. If the integer is on their Bingo card, they mark it with a marker, ex. a coin.
5) The first to completely fill his/her bingo card wins.
Pair-share: Write the integer for each:
1) deposited 1,000.00
2) 26 above 0
3) gained 3 kilos
4) 4 floors down
5) 18 C above 0C
6) 10 steps backward
7) decreased by 50.00
8) withdrew 500.00
9) 6 floors up
10) 25 m below sea level
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H. Making generalizations and How does the number line help you in understanding integers?
abstractions about the lesson
I. Evaluating Learning Use a number line to identify the points describe.
1.)3 units to the right of 1

2.)5 units to the left of 0

3.)3 units to the right of +6

4.)7 units to the left of -7

5.)12 units to the right of -5

J. Additional activities for Illustrate the following in the number line.

application and remediation 1)The set of integers greater than -3 and less than 2
2)The set of integers greater than -5 and less than 5
3)The set of integers less than 0 and greater than -7
4)The set of integers less than 8 and greater than 5
5)The set of integers less than -3 and greater than -10
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

3
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?