Untitled

ACKNOWLEDGEMENT
With deep appreciation and gratitude for the expertise and collaborative
efforts of various individuals on the writing, editing, validating, and printing of the
Contextualized Prototype Daily Lesson Plans in Mathematics 6 ( Second Quarter)
WRITERS
Hilda D. Bongot Mary Grace V. Misagrande

Marites G. Dela Cruz Nico Kryll M. Tumblod
Ronavie V. Espinosa Remaden C. Verano
Maricris B. Estudillo Edna M. Villasurca
Gladys P. Mauleon Arvin V. Zaragoza
Ruchel C. Taumatorgo
DEMONSTRATION TEACHERS
Marites G. Dela Cruz Gladys P. Mauleon

Ronavie V. Espinosa Nico Kryll M. Tumblod
Maricris B. Estudillo Edna M. Villasurca
Arvin V. Zaragoza
LAYOUT ARTISTS
Joevylyn C. Ruiz Ronaldo Z. Ongotan John Cedric A. Jacobo
VALIDATORS
Vivian D. Caballero Nathan A. Campo Judy M. Quinanola
Janet Z. Dumangas Dinnah A. Banares

EPS, Mathematics EPS, LRMDS
Noel D. Logronio
Chief, Curriculum Implementation Division
Lauro B. Millano
OIC, Assistant Schools Division Superintendent
Norma B. Samantela, CESO VI

Schools Division Superintendent
TABLE OF CONTENTS
SECOND QUARTER
Week/Day Lesson/Topic Page
WEEK 1
Day 1 Expressing One Value as a Fraction of Another Given Ratio 1- 3

and Vice Versa
Day 2 Expressing One Value as a Fraction of Another Given Ratio 4- 7

and Vice Versa
Day 3 Finding How Many Times One Value is As Large As Another 8- 11

Given Their Ratio and Vice Versa
Day 4 Finding How Many Times One Value is As Large As Another 12 - 14

Day 5 Finding How Many Times One Value is As Large As Another 15 - 17

WEEK 2
Day 1 Defining and Illustrating the Meaning of Ratio and 18 - 22

Proportion Using Concrete or Pictorial Models
Day 2 Setting Up Proportions for Groups or Objects or Numbers 23 - 28

and For Given Situations
Day 3 Finding a Missing Term in a Direct Proportion 29 - 33
Day 4 Finding a Missing Term in an Inverse Proportion 34 - 39
Day 5 Finding a Missing Term in a Partitive Proportion 40 – 45
WEEK 3
Day 1 Solving Problems Involving Direct Proportion 46 – 50
Day 2 Solving Problems Involving Inverse Proportion in Different 51 - 56

Contexts such as Distance, Rate and Time Using
Appropriate Strategies and Tools
Day 3 Solving Problems Involving Partitive Proportion in Different 57 – 62
Contexts such as Distance, Rate and Time Using
Day 4 Creating Problems Involving Ratio and Proportion With 63 - 68

Reasonable Answers
Day 5 Creating Problems Involving Ratio and Proportion With 69 – 74

Reasonable Answers
WEEK 4
Day 1 Finding the Percentage or Rate or Base in a Given Problem 75 - 83
Day 2 Finding the Percentage or Rate or Base in a Given Problem 84 – 92
Day 3 Finding the Percentage or Rate or Base in a Given Problem 93 -102
Day 4 Solving Routine and Non-Routine Problems Involving 103 – 112

Finding the Percentage, Rate , and Base Using Appropriate
Strategies and Tools
Day 5 Solving Routine and Non-Routine Problems Involving 113 - 122

Finding the Percentage, Rate and Base Using Appropriate
WEEK 5
Day 1 Solving Percent Problems such as Percent of Discounts, 123 – 127

Original Price, Rate of Discounts, Sale Price, Marked-Up
Price
Day 2 Solving Word Problems Involving Commission, Rate of 128 – 132

Commission, Total Sales and Total Income
Day 3 Solving Word Problems Involving Sales Tax, Rate of Sales 133 – 138
Tax and Selling Price
Day 4 Solving Word Problems Involving Simple Interest, Principal, 139 – 144
Rate and Time
Day 5 Creating Problems Involving Percent With Reasonable 145 – 150

Answers
WEEK 6
Day 1 Describing the Exponent and the Base in a Number 151 – 154
Expressed in Exponential Form
Day 2 Giving the Value of Numbers Expressed in Exponential 155 – 158

Notation
Day 3 Interpreting and Explaining the Grouping, Exponent, 159 – 161

Multiplication, Division, Addition, Subtraction (GEMDAS)
Rule
Day 4 Interpreting and Explaining the Grouping, Exponent, 162 – 165

Multiplication, Division, Addition, Subtraction (GEMDAS)
Rule
Day 5 Performing Two or More Different Operation on Whole 166 – 169

Numbers With or Without Exponents and Grouping
Symbols
WEEK 7
Day 1 Identifying Real-life Situations That Make Use of Integers 170 – 173
Day 2 Describing the Set of Integers 174 – 176
Day 3 Comparing Integers With Other Numbers Like Whole 177 – 180
Numbers
Day 4 Comparing Integers With Other Numbers Like Fractions 181 – 183
Day 5 Comparing Integers With Other Numbers Like Decimals 184 – 187
WEEK 8
Day 1 Representing Integers on the Number Line 188 – 191
Day 2 Comparing and Arranging Integers in Order 192 – 196
Day 3 Describing and Interpreting Addition of Integers Using 197 – 200

Materials such as Algebra Tiles, Counters, Chips and Cards
Day 4 Describing and Interpreting Subtraction of Integers Using 201 – 203

Materials such as Algebra Tiles. Counters, Chips and Cards
Day 5 Describing and Interpreting Multiplication and Division of 204 – 207

Integers Using Materials such as Algebra Tiles, Counters,
Chips and Cards
WEEK 9
Day 1 Performing Addition of Integers 208 - 210
Day 2 Performing Subtraction of Integers 211 – 214
Day 3 Performing Multiplication of Integers 215 – 217
Day 4 Performing Division of Integers 218 – 220
Day 5 Performing The Basic Operations on Integers 221 – 223
WEEK 10

Addition and Subtraction of Integers Using Appropriate
Problem Strategies and Tools

Subtraction of Integers Using Appropriate Strategies and
Tools
Day 3 Solving Routine and Non- Routine Problems Involving 236 – 242
Multiplication of Integers Using Appropriate Problem
Solving Strategies and Tools
Day 4 Solving Routine and Non-Routine Problems Involving 243 - 248

Division of Integers Using Appropriate Strategies and Tools
PRETEST 249 – 253

(Quarter 1)
POSTTEST 254 – 258
(Quarter 1)
PRETEST 259 – 261
(Quarter 2)
School Grade Level 6
Teacher Learning Area Mathematics
Time & Week 1 – Day 1 Quarter Second
Dates
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of order

of operations, ratio and proportion, percent,
exponent, and integers
B. Performance Standards 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 The learner expresses one value as a fraction of
Competencies/Objectives another given ratio and vice versa M6NS-
IIa-129
II. CONTENT Expressing One Value as a Fraction of Another
Given Ratio and Vice versa
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages 21st Century Mathletes 6,
2. Learner’s Materials pages 21st Century Mathletes 6, Simplified Mathematics 6
3. Texbook pages Pages 82-87 ,Pages 91-94
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
Look around your room. What are the things you
presenting the new lesson
find inside?
B. Establishing a purpose for the
Let the pupils count the number of boys and
lesson number of girls inside the classroom.
C. Presenting Guide the pupils to show the relationship of the
examples/instances of the
number of boys to the number of girls.
new lesson Ask: How will they write the comparison of the
number of boys to the number of girls using
fraction? Is there another way of writing it? How?
D. Discussing new concepts and Mrs. Tan bought 2 bags of mangoes and 3 bags of
practicing new skills #1 avocados. All bags had the same number of fruits.
(Present this problem using a picture and let the
pupils count and show the relationship)
The ratio of the number of bags of mangoes to the

number of bags of avocados is 2:3
E. Discussing new concepts and Ivy has some yellow and red beads. (Present this
practicing new skills #2 using blocks)
1
Yellow Beads:
Read Beads:
Ask: The ratio of the number of read beads to the

number of yellow beads is ___:___
F. Developing mastery (Leads to Advance Average
Formative Assessment 3 Give the ratio of each Give the ratio of each
of the following orally. of the following orally.
1. 1) Squares to circles 1. Star to Sun in our
Philippine Flag.
2. Teacher to pupil
2. Flowers to Leaves inside the classroom
(2 flowers and 3 3. Consonants to
leaves) vowels in the English
Alphabet
3. Books to crayons 4. Prime numbers from
(4 books and 5 1 to 10.
crayons)
4. Basketballs to
tennis balls
(3 basketballs and 4
tennis balls)
G. Finding practical applications A bag of rice weighs 10 kilogram and a bag of flour
of concepts and skills in daily weighs 5 kilogram
living
What is the ratio of the mass of the rice to the
mass of the flour? Is there another way to write the
ratio?
H. Making generalizations and How do we compare the quantities of 2 or more
abstractions about the lesson sets of objects?
I. Evaluating learning Write a ratio for each of the following.
1) 4 wins and two losses in a basketball.

2) 24 girls to 18 boys.
3) 3 cups of sugar for every 5 cups of flour
4)2 men for every 5 cups of rice
5) 1 book for every 2 pupils
J. Additional activities for Write a ratio for each of the following.
applications or remediation 1. 2 butterflies out of 6 roses
 Assignment/Agreeme 2. 9 wins 3 losses
nt (_______minutes). 3. 2 apples for Php 25
Fill-in below any of the
4. 40 students per section
four purposes
5. 10 heartbeats in 6 seconds
2
 Reinforcing/strengthe
ning the day’s lesson
 Enriching/inspiring the
day’s lesson
 Enhancing/improving
the day’s lesson
 Preparing for the new lesson
V. REMARKS
VI. 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 lesson
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 twachers?
3
Time & Dates Week 1- Day 2 Quarter Second
VII. OBJECTIVES
D. Content Standards The learner demonstrates understanding of order

E. Performance Standards The learner is able to apply knowledge of order of
F. Learning The learner expresses one value as a fraction of
Competencies/Objectives another given ratio and vice versa
M6NS-IIa-129
VIII. CONTENT Expressing One Value as a Fraction of Another
Given Ratio and Vice versa
IX. LEARNING
RESOURCES
C. References
7. Textbook pages Pages 82-87 ,Pages 91-94
portal
D. Other Learning Resources
X. PROCEDURES
K. Reviewing previous lesson Have a short review on equivalent fractions
or presenting the new
lesson
L. Establishing a purpose for Ask the pupils about their favorite drink for snacks.
the lesson Tell them that Calamansi Juice is good because of
its nutritious value.
M. Presenting Present this problem:
new lesson Mother is preparing Calamansi Juice:
a) For each glass of Calamansi Juice, 5 pieces of

Calamansi are needed.
b) If she makes 2 glasses, how many pieces of
calamansi are needed?
c) If she makes 3 glasses, how many pieces of
calamansi are needed?
Analyze the problem by asking the following

questions:
a) What is asked?
4
b) What are the given facts?
What strategies may be used to answer the
problem?
(Original File Submitted and Formatted by DepEd Club
Member - visit depedclub.com for more)
N. Discussing new concepts Illustrate the problem using blocks.

and practicing new skills #1 a)
Glass:
Calamansi:
b)
Glass:
Calamansi:
c)
Glass:
Calamansi:
O. Discussing new concepts Ask: How many pieces of Calamansi are there in a
and practicing new skills #2 1
glass of Water in a? (5 or 1:5)
2
In b? (10 or 2:10)
3
In c? (15 or 3:15)
Which of these ratios is expressed in lowest

term/simplest form? (1:5). Why?
Provide similar examples.
P. Developing mastery (Leads Reduce the following ratios in lowest term.

to Formative Assessment 3 Choose the letter that corresponds to the ratio in
simplest form.
E = 3:4 I = 1:2 R = 2:9
T = 15:4 G = 1:6 N = 5:6
S = 1:4
5
4:8 15:18 30:8 18:24
6:27 15:20 8:32 60:16
7:14 25:36 4:24
What is the hidden word?
_______________________________
Q. Finding practical Study the table below and answer the question
applications of concepts after it.
and skills in daily living Things Quantity Costs
Stamps 10 Php50
Patches 15 Php180
Bookmark 20 Php300
Diary 12 Php300
Advance Average
In simplest form, Give the ratio of the
express the following following.
ratio of: a. Stamps to Patches
a) stamps to patches b. Bookmark to Patches
b) bookmark to c. Diary to Patches
d. Bookmark to stamps
patches e. Diary and Stamps
c) diary to patches
d) bookmark to stamps
e) diary and stamps
R. Making generalizations and Can a ratio be expressed in simplest form? How?

abstractions about the
lesson
S. Evaluating learning Express as another ratio.
1) 10:12
2) 9:15
3) 18:24
4) 21:27
6
5) 40:50
T. Additional activities for Write a ratio in each situation using colon (:)
applications or remediation express in lowest term.
 Assignment/Agreem
ent 1. 8 cars to 32 passengers
(_______minutes). 2. 2 bishops to 8 pawns
Fill-in below any of 3. 4 kittens to 2 cats
the four purposes 4. 12 roses to 3 vases
 Reinforcing/strength 5. 100 candies to 5 jars
ening the day’s
lesson
 Enriching/inspiring
the day’s lesson
 Enhancing/improvin
g the day’s lesson
 Preparing for the new
lesson
XI. REMARKS
XII. REFLECTION
H. No. of learners who earned
assessment.
I. No. of learners who require
remediation.
J. Did the remedial lesson
work?
K. No. of learners who
continue to require
remediation.
L. Which of my teaching
strategies worked well?
Why did these work?
M. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
N. What innovation or localized
other teachers?
7
Time & Date Week 1- Day 3 Quarter Second
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of order of

operations, ratio and proportion, percent, exponent, and
integers
B. Performance The learner is able to apply knowledge of order of
Standards operations, ratio and proportion, percent, exponent, and
integers in mathematical problems and real-life
situations
C. Learning The learner finds how many times one value is as large
Competencies/Object as another given their ratio and vice versa
ives
M6NS-IIa-130
II. CONTENT Finding How Many Times One value is as large As Another
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide 21st Century Mathletes 6,
pages
2. Learner’s Materials 21st Century Mathletes 6, Simplified Mathematics 6
pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning
Resources
IV, PROCEDURES
A. Reviewing previous Check the assignment
lesson or presenting
the new lesson
B. Establishing a Present the picture on the board:
purpose for the
lesson
Ask: What is the ratio of the number of blue cubes to the

number of red cubes? (6:12)
C. Presenting Let us now place the cubes in groups of 2.

examples/instances
of the new lesson
What is the ratio? (3:6)
8
Place the cubes in groups of 3
Finally, group them into 6s.

Say: 6:12, 3:6, 2:4 and 1:2 are called Equivalent Ratios.
1:2 is the ratio in the Simplest Form
D. Discussing new Take a look at the ratio 12:8. How do we write it in
concepts and simplest form?
practicing new skills
#1 Step 1: Divide 12: 8 by the common factor 2 to get 6:4
Step 2: Divide 6:4 by the common factor 2 to get 3:2
12:8
÷2 ÷2
6:4
÷2 ÷2
3:2
The ratio 3:2 cannot be divided exactly by a common

factor to get another equivalent ratio. Thus, 3:2 is the
ratio in simplest form
E. Discussing new Present this example:
concepts and
practicing new skills There are 9 papayas and 15 pineapples. What is the ratio
#2 in simplest form?
9:15
÷3 ÷3
3:5
The ratio of papaya to pineapple in simplest form is 3:5

F. Developing mastery A Volleyball Team won 8 games out of 12 games it
(Leads to Formative played. Write the ratio and express in simplest form.
Assessment 3
a) The ratio of wins to games played. 8:12 / 2:3
b) The ratio of wins to losses. 8:4 / 2:1
c) The ratio of losses to games played. 4:12 / 1:3
9
G. Finding practical In a Grade VI Mathematics class, there are 24 Math
applications of books. Give the ratio and express in simplest form.
concepts and skills in
daily living
a) The ratio of books to girls. 27:21 / 9:7
b) The ratio of books to the whole class. 24:48 / 1:2
H. Making How do we express ratio in simplest form?

generalizations and
abstractions about
the lesson
I. Evaluating learning How many times one value is as large as another?
1) 12:18
2) 25:10
3) 21:56
4) 20:25
5) 30: 54
J. Additional activities Write four equivalent ratios for each ratio.
for applications or 1. 1:3 ____:____, ____:____, ____:____, ___:__
remediation
 Assignment/A 2. 2:5 ___:___,___:___,___:___,___:___
greement
(_______min
utes). Fill-in
below any of
the four
purposes
 Reinforcing/st
rengthening
the day’s
lesson
 Enriching/insp
iring the day’s
lesson
 Enhancing/im
proving the
day’s lesson
lesson
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
lesson work?
10
No. of learners who
have caught up with
the lesson.
D. No. of learners who
continue to require
remediation.
strategies worked
well? Why did these
work?
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?
11
I. OBJECTIVES

B. Performance Standards The learner is able to apply knowledge of order
C. Learning The learner finds how many times one value is
Competencies/Objectives as large as another given their ratio and vice
versa
M6NS-IIa-130
II. CONTENT Finding How Many Times One value is As Large As
Another Given Their Ratio and Vice Versa
III. LEARNING RESOURCES
A. References
Learning Resource (LR) portal
IV. PROCEDURES
A. Reviewing previous lesson or Check the assignment
B. Establishing a purpose for the How do you compare the value of two ratios?
lesson
C. Presenting examples/instances Ronald bought 3 pencils for Php10 at Ellen’s

of the new lesson School Supply Store. Ruby bought 6 pencils for
Php20. Give the ratio of pencils to the amount of
money of each child.
D. Discussing new concepts and Present this example:

practicing new skills #1
Joshua scored 168 points in 7 basketball games.
Express in lowest term, the number of points that
Joshua scored in every game.
12
168 𝑝𝑜𝑖𝑛𝑡𝑠 24 𝑝𝑜𝑖𝑛𝑡𝑠
= =
7 𝑔𝑎𝑚𝑒𝑠 1 𝑔𝑎𝑚𝑒
= 24 points per game.
E. Discussing new concepts and Present this problem:
Sheena and Nikka joined the ladies’ basketball
tryout. Sheena scored 34 points in her two games
while Nikka scored 51 in her three games. Whose
average point per game is higher?
Ask the pupils to determine the following:

a) Sheena’s Average Point in lowest term.
b) Nikka’s Average Point in lowest term.
c) Compare Sheena’s Average Point to Nikka’s
Average Point.
F. Developing mastery (Leads to Ask the pupils to simplify the ratio:
Formative Assessment 3
a) If Luisa can type 440 words in 8 minutes, what
is her rate of typing? (55 words per minute)
b) If 30 green oranges cost Php100, at what rate

are the oranges sold? (Php10 for 3 oranges)
G. Finding practical applications of Answer the following:

concepts and skills in daily
living a) An Isuzu vehicle can travel 600 km on 75 liters
of gasoline. Write the ratio of liters of gasoline
used to kilometers traveled in simplest form.
b) A machine can produce 158 items in 12

minutes. Write the ratio of the number of items
produced to the number of minutes in simplest
form.
H. Making generalizations and What is a ratio?

abstractions about the lesson How do you express a ratio in simplest form?
How can you tell how many times one value is
larger than another in a given ratio?
I. Evaluating learning How many times bigger is one value than the
other?
1) 180 kilometers in 3 hours

2) 75 stools in 2 weeks
3) 250 words in 5 minutes
4) Php36 for 8 ballpens
1
5) Php 225 for 2 2 𝑘𝑔 of chicken.
13
J. Additional activities for Write four equivalent ratios for each ratio.
applications or remediation 1. 3:4 ___:___,___:___, ___:___, ___:___
 Assignment/Agreement 2. 7:9 ___:___,___:___, ___:___, ___:___
(_______minutes). Fill- 3. 5:3 ___:___, ___:___, ___:___, ___:___
in below any of the four
purposes
 Reinforcing/strengtheni
ng the day’s lesson
day’s lesson
the day’s lesson
V. REMARKS
VI. REFLECTION
assessment.
remediation.
C. Did the remedial lesson work?
D. No. of learners who continue to
require remediation.
did these work?
F. What difficulties did I encounter
which my principal or
supervisor can help me solve?
which I wish to share with other
teachers?
14
I. OBJECTIVES
A. Content Standards The learner demonstrate understanding of

order of operations, ratio and proportion,
percent, exponent, and integers
B. Performance Standards The learner is able to apply knowledge of order
exponent, and integers in mathematical
problems and real-life situations
C. Learning The learner finds how many times one value is
Competencies/Objectives as large as another given their ratio and vice
versa
M6NS-IIa-130
II. CONTENT Finding How Many Times One value is as large As
Another Given Their Ratio and Vice Versa
III. LEARNING
RESOURCES
A. References
portal
IV. PROCEDURES
A. Reviewing previous lesson or Give the lowest term of the ratio.
presenting the new lesson 12:6 27:30 20:100
9:15 45:50
B. Establishing a purpose for the How do you compare the value of two ratios?
lesson
C. Presenting Ronald bought 3 pencils for 10 at Elen’s

examples/instances of the School Supply Store. Ruby bought 6 pencils
new lesson
for 20. Give the ratio of pencils to the amount
of money of each child.
D. Discussing new concepts and Discuss the lesson through the problem
practicing new skills #1 presented.
How many times is 3:10 compared to 6:20?
15
E. Discussing new concepts and Give the ratio of each of the following orally in
practicing new skills #2 two different ways.
a) 15 books to 30 readers
b) 24 flowers to 3 baskets
F. Developing mastery (Leads Write two (2) ratios and tell how many times
to Formative Assessment 3 the first ratio is greater than the other ratio.
1) There are 10 buses at a station. If each bus

has 6 wheels, what is the ratio of buses to
wheels? Answer: 10:60 and 1:6 (10 times)
2) Every quarter each student submits 2

projects in EPP. Give the ratio of EPP Projects
to 4 quarters.
3) There are 3 caimito trees and 4 mango trees

in Mang Tino’s orchard. While in Mr. Muñoz’
orchard, there are 6 caimito trees and 8 mango
trees. Give the ratio of the mango to caimito
trees in each orchard.
G. Finding practical applications Write and tell how many times one value is
of concepts and skills in daily larger than another:
living
1. Eight compared to 32.
2. 5 kites to 25 boys.
3. 4 vases to 24 flowers
4. 6 boxes to 36 marbles
5. 9 bees to 18 butterflies
H. Making generalizations and How do you find the number of times one value
abstractions about the lesson is larger than another ratio?
I. Evaluating learning How many times is one value as large as

another?
1) 7: 8 and 21: 24
2) 3: 5 and 33:55
3) 4:7 and 16:28
4) 3:11 and 18:66
5) 2:9 and 10:45
16
J. Additional activities for Write four equivalent ratios.
applications or remediation 1. 3:4 ___:___,___:___, ___:___, ___:___
 Assignment/Agreeme 2. 7:9 ___:___,___:___, ___:___, ___:___
nt (_______minutes). 3. 5:3 ___:___, ___:___, ___:___, ___:___
four purposes
day’s lesson
the day’s lesson
V. REMARKS
VI. REFLECTION
assessment.
remediation.
work?
did these work?
solve?
other teachers?
17
School: Grade Level: 6
Teacher: Learning Area: Mathematics
Time and Date: Week 2– Day 1 Quarter: Second
I. OBJECTIVES
A. Content The learner demonstrates understanding of order of

Standard operations, ratio and proportion, percent exponents, and
integers.
B. Performance The learner is able to apply knowledge of order of operations,

Standard ratio and proportion, percent exponents, and integers in
mathematical problems and real-life situations.
C. Learning The learner define and illustrates the meaning of ratio and
Competencies/ proportion using concrete or pictorial models.
Objectives
( M6NS-IIb-131)
II. CONTENT Defining and Illustrating the Meaning of Ratio and Proportion
Using Concrete or Pictorial Models.
III. LEARNING
RESOURCES
A. References
1. Teacher’s 21st Century MATHletes 6 pages 26-27

Guide pages
K to 12 Curriculum Guide
2. Learner’s 21st Century MATHletes 6 pages 82-87

Material pages
3. Textbook
Pages
4. Additional
Materials from
Learning
Resource
LR portal
IV. PROCEDURE Advance Learners Average Learners
18
A. Reviewing previous Reduce the fraction to the Give the fractional part of the
lesson or lowest term. shaded portion.
presenting new
lesson a.
8
a.
12
21 b.
b.
119
12
c. 3
16 c.
68
d.
19
d.
36
e.
96
e.
B. Establishing a Solve for N. Find the GCF.

purpose for the
lesson 3 a) 24 and 30
a) 5 ÷ =N
5
b) 25 and 75
3 1
b) ÷ =N c) 32 and 42
4 2
1 d) 52 and 60
c) ÷ 6=N
5
e) 36 and 81
19
1
d) 8 ÷ =N
4
1
e) 1 ÷ 4 = N
3
C. Presenting 1.) Count the number of boys. (Let the pupils count.)
examples/instances
of the new lesson Count the number of girls. (Ex. 25 boys and 28 girls)
2.) Guide the pupils to show the relationship of the number of

boys to the number of girls
*How do you write the comparison of the number of boys to

25
the number of girls using fraction form? 25 is the 1st term
28
boys 28 is the 2nd term girls.
Is there another way of writing it? How?
D. Discussing new Give the ratio in 2 ways (colon and fraction forms).
concepts and
practicing new  Table to chair inside the classrooms
skills #1  Door to windows
 Shoes to slippers of your classmates
 Girls wearing headband to girls not wearing headband.
 Vowel to consonant in the alphabet chart.
E. Discussing new On Monday, Rodel consumed Ronald bought 3 pencils for
concepts and 3 gallons of paint that cover a Ᵽ10 at Elen’s School Supply
practicing new 900 square feet wall area. The Store. Ruby bought 6 pencils
skills #2
next day he will paint a for Ᵽ20. Give the ratio of
surface measuring 300 square pencils to the cost.
feet so, he bought 1 gallon of
paint. Discussion:
Discussion: 1.)What did Ronald and Ruby

buy?
1.)What did Rodel buy?
2.) What are being compared
2.) What are being compared in the problem? Write the ratio
in the problem? Write the ratio in 2 ways.
in 2 ways.
3.)How many ratios did you
3.)How many ratios did you write?
write?
4.) What can you say about
4.) What can you say about the two ratios?
the two ratios?
5.)How can we write the two
5.)How can we write the two ratios to show equality in two
ratios to show equality in two ways?
ways?
Colon form - 3:10=6:20
20
Colon form - 3:900=1:300 3 6
Fraction form - =
10 20
3 1
Fraction form - =
900 300 3 is called the 1st term
3 is called the 1st term 10 is called the 2nd term
900 is called the 2nd term 6 is called the 3rd term
1 is called the 3rd term 20 is called the 4th term
300 is called the 4th term
10 and 6 are called means
900 and 1 are called means 3 and 20 are called extremes
3 and 300 are called extremes 6.) What do you call two equal
ratios?
6.) What do you call two equal
ratios?
F. Developing Using the diagram below form State the ratio of each of the
Mastery ratios and proportions. Write following in two different ways.
them in two ways.
a) square to circles
2) Flowers to Leaves
(2 flowers and 3 leaves)
3) Books to crayons
(4 books and 5 crayons)
4) Basketballs to tennis balls

(3 basketballs and 4 tennis
balls)
G. Finding practical Find the ratio/proportion of the Write a ratio or proportion for
application of following. Use 2 different ways each of the following:
concepts and skills in writing them.
in daily living 1.) There are 5 kites to seven
1) There are 10 buses at a boys.
station. If each bus has 6
wheels, what is the ratio of 2.) In a t-shirt factory, each
buses to wheels? box contains 3 t-shirts. Give
the ratio of boxes to t-shirts.
2) Every quarter each student
submits 2 projects in EPP. 3) In a camping, each boy
Give the ratio of projects to scout was given 4 hotdogs. If
quarters.
21
3) There are 3 caimito trees there are 5 boy scouts, 20
and 4 mango trees in Mang hotdogs were
Tino’s orchard. While in Mr.
Muñoz’ cooked. Write the proportion.
orchard, there are 6 caimito

trees and 8 mango trees. Give
the ratio of the mango to
caimito
trees in each orchard then

write a proportion.
H. Making What is ratio? proportion?

generalization and
abstraction about
the lesson
I. Evaluating learning Name the ratio as a fraction in Express each ratio as fraction
simplest form. in simplest form.
1. Ᵽ5.00 to Ᵽ60 1. 25 to 55
2. 1 hour to 40 minutes 2. 8 to 52
3. 2 weeks to 4 days 3. 12 to 30
4. Eight out of 30 passengers 4. 10 to 75

are tourist. Give the ratio of
tourist to passengers. 5. 4 to 92
5. For every 45 passengers, 9

are foreigners. Write the ratio
of foreigners to passengers
J. Additional activities Reduce these ratios to lowest Reduce these ratios to lowest
for application or terms. terms.
remediation
a) 35:60 a) 10:12
b) 420:12 b) 9:15
c) 12:360 c) 18:24
d) 3 600:15 d) 21:27
e) 90:150 e) 40:50
V. REMARKS
VI. REFLECTION
22
I. OBJECTIVES

integers.

C. Learning The learner sets up proportions for groups or objects or

Competencies/ numbers and for given situations
Objectives
( M6NS-IIb-132)
II. CONTENT Setting Up Proportions for Groups or Objects or

Numbers and for Given Situations
III. LEARNING
RESOURCES
A. References
5. Teacher’s 21st Century MATHletes pp.28-29

Guide pages
Lesson Guide in Elementary Mathematics 6 2010 pp.297-300
Realistic Math Worktext Grade 6 (Second Edition) pp189-

194
6. Learner’s
Material pages
7. Textbook 21st Century MATHletes pp. 88-91

pages
8. Additional
Materials from
Learning
Resource
LR portal
23
A. Reviewing previous Reduce the ratios to lowest Reduce the ratios to lowest
lesson or terms. terms.
presenting new
lesson a) 18:20 a) 8:10
b) 9:36 b) 12:15
c) 18:30 c) 3:12
d) 28:50 d) 3:9
e) 11:44 e) 6:20
f) 60:12
B. Establishing a Find the quotient. Give the product orally

purpose for the
lesson (using flashcard) (using flashcard)
91÷ 9 7x6
48÷3 11 x 5
63÷9 9x9
72÷8 5 x 10
66÷11 21 x 3
C. Presenting During weekends, Zeny

examples/instances Mrs. Reyes bought 9
different kinds of pastries helps her mother sell buko
of the new lesson
for Ᵽ324.00. At the same juice. For every buko, Zeny
price, how much will she adds 4 liters of water. How
pay for 15 different kinds many liters of water does
of pastries? she need for 3 buko so that
the taste will be the same?
D. Discussing new To solve this problem, write 1) Illustrate

concepts and the equal ratios.
practicing new
skills #1 Let n be the price of 15
different kinds of pastries A B
9 15 2) What is the ratio of A in B?

=
324 𝑛 3) Is the second ratio equal to
the first ratio? Why?
24
9 · n = 324 · 15 1
Therefore, 1:4 = 3:12 or =
4
9n = 4860
9𝑛 4860
=
9 9
n = 540
Therefor she has to pay
Ᵽ540.00 for 15 different
kinds of pastries.
3
12
are equal ratios.
Based on the given example

lead the pupils to see that a
“proportion” is formed by 2
equal ratios
4) Finding the missing

“extreme” or “means” using
the given problem situation.
Buko Buko
1 3
=N
litres 4 litres
or
1:4 = 3:N
Solution:
1x N =3X4 or 1:4=3:N
1 N = 12 1x N = 4 x 3
N =12 ÷ 1 1 N = 12
N = 12 N = 12÷1
N = 12
To check:
Cross product x
1 3
Or
4 12
1:4 = 3:12
25
12 = 12 12 =12
E. Discussing new Group Activity Group Activity

concepts and
practicing new Give the activity card to the Group 1
skills #2 learning barkada or team.
Zeny and her mother also
sells hotcakes on weekends.
Mother’s recipe needs 3 eggs
to make hotcakes. Zeny
Team A wants to make 25 hotcakes.
How many eggs will she
Which of the following are need?
proportions? Explain why
you say they are proportions
or are not proportions. If they Group 2
are not, make them a
proportion. For 5 hotcakes, 2
tablespoons of sugar are
15 2 needed. How many
= 12
90 tablespoons does Zeny need
to make 25 hotcakes?
Group Reporting
8:20 = 30:100
a. Let the group illustrate their
solution on the board.
5:4 = 15:12 b. Check if the group wrote

the correct proportion for the
problems.
Team B
c. Guide the pupils in finding
Sonny walked 5 blocks in 10 the missing term or element.
minutes. How long would it
d. Ask question to elicit the
take him to walk
rule for finding the missing
a) 15 blocks term in a proportion.
b)27.5 blocks
c) 42.7 blocks
Group Reporting
 Ask 3 representative
of each team to make
26
reports of their
answers.
 Check and analyze
the answers.
F. Developing Put a check (√ ) above the Determine whether each is a

Mastery equal sign if the statement is proportion or not. Write Yes
a proportion. Put a bar or No.
across the equal sign (≠ ) if
2 4
the statement is not a _____1) and
3 6
proportion.
9 80
1) = 72
10
4 8
_____2) and
5 9
4 32
2)
9
= 72
3 4
_____3) and
7 9
8 64
3) =
9 81 12 4
_____4) and
15 5
9 50
4) = 55
11 2 4
_____5) and
6 10
11 101
5)
13
= 121
G. Finding practical Solve Solve.

application of
concepts and skills For every 8 mango trees in In a basketball game, Mike
in daily living the orchard, there are 4 star made 5 shots in 7 tries. At
apple trees. If there are 1320 this rate, how many shots can
trees, how many tress of he make in 14 tries?
each kind are there?
H. Making What is proportion? What is proportion?

generalization and
abstraction about What are the terms or What are terms or elements
the lesson elements in a proportion? in a proportion?
How do we find the missing How do we find the missing

element in a proportion? element in a proportion?
27
I. Evaluating learning Write a proportion then solve Find the missing term.
the missing term.
1) 14 girls to 5 boys; how

4 𝑥
many boys to 28 girls? 1) = 14
7
2) 3 batteries to 1 flashlight,
how many batteries to 4
flashlight? 𝑛 5
2) = 20
8
3) 5 mangoes for Ᵽ 28; how
much for 15 mangoes?
3 9
4) A trencher digs 5 m in 4 3) 𝑦 = 12
hours. How long will it take it
to dig 30 m?5)Jose can walk
11 km in 2 hours. How far
10 12
can he walk in 4 hours? 4) =
5 𝑡
𝑛 20
5) =24
6
J. Additional activities Complete the sentences. Find the missing term to

for application or make each proportion true.
remediation a) Ten books is to 5 pupils
as ____ books is to 15 a) 9:N = 27:15
pupils.
b) N:8 = 12:32
b)Three bananas for Ᵽ4.00
as 12 bananas for ____. c)5:3 = 25:N
c) Seven boy scouts to a tent

as 42 boy scouts to ____
tents.
V. REMARKS
VI. REFLECTION
28
I. OBJECTIVES

integers.

integers in mathematical problems and real-life situations.
C. Learning The learner find a missing term in a proportion (direct,

Competencies/ inverse, and partitive)
Objectives
( M6NS-IIb-133 )
II. CONTENT Finding a Missing Term in a Direct Proportion
III. LEARNING
RESOURCES
A. References

Guide pages
Lesson Guide in Elementary Mathematics 6 2010 pp.301-
303
Realistic Math Worktext Grade 6 (Second Edition) pp.196-

199
2. Learner’s
Material pages
3. Textbook 21st Century MATHletes pp. 92

pages
4. Additional
Materials from
Learning
Resource
LR portal
29
IV.PROCEDURE Advance Learners Average Learners
A. Reviewing Answer orally. Tell if the statement is

previous proportion or not propotion.
lesson or a) Three boiled camotes is
presenting sold for Ᵽ5.How much do 9 4 8
a) =
new lesson 5 10
pieces cost?
b) Two boys can paint 5 desk

a day. How many desk can 1 4
b) =
4 15
10 boys paint?
c) Four medium size of

onions cost Ᵽ15. At most, 5 10
c) =
how many pieces can I buy 6 11
with Ᵽ45?
2 8
d) =
3 17
B. Establishing a Express each in lowest term. Give three ratios equivalent

purpose for the to the given ratio.
lesson 1) 6 hours to 1 day.
3
1) =
2) 30 cm to 1m. 4
3) 1 year to 4 months.
5
4)10 days to 2 weeks 2) =
8
5)15 minutes to 1 hour.
4
3) =
7
2
4) =
9
6
5) =
7
C. Presenting Jay’s father took the family on In the relief operations for
examples/instance a trip. At the average rate of typhoon victims, 120
s of the new 70 km/h how long did it take families in the evacuation
lesson
them to travel a distance of center had consumed 1500
350 km? kilos of NFA rice for 3
weeks. If there were only
\
1000 kilos of NFA rice, how
long will the families
consume this volume of
rice?
30
D. Discussing new This situation is an example This problem clearly shows
concepts and of a direct proportion. the relationship among the
practicing new number of families, the
skills #1 Since the relationship is number of kilos of rice and
between the number of the number of days to
kilometers and the number of consume the rice.
hours, we write a proportion
in which both ratios are in the
𝑘𝑚 70
form . The given ratio is
ℎ 1 From the given situation
350
, the second ratio is . We above, we can see that the
𝑛
write the two ratios as more kilos of rice, the longer
proportion. it will last for 120 families.
This situation is an example
a) What are given? of a direct proportion.
b) What is being asked? a) What are given?
c) Illustrate the problem. b) What is being asked?
c) Illustrate the problem.
Km on a trip = km on a trip
no. of hours no. of hours no.of kilos of rice = no.of kilos

of rice
no. of weeks no. of

70 = 350 weeks
1 n
70 x n = 1 x 350 1500 = 1000
70n = 350 3 n
70 70 1500 x n = 3 x
1000
n=5
1500n = 3000
1500 1500
It took them 5 h to travel a
distance of 350 km. n = 2
Therefore, 1000 kilos of

NFA rice will be consumed
in 2 weeks.
E. Discussing new Two buses can transport 130 A motorist travels 275 km in
concepts and people. How many buses are 5 hours. How far can he
practicing new
skills #2
31
needed to transport 780 travel in 9 hours at the same
pupils? speed?
2:130 = N:780 Kilometer : hour =

kilometer:hour
= 2 x 780
275 : 5 = N:9
130
= 275 x 9
= 1560
5
130
= 2475
12=N
5
495=N
F. Developing Group 1 and 3 rite D in the blank if the

Mastery proportion forms a direct
The distance d a car travels proportion and N if not.
and the time t are in a direct
proportion. If d = 180 km 𝑎 𝑑
__a) =
𝑏 𝑐
when t = 3 hours, find:
a) d if t = 4h
3ℎ 5ℎ
b) t if d =120km ___ b) =
120𝑘𝑚 200
c) d if t = 5h
Group 2 and 4 ___ c) a : b = c : d
Sonny walked 5 blocks in 10

minutes. At this rate, how
__ d)12 days:16days =6
long would it take him to walk
men:8men
a) 18 blocks
b) 15 blocks
__ e) days = days
c) 27.5 blocks
time time
G. Finding practical Teacher Marie gets 2 days Bobby was paid Ᵽ 210 for a
application of vacation for every 28 days of job that took him 3 hours to
concepts and skills work. If she has worked 224 do. At the same rate, how
in daily living
days straight since her last much should he be paid for
vacation, how many days a job that would take him 5
vacation does she have? hours to do?
32
H. Making How do you find direct Direct proportion, when one
generalization and proportion? quantity increases, the other
abstraction about quantity increases at the
the lesson
same rate and vice versa.
I. Evaluating learning Form a direct proportion and Form a direct proportion and
find the missing term. find the missing term.
1) 75g of chocolate for 1) 1 can of juice for Ᵽ32.00

Ᵽ55.00 then 150g for Ᵽ ____. then 4 cans for Ᵽ ____.
2) 3 pairs of socks for 2) 5 liters of paint for

Ᵽ150.00 then Ᵽ _____ for 10 Ᵽ112.00 then 10 liters for Ᵽ
pairs. ___.
3) 20 pencils for Ᵽ 98.00 then 3) 1 pizza for 3 people then

60 pencils for Ᵽ ___. 12 pizza for ____ people.
4) It can read 18 pages in 12 4) Trencher can dig 5

minutes, then 30 minutes in meters in 4 hours, then 30
____ pages. meters in ___ hours.
5) Tony can save Ᵽ 800.00 in 5) It can walk 11 km in 2

5 weeks, then Ᵽ ______ in 8 hours, in 4 hours it can walk
weeks. ____ kilometers.
J. Additional activities Write a proportion for each Write a proportion for each
for application or problem, then find the missing problem, then find the
remediation term. missing term.
a) The ratio of 2 numbers is a) There are 3 teachers to

3:5. The larger number is 30. 125 pupils during the school
What is the smaller number? program. How many
teachers are there if there
b) Dolor cooks for her family. are 2500 pupils?
Her recipe for ube jam is 4
cups of boiled and mashed b) The ratio of male
ube,1 cup sugar, and 3 cups teachers to female teachers
milk which is good for 2 small in our school is 2:9. If there
bilaos, how can Dolor modify are 109 female teachers,
it for 5 bilaos? how many teachers are
male?
V. REMARKS
VI. REFLECTION
33
I. OBJECTIVES
K. Content The learner demonstrates understanding of order of operations,

Standard ratio and proportion, percent exponents, and integers.
L. Performance The learner is able to apply knowledge of order of operations, ratio

Standard and proportion, percent exponents, and integers in mathematical
problems and real-life situations.
M. Learning The learner find a missing term in a proportion (direct, inverse, and
Competencies/ partitive)
Objectives
( M6NS-IIb-133 )
II. CONTENT Finding a Missing Term in a Inverse Proportion
III. LEARNING
RESOURCES
A. References

Guide pages
Realistic Math Worktext Grade 6 (Second Edition) pp.201-203
6. Learner’s
Material pages
7. Textbook Pages 21st Century MATHletes pp. 92
8. Additional
Materials from
Learning
Resource
LR portal
A. Reviewing Find out if the pupils have Find out if the pupils have
previous mastered the skill in setting up a mastered the skill in setting up a
lesson or
presenting
new lesson
34
direct proportion through a direct proportion through a
game. game.
1. Group pupils into 3. 1. Group pupils into 3.
2. Flash sample problems in a aa2. Every group is given meta

card for them to answer. cards and marker.
3. The first group to give the 3. They are to form a direct

correct answer is given a point. proportions based from the chart
and write them in the meta card.
4. The group with most number
of correct answers wins. 4. The group with the most
number of direct proportion
Sample problem
formed in 1 minute wins.
a)10 pcs.of polvoron sell for 3
pesos 2 apples 4 pupils
40 pcs.of polvoron sell for

_____
12 pupils Ᵽ 25.00
b) During recess, the ratio of
pupils to teachers eating in the 12 pieces
canteen is 7:3. If 84 pupils eat in 5 kalamansi
the canteen, how many teachers
eat in the canteen?
Ᵽ 30.00
c) Four out of 5 pupils buy buko 6 kalamansi
juice every day. How many of
350 pupils buy buko juice?
10 pieces 6 apples
B. Establishing a Find the missing term, answer it Find the missing term, answer it
purpose for orally. orally.
the lesson
𝑛 9 2 8
= =
8 24 6 𝑛
6 18 1 𝑛
= =
𝑛 21 10 20
9 𝑛 𝑛 10
= =
4 16 25 50
35
𝑛 15 3 6
= =
8 24 9 𝑛
5 10
=
20 𝑛
5 25
=
3 𝑛
C. Presenting An army camp has provisions for If 8 men can do a certain job in
examples/instanc 240 men for 30 days. How long 12 days, how many men will be
es of the new will the provisions last if only 112 required to do the same job in
lesson
men are sent to the camp? 16 days?
D. Discussing new 1) Teacher writes the problem in If we analyze the given problem
concepts and an index card. carefully, we can deduce that
practicing new fewer men will be required to
skills #1 2) Teacher groups the pupils finish the same jb for a greater
into 4. number of days. Thus, there are
3) Teacher gives each group an quantities that may not be
directly proportional to one
index card with the problem.
another. In this case, an
4) Each group solves the increase in one quantity results
problem and present the in a proportional decrease in the
solution to the whole class. other, and vice versa. Such
proportion is called inverse
5) Analyze the problem: proportion.
a) What is asked? Let us solve the problem using
indirect proportion.
b) What are given?
Let n = the number of men
c) How can we solve the
required to do the work in 16
problem?
days.
Elicit possible solution.
Consider:
Explain what an inverse
*In 12 days, It takes 8 men to do
proportion is. Show how an
work.
inverse proportion is set up..
Lead the pupils to see how an *In 16 days, it will take less than
inverse proportion differs from a 8 men to do the work.
direct proportion.
Therefore, n will be less than 8.
Consider: men days
𝑛 12
*In 240 men, 30 days provision. =
en 8 16
*In 112 men, more than 30 days
provision.
36
Men = no. of days 8 𝑥 12
n=
16
Men no. of days
Therefore:
n=6
Check
240 = n
6 12
112 30 =
8 16
n= 240 x 30 6 x 16 = 8 x 12
112 96 = 96
n = 64.2857143
Check Six men can finish the work in

16 days.
240 64.287143
=
112 30
112 x 64.287143 = 240 x 30
7200 = 7200
≈65 days will the provision last

for 112 men
E. Discussing new A farmer has enough cattle Four pipes can fill a tank in 70
concepts and pellets to feed 300 hens for 20 minutes. How long will it take to
practicing new days. If he buys 100 more hens, fill the tank with 7 pipes?
skills #2
how long would the same
amount of pellets feed the total
hens? Pipes no. of minutes
4 70
Hens Days
7 n
300 20
400 n 4 𝑛
=
7 70
300 𝑛
=
400 20 4 x 70 = 7 x n
37
n = 4 x 70
400 x n = 300 x 20 7
n = 40
400𝑛 6000 check

=
400 400
4 40
n = 15 =
7 70
check 4 x 70 = 7 x 40
300 15 280 = 280
=
400 20
300 x 20 = 400 x 15
6000 = 6000
F. Developing Identify whether the given Identify whether the given

Mastery situation is direct or inverse situation is direct or inverse
proportion. proportion.
a) It takes 6 minutes to hard boil a) Jamar ran 100 m in 25

three eggs in a pan. How long seconds. How many meters did
would it take to boil two eggs? he run in 60 seconds?
b) As speed goes up, travel time b) As the number of miles you

goes down, and as speed goes travel increases, the amount of
down the travel time goes up. gasoline in the tank decreases.
c) 4 people can paint a fence in c) If it takes 3 mechanics, 20

three hours. How long will it take hours to build a car, how long
6 people to paint it? will it take 4 mechanics?
d) Jackie cooked 9 burgers in 45 d) The number of hours for study

minutes. How many burgers increases, the grades you get on
could she cook in a half hour? your exam increases.
e) The amount of ice in a glass e) If you work 2 hours you get

decreases as the temperature Ᵽ80, If you work 3 hours you get
increases Ᵽ 120.
G. Finding practical The Scoutmaster thought he A housewife has sufficient

application of had enough food to feed 24 charcoal to last for 12 days
concepts and Scouts at a camp for 8 days. If provided she uses only 2
skills in daily
32 Scouts arrived at the camp, buckets of charcoal a day. How
living
how long would the food last? long will the charcoal last if she
uses 3 buckets a day?
38
H. Making What is inverse proportion? What is inverse proportion?
generalization
and abstraction How does it differ from a direct How does it differ from a direct
about the lesson proportion? proportion?
How do we solve for an inverse How do we solve for an inverse

proportion? proportion?
I. Evaluating 1) If 10 pupils can decorate a Find the missing term.

learning 1
hall for a program in 3 hours,
2 1) It takes 6 minutes to hard boil
how long will it take 7 pupils to three eggs in a pan. How long
decorate it? would it take to boil two eggs?
2) It took 20 men 7.5 days to 2) 4 people can paint a fence in
repair a street. If only 12 men three hours. How long will it take
worked on it, how long would it 6 people to paint it?
take them to finish the job?
3) Jackie cooked 9 burgers in 45
3) I walk a distance of 3 750 minutes. How many burgers
meters in 50 minutes. How far could she cook in a half hour?
can I go in 1 minute.
4) Jamar ran 100 m in 25
4) On the average, Pedro can seconds. How many meters did
write 35 words in 6 minutes. he run in 60 seconds?
How many words can he write in
one minute?
J. Additional Solve the following problems. Solve the following problems.

activities for
application or 1) A tank of oil can be emptied 1) If 6 men can paint a wall in 64
remediation in 16 minutes if 1 outlet valve is hours, find the number of men
fully opened. How long will it required to paint the wall in 48
take to empty the tank if 2 outlet hours?
valves of the same size are fully
2) It took 20 men 7.5 days to
opened?
repair a street. If only 12 men
2) A truck can transport a supply worked on it, how long will it take
of building materials in 4 hours them to finish the job?
making 8 trips each hour. How
long will the job take if 4 trips
were made each hour?
V. REMARKS
VI. REFLECTION
39
I. OBJECTIVES

integers.

C. Learning The learner finds a missing term in a proportion (direct,

Competencies/ inverse, and partitive)
Objectives
( M6NS-IIb-133 )
II. CONTENT Finding a Missing Term in a Partitive Proportion
III. LEARNING
RESOURCES
A. References

Guide pages
Realistic Math Worktext Grade 6 (Second Edition) pp.205-209
2. Learner’s
Material pages
3. Textbook 21st Century MATHletes pp. 92

pages
4. Additional
Materials from
Learning
Resource
LR portal
40
A. Reviewing previous Ask the following questions. Ask the following questions.
new lesson 1) What is direct proportion? 1) What is direct proportion?
2) Differentiate direct 2) Differentiate direct

proportion from inverse proportion to inverse
3) How would you set up the 3) How would you set up the
direct proportion? Inverse direct proportion? Inverse
B. Establishing a Find the hidden message. Find the hidden message.

purpose for the lesson What’s hello in the Hawaiian What’s hello in the Hawaiian
language? Give the missing language? Give the missing
element to form a proportion. element to form a proportion.
Write in the blanks the letters Write in the blanks the letters
that correspond to the that correspond to the answer.
answer.
___ ___ ___ ___ ___
___ ___ ___ ___ ___
1 2 3 4 5
1 2 3 4 5
Code:
Code:
A = 12
A = 12
E=8
E=8
H = 35
H = 35
L=9
L=9
M=5
M=5
O=6
O=6
3
1) = 3
8 32
1) =
8 32
5 35
2) = 5 35
63
2) =
63
40
3) = 40
60 9
3) =
60 9
2 10
4) =
7
41
2 10
4) =
7
18
5) =
20 30
18
5) =
20 30
C. Presenting Ann, Jane and May shared A glass of jar has 64

examples/instances of 360 stamps in the ratio of chocolates. Mark, Dave, and
the new lesson 3:4:5. How many stamps did Ralph will share the
Ann get? chocolates in the ratio 1:1:2.
How many chocolates will
each one of them get?
D. Discussing new 1) Have you tried sharing 1) Have you tried sharing your
concepts and your food to others? food to others?
#1 2) How did it feel when you 2) How did it feel when you
share your blessings to share your blessings to
others? others?
3) What is the essence of 3) What is the essence of

sharing? sharing?
Processing the problem. Processing the problem.
1) What is asked? 1) What is asked?
2) What are the given facts? 2) What are the given facts?
Solve Solve
Let n be the number of Let n be the number of

stamp chocolates each of them will
get.
Solution:
Let 2n be the number of
3:4:5 3 + 4 + 5 = 12 chocolates one of them with
3n:4n:5n 3n+4n+5n= two parts will get.
360 Write the ratio 1:1:2 as n:n:2n
12n Adding the numbers
=360
1+1+2 =4
n = 30
n + n + 2n = 64
4n = 64
3n = 3(30)
n = 64 ÷ 4
42
= 90 n = 16
4n = 4(30) Since 2n= 2 x 16= 32
= 120 Then,
5n = 5(30) n:n:2n = 16:16:32.
= 150 Answer: Mark and Dave will

get 16 chocolates each, while
3:4:5= 3n:4n:5n = Ralph will get 32 chocolates.
90:120:150
Check
Ann got 90 stamps, Jane got
120 stamps while May got Add all chocolates received by
150 stamps. Mark, Dave, and Ralph.
16 + 16 +32 = 64
64 = 64
E. Discussing new Jose and Jay divided Ᵽ 54 in The three angles of a triangle
concepts and the ratio 4:5, representing have a total degree measure
practicing new skills Jose’s share to Jay’s share. of 180. If the angles of a
#2
How much will each boy triangle have measures in the
receive? ratio of 2: 3: 3, what is the
measure of each angle?
Illustrate Partitive proportion

Solution:
4:5 4+5=9
4n:5n 4n + 5n = 54 2 parts 3 parts
9n = 54
n=6 3 parts
Solution:
4n = 4(6)
2:3:3 2 + 3 + 3 =8
n = 24
2n:3n:3n 2n+3n+3n =180
5n = 5(6)
8n = 180
n = 30
n = 22.5
4 : 5 = 4n : 5n = 24 : 30
2n= 2(22.5)
The ratio means each time
Jose receives Ᵽ4, Jay = 45
receives Ᵽ5. Jose gets a
43
total of Ᵽ24, while Jay gets a 3n= 3(22.5)
total of Ᵽ30.
= 67.5
2:3:3=2n:3n:3n=45:67.5:67.5
The degree measures of the

angles are 45, 67.5 and 67.5.
F. Developing Mastery Group Activity Group Activity
Read and analyze, then Read and analyze, then solve

solve the problems. the problems.
Group 1
A father wants to leave Group 1

$4675 to his four children in
the ratio of 1:3:3:4. How The ratio of cats to dogs is
much will each of the four 6:5. There are 495 dogs and
children receive if a dollar is cats in a certain barangay.
equivalent to Php50? a) How many cats are there?
Group 2
b) How many dogs are there?
John plans to donate his Group 2
collection of 3042 books to
three libraries in the ratio of Three numbers are in the ratio
1:3:5. How many books will 2:5:7. If their sum is 504, what
each library get? are the three numbers?
Group 3 a) first number
The sum of Php 500 000.00 b) second number

is divided among three girls,
Liz, Beth and Tess in a ratio c) third number
2:3:5.What is the share of
Group 3
each girl? Who gets the
biggest share? Three numbers are in the ratio
1:4:7. Find the second number
if their sum is 276.
G. Finding practical The salary of two workers is Mother mixed cream and milk
application of in the ratio 3:4. They received in the ratio of 2 parts cream to
concepts and skills in Ᵽ12,250.00. How much did 3 parts milk. How many cups
daily living each worker receive?
of each are needed to have 80
cups of mixture?
44
H. Making generalization The division of a quantity or The division of a quantity or a
and abstraction about a whole into two or more whole into two or more equal
the lesson equal or unequal pairs is or unequal pairs is called
called partitive proportion. partitive proportion.
I. Evaluating learning Partition each quantity into Partition each quantity into the
the specified ratio. specified ratio.
1) 11 in the ratio of 4:7 1) 75 in the ratio of 2:3
2) 150 in the ratio of 7:8 2) 84 in the ratio of 2:5
3) 150 in the ratio 3:5:7 3) 77 in the ratio of 2:3:6
4)160 in the ratio of 2:3:3 4) 135 in the ratio of 4:5
5) 121 in the ratio of 4:7 5) 110 in the ratio of 2:3:5
J. Additional activities for Solve the following Solve the following problems.
application or problems.
remediation a) Divide 128 chairs among 3
a) Pablo prepared a soil rooms in the ratio of 2:3:3.
mixture using 8 parts of
garden soil and 3 parts of b) If Ᵽ480 is divided in the ratio
horse manure. How many 3:5 between two girls, how
kilograms of each are much did each one receive?
needed to have 19.5 kg of c)Divide 600 into three parts in
the mixture?
the ratio of 5:8:11.
b)The ratio of calamansi,
dalandan, and pomelo trees
in Cawayan Exterior Farm is
8:3:2. How many trees of
each kind are there out of
the 793 trees?
V. REMARKS
VI. REFLECTION
45
Teacher: Learning Area :Mathematics
Time and Dates: Week 3 – Day 1 Quarter: Second
I. OBJECTIVES
operations, ratio and proportion, percent, exponents,
and integers
Standards operations, ratio and proportion, percent, exponents,
and integers in mathematical problems and real – life
situations
C. Learning The learner solves problem involving direct proportion

Competencies/ M6NS-IIc- 134
Objectives
Write the LC code for
each
II. CONTENT Solving Problems Involving Direct Proportion
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide  21st Century MATHletes (Teacher’s Manual) pp.
pages 30- 31
 Mathematics for Everyday Use (Teacher’s
Manual) pp. 90-92
 Lesson Guide in Elementary Mathematics pp.
301-304
 M-POWER (TIMSS- Based Learning Materials
pp. 14- 24)
2. Learner’s 21st Century MATHletes p. 92

Material pages
3. Textbook pages Mathematics for Everyday Use p. 135
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing the Review about finding the missing term in a proportion.
previous lesson or
presenting a new Find the value of n.
lesson ADVANCE GROUP AVERAGE GROUP
1. 27 = n 1. n = 2
10 60 20 5
2. 15 = 75 2. 2 = 4
6 n 3 n
3. 9 = 36 3. 1 = n
n 20 2 4
4. 12 = 4 4. 4 = n
46
15 n 8 12
5. 8 = n 5. 2 = 4
10 5 n 6
B. Establishing a Show pictures of typhoon victims in Bicol Region.

purpose for the
lesson Ask: What can you see in the picture?
Is it good to help other people in time of crisis?
If you were given a chance to help the needy,

what should you do in order to help them?
C. Presenting examples/ Present this problem on the board written in a strip of

instances of the new cartolina or through power point presentation.
lesson
Let the pupils read the problem and guide them to find
solution in the given problem.
In the relief operations for typhoon victims, 120

families in the evacuation center had consumed 1
5000 kilos of NFA rice for 3 weeks. If there were only 1
000 kilos of NFA rice consume, how long will the
families consume this volume of rice?
D. Discussing new After reading the problem, ask the following

concepts and questions:
#1 What is asked in the problem?
What are given facts?
What should you do to find the answer?
E. Discussing new Explain that the problem clearly shows relationship
concepts and among the number of families, the number of kilos of
practicing new skills rice and the number of days to consume the rice.
#2
Say: In the given situation above, we can see that the
more kilos of rice is, the longer it will last for 120
families. This situation is an example of direct
proportion. Thus we have,
Solution: no. of kilos of rice = no. of kilos of

rice
no. of weeks no. of weeks
1 500 = 1 000
3 n
1 500n = 3 000
n = 2
Answer: Therefore, 1 000 kilos of NFA rice will be

consumed in 2 weeks.
47
F. Developing Work on the given word problem by pair. Guide the
mastery(Leads pupils in following the steps in solving word problem.
Formative Let them show their solutions.
Assessment 3)
ADVANCE LEARNERS AVERAGE LEARNERS

a. Eighteen birds a. Two boxes of
stay in 10 bird macaroons cost
houses. If the Php 120. How
ratio of birds to much do 7 boxes
birdhouses stays of macaroons
the same, how cost?
many can stay in b. Six bancas can
30 bird houses? carry 10 people.
b. A car can travel How many
210 km in 3 hours, bancas will be
How far can it needed to carry
travel in 5 hours? 30 people?
G. Finding practical  The teacher prepares activity sheets for the

applications of groups to work on.
concepts and skills  Each group will solve the problem given for
in daily living 10 minutes.
 The teacher will present the rubrics and

standards in doing group activities.
Read and solve.
ADVANCE GROUP AVERAGE GROUP

Group 1 Group 1
A cargo truck travels 10 There are 8 books for

km in 30 minutes. How every 5 pupils. How
far can it travel in 3 many books are for 10
hours? (solution using pupils? (group
4- step plan in solving presentation through
word problem) drawings)
Group 2 Group 2
Eight oranges cost Php If six fishes can serve 8

80. How much will I pay persons, how many
for 24 oranges of the fishes can serve 20
same kind? (group persons?
presentation through (write the answer in strip
illustrations) of paper)
a. What is asked?
b. What are given
facts?
48
c. What is the
answer to the
problem?
Group 3 Group 3
A lawn fertilizer should If 3 tablespoons of sugar

be spread in a ratio of 20 are needed for 6
lbs to every 1 000 hotcakes, how many
square feet. How much tablespoon of sugar are
fertilizer should be need needed for 18 hotcakes?
to treat a lawn that is ( illustrate your answer)
700 square feet? (solve
using the steps in
solving a word problem)
Group 4 Group 4
If 30 dozen of eggs
costs Php 2080, find the
cost of 5 dozen of eggs If 1 pizza feeds 3 people,
(role playing) how many pizza can feed
12 people? (role playing)
H. Making  What is direct proportion?

generalizations and In a direct proportion, remember that as one
abstractions about quantity increases, the other quantity increases at the
the lesson same rate and vice versa. Word problems involving
direct proportions may be solved using the cross
product rule.
 What are the steps in solving a word

problem?
There are basic steps in solving problems:
Understand, Plan, Carry out the plan and Check.
I. Evaluating Learning Read and solve each problem. Write your answer in
your answer sheet.
1. At the parking lot, there are 9 cars for every 6

trucks. How many trucks are there if there are
21 cars?
2. Denisse eats three peanuts for every two
peanuts that Mozart eats. How many peanuts
will Denisse eat if Mozart eats 10?
3. B. Titong Elementary School buys 8 gallons of
juice for 100 pupils. How many gallons do they
need for 175 pupils?
4. A car travels 140 km on 7 liters of petrol. How
far would it travel in 3 liters of petrol?
5. A recipe uses 5 cups of flour for every 2 cups
of sugar. If I want to make a recipe using 8 cups
of flour, how much sugar do I use?
49
J. Additional activities Read the questions carefully to solve the problems.
for application or Write your answer in your notebook.
remediation
Assignment/ 1. Four bags of rice weigh 120 kg. How many
Agreement such bags will weigh 600 kg?
2. A man spends Php 2 080 in 13 days. How much
will he spend in 30 days?
3. If the weight of 7 sheets of paper is 28 g. Find
how many papers will weigh 1.5 kg.
4. Dyrem types 57 words in 3 minutes . How many
words would she type in 1 hour?
5. Randy takes 17 steps to cover 3.4 m distance.
In 92 steps, how much distance will be
covered?
V. REMARKS
VI. REFLECTION
earned 80% on the
formative
assessment
require additional
activities for
remediation
C. No. of learners who

have caught up with
the lesson.
continue to require
remediation.
50
I. OBJECTIVES
and integers

Standards operations, ratio and proportion, percent, exponents,
situations
C. Learning The learner solves problem involving inverse

Competencies/ proportion in different contexts such as distance,
Objectives rate, and time using appropriate strategies and tools
Write the LC code for M6NS-IIc- 134
each
II. CONTENT Solving Problems Involving Inverse Proportion in
Different Contexts such as Distance, Rate, and Time
Using Appropriate Strategies and Tools
A. References
1. Teacher’s Guide 21st Century MATHletes (Teacher’s Manual) pp. 30- 31
pages Mathematics for Everyday Use (Teacher’s Manual) pp.
90-92
Lesson Guide in Elementary Mathematics pp. 307-310
2. Learner’s Material 21st Century MATHletes p. 92
pages
3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning
Resources
III. PROCEDURES
A. Reviewing the Solve the following word problem involving direct
previous lesson or proportion.
presenting a new
lesson ADVANCE GROUP AVERAGE GROUP
1. In a certain 1. A recipe calls for
school, there are 7 4 cups of sugar
teachers for every for 7 cups of
252 pupils. If there water. How many
are 468 pupils, cups of water will
how many be needed for 32
teachers are cups?
needed? 2. It takes 15
2. A bus uses 2.5 L minutes to saw a
of gasoline for log into 4 pieces.
every 8 km. How How long would it
many liters of
51
gasoline will a take to saw it in
bus use on a trip 12 pieces?
of 275 km? 3. Dexter can type
3. If 24 L of paint can 24 words in 2
315 square meter minutes. How
of surface, how many words can
many liters of she type in 8
paint will be minutes?
needed for 105 4. A tree casts a 15-
square meter? m shadow when a
4. On a plan, a building 20 m
distance of 2.5 cm high, casts a
represents 12 km. shadow of 18 m.
How many Find the height of
kilometres will be the tree?
represented by 8 5. Mr. Cruz uses 6
cm on a map? yards of clothing
5. Mangoes cost Php for making 3
200 for 5 kilos. pants. How many
How much will 16 pants will he
kilos of mangoes make
cost? for 54 yards of
cloth?
B. Establishing a Show pictures of children riding in a bicycle.

purpose for the lesson
Ask: Can you say something about the picture?
What is your means of transportation in going to

school?
Is biking a good form of exercise?
C. Presenting examples/ Present this problem opener on the board written in a

instances of the new strip of cartolina or through power point presentation.
lesson
Let the pupils read the problem and guide them to find
solution in the given problem.
It takes Kevin 20 minutes to ride his bicycle at 20

kph from home to the grocery store. To shorten his
travel time to 16 minutes for the same distance, how
fast should he cycle?
D. Discussing new After reading the problem, guide the pupils in

concepts and answering the 4- step plan in solving a word problem:
practicing new skills #
1 What is asked in the problem?
What are the given facts?
What should you do to find solution to the given
problem?
52
E. Discussing new To find an answer to the given problem, let the desired
concepts and speed be in x kph. Then, we can have the following
practicing new skills # table.
2
Speed (kph) 20 x
Time ( in 20 16
minutes)
The faster the bicycle is driven, the less time is

required to reach the destination. So this is an inverse
proportion.
Speed needed to Speed needed

to
Shorten travel time reach a
travel time
To 16 minutes of 20
minutes
x = 20
Time taken when 20 16 time taken
when
The speed is 20 kph the speed is
x kph
16.x = 20 x 20 Get the cross

products.
16 x = 400 Divide both sides

by 16.
16 16
X= 25 Kevin should cycle at 25

kph.
F. Developing The teacher will provide another example of inversely

mastery(Leads proportional word problem and guide them in solving
Formative it.
Assessment 3)
Four pipes can fill a tank in 70 minutes. How long will
it
take to fill the tank with 7 pipes?
Solution: Let x be the time taken to fill the tank with 7

pipes, by the principle of inverse proportion, we have:
x = 4
70 7
7.x = 70 x 4 Get the cross products.
53
7x = 280
7 7 Divide both sides by 7.
x = 40 minutes
G. Finding practical  The teacher prepares activity cards for the
applications of groups to work on.
concepts and skills in  Each group will solve the problem given for
daily living 10 minutes.
 The teacher will present the rubrics and

standards in doing group activities.
Read and solve.

Group 1 Group 1
If 8 men can build a Two builders take 6 days

house in 90 days, in how to build a wall. How long
many days can 20 men would it take 5 builders
working under the same to build a similar wall?
conditions as the 8 men (group presentation
build the house?(set up through drawings)
a proportion?
Group 2 Group 2
If 12 men can dig a pond
A carpenter working 8 in 8 days.How many men
hours a day could finish can dig it in 6 days?
a piece of work in 6 (write the answer in strip
days. How many days of paper)
could he finish a similar a. What is asked?
piece of work by b. What are given
working 10 hours a day? facts?
(write the answer in strip c. What is the
of paper) answer to the
a. What is asked? problem?
b. What are given
facts?
c. What is the answer
to the problem?
Group 3 Group 3
Sixty boxes are needed Five people can finish

to pack 720 brownies in painting a wall in 5
batches of 12. How hours. If only two people
many boxes are needed are available, how many
if the brownies are hours do they have to
packed in batches of work to finish the same
18? job?
(solve using the steps in ( illustrate your answer)
solving a word problem)
Group 4 Group 4
54
Mr. Cantre has enough If 1 person takes 7 days
money to pay 8 workers to pick the apples from a
for 15 days. If he adds 4 tree, how many days will
more workers, for how it take 7 people to do the
long can he pay them at same job?(role playing)
the same rate?
(role playing)
H. Making  What is an inverse proportion?

generalizations andH.
abstractions about the In an inverse proportion, remember that the
lesson quantities change in opposite directions, that is, as
one quantity increases, the other decreases.
 What are the steps in solving a word

problem?
To analyze and solve the problem, you can do these

steps:
1. Understand
2. Plan
3. Solve
4. Check and Look Back
 In word problems about proportion, one of

the elements is missing. To find the missing
element, cross products are used, where
the “ numerator” of one ratio is multiplied
by the “ denominator” of the other and the
product is divided by the remaining
element. You can also use the means and
extremes method.
I. Evaluating Learning Set the following proportions and solve.
1. I have enough money to have a vacation of 12

days. If I send Php 500.00 a day, for how many
days will my money last if I decide to spend
only Php 400.00 a day?
2. If 8 people take 9 days to pick the guava from a
tree, how many days will it take 9 people to do
the same job?
3. Five people can finish painting a wall in 5
hours. If only two people are available, how
many hours do they have to work
To finish the same job?
4. At 65 km/hr, Alfred can reach home in 50
minutes. At what speed should he drive his car
so that he can reach home 10 minutes earlier?
5. If 10 children take 10 days to pick the mangoes
from a tree, how many days will it take 4
children to do the same job?
55
J. Additional activities Read the problems carefully . Then, solve. Write your
for application or answer in your notebook.
remediation
Assignment/ 1. If 6 people take 2 days to pick the apple from a
Agreement tree, how many days will it take 5 people to do
the same job?
2. Twenty men can build a house in 6 days, if 30
men are added, how many days will it take
them to do the same job?
3. If 270 kg of corn would feed 42 horses for 21
days, for how many days would 36o kg of it
feed 21 horses?
V. REMARKS
VI .REFLECTION

earned 80% on the
formative assessment
require additional
activities for
remediation
C. No. of learners who
have caught up with
the lesson.
56
I. OBJECTIVES
and integers
situations
C. Learning Competencies/ The learner solves problem involving partitive
Objectives proportion in different contexts such as distance,
Write the LC code for rate, and time using appropriate strategies and tools
each M6NS-IIc- 134
II. CONTENT Solving Problems Involving Partitive Proportion in
Different Contexts such as Distance, Rate, and Time
A. References
1. Teacher’s Guide 21st Century MATHletes (Teacher’s Manual) pp. 30-
pages 31
Mathematics for Everyday Use (Teacher’s Manual)
pp. 90-91
Lesson Guide in Elementary Mathematics pp.304-307
2. Learner’s Material 21st Century MATHletes p. 92
pages
3. Textbook pages
from Learning
Resource (LR)
portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing the previous Set the following involving inverse proportion and
lesson or presenting a solve.
new lesson
1. Twelve painters can paint 1. If 6 people take 2 days to
a building in 10 days. pick the lemons from a
How many painters are tree, how many days will it
needed to paint it in 6 take 5 people to do the
days? same job?
2. A house contractor has 2. Dyrem can type 24 words
enough money to pay 8 in 2 minutes. How many
workers for 15 days. If he words can she type in 8
adds 4 more workers, for minutes?
57
how many days can he 3. Mr. Cruz uses 6 yards of
pay them at the same clothing for making 3
rate? pants. How many pants
3. A stock of food is will he make for 54 yards
enough to feed 50 of cloth?
persons for 14 days. How
many days will the food
last, if 20 more persons
will be added?
B. Establishing a purpose Do you have brothers or sisters?

for the lesson Did you share something with them?
Is it good to share something to someone ?
C. Presenting examples/ Story Problem

instances of the new
lesson Joy and Dale are twins. They always share their
things equally. Even their mother gives them the
same amount of anything. But one day, they found
out that there are things that cannot be shared
equally. So, their mother gave them Php 150 so that
the ratio is 2:3, 2 parts for Dale and 3 parts for Joy.
How much did each girl receive?
Ask the following comprehension questions:

 What do you think each of the girls felt?
 Why did their mother give them things
equally?
 Is it alright to have the same amount of
things as your other siblings? Why?
D. Discussing new
concepts and practicing Ask the following steps in solving a word problem.
new skills # 1  What is asked in the problem?
 What are the given facts?
 How can we find the answer?
E. Discussing new Use the table to show the relationship.

concepts and practicing
new skills # 2 Dale Joy Sum of Money
2 x Php 1= Php 3 x Php 1= Php Php 5
2 3
4 6
6 9
2 x _______ = 3 x _____= Php 150

_____ _______
58
 What amount will you multiply to the
parts of Dale and 3 parts of Joy so that
the sum will be Php 150?
2 x Php _____= _____ 3 x Php ____=
_____
 What number did you get?
Dale= 2 x Php 30= Php 60 Joy= 3 x Php 30=
Php 90
Php 60 + Php 90 = Php 150
 Introduce to the pupils that the proportion
is partitive which the whole money is
divided into parts that is proportional to
the given ratio 2:3.
 As an equation, we write it as:
2n + 3n = Php 150
5n = Php 150 *Divide both sides by
5
5n = 150
5 5
N = Php 30
 To check, substitute the value of N to the

equation,
2n + 3n = Php 150
2( 30) + 3 (30) = 150
60 + 90 = 150
Php 60 is the amount received by Dale.

Php 90 is the amount received by Joy.
F. Developing Present another story problem.

mastery(Leads
Formative Assessment
3) The youth artist Guild of B. Titong Elementary
School are auditioning members for the forthcoming
stage presentation. All interested pupils must see Ms.
Delera for the audition on Monday July 8, 2019, 1:00
p.m at Room 2.
After one week, 72 pupils were accepted. The
Glee Club and the Dance Club agreed that the ratio of
participants is 4:5 respectively. How many pupils
were chosen for each club?
59
Guide the pupils to illustrate the relationship.
Glee Club Dance Club Total
4 x1 = 4 5x1=5 9
4x2=8 5 x 2 = 10 18
4 x 3 = 12 5 x 3 = 15 27
4 x ____= ____ 5 x ____= ____ 72
 What will you multiply to 4 and 5 to have a

sum of 72?
What is the equation?
 Guide the pupils to give this equation.
4n + 5n = 72
 Let them solve for the answer.

4n + 5n = 72
9n= 72
n = 72 ÷ 9
n= 8
4 (8) + 5 (8) = 8= 72
32 + 40 = 72
 There are 32 and 40 pupils were chosen

as partcipants in the Glee Club and Dance
Club respectively.
G. Finding practical Pair Activity (Use activity cards)

applications of
concepts and skills in Analyze and solve each problem.
daily living
60
1. The ratio of chairs to tables 1. The ratio of cats to dogs is
is 2:7. There are 180 chairs 3: 2. There are 50 cats and
and tables in a party. How dogs in Brgy. B. Titong.
many are there of each a. How many cats are
kind? ( illustrate) there?
b. How many dogs
are there?
(illustrate)
2. There are 80 animals in 2. Three numbers are in the
Mang Pablo’s farm. The ratio 1:2:3. If their sum is
ratio of cows to carabaos 54, what are the three
to goats to horses is 4: 2:3 numbers?
: 1. How many animals of (Solve using an
each kind are there in equation)
Mang Pablo’s farm?
(Solve using an equation)
H. Making generalizations
and abstractions about How do you solve word problems involving partitive
the lesson proportion?
 In a partitive proportion, a whole is

divided into parts that are proportional to
the given ratio.
What are the processes and strategies involved?

Problem solving strategies include:
 Drawing a diagram
 Trial and improvement
 Acting it out
 Drawing a table
 Simplifying the problem
 Using an equation
I. Evaluating Learning Read and analyze, then solve the problems.
1. Three numbers are in the ratio 2:5:7. If their

sum is 504, what are the three numbers?
2. A glass of jar has 64 chocolates. Mark, Dave
and Ralph will share the chocolates in the
ratio 1:1:2. How many chocolates will each
one get?
3. The ratio of Math books to other books in a
class is 8:5. How many Math books are there
if there are 247 books in all?
4. The salary of two workers is in the ratio 3:4.
They received Php 12, 250. How much did
each worker receive?
61
5. Three boys sold garlands in the ratio 2:3:4.
Together they sold 225 garlands. How many
garlands did each boy sell?
J. Additional Activities Read and understand the problem. Then , solve.

for Remediation
1. Jodi filled three containers A,B, and C with
orange juice in the ratio 2:3: 4. If the total
amount of orange juice is 36 L, find the
capacity of the three containers.
2. An 80 – meter rope is cut into 2 pieces given
the ratio 5:15, how long is the shorter rope?
The longer rope?
V. REMARKS
VI. REFLECTION
earned 80% on the
formative assessment
require additional
activities for remediation
C. No. of learners who have
caught up with the
lesson.
62
I. OBJECTIVES
A. Content The learner demonstrates understanding of order of operations,
Standards ratio and proportion, percent, exponents and integers
B. Performance The learner is able to apply knowledge of order of operations, ratio
Standards and proportion, percent, exponents, and integers in mathematical
problems and real- life situations
C. Learning The learner creates problems involving ratio and proportion with
Competencies/ reasonable answers
Objectives M6NS-IIc- 135
Write the LC
code for each
II. CONTENT Creating Problems Involving Ratio and Proportion with
Reasonable Answers
III. LEARNING
RESOURCES
A. References
1. Teacher’s 21st Century MATHletes (Teacher’s Manual) pp. 30- 31
Guide pages
Material
pages
3. Textbook
pages
4. Additional
Materials
from Learning
Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing the Read and analyze the following problems involving ratio and
previous proportion. Then, solve.
lesson or
presenting a ADVANCE GROUP AVERAGE GROUP
new lesson 1. A patient is receiving 1 1. A premature infant
liter of fluids for every 8 is gaining 2.5 ounces
hours. At that rate, how a day. At that rate,
much will he receive in 3 how many days will
hours? it take him to gain 8
2. A copy machine can ounces?
duplicate 2400 copies in 2. The wood is to be
one hour. How many cut into two parts in
copies can it make per the ratio 2:3. If the
minute? wood has the length
63
3. A pants factory pays its of 100 dm, find the
seamstresses by their length of the bigger
production output. If the part.
company paid a 3. The ratio of two
seamstress Php 5.00 for complimentary
every 4 pockets she angles is 2:3. Find
sewed on, how many the smallest angle.
pockets will she have to
sew on to receive Php
60.00?
B. Establishing a What are the activities you have done during weekends?
purpose for Have you tried to help your mother in earning extra money for
the lesson your allowance? How did you feel?
Did you help your parents in doing household chores?
C. Presenting
examples/
instances of How many litres of water does she need for 3 bukos
the new lesson so that the taste will still be the same?
During weekends, Zeny helps her mother sell buko juice.
For every buko, Zeny adds 4 litres of water
Ask:
 What data are presented?
 What is the ratio of buko to the amount of water
needed?
 What is being asked for?
 Can we create a problem from the given data?
D. Discussing Lead/ Guide the pupils to create a word problem from the data
new concepts given. Call volunteer pupils to give their answers.
and practicing
new skills # 1  Created word problem maybe similar to this.
During weekends, Zeny helps her mother sell buko juice. For every
buko, Zeny adds 4 litres of water. How many litres of water does
she need for 3 bukos so that the taste will be the same?
 How can we solve the problem?

E. Discussing Lead the pupils in setting up the proportion based on the given
new concepts example. Introduce that the proportion is a direct proportion, thus:
and practicing
new skills # 2 buko 1 = 3 buko
litres of water 4 n litres of water
64
or 1:4 = 3:n
Solution: 1xn=3x4
n = 12
n= 12 ÷ 1
n = 12
12 liters- the amount of water needed for 3 bukos
F. Developing Present another data.

mastery(Leads
Formative
Assessment 3)
Situation: An orphanage has enough bread to feed the orphans
Given: 30 orphans
12 days
10 more orphans are added
Asked: How many days will the same amount of bread last?
 Can you create a word problem out of the given data?

 Lead the pupils in creating a word problem based on
the given information.
Created word problem maybe the same as this:
An orphanage has enough bread to feed 30 orphans for 12

days, if 10 more orphans are added, how many days will the same
amount of bread last?
 Guide the pupils in setting up the inverse proportion

after analyzing the problem.
Solution:
(orphans) Original No. = New No. (Days)

(orphans) New No. Original No. (Days)
Therefore: 30 = N
40 12
40 N = 30 X 12
40 N = 360
40
N = 9
G. Finding Divide the class into working groups. Each group will be given
practical materials (manila paper, pentel pen, activity sheets) to work on.
applications of
65
concepts and  What are the norms to be follow in doing a group
skills in daily activity?
living

Group 1 Group 1
Direction: Create a Direction: Fill in the blanks with

word problem out of an appropriate numbers or
the given data below words from the choices given
and give your inside the box to form a word
reasonable answer to problem. Then , give your
the problem. answer to the problem you
created.
Situation: Interview of
applicants for School Sewers days
Entrance Examination 8 days number
200 children’s dresses
Given: 4 teachers,
100 applicants
5 days Five _______ can finish ______
In ____________. How many
Asked: The number of ________ will it take 10 sewers to
teachers should there finish the same __________
be if the interview of children’s dresses?
period is to be finished
in 2 days
Group 2 Group 2
Direction: From the Direction: Number the sentences

given data below, from 1-4 to create a word problem.
create a word problem Write the created word problem
with answer. and give your answer to the
problem created.
Given: 2:7 – the ratio
of duck eggs to ___How many guava did each of
chicken eggs them pick?
___ Aicel, Dyrem, Yass went to the
312 the total farm to pick guavas.
number of duck eggs ___They picked 120 guavas in all.
___Aicel picked twice as many as
Ask: The number of Dyrem did, and Dyrem picked 3
chicken eggs times as many as Yass’s did.
Group 3 Group 3
66
Direction: Create a Direction: Arrange the sentences/
woed problem out of phrases given to create a word
the data given. problem and give your answer to
the created word problem.
Given Facts:
5 sack of beefy bones *If 84 pupils eat in the canteen
weighing 11 ¼ kg *During recess, the ratio of pupils
to teachers eating in the canteen is
1 kg of beefy beefy 7:3
bone *How many teachers eat in the
canteen?
Ask: the weight of 1
sack of beefy bones in
kg
Group 4 Group 4
Direction: From the Direction: From the given data

given data below, below, create a word problem with
create a word problem answer.
with answer.
Given Facts: 3 farmers How long

will 6 farmers
3 gallons of paint do it?
900 square feet
300 square feet
can plow the
Ask: the number of field in 4 days
gallons that can cover
300 square feet
Group 5 Group 5
Direction: From the Direction: Create a word problem

given data below, based on the given information
create a word problem below and give your answer to the
with answer. problem created.
A boy who is 3 feet tall Given: four equal pumps

42 minutes
Cast a shadow that is 7 Asked: How long will it take 6

feet long pumps of the same kind to fill the
tank?
67
Asked: The height of a
man who can cast a
shadow that is 14 feet
long.
H. Making How do you create word problem involving ratio and proportion?
generalizations
and  You can create a word problem by observing the
abstractions following guide:
about the
lesson 1. Familiarize yourselves with the concepts of ratio and
proportion.
2. Think of the problem you want to create.
3. Read some problems and study their solutions.
I. Evaluating Direction: Create a word problem involving ratio and proportion

Learning out of the given data. Then, give your answer.
1.
Given: Father and his daughter
earnings ratio is 9:7
they receive Php 16, 000.00
Ask: the share of each
Direction: Arrange the following sentences/ phrases to create a

word problem. Then solve.
2.
How many days will it take 3 people to do the same job?
If 6 people take 8 days to pick the lemons from a tree
Direction: Create your own problem using the following data and
solve.
3. speed is 80 km/hr, increased speed to 120 km/hr, distance

is 120 km
J. Additional Create your own problem using the following information.

activities for
application or ratio is 1:6:8
remediation Amount to be shared is Php 52, 500.00
Assignment/
Agreement
V. REMARKS
VI. REFLECTION
68
I. OBJECTIVES
Standards operations, ratio and proportion, percent, exponents and
integers
Standards ratio and proportion, percent, exponents, and integers in
mathematical problems and real- life situations
C. Learning The learner creates problems involving ratio and proportion
Competencies/ with reasonable answers
Objectives M6NS-IIc- 135
Write the LC code
for each
II. CONTENT Creating Problems Involving Ratio and Proportion with
Reasonable Answers
III. LEARNING
RESOURCES
A. References
1. Teacher’s 21st Century MATHletes (Teacher’s Manual) pp. 30- 31
Guide pages
Material
pages
3. Textbook
pages
4. Additional
Materials
from
Learning
Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing the Create your own problem using the following data. Then, give
previous lesson your answer to the problem.
or presenting a
new lesson Think- Pair- Share
Given: three angles If 70 votes were cast, how

ratio of 2:3:4 many votes did Anthony
receive?
Ask: find the angles
69
Jenny received 2 votes for
every 5 votes received by
Anthony.
B. Establishing a Show a picture of severely wasted and healthy boy.
purpose for the
lesson  Say something about the picture.
 What are the activities you did to achieve a healthy
body and mind?
 What are some of the nutritious food that you eat
during meal time?
C. Presenting Present the data written in a manila paper or through
examples/ powerpoint presentation.
instances of the
new lesson Situation: Mrs. Cantre is conducting Baseline Weighing in
her Grade VI-Mapagmahal class
Given: Santino, Rico and Bong’s total weight is 112 kg

Their weight’s ratio is 3:1:4
Asked: Santino’s weight

Rico’s weight
Bong’s weight
Ask: Can you create a word problem out of the phrases

above?
Created word problem maybe the same as this:
Mrs. Cantre is weighing her Grade VI-Mapagmahal pupils

for Baseline Nutritional Status Report. The total weight of
Santino, Rico and Bong is 112 kg. Their weights are in the ratio
3: 1:4. What is Santino’s weight? Rico’s weight? Bong’s
weight?
D. Discussing How was the information presented?
new concepts
and practicing What are the needed information in creating a word problem?
new skills # 1
How can we solve the problem?
E. Discussing Guide the pupils in setting up the proportion based on the
new concepts given example. Introduce that the created word problem is a
and practicing partitive proportion.
new skills # 2
 An equation maybe similar to this:
Let n = the weight of Rico

3n = the weight of Santino
4n = the weight of Bong
Thus, 3n + n + 4n = 112
70
8n = 112
8n = 112
8 8
N = 14 kg Rico’s weight
Substitute the value of n to find Santino and Bong’s weight.
3 (n) = 42 Santino’s weight

4(n) = 56 Bong’s weight
F. Developing Provide another data and guide the pupils in creating a word
mastery(Leads problem.
Formative
Assessment 3) Situation: Repairing of Roads
Given: 4 men, 6 men,6 hours
Asked: the time it take 8 men to do the job at the same rate
Can you create a word problem out of the given data?
Say: You can create a word problem if you familiarize yourself

with the concept of ratio and proportion and think of the
problem you want to create.
Study the following problem created with the information

above.
It takes 4 men to repair a road for 6 hours. How long will it take
8 men to do the job if they work at the same rate?
(time) Original Time. = New No. (Men)

(time) New Time Original No. (Men)
Therefore: 6 = 8
t 4
8t = 24 Cross multiply
8t = 24 Divide both sides by 8

8 8
t = 3 The time it take for 8 men to do

the job
G. Finding Divide the class into working groups. Each group will be given
practical materials (manila paper, pentel pen, activity sheets) to work on.
71
applications of
concepts and  What are the norms/ standards to be follow in doing
skills in daily a group activity?
living
Group 1 Group 1
Direction: Create a word Direction: Arrange the sentences/

problem using the phrases given to create a word
following information and problem .Then, solve.
give your reasonable
answer to the problem. Empoy can make 4 bracelets for
every 3 that Daniel made.
Situation: Checking of Test
Papers How many bracelets did Daniel
make if Empoy made 28 bracelets
Given: 15 pupils every half in all?
hour
Empoy and Daniel are making
One and a half hour bracelets
Asked: The number of

pupils in a class
Group 2 Group 2
Direction: From the given Direction: Fill in the blanks with

data below, create a word an appropriate word from the box
problem with answer. to form a word problem. Then,
solve.
WORD PROBLEM
_______________ A tying straw was cut into
_______________ _________ in ratio _____.
EQUATION If the shortest straw is _______ ,
_____________________ what is the original ________ of a
_____________________ straw before it was cut?
SOLUTUON AND ANSWER
____________________ 3 pieces 4:7:9
____________________ 20 cm length
Given: one serving of a
dish – 5 people
Ask: the number of

servings of the dish
needed for 35 people
Group 3 Group 3
Direction: Number the sentences

from 1-3 to form a word problem.
72
Direction: Create ratio and Then, give your answer to the
proportion problem using created word problem.
the data. Then, solve.
___She has a punch recipe that
Given Facts: makes 2 gallons of punch and
8 farmers can plow serves 15 people.
4 hectare land ___ Sandra wants to give a party
12 days for 60 people.
Ask: The time it takes for ___How many gallons of punch

16 farmers to do the work should she make for her party?
Group 4 Group 4
Direction: From the given Direction: From the given data

data below, create a word below, create a word problem
problem with answer. with answer.
Given Facts: Situation: Feeding of

breads to orphans
14 painters can paint a
building in 12 days
breads can feed the

15 orphans for 6 days
Ask: the number of

painters needed to paint
in 8 days 5 orphans are
added
How many days will the

same amount of
bread last?
H. Making How do you create word problem involving ratio and

generalizations proportion?
and
abstractions  You can create a word problem by observing the
about the following guide:
lesson
1. Familiarize yourselves with the concepts of ratio
and proportion .
2. Think of the problem you want to create.
3. Read some problems and study their solutions.
You may also consider the following tips when creating a word
problem:
73
 Characters
 Situation/ setting
 Data
 Key question
I. Evaluating 1. Direction: Use the data below to create a word problem.
Learning
Trish Denisse Sum of Money
4 x 1 = Php 4.00 5 x 1 = Php 5.00 Php 9.00
4 x 2 = Php 8.00 5 x 2 = Php 10.00 Php 18.00
4 x 3 = php 12.00 5 x 3 = Php 15.00 Php 27.00
4 x ____= ______ 5 x ___= _______ Php 180.00
2. Create a word problem from the given information

below, Then , solve.
The salary of two workers

ratio of 3:4
Php 12, 250.00
Ask: The amount of each worker receive.
J. Additional
activities for Create your own problem using the following information. Then
application or give your reasonable answer to the problem you created.
remediation
Assignment/ Speed is 80 km/ hr, increased speed to 120 km/hr, distance is
Agreement 720 km.
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
additional
activities for
remediation
C. No. of learners
who have caught
up with the
lesson.
D. No. of learners
who continue to
require
remediation.
74
Time and Date: Week 4 – Day 1 Quarter: Second
I. OBJECTIVES:
Content Standard: The learner demonstrates understanding of percent.
Performance The learner is able to apply knowledge of percent in

Standard: mathematical problems and real-life situations.
Learning The learner finds the percentage or rate or Base in a

Competency: given problem.(M6NS-IId-142)
II. CONTENT: Finding the Percentage or Rate or Base in a Given

Problem.
III. LEARNING
RESOURCES
A. References:
1. Teacher’s 21st Century MATHletes (Teacher’s Manual) p. 37 -40

Guide Pages
Lesson Guide in Elementary Mathematics 5 p. 345-350
Lesson Guide in Elementary Mathematics 6 p.316-319
2. Learner’s
Materials Pages
3. Text book 21st Century MATHletes Textbook 112-121

pages
4. Additional
Materials from
Learning
Resources
B. Other Learning
Resources
IV. PROCEDURES
75
A. Reviewing
previous lesson or
presenting the Advance Learners Average Learners
new lesson
Mental computation on Matching game on

Renaming Fractions to
Renaming Fractions to Decimals to Ratios and
Decimals to Ratios and Vice – Versa
Vice – Versa
“Matching Game”
“Traveling Game”
Materials:
Materials:
3 charts (having ratio,
3 sets of flash cards decimal, or fraction),
(one for each set of number cards
fractions, decimals and
ratios), chart Mechanics:
Mechanics: 1. Teacher posts the 3

charts on the board.
1. Divide the class into 3
groups. One group will Sample Chart:
be assigned to fractions,
Fractions Decimal Ratio
another to decimals, and
other to ratios. Teacher ¼
posts the chart on the
1/5
board
0.75
Fractions Decimal Ratio
40:100
½ - -
60:100
- 0.35 -
2. Divide the class into 3
2. Teacher flashes a
groups. Give each group
card, for example ½.
a well shuffled set of
The first player of each
number cards. These
group having ratio will
cards are then distributed
rename the given
to the group members
fraction to decimals and
with each receiving one
ratio as the case maybe.
card.
3. Teacher flashes
3. When the signal is
another card example
given by the teacher, a
76
(0.35), the next player of pupil from each group
each group in fraction simultaneously goes to
and ratio will rename the the board and places the
given decimal to fraction number card in correct
and ratio. The first one slot.
to give the correct
answer will receive a 4. The pupils go back to
point. their group and tap the
next player. Continue this
until the chart has been
completed.
5. The group that finishes

first, with the most
number of correct
answers wins.
B. Establishing a Ask the pupils about their target/aim in answering a 20

purpose for the – item test. “What’s your target score in a 20 – item
lesson test?” What passing grade is it? (75%, 80%, 90% or
100%). The pupils have the freedom to choose.
C. Presenting Problem Opener.

Examples/instanc
es of new lesson Pablo listens very well to the teacher during the
discussion of the lesson. When they were given a 5-
item test his grade was 80%. How many correct
answers did Pablo get?
D. Discussing new
concepts and
practicing new Ask the following questions:
skills #1 -Who listens very well to the teacher?
-How many items was their test?
-What was his grade in the test?
-If you were Pablo, will you also be listening intently to

the teacher? Why?
-Do you think you can get a high grade than Pablo?
Why do you think you can get a higher grade than
Pablo?
77
-What is asked in the problem?
-What facts are given? (Lead the pupils to point out

which among the given data can be the rate, base, and
percentage through the use of Techan’s Triangle.)
R B
-How will you solve the problem?
E. Discussing new
concepts and
practicing new Advance Learners
skills #2
Gonzales' Family Weekly

Budget
Savings
17%
Fare
8%
School Food
Supplies 60%
15%
Food School Supplies Fare Savings
Gonzales’ family weekly budget of P2000.00.
a. Ask the pupils how they are going to compute for the
actual amounts.
78
b. Let them list down the different items and their
corresponding allotment.
Food ----- 60% of 2000 =

__________
School Supplies ----- 15% of 2000 =

_________
Fare ------- 8% of 2000 = ____________
Savings ------- 17% of 2000 = ___________
Let them rename and present as decimal or as fraction

to compute for the actual amounts.
Average Learners
Using the problems below, guide the pupils to translate

a question to a number sentence.
a. Find 75% of 80.
b. 7% of 18 is what number?
c. How much is 85% of P78.00?
d. What number is 45% of 70?
e. 125% of 100 is ________.
F. Developing Advance Learners Average Learners

mastery (Leads to
Formative Group 1 Group 1
Assessment) Solve for the percentage: Copy and complete:
1. 110% of 48 = ______ 1. 20% of 15 =
2. 0.125% of 1/5 x 15=

P20,000=___
3. ½ % of 5000=_____
2. 30% of 50 =
3/10 x 50 =
79
Group 2
Answer the following : 3. 35% of 120 =
0.35 x 120 =
1. 16 2/3% of 42 is what
number?
2. 150% of 400 is
______. Group 2
3. 1/5% of 1000 is
______. Answer the following :
1. What is 25% of 4?
Group 3 2. What number is 1% of
Read, analyze and solve: 1000?
1. Rosa got 20% of an 3. 75% of 12 is ______.

80 item test incorrectly.
How many items did she
get correctly? Group 3
2. Marc invited 300 kids Read, analyze and solve:

to his party. Only 15% of
1. A survey of 30 Grade
the kids did not show up.
VI children showed that
How many kids came to
the party? 60% of them were afraid
of earthquakes and
3. There were 50 pupils
thunderstorms. How
in Grade Six-Rizal. If
many of the surveyed
28% of the pupils were
children were afraid of
absent, how many pupils
earthquakes and
were present?
thunderstorms?
2. Xiam , a daughter of
an overseas worker,
spends time studying his
lessons and helping his
mother to do the
household chores. As a
result, she gets 98% out
of a 50-item test in Math.
What is her score?
80
3. In a conference, 500
people who attended
were Filipinos. If 65% of
these were Filipino male
professionals, how many
Filipino male
professionals were there
in all?
G. Finding
practical
applications of Advance Learners Average Learners
concepts and
skills
Solve the problem. Solve the problem.
Ermie’s Shoe Factory There are 40 pupils in

is progressing. This year, a class. 75% of them are
it exported 25% more present. How many are
shoes than last year. If present? How many are
last year it exported absent?
60,000 pairs of shoes,
how many did it export
this year?
H. Making
generalizations
and abstractions How do you find the percentage when the rate and
about the lesson base are given?
81
I. Evaluating
Learning
Advance Learners Average Learners
Solve for each of the Solve for each of the

following: following:
1. 10% of 50 =_____
1. 45% of 750 is
what number? 2. 20% of
2. 50% of 4 250 250=_____
is what
number? 3. 25% of
3. 175% of 92 is 450=_____
what number?
4. 16% of 41 is 4. 50% of
what number? 160=_____
5. 33 1/3% of 180
is what 5. 40% of
number? 660=_____
6. What number
is 75% of 500? 6. 25% of 90=_____
7. 65% of 35 is
what number? 7. 15% of
8. 80 percent of 100=_____
90 equals what
number? 8. 33% of
9. What is 30% of 330=_____
74 equal to?
10. 65% of 20 is 9. 12 ½ % of
what number? 600=_____
10. 7% of 115=_____
82
J. Additional
activities for
application or Advance Learners
remediation
Compute for the actual amount using the given data.
Oliva’s Family income: P12,000.00
Food 60% ?
Other Expenses 32.5% ?
Savings 7.5% ?
Average Learners
Complete the table.
Base Rate Percentage
30 10%
50 60%
180 150%
200 75%
700 65%
V. REMARKS
VI. REFLECTION
83
I. OBJECTIVES:
Content Standard: The learner demonstrates understanding of

percent.
Performance The learner is able to apply knowledge of percent

Standard: in mathematical problems and real-life situations.
Learning Competency: The learner finds the percentage or rate or base in

a given problem.(M6NS-IId-142)

Problem.
III. LEARNING
RESOURCES
A. References:
1. Teacher’s Guide 21st Century MATHletes (Teacher’s Manual) p. 37

Pages -40
Lesson Guide in Elementary Mathematics 6

p.320-323
2. Learner’s Materials 21st Century Learners p. 189-191, Mathematics for

Pages Everyday Use p. 181-182, Enjoying Mathematics
Workbook p. 118-119
3. Text book pages 21st Century MATHletes Textbook 112-121
from Learning
Resources
B. Other Learning
Resources
IV. PROCEDURES
84
A. Reviewing previous
the new lesson Advance Learners
Renaming Decimal to Percent, Fraction to

Decimal, and Ratio to Percent
Pelmanism Game
1. Create 16 cards. Each card must contain the

following:
Card 1: 0.6 Card 2: 88%
Card 3: 65.5% Card 4: 0.16
Card 5: 60% Card 6: 22//25
Card 7: 65½ Card 8: 4/25
Card 9: 0.75 Card 10: 62%
Card 11: ¾ Card 12: Square
Model that
shows
0.75
Card 13: Square Model Card 14: Square

Model
that shows 62% that shows ¾
Card 15: 8/13
Card 16: blank(should give the answer when

he/she finds the other pupil with no partner)
2. Arrange them in an array of 4 x 4.
3. Let the pupils choose their partner.
4. Let the pupils match one card to another card of

equivalent form.
85
Average Learners
Renaming Decimal to Percent, Fraction to

Decimal, and Ratio to Percent
Activity- “Find My Partner”
Materials: Flash cards with decimals, ratios,

fractions, and percent
Mechanics:
1. Each pupil should be given a flash card with

question on it.
0.25 25% 1/5
10:100 10% 0.2
2. Each pupil looks for his/her partner within the

time limit.
3. The pair flashes their cards.
4. The flashed cards are checked.
B. Establishing a
Ask the pupils on how they use their school
supplies. Sample: “Do you use the front and back
pages of your notebook? Why?”
86
C. Presenting Problem opener:
Examples/instances of
new lesson Mary, a grade six pupil, has 24 sheets of art
paper for her project in Math. If 6 sheets of art
paper were used by Mary, what percent of the
sheets of art paper did she use?
D. Discussing new Ask the following questions:

concepts and
practicing new skills #1 -Who uses art paper for Math project?
-How many sheets of art paper does she have?
-How many sheets of art paper did she use?
-If you were Mary, will you be using all the sheets
of art paper and ask some more? Why?
-Will you do what Mary has done? Why?
-What does the problem want you to solve for?
-What are the given data?
Ask them to determine the base and percentage

in the Techan’s Triangle.
R B
-What will you do to find the answer?
-What equation best translates the problem?
-Guide the pupils in writing the equation to solve

the problem.
-What proportion best suits the problem?
Lead them to write the proportion.
87
E. Discussing new
concepts and
practicing new skills #2 Advance Learners Average Learners
Using the problems Using the problems

below, guide the pupils below, guide the pupils
to translate a question to translate a question
to a number sentence. to a number sentence.
1. What percent of 1. 2 is what

105 is 35? percent of 5?
2. 72 is what 2. 18 is what
percent of 144? percent of 54?
3. N% of 120 is 3. What percent of
45. 105 is 70?
4. 24 is N% of 4. 60 is what
120. percent of 72?
5. 2.5 is what 5. What % of 8 is
percent of 75? 10?
F. Developing mastery
(Leads to Formative
Assessment) Advance Learners Average Learners
Group 1 Group 1
Use the formula R = Use the formula R =

P/B to find the rate. P/B to find the rate.
1. ____ of 60 is 1. What percent of

36. 6 is 3?
2. What percent of 2. ____% of 108 is
700 is 77?
12
3. 45 is _____% of
120. 3. n% of 50 is 10.
88
Group 2 Group 2
Find the missing

number.
Find the missing
number.
1. ____% of 10 is
1. ____% of 7 950 8
is 450 2. ____% of 4 500
2. ____% of P78 is is 900
P3.90 3. ____% of 1 950
3. ____% of P385 is 350
is P173.25
Group 3
Group 3
1. In a class of 50
pupils, 24 pupils
1. In a class of 50 are boys. What
pupils, 24 pupils percent of the
are boys. What class are boys?
percent of the
class are boys? 2. A vendor had
What percent of 200 balloons for
the class are sale. If he sold
girls? 125 of them,
what percent
2. A vendor had were sold?
200 balloons for
sale. If he sold 3. Thirty out of 40
125 of them, pupils say
what percent mathematics is
were sold? their favorite
What percent subject. What
weren’t sold? percent of the
pupils like
3. Thirty out of 40 math?
pupils say
mathematics is
their favorite
subject. What
percent of the
89
pupils like
Math? What
percent of the
pupils don’t like
Math?
G. Finding practical
applications of
concepts and skills Advance Learners Average Learners
In a school of 680 One stormy day, 12

Grade 6 pupils, 646 pupils of Mrs. Gaza
graduated. What were absent. If there
percent of the Grade 6 are 50 pupils in the
pupils graduated? How class, what percent of
many did not the class is absent?
graduate?
H. Making
generalizations and
abstractions about the How do you find the percent when the base and
lesson percentage are given?
I. Evaluating Learning
Answer each of the Answer each of the

following. following.
1. 18 is N% of 30. 1. 1 is what
percent of 10?
2. N% of 180 is
35. 2. 10 is what
percent of 20?
3. What percent of
800 is 400? 3. 3 is what
percent of 12?
90
4. 5 is what
4. 7.5 is what percent of 25?
percent of 30?
5. 7.5 is what
5. 18 is N% of 24. percent of 75?
6. ____% of 6. 12.5 is what

1000=2. percent of 50?
7. N% of 800 is 7. What percent of

300. 45 is 9?
8. What percent of 8. What percent of

940 is 89? 45 is 9?
9. 20 is what 9. What percent of

percent of 40. 125 is 250?
10. 90 is N% of 10. What percent of

3600. 250 is 100?
91
J. Additional activities
for application or
remediation Advance Learners Average Learners
Solve. Solve.
1. What % of 1.5 is 1. What percent of

1.2? 8 is 64?
2. What percent of
84 is 63? 2. 7 is what
percent of 35?
3. 49 is what
percent of 56? 3. 63 is N% of
252.
4. 7 is what
percent of 11? 4. ___% of 9 =45
5. 60 is what 5. N% of 875 is
percent of 72? 210.

105 is 35? 220 is 42?
7. 63 is what 7. 125 is what

percent of 350? percent of 450?

50 is 6? 10 is 8?
9. 72 is what 9. What percent of

percent of 108? 24 is 6?
10. What percent of 10. 9 is what

1150 is 46? percent of 99?
V. REMARKS
VI. REFLECTION
92
I. OBJECTIVES:
Content Standard: The learner demonstrates understanding of percent.
Performance The learner is able to apply knowledge of percent in

Standard: mathematical problems and real-life situations.
Learning The learner finds the percentage or rate or Base in a

Competency: given problem.(M6NS-IId-142)

Problem.
III. LEARNING
RESOURCES
A. References:
1. Teacher’s Guide 21st Century MATHletes (Teacher’s Manual) p. 37 -

Pages 40
Lesson Guide in Elementary Mathematics 6 p.323-

328
2. Learner’s 21st Century Learners p. 187-189, Mathematics for

Materials Pages Everyday Use p. 179-180, Enjoying Mathematcs
Workbook p. 120
4. Additional
Materials from
Learning Resources
B. Other Learning
Resources
IV. PROCEDURES
93
A. Reviewing Advance Learners
previous lesson or
presenting the new Renaming Percent to Decimal (Cooperative Work)
lesson
“Search for Gold”
Materials: 3 sets of 10 flash cards with percents
3 sets of answer sheets with columns for
percent and decimal
Mechanics:
1. Form 3 teams with equal number of members.
2. Give each leader of the team a set of ten(10)

flash cards having the same question.
Sample: 75% in decimal is _______
375% in decimal is ______
3. The members of the team work together to

answer the sets of flash cards and present their
answer sheets as soon as they are through.
4. The teacher checks the presented answer

together with the class.
5. The team with a perfect score gets a gold star

shape art paper.
Average Learners
Renaming Percent to Decimal (Cooperative Work)
The Best Team
Materials: 3 sets of 10 flash cards with decimals
94
having color coding corresponding to the
3 teams
Answer sheets are posted on the board
with columns of percent and decimal.
The column of percent has figures.
Mechanics:
1. Form teams with equal number of members.
2. Give each leader of the team a set of 10 flash

cards for them to answer.
3. Each member is given a flash card to be placed

corresponding to the percent. This is done one flash
card at a time.
4. The team with the highest number of flash cards

correctly placed in the column of decimals wins.
B. Establishing a
purpose for the
lesson How much daily allowance does your mother/father
give you before going to school? Do you ask for
more?
C. Presenting
Examples/instances
of new lesson Use of Real Situation Problem
Cris, the son of a school janitor, does not ask for

more. He has a daily allowance of P10 which is 20%
of his classmate’s daily allowance. How much is his
classmate’s daily allowance?
D. Discussing new 1. Require them to answer the following questions:

concepts and
practicing new skills a. Who is the son of the Janitor?
#1 b. How much is his daily allowance?
95
c. Does he ask for more allowance? Why?
d. Do you think Cris spends his money wisely? How

do you know?
e. If you were in his shoes, what would you do?

Why?
2. Guide the pupils to analyze the problem/
a. What does the problem require you to look for?
b. What facts are given?
c. What are the needed data?
Have them point the percentage and rate in the

Techan’s Triangle.
P 10
R B 20% B
d. What will you do to solve the problem.
e. What equation best transforms the problem?
Lead them to write the equation to solve the
problem.
96
E. Discussing new
concepts and
practicing new skills Advance Learners Average Learners
#2
Use of Word Problem: Use of Word Problem:
3 ¼ % of what number 75% of what number is

is 65? 15?
 Ask them to determine  Ask them to determine

the percentage and the percentage and
rate in the Techan’s rate in the Techan’s
Triangle. Triangle.
 Have the pupils  Have the pupils
answer the following answer the following
questions: questions:
-What process will you -What process will you
use to arrive at the use to arrive at the
answer? answer?
- What equation suits in - What equation suits in

the problem? the problem?
65 = N 15 = N
0.0325 0.75 20
2 000 0.75 𐐇1 500
0.0325 𐐇650 000 - 1 50
- 650 0
- 0 0
0 0
- 0 -What proportion is best

for the problem?
0
- 0
15 = 75
0
N 100
0
97
-What proportion is best 75 x N = 15 x 100
for the problem?
75N=1 500
65 = 3.25
N 100
N= 1 500
75
3.25 x N = 65 x 100
N=20
3.25N=6 500
or
N = 6 500
15:N=75:100
3.25
75N = 1500
N = 2 000
N= 1 500
65:N = 3.25:100
75
3.25N = 6 500
N=20
N = 6 500
3.25
N = 2 000
F. Developing
mastery (Leads to
98
Formative Group 1 Group 1
Assessment)
Find the missing number. Find the missing

number.
1. 2% of _____ is 6.4.
2. 279 is 15% of _____. 1. 25 is 15% of
3. 3 ¼ % of _____ is ______.
65. 2. 45% of ____
is 90.
3. 17 is 85% of
_______.
Group 2
Group 2
Find the base.
4. 10.5 is 30% of what

number? Find the base.
5. 65% of N = 58.5
6. 75% of N is 1,050. 4. 50% of ____
is 3.
5. 20% of what
number is
14?
Group 3 6. 14 is 35% of
N.
Read, analyze and solve.
1. In a math class, 8
pupils receive a Group 3
grade of 90. If 16% of
the class got 90, how Read, analyze and
many pupils are solve.
there in a class? 1. In a survey,
2. Father bought a new 18 teenagers
electric stove at a prefer
20% discounted dancing than
price. He was asked singing. If
to pay only P960.00. this
What was its regular represented
price? 60% of the
3. Mang Ramon respondents,
harvested green how many
mangoes in his farm respondents
and put them in a
basket. After 3 days,
99
he found out that 15 were there in
of the mangoes in all?
the basket were 2. In Grade 6
rotten. He said, outing, 240
“nakapanghihinayang pupils
dahil katumbas ito ng participated.
12.5% ng pinitas ko”. If 80% joined
What is the total the outing ,
number of mangoes how many
Mang Ramon had grade 6
harvested? pupils are
there in
school?
3. During the
school field
trip, 200
students
brought
fruits. If this
was 25% of
the students
who joined
the trip, how
many
students
were there?
applications of
concepts and skills
Rose had Php 20.00 A grade six class

in his pocket which is went on a field trip. Only
only 5% of her sister’s 98% or 49 pupils joined
money. How much is the activity. What was
the money of her the class enrolment?
sister?
H. Making
generalizations and
100
abstractions about How do you find the base when the percentage
the lesson and rate are given?
I. Evaluating
Learning
Solve for n. Solve for n.
1. 8 is 20% of what 1. 20% of n is 2.

number? 2. 7 is 35% of n.
2. 14% of what 3. 40% of n=8
number is 11.9? 4. 15% of n = 350.
3. 95 is 80% of n. 5. 24 is 20% of n.
4. 125 is 205% of 6. 14 is 35% of n.
what number? 7. 10% of n = 200
5. 1/8% of n = 12.5 8. 20% of n=150
6. 12.5 is ½% of 9. 25% of what
what number? number is 2?
7. 875 is 87.5% of 10. 10 is 40% of
n. what number?
8. 49.3 is 58% of n.
9. 76% of n = 49.4
10. 24% of n is 10.8.
J. Additional
activities for
application or Advance Learners Average Learners
remediation
Solve. Translate the problem

into equation then solve
1. 6% of n = 4.5 for the answer
2. 6.72 is 7% of
what number?
3. 12% of n is 14.4.
4. 117 is 65% of n. Use the formula B = P
5. 88% of what
number is 660? R
6. 125% of n is 900.
7. 220 is 275% of n.
8. 0.5% of what
number is 2.5.
101
9. 17% is 0.21% of 1. 10% of what
10. 63 is 75% of 2. 15% of what
3. ½ % of what
number is 4?
4. ½ % of what
number is 48?
5. 50% of what
number is 90?
6. 14% of what
number is 70?
7. 9% of what
number is 27?
8. 80 is 20% of n.
What is N?
9. 75 is 150% of
what number?
10. 25 is ½ % of
what number?
V. REMARKS
VI. REFLECTION
102
School: Grade Level: Six
I. OBJECTIVES:

percent.
Performance Standard: The learner is able to apply knowledge of percent

in mathematical problems and real-life situations.
Learning Competency: Solves routine and non-routine problems involving

finding the percentage, rate and base using
appropriate strategies and tools. (M6NS-IId-143)
II. CONTENT: Solving Routine and Non-Routine Problems

Involving Finding the Percentage, Rate and Base
III. LEARNING
RESOURCES
A. References:
1. Teacher’s Guide Mathematics for Everyday Use Grade 6. 1999. p.

Pages 199, 203*, 21st Century Learners p.194-195
2. Learner’s Materials DLP Gr. 6 Module 47, 48, 49,

Pages
from Learning
Resources
B. Other Learning
Resources
IV. PROCEDURES
103
the new lesson Advance Learners Average Learners
Review on finding the

Review on finding the percentage, rate and
percentage, rate and base.
base.
Relay Game:
Ex. 2% of 3 =_____
what % of 800 is 400 1. Give an exercise
on finding the
percentage, rate
and base
Game: In the Bag! through the use
of flash cards.
2. As the arbiter(
the teacher)
Materials: cloth bag,
flashes a card ,
plastic balls with three
exercises, mp3 player contestants
answer as fast
as they could.
3. The first pupil to
Mechanics: give the correct
answer, gets the
When the music
point for his/her
starts, the bag of group.
plastic balls is passed 4. The relay
from one pupil to continues until at
another. When music least 10 of the
stops, the pupil exercises on
holding the bag gets a finding the
percentage, rate
ball, and answers the
and base are
exercise. He gets the done.
ball if his answer is
correct and returns
the ball inside the bag
if his answer is wrong.
The game continues
until all the ball are
taken.
104
B. Establishing a
purpose for the lesson How do you spend your “baon”/money? Do you
save some of it for future use? Why do you do it?
Share your experience. Let the pupils realize the
importance of being thrifty.
C. Presenting
new lesson Ariel has saved P600.00 from his “baon” in the
past 3 months. If the bike he wanted to buy worth
P2,500.00, what percent of the cost of the bike
has he saved?
D. Discussing new  How much money was saved by Ariel?

concepts and  How much is the bike he would like to buy?
practicing new skills #1  What is asked in the problem?
 What are the given facts?
 What is/are operation/s to be used?
 What is the number sentence?
 What is the solution of the problem?
 What is the answer? Label your answer
E. Discussing new
concepts and
practicing new skills #2 Advance Learners Average Learners
Group I Group I
Read and analyze, Read and analyze,

then answer the then answer the
following questions: following questions:
In a Grade 6 class
of 40 pupils, 36 pupils
There are 645 pupils attended the meeting
in Restituta of the Math Club. What
Elementary School. If percent of the class is
129 of the pupils absent in the meeting?
belong to two clubs,
105
what percent of the
pupils belong to at
least one club?
 What is asked
in the problem?
 What is asked  What are the
in the problem? given facts?
 What are the  What is the
given facts? hidden
 What is the question?
hidden  What is/are
question? operation/s to
 What is/are be used?
operation/s to  What is the
be used? number
 What is the sentence?
number  What is the
sentence? solution of the
 What is the problem?
solution of the  What is the
problem? answer? Label
 What is the your answer
answer? Label
your answer
Group II
Group II Read and analyze,

then answer the
following questions:
Read and analyze,

then answer the
Seventy-five out of
375 intermediate
pupils registered as
members of the Math
In a 50-item test, Achievers Club. What
Angel got 70% of the percent of the pupils
questions correctly are not members of
while Marie got 90% the club?
right. How many more
correct answers did
Marie get than Angel?
 What is asked
in the problem?
106
 What are the
given facts?
 What is asked  What is the
in the problem? hidden
 What are the question?
given facts?  What is/are
 What is the operation/s to
hidden be used?
question?  What is the
 What is/are number
operation/s to sentence?
be used?  What is the
 What is the solution of the
number problem?
sentence?  What is the
 What is the answer? Label
solution of the your answer
problem?
 What is the
answer? Label Group III
your answer
Group III Read and analyze,

then answer the
Read and analyze,
then answer the
following questions: Joel got 85% of the
20-item mastery test.
How many items of the
test did he answer
A painter can finish
incorrectly?
painting a house in 30
days. If he has been
painting for 24 days,
what percent of the
painting job has he not
completed yet?
 What is asked
in the problem?
 What are the
given facts?
 What is asked  What is the
in the problem? hidden
 What are the question?
given facts?
107
 What is the  What is/are
hidden operation/s to
question? be used?
 What is/are  What is the
operation/s to number
be used? sentence?
 What is the  What is the
number solution of the
sentence? problem?
 What is the  What is the
solution of the answer? Label
problem? your answer
 What is the
answer? Label
your answer
108
F. Developing mastery
(Leads to Formative
Assessment) Advance Learners Average Learners
Solve the problem using Solve the problem

the steps in problem using the steps in
solving problem solving.
1. Mother received 1. Xian gets 95%

a salary of of the Math
P360,000.00 and test correctly
saved which is 38.
P60,000.00.What How many
percent of her items does the
salary did she test have?
save?
2. Josie receives
2. During a concert,
Php135 from
there were 7 605
her sister as a
people in the
audience. What help which is
is the capacity of 10% of the
the concert hall if money he gets
it was 90% full? from her
mother. How
3. Every Monday, much does her
John’s mother mother give
gives him Josie?
P400.00 for his
weekly 3. Aling Susan
allowance. He spends
tries to save Php5,000 in
12.5% of his the
allowance to be supermarket
able to buy his for their weekly
favorite book. consumption
How much is his
or 25% of her
weekly savings?
monthly family
budget. How
much is their
monthly family
budget?
109
applications of
concepts and skills Advance Learners Average Learners
Read and analyze, Read and analyze,

then answer the then answer the
following questions: following questions:
Ace had P120.00. During the school

He spent P44.00 for field trip, 150 students
sandwich and P28.00 brought fruits. If this
for the drinks. What was 20% of the
percent of his money students who joined
was left? the trip, how many
students were there?
 What is asked
in the problem?  What is asked
 What are the in the problem?
given facts?  What are the
 What is the given facts?
hidden  What is/are
question? operation/s to
 What is/are be used?
operation/s to  What is the
be used? number
 What is the sentence?
number  What is the
sentence? solution of the
 What is the problem?
solution of the  What is the
problem? answer? Label
 What is the your answer
answer? Label
your answer
H. Making How do you solve routine word problems involving

generalizations and percentage, rate and base?
abstractions about the
lesson To solve routine problems involving
percentage, rate and base, follow these steps:
Understand:
 Know what is asked
110
 Know the given facts
 If any, determine the hidden questions
Plan:
 Determine the operations to be used

 Write the number sentence
Solve:
 Use the operation to solve

Check and Look Back:
 Write the correct answer
I. Evaluating Learning Advance Learners Average Learners
Solve the problem Solve the problem

using the steps in using the steps in
problem solving. problem solving.
1. There are 550 1. Seventy-five out

students in our of 200 students
school. If 40% qualified for the
are boys, how quiz bee. What
many are girls? percent of the
2. Our school students are
enrollment is qualified?
620. Of these, 2. A can of mixed
124 are Grade nuts contains
6. What percent 80% peanuts. If
of the enrollees the can hold 16
are in Grade 6? ounces, how
3. Lorie gets a many ounces of
17% deduction peanuts does it
from her contain?
monthly salary 3. In a Math class,
for the 7 pupils
withholding tax. received a
If the monthly grade of 95. If
deduction is 14% of the
P2,507.50, how class got 95,
much is her how many
salary? pupils are there
in the class?
111
J. Additional activities Advance Learners Average Learners
for application or
remediation Read and analyze, Read and analyze,
then solve the then solve the
problem. problem
1. In a survey, 18 1. A restaurant
teenagers prefer charges 10% of
dancing than the bill for
singing. If this service fee.
represented How much will
60% of the be the service
respondents, fee of a bill
how many amounting to
respondents P1,300.00?
were there in 2. In a chemistry
all? class of 30
2. In a gym, 20% pupils, 5
of the number of received a
female players grade of A.
equals 25% of What percent of
the number of the pupils did
male players. If not receive a
there are 160 grade of A?
male players, 3. In a town,
how many 22,198
female players households
are there? have one or
3. A farmer has more TV sets. If
7.6 hectares of this is 88% of
land. If 6.4 the households,
hectares is how many
planted with households are
rice, what there in the
percent of the town?
land is planted
with rice?
V. REMARKS
VI. REFLECTION
112
School: Grade Level: Six
I. OBJECTIVES:

percent.
Performance Standard: The learner is able to apply knowledge of percent

in mathematical problems and real-life situations.
Learning Competency: Solves routine and non-routine problems

involving finding the percentage, rate and base
using appropriate strategies and tools. (M6NS-
IId-143)
II. CONTENT: Solving Routine and Non-Routine Problems

Involving Finding the Percentage, Rate and Base
Using Appropriate Strategies and Tools.
III. LEARNING
RESOURCES
A. References:
1. Teacher’s Guide
Pages
2. Learner’s Materials 21st Century Mathematics 6 p. 141

Pages
3. Text book pages
from Learning
Resources
B. Other Learning 21st Century Learners p. 189

Resources
IV. PROCEDURES
113
lesson or presenting the
new lesson Advance Learners Average Learners
Board Game
Activity: Draw the

Luck
5 5 Materials:
SOLUTION
5 10 5  9 rolled papers
 9 hidden
questions
5 5 numbered 1 to
9
Mechanics:
1. Form 3 teams
with a leader.
2. Each leader
draws 3 rolled
papers.
3. The team is
given time to
solve for the
question
Mechanics: written on
each rolled
1. Present a paper.
problem on the Ex. In a class
board.
of 50 students,
Ex. A vendor
18 are boys.
has 250
What percent
balloons for
of the class
sale. If he has
are boys?
sold 215 of
4. The team who
them, what
has answered
percent remains first correctly
unsold? and has the
2. Leaders will highest
throw a die on number of
the board correct answer
placed on the wins.
table. The
following are the
corresponding
points if
114
questions are
answered
correctly:
3. Bull’s eye – 10
points
2nd circle – 5
points
Big circle – 1
point
4. Failure to give
the correct
answer means a
deduction from
their points.
B. Establishing a
Have you ever joined a contest? What do you
usually feel when you lose in a contest? To be
able to win, what should you do? How about
when you win, is it right to be boastful? Why?
How should you behave?
C. Presenting
new lesson Present the problem:
Angie, a contestant in a Math Competition,

has to answer the question for 1 minute. She
listens attentively to the questions and answer
calmly. “A car tank contains 18 liters of gasoline
when 75% full. How many liters does it contain
when full?”
D. Discussing new
new skills #1 Ask the following questions:
Who is the contestant in a Math competition?
What is the rule of the contest?
115
What must Angie do to answer the question
correctly?
If you were Angie, how should you face the

situation? Why?
What have you observed with the given

problem?
What type of problem is this?
How will you solve the problem?
Have each pair of pupils work together and

discuss their answer.
E. Discussing new
Advance Learners
new skills #2
Look at the different numbers, answer the

questions below.
19 5 12 18 27
25 8 15 13 23
116
 What percent of the total numbers are
even numbers?
 What percent of the total numbers are odd
numbers?
prime numbers?
composite numbers?
numbers less than 20?
numbers greater than 12?
numbers greater than 20?
numbers less than 12?
Average Learners
Look closely at the different shapes inside the

box. Then answer the questions that follow.
117
- How many shapes are there in all?
- What % of the shapes are s?
- What % of the shapes are s?
- What percent of the shapes are s?
- What % are s? s?
F. Developing mastery Advance Learners Average Learners

(Leads to Formative
Assessment)
Group I Group I
Read, analyze and Solve the following

then, solve the problems.
following problems.
1. What is the
1. What is the value of 10% of
value of 1000% 60?
of 6? 2. Thirty-three is
2. What percent 10% of what
of 90 is 10% of number?
180? 3. If 20% of a
3. A water tank number is 65,
contains 24 what is twice
liters when the number?
60% full. How
many liters of
water does it Group II
contain when
full?
118
Group II Solve the following
problems.
Read, analyze and

then, solve the 1. If 10% of a
following problems. number is 50,
what is 75% of
the number?
2. Round 12% of
1. If 10% of a P20.50 to the
number is 25, nearest
what is 75% of centavo?
the number? 3. If 10% of a
2. Round 7% of number is 10,
P45.35 to the then 100% of
nearest the same
centavo. number is
3. What percent _____.
of the number
of the following
letters cannot
be drawn using
straight lines? Group III
C I N M TS
D G PHOE
Read, analyze and
then, solve.
Group III
1. A water tank is
30% full. After
Read, analyze and
adding 15 liters
then, solve the
of it became
following problems.
80% full. How
many liters of
1. If 20% of a water does it
number is 65, hold when full?
what is thrice
the number?
2. What percent
of 90 is 40% of
180?
3. The Gaisano
Capital parking
lot can hold
119
200 vehicles,
40% of this is
allotted for
cars. When you
go for a
grocery, 60
cars and some
motor cycle are
already parked
and the parking
lot was 75%
full. How many
motor cycle are
parked?
applications of concepts
and skills Analyze the problem and solve.
An aquarium is 8dm long, 3dm wide and 5dm

high. How many liters of water does it contain
when it is 60% full?
H. Making How do you solve non routine word problems

generalizations and involving percentage, rate and base using
abstractions about the appropriate strategies and tools?
lesson
Non routine problems involving percentage,
rate, and base can be solved without using a
standard procedure. They can be solved by
drawing a picture, using number line, acting out,
making a table, listing, guess and check, drawing
diagram, using patterns, working backwards, etc.
I. Evaluating Learning
Solve. Solve.
1. There are 120 1. If 150% of a

beads with number is 315.
different colors
120
in a bamboo What is 30% of
basket. 30% of the number?
the beads are 2. Sabel ran a
blue and 45% 100-m dash
are red. How race. She
many beads paused for
are yellow? water 25% of
2. Sabel ran a the way
500-m dash through the
race. She race. She
paused for stopped to tie
water 25% of her shoe 40%
the way of the way. Her
through the friends were
race. She cheering her
stopped to tie 90% of the way
her shoe 40% through the
of the way. Her race. Draw a
friends were diagram to
cheering her show where
90% of the way these events
through the took place.
race. Draw a 3. Cris was asked
diagram to to paint a wall
show where with an area of
these events 90𝑚2 . After an
took place. hour, he had
3. Cris was asked painted
to paint a wall 27𝑚2 . What
with an area of percent of the
96𝑚2 . After an wall was left
hour, he had unpainted?
painted
30𝑚2 . What
percent of the
wall was left
unpainted?
J. Additional activities
for application or
remediation Advance Learners Average Learners
Solve the following Solve the following

problems. problems.
1. What percent of
4kg is 350g?
121
2. If p is 120% of 1. What is thrice
q, then q is the value of
what percent of 35% of 75?
p? 2. ½ of a number
3. 1.5M is 25% of 120.
inheritance What is the
money is number?
divided among 3. Mother baked
Rafa, Mannie 30 cup cakes
and Grace in for your
the ratio 2:3:1. birthday party,
Each girl and 60% of the
donates a cupcakes were
portion of her eaten by your
money to a visitors. The
charity. Rafa next day your
gives 25%, father and
Mannie gives brother ate
80%, and 75% of what
Grace also were left. How
gives 30% of many
her money to cupcakes were
the charity. left?
How much
money did the
girls donate to
charity?
V. REMARKS
VI. REFLECTION
122
Time & Date Week 5 - Day 1 Quarter Second
I.OBJECTIVES
A .Content Standards The learner demonstrates understanding of order of

operations, ratio and proportion, percent, exponents
and integers.
B. Performance Standard The learner is able to apply knowledge of order of

and integers in mathematical problems and real life
situations
C. Learning Solves percent problems such as percent of

Competencies/Objectives. discounts, original price, rate of discounts, sale price,
marked-up price.
Write the LC code for each
M6NS-IIe-144
II.CONTENT Solving Percent Problems such as Percent of

Discounts, Original Price, Rate of Discounts, Sale
Price, Marked-up Price.
III.LEARNING RESOURCES
A. References TM 21st Century Mathletes 6 pp.42-44
1.Teacher’s Guide pages Lesson Guide in Elem. Mathematics 6 2010 pp. 332-
335
s2.Learner’s Materials pages 21st Century Mathletes 6 pp.130-133
3.Texbooks pages 21st Century Mathletes 6 pp 130-133
4.Additionaal Materials from

Learning Resource(LR) portal
B. Other Learning Resources Manila paper,activity sheet,flashcards,bills and

receipts
V.PROCEDURES
123
A. Reviewing previous Drill: Mental computation (flashcards)
the new lesson Advanced Group Average Group
 What is the  What is 25% of

percent of 80?
increase from 20  Fifty is what
to 60? percent of 200?
 What is the  60 is 50% of
percent of what number?
decrease from
180 to 170?
 What is the
original amount
if 700 is
discounted by 25
%?
B. Establishing a purpose for Show to the pupils the different bills such as electric
the lesson bill, water consumption bill, telephone bill and a
receipt from any items bought.
 Ask the pupils what they have noticed from

each bill?
 Ask the pupils why the government collects a
percentage of amount or government tax in
every item we purchased.
C. Presenting examples/ Present problem to the class (see under Engage
instances of the new lesson p.130) let the pupils analyze the problem by using the
following guide questions:
 What is the amount of discount for each pair

of sandals? How did you get the answers?
 What is the total discount for sandals?
 What is the profit of Fritz?
 What is the sales tax of Fritz?
Guide the pupils to answer the problems by using
discount, sale price, mark up and selling price
formulas.
Introduce the meaning of discount, sale price and

marked up price.
D. Discussing new concepts Group Activity (Divide the class into two groups)
and practicing new skills #1
124
Each group will be given following problem that will
solve for the discount, sales price, mark up and
selling price.
Advanced Group Average Group
Problem #1 Problem #1
Shiela updated her During a sale an item

time deposit account. marked Php 45.00 was
The amount typed at bought for Php
the back is Php 31.50.What was the rate
300,000.She asked of discount?
for the rate given to
her and was told that
it was 7%.How much
money did she have
before updating? Problem #2
The LCC Department

store is on sale. Each
Problem #2 item has a 20% discount
Carlo gave 60 so, Mrs . Rivera bought a
marbles to Peter. sandal worth Php
50% of them are 799.00.How much did she
blue. Peter then gave save?
some yellow marbles
to his brother. After
giving, the blue
marbles decreased
by 15%.How many
blue marbles were
left?
E. Discussing new concepts After 10 minutes the group will present their
and practicing new skills #2 respective output and the teacher will discuss for
more clarification of the lesson and will give another
examples.
125
F. Developing mastery (Leads Advanced Group
to formative Assessment 3)
Ask the pupil to get a partner and complete the
missing entries.
Original price Rate of Discount Sale price
Discount
1.Php 1,050.00 Php 1,470.00
2.Php 6,500.00 25%
3.Php 9,000.00 Php 2,700
Average Group
Ask the pupils to form a group and complete the
missing entries
Original price Rate of Discount Sale price
Discount
1.Php 540.00 10%
2.Php 235.00 Php 47.00
3.Php.930.00 Php 874.00
G. Finding practical Have the pupils bring a receipt from any items bought
applications of concepts and
skills in daily living
(Individual)
(by pair)
 Have them list  Ask the pupils to

all the items get a partner
were there is the and from the
discount, sale receipt they
price, markup brought list
and selling down the item
price. were there is the
discount, sale
price, markup
and selling
price.
H. Making generalizations and  Let the pupils define the following

abstraction about the lesson terms.
Discount
126
Sale price
Markup Price
 How did you find the discount, sale
price, markup and selling price?
I. Evaluating Learning Find the missing entries. (Use the formula in finding
the discount, sale price, markup and selling price).
Original Price Rate of Discount Sale Price

Discount
1.Php 200.00 15% Php 170.00
2.Php 250.00 20% Php

50.00
3. 10% Php Php 540.00

60.00
4.Php 950.00 Php 902.50
5.Php 850 15% Php

127.50
J. Additional activities for Solve the problem.

application or remediation
Mr.Vazques bought a refrigerator for Php 25,000, a
 Assignment/Agreement dining set for Php 15,000 and an aircon for Php
(___minutes). Fill-in 35,000 at Gaisano Malls.If he was given 20% on all
below any of the four items, how much did he save? How much did he
purposes.
pay?
 Reinforcing/strengtheni
 Enhancing/inspiring the
day’s lesson
 Enhancing/ improving
the day’s lesson
V. REMARKS
VI.REFLECTION
127
I.OBJECTIVES

operations, ratio and proportion, percent, exponents and
integers.

operations, ratio and proportion, percent, exponents, and
integers in mathematical problems and real life situations
C. Learning Solve word problems involving commission, rate of

Competencies/Objectives. commission, total sales and total income
Write the LC code for each M6NS-IIe-144
II.CONTENT Solving Word Problems Involving Commission, Rate of

Commission, Total Sales and Total Income
1.Teacher’s Guide pages Lesson Guide in Elem. Mathematics 6 2010 pp. 336-339
2.Learner’s Materials pages 21st Century Mathletes 6 pp.130-133

B. Other Learning Resources Manila paper,Flashcards,activity sheets
V.PROCEDURES
A.Reviewing previous lesson Drill: (using flashcards)

or presenting the new lesson
128
Advanced Group
Finding rate, base or percentage
1. 16% of 60 is_____?
2. 30% of ______is 12.
3. 49 is ___% of 70
Average Group
Identifying the rate, base or percentage in a given

number.
Given Rate Base Percentage
17 of 85% of 20
60 is 75% of 80
13% of 300 is 39
B. Establishing a purpose for The teachers asked the following questions:

the lesson
 What do you call the amount given to the sales

agent after selling an item of the company aside
from having a basic monthly salary?
 What does commission mean?
C. Presenting examples/  Present the problem to the class.

instances of the new lesson Jose works as a sales agent in an appliancee center with a
basic salary of Php.12,000.He was given 8% commision on
all items he sells above Php.50,000. At the end of the
month he needs to know how much money he has. He
prepares a table and solves.
Basic Total sales Above Rate of Commissio Tot

salary Php 50 Commis n al
000 sion Inc
om
e
129
Php 2,000 Php 275,000 8%
Php Php 275,000 Php 20,250

12,000
 Analyze the problem by asking the following

questions.
a.Who is the sales agent?
b.Where does he get the appliances?
c.How much is his basic monthly salary?
d.Do you think if he works well as an agent can he
increase his monthly income?
e.If you were Jose, what would you do? Why?
 Guide the pupils on how to solve problems on
commission,total sales and rate of commission
using each formula.
D. Discussing new concepts (Group Activities):
Asks pupils to get a Asks pupils to form a

partner. group and answer the
word problem given.
Analyze and solve.

A car sells for Php 560,000
and the dealer gets 15%
commission.How much will
A salesman has a basic
salary of Php 4,000 a the dealer receive as a
month and a 6% commision?
commission on all sales
beyond Php 50,000.How
much did he earn in a
month if his total sales
amounted to Php 240,000?
E. Discussing new concepts After 5 minutes the group will present their respective
and practicing new skills #2 output and the teacher will discuss for more clarification in
the lesson.
F. Developing mastery (Leads  Ask the pupils to complete the missing data.
130
Advanced Group (by pair)
Total sales Rate of Commissi Basic Total

Commisio on salary Income
n
8% Php 14,00
Php 20% Php

120,00 45,000
Php 15% Php

80,000 20,000
Average Group (Group work)
Total Rate of Commissi Basic Total

sales Commisio on salary Income
n
20% Php 600 Php
14,567
18% Php 1,620 Php 2,536
Php
15,000
G. Finding practical  Asks the pupils to analyze and solve the problem
applications of concepts and given.

(Individual)
( by pair)
Problem: Problem:
Manuel, a sales agent, has Jim, a sales agent has an

a basic salary of income of Php30,000 and
Php18,000 and a receives a commission of
commission of 20% on all 5% on all sales above
sales above Php80,000. If Php75,000. If his basic
his total sales is Php salary is Php 13,000, what
290,000, how much is his was his total sales?
total income?
131
H.Making generalizations and
abstraction about the lesson  How do you solve the commission? Rate of
commission? Total sales?
I. Evaluating Learning Complete the table below.
Total Sales Rate of Commission

Commission
1.Php 5,000 5%
2.Php 12,560 8%
3. 14% Php 2,864.12
4. 15% Php 8,350.50
5.Php 112,545 Php 28,136.25
J. Additional activities for Solve the problem.

A salesman has a basic salary of Php 4,500 a month.He
 Assignment/Agreement gets a commission of 6% on all sales above Php 50,000.
(___minutes). Fill-in How much did he get in a month when his sales amounted
below any of the four to Php 49,550?
purposes.
 Reinforcing/strengtheni
day’s lesson
 Enhancing/ improving the
day’s lesson
V. REMARKS
VI.REFLECTION
132
Time & Week 5 - Day 3 Quarter Second

Date
I.OBJECTIVES

and integers.

situations
C. Learning Solve word problems involving sales tax, rate of sales

Competencies/Objectives. tax and selling price
II.CONTENT Solving Word Problems Involving Sales Tax, Rate of

Sales Tax and Selling Price
343

B. Other Learning Resources Manila paper,receipts,flashcard,activity sheets
V.PROCEDURES
133
A.Reviewing previous lesson or Drill: (using flashcards)
Finding the rate, base and percentage
Advanced Group
1.3% of 600=N
2.50% of____is 75?
3.What is 15% of 90?
4.9 is what percent of___?
5.18% of 180 is___?
Average Group
1.2 is 20% of N.
2.N is 10% of 120
3.N% of 60 is 30
4.85 is 15% of N
5.40 is N% of 80
B. Establishing a purpose for The teachers shows a receipt from any items bought
the lesson and asked the following questions:
 Aside from the amount you paid from the items

you bought what others things have you paid?
 Why does the government collects a percentage
of amount or government tax in every item we
purchased?
134
C. Presenting examples/ Present the problem to the class.
instances of the new lesson
Jetli needs to buy a book. He has Php 150.00 for a

book. Is the money of Jetli enough to buy the book
which costs Php 140.00 plus a sales tax of 6%?
 Analyze the problem by asking the following

guide questions.
a. What does Jetli want to buy?
b. How much is his money?
c. What is asked in the problem?
 Guide the pupils to solve the problem by using

the sales tax formula.
 Introduce to the class what is sales tax? Discuss
how to solve problem involving sales tax.
D. Discussing new concepts (Group Activities):

Read, analyze and solve. Read, analyze and

solve.
Problem:
Problem:
An LCD flat screen
colored TV costs Php A lady’s bag
35,000 plus 4% sales tax. worth Php 1,500 has a
If Henry has Php 38,000 sales tax of 6%. How
can he afford to buy the much will a buyer pay
television? How do you for the bag?
know?
a. How much is the

a. How much is the sales sales tax?
tax?
b. How much is the total
b. How much is the total cost?
cost?
135
E. Discussing new concepts After 5 minutes the group will present their respective
and practicing new skills #2 output and the teacher will discuss for more
clarification in the lesson and will give more examples.
Ask:
What are the given data used in a problem?
F. Developing mastery (Leads

 Ask the pupils to complete the missing data.
Advanced Group (Pair Group)
Selling Price Rate of Sales Tax Total Cost

Sales Tax
Php 2,500 8%
Php 1,290 Php 51.6
6% Php 300
Average Group (Group Work)
Selling Rate of Sales Sales Tax Total cost

Price Tax
Php 200 3%
Php 680 Php 34 Php 795
Php 750 Php 795
G. Finding practical  Asks the pupils to analyze and solve the

applications of concepts and problem given.
( Individual) (Pair Group)
Problem: Problem:
136
Mr. Foronda bought a A sales tax for an item is
picture frame for Php 510 Php 420 or 6%.How much
inclusive of 6% sales tax. is the total cost and the
How much is the tax? selling price of the item?
What is the selling price?
H.Making generalizations and  What are the things that you need to solve for
abstraction about the lesson the sales tax, rate of sales tax and selling price?
 How do you solve for the sales tax, rate of sales
tax and selling price?
I.Evaluating Learning Fill in the data to complete the table.
Selling Price Rate of Sales Total Cost

Sales Tax
Tax
1.Php 1,600 3%
2.Php 4,500 6% Php 4,770
3.Php 900 4%
4.Php 18,000 Php 540
5. Php 600 Php10,600
J. Additional activities for Solve:

Problem
 Assignment/Agreement
(___minutes). Fill-in Rhoda has Php 50,000. Can she afford to buy a
below any of the four computer plus Php 2,000 or 4% sales tax? How do you
purposes. know?
a. How much is the sales tax?

 Reinforcing/strengthenin
g the day’s lesson b. How much is the total cost?
137
day’s lesson
 Enhancing/ improving
the day’s lesson
V. REMARKS
VI.REFLECTION
138
Time & Week 5 - Day 4 Quarter Second

Date
I.OBJECTIVES

and integers.

situations
C. Learning Solve word problems involving simple interest,

Competencies/Objectives. principal, rate and time.
II.CONTENT Solving Word Problems Involving Simple Interest,

Principal, Rate and Time
346

B. Other Learning Resources Manila paper,flashcards,activity sheets
V.PROCEDURES
A. Reviewing previous lesson or Drill: (using flashcards)

Writing percents as a fraction and vice versa.
139
Advanced Group
Complete the missing data.
Fraction Percent
a. 3/8
b. 15%
c. 27%
d. 5/6
e. 78%
Average Group
Complete the missing data.
Fraction Percent
a. 1/4
b. 50%
c. 1/8
d. 2/5
e. 35%
B. Establishing a purpose for the The teachers shows a bank book and ask the
lesson following questions about it.
 Do you know what is this?

 Do you have this?
 What can you see in it?
 Does it have an interest?
 What about the principal?
C. Presenting examples/ instances Present the problem to the class.
of the new lesson
140
Rhoda has a deposit of Php 5,000 in a savings
account for 2 years? If the bank pays simple interest
at the rate of 6%, how much interest willl she receive?
 Analyze the problem by asking the following

guide questions.
a. Who has a savings account in a bank?
b. How much is his money?
c.If you were Rhoda will you open a savings
account in the bank?Why?
d. What is asked in the problem?
e.What are the given facts in the problem?
f.How will you solve the problem
 Discuss to the pupils the different terms in

simple interest such as principal amount, rate
of interest and time. From the given problem,
let the pupils identify the principal amount,
rate of interest and time.
 Guide the pupils to derive the formulas in
simple interest such as rate of interest,
principal amount and time.Let the pupils use
the formulas to answer the given problem.
D. Discussing new concepts and (Group Activities):

Advanced Group (by Average Group (Group

pair) work)
Read, analyze and solve Read, analyze and

the problem. solve the problem.
If the rate of If an interest of

interest on a loan of Php Php 7,000 is paid, for
25,000 is increased from the principal Php 25,000
11% to 12%, how much after a year. What is the
is the increase of rate of simple interest?
interest in each year? How much will be the
interest after two years?
141
E. Discussing new concepts and After 5 minutes the group will present their respective
practicing new skills #2 output and the teacher will discuss for more
clarification in the lesson and will give more
examples.
F. Developing mastery (Leads to

formative Assessment 3)
 Ask the pupils to complete the missing data.
Advanced Group (by pair)
Principal Rate of Interest Time Total

Interest Amount
Php 7,000 20% 3 years
Php Php 10,000 5 years

20,000
Php Php 8,400 1.5
40,000 years
Average Group (Group work)
Principal Rate of Interest Time Total

Interest Amount
Php 500 Php 150 1 year
5% Php 2 years
1,800
Php 10% 12 mo.
6,000
G. Finding practical applications of  Asks the pupils to analyze and solve the given
concepts and skills in daily living problem.

(Individual)
( by pair)
142
Problem: Problem:
Three years ago, Ruby Laura applied for a loan

borrowed Php 12,000. If of Php 8,000 at a yearly
she paid back Php interest of 10%. If she
15,200, what was the paid back the credit
rate of simple interest? union Php 9,600, how
many years was her
loan?
H.Making generalizations and  What do you mean by simple interest?

abstraction about the lesson  How did you find the simple interest, rate of
interest and time?
I.Evaluating Learning Analyze and solve the problem.
Lilia invested Php 75,000 at 5.75% for 2 years.

How much did she earn?
1,The rate of interest is_____________.
2.The principal is__________________.
3.The time covered is_______________.
4.The equation to be used to find the interest and

total amount of money are:
a)______________
b)______________
5.The amount of interest Lilia’s money earned

was_____.
6.Lilia has a total amount of _______in 2 years.
J. Additional activities for application Solve:

or remediation
Problem
(___minutes). Fill-in below Nena borrowed Php 75,000 from a credit union.
any of the four purposes. At the end of 2 years he has to pay back 8% interest.
How much is the interest?
 Reinforcing/strengthening
the day’s lesson
143
 Enhancing/inspiring the day’s
lesson
day’s lesson
V. REMARKS
VI.REFLECTION
144
Teacher Learning Mathematics

Area
I.OBJECTIVES

operations, ratio and proportion, percent, exponents and
integers.

integers in mathematical problems and real life situations
C. Learning Create problems involving percent, with reasonable

Competencies/Objectives. answers.
II.CONTENT Creating Problems Involving Percent With Reasonable

Answers
1.Teacher’s Guide pages
s2.Learner’s Materials pages 21st Century Mathletes 6 pp130 -144
3.Texbooks pages 21st Century Mathletes 6 pp 130 -144

B. Other Learning Resources Manila paper, pictures
V.PROCEDURES
B. Reviewing previous lesson or Drill: Mental computation

145
 75% of 12 is____?  60 is 20% of what

 20% of 15 is____? number?
 16 is ____%of 64?  What is 25% of 4?
 18 is ___% of 24?
B. Establishing a purpose for the Teacher will show an advertisements below.

lesson
MEGA SMILE DEPARTMENT STORE
SUMMER SALE
Where great shopping begins!
March 30-April 30
Pants: Php 500.00

Shoes: Php 850.00
T-shirts: Php 250.00
 Ask the pupils to list down all the items they had
seen in the advertisements with the corresponding
prices.
 Ask the pupils how much is the sale on each item?
C. Presenting examples/ instances Based from the answers of the pupils, the teacher will guide
of the new lesson in creating word problems involving how is percent used in
the problem.
Possible answers:
 If Angelo bought a pants worth Php 500.00 at a

discount of 15%. How much money did he save?
 If Joana bought 2 t-shirts worth Php.250.00 each
and a pants worth Php.500.00 with a 25% off in all
items. How much did she pay in all?
D. Discussing new concepts and Group Activity
Each group will create a word problem involving percent
with reasonable answers.
146
The teacher will show pictures of an online seller like
Lazada with those items on sale.
Products are:
Cellphone- Php 3000.00 sandals -Php 550.00
Bag -Php 350.00 dress -Php 465.00
Shoes - Php 675.00 watch -Php 1199.00
Blouse -Php 350.00
Pants -Php 795.00
Given: Given:
Cellphone –Php 3000.00 Bag -Php.350.00
Sale -15% off Sale -25% off
Asked: total amount save Asked; Total amount save
Given:
Watch -Php 1,199.00
Discount -Php 299.75 Given:
Asked: rate of percent Shoes -Php 675.00
Sale -10% off
Asked: total sales of the

item.
Given:
Pants -Php 795.00
Sale - 45% off
Asked: amount paid to the

item.
147
.
E. Discussing new concepts and After 10 minutes the group will present their respective
practicing new skills #2 output and the teacher will discuss for more clarification of
the lesson .
F. Developing mastery (Leads to  Ask the pupils about their allowance, how much is
formative Assessment 3) their daily allowance. Did the pupils save money
from their allowance (Values Integration).how many
percent did they save from their allowance.
Ask the pupil to get a Group the pupils and

partner and create a create a simple word
simple word problem problem involving
involving percent about percent about their
their daily allowance. daily allowance.
G. Finding practical applications of Create a word problems involving percent with reasonable
concepts and skills in daily living answers using the advertisements given.
Advanced Group
Advertisement !
BEST BUY STORE
SHOP NOW,SAVE BIG

Come and Save More!
Pants: Php 600.00

Shoes: Php 650.00
148
Average Group
Advertisement
UKAY BOUTIQUE
SALE TO THE MAX

Low prices everyday
Pants: Php 350.00

Shoes: Php 500.00
H. Making generalizations and  What are the things that you need to create a word
abstraction about the lesson problem?
 How are you able to create word problems
involving percent with reasonable answer?
I. Evaluating Learning Create word problems involving percent with reasonable
answers.
1.Given:
Bag –Php 399.00
Sale -10% off
Asked: Total amount of money save.
2.Given:
Shoes -Php 550.00
Discount –Php.225.00
Asked: rate of percent
3.Given:
Ballpen -Php 60.00 per box
149
Sale -15% off
Asked: Total amount paid.
4.Given:
Television –Php 12,000
Sales tax – 12%
Asked: Total amount paid to the cashier.
5.Given:
Cellphone –Php 3000.00
Discount -Php 300.00
Asked: rate of percent
J. Additional activities for application Cut pictures from magazines or newspaper showing an
or remediation advertisement of product were on sale, then create a word
problem inolving percent with reasonable answers.
(___minutes). Fill-in below
any of the four purposes.
 Reinforcing/strengthening
the day’s lesson
 Enhancing/inspiring the day’s
lesson
day’s lesson
V. REMARKS
VI.REFLECTION
150
Time & Dates Week 6 - Day 1 Quarter Second
A. OBJECTIVES
B. Content Standards The learner demonstrates understanding of order of

and integers.
C. Performance Standards The learner is able to apply knowledge of order of
and integers in mathematical problems and real-life
situations.
D. Learning The learner describes the exponent and the base in
Competencies/Objectives a number expressed in exponential notation.
M6NS-IIf-146
C. CONTENT Describing the Exponent and the Base in a Number
Expressed in Exponential Notation
D. LEARNING RESOURCES
H. References
portal
5. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson Read and solve.

or presenting the new lesson Nancy ate at a fast food chain in their town. Her bill
was P115. She was charged a 12% tax. How much
was the sales tax?
B. Establishing a purpose for Read and solve.

the lesson Jasmine saved P3.00 on Monday, P9.00 on
Tuesday, P27.00 on Wednesday, and P81.00 on
Thursday, and so on. If the pattern continues, how
much will she save on Sunday? How would you
describe Jasmine? Would you do the same? Why?
C. Presenting Read and solve.

examples/instances of the Dante loves to travel using his bike. Dante travelled 2
new lesson km on the first day, 4 km on the second day, and 8
km on the third day. If the pattern continues, how
many kilometres will he travel on the fifth day?
D. Discussing new concepts The pattern shows that Dante was able to travel
and practicing new skills #1 twice as much he travelled in the previous days. In
this case, He will be able to travel 32 km in the fifth
day. From this pattern, it shows that: His second
151
travel is twice his first travel or 2 × 2 = 4; Third travel
is twice his second travel or 2 × (2×2) = 8 and so on.
We can write this as follows:
First day: 21 = 2
Second day: 22 = 4
Third day: 23 = 8
Fourth day: 24 = 16
Fifth day: 25 = 32
The expression 2×2×2×2 can also be expressed as
24.
24 Exponent
Base
The 24 is called an exponential notation or

exponential form. The number 2 is called the
base and the number 4 is called the exponent.
The exponent tells how many times the base is
used as a factor. Thus, in the expression 24, the
exponent 4 tells that the base 2 is used as a
factor 4 times.
Therefore, we can say that 24=2×2×2×2=16
The table below shows some examples of

exponential expression, how to read it, and its
value.
Exponential Read Meaning and

Expression Value
Four to the
42 second power 4×4=16
or four squared
Two to the third
23 power, or two 2×2×2=8
cubed
74 Seven to the 7×7×7×7=2401
fourth power
E. Discussing new concepts Complete the table below.
Given Base Exponent
1. 51
2. x12
3. 102
4. 28
5. 93
F. Developing mastery (Leads Advance Learner Average Learner
to Formative Assessment 3
Write the exponential Write the exponential
notation of the following. notation of the following.
1. 3×3×3×3 1. 2×2
2. 9×9×9×9×9×9 2.4×4×4
3. 2×2×2×2×2 3. 5×5×5×5
152
G. Finding practical applications Individual Activity: Study the box below.
of concepts and skills in Describe the exponent and the base then write
daily living the answer in exponent form in the space
provided.
Rules:
When multiplying like bases, keep the base and
add the exponents.
Example: (43)(42)= 4(3+2)= 45
When multiplying unlike bases, multiply the two

bases and raise with their common exponent.
Example: (52)(32)= (5 × 3)2 = (15)2
Advance Learner Average Learner

1. (35)(34)= 1. (22)(21)=
2. (72)(73)= 2. (43)(44)=
3. (92)(94)= 3. (32)(36)=
4. (27)(28)= 4. (22)(32)=
5. (82)(92)= 5. (55)(44)=
H. Making generalizations and Lead the pupils to give the following generalization
abstractions about the by asking:
lesson What is exponential notation?
I. Evaluating learning Complete the following table.

Given Base Exponent
2
1. 8
2. 3×3
3. 4×4×4×4×4
4. 9×9×9×9
5. 77
J. Additional activities for Complete the following table.
applications or remediation
 Assignment/Agreeme
nt (_______minutes).
Fill-in below any of Given Base Exponent
the four purposes 1. 58
 Reinforcing/strengthe 2. x6
ning the day’s lesson 3. 109
 Enriching/inspiring 4. 212
the day’s lesson 5. 96
the day’s lesson
V. REMARKS
VI. REFLECTION
earned 80% on the
formative assessment.
require additional
activities for remediation.
153
work?
continue to require
remediation.
Why did these work?
encounter which my
principal or supervisor
can help me solve?
localized materials did I
use/discover which I
wish to share with other
teachers?
154
School Grade Level Grade 6
Time & Dates Week 6 - Day 2 Quarter 2nd
I. OBJECTIVES
exponents, and integers.
exponents and integers in mathematical problems
and real-life situations.
C. Learning The learner gives the value of numbers expressed
Competencies/Objectives in exponential notation.
M6NS-IIf-147
II.CONTENT Giving the Value of Numbers Expressed in
Exponential Notation
A. References
1. Teacher’s Guide pages 21st Century Mathletes 6
H. PROCEDURES
A. Reviewing previous lesson or What are the Exponential Notation of the following?
1. 3×3×3×3×3×3
2. 4×4
3. 9×9×9
4. 6×6×6×6×6×6×6×6
5. 7×7×7×7×7×7×7×7×7×7×7
B. Establishing a purpose for the Individual Activity:
lesson 1. 2×2=
2. 5×5=
3. 4×4=
4. 9×9=
5. 3×3=
C. Presenting examples/instances You sent an e-mail to 3 of your friends. Each of
of the new lesson your 3 friends sent the e-mail to three more friends.
And, each of those friends sent it to 3 other friends,
and so on. Find the number of e-mail sent at stage
5?
D. Discussing new concepts and The exponential notation of the problem is 35.
practicing new skills #1 To give the value of numbers expressed in
exponential notation.
3×3×3×3×3=
3×3=9
9×3=27
27×3=81
155
81×3=243
3×3×3×3×3= 243
243 e-mails that are sent all in all.
Examine the value of numbers expressed in
Expression Factors Value
33 3×3×3 27
2
3 3×3 9
33 · 33 33+3=36= 729
3×3×3×3×3×3
2 3
3 ·3 32+3=35= 243
3×3×3×3×3
34 3×3×3×3 81
Any number multiplied by 1 is equal to the

number itself. The symbol of multiplication is ×,
·, and (). Any number raised to the power of 0
is equal to 1. So 50=1, 120=1
In adding or subtracting expressions involving
exponents, simplify expression with exponent
before adding or subtracting the operation.
Illustrative example 1
Give the value of numbers expressed in
1. 24+25= 3. (10) 3 - 82
16+32=48 1000 – 64=
936
2. (24)0 + 32 4. (42)2 – (63)1
1 + 9= 10 42·2 – 63·1
44 - 63
256 – 216 = 40
In multiplying expressions involving exponents,
simplify first the expression with grouping
symbols such as parentheses ( ), brackets [ ],
or braces { }. If the base is the same, simply
add the exponents and proceed to
multiplication.
Example :
1. The same bases
32 · 33 = 32+3=35
3×3×3×3×3= 243
2. Different bases but the same exponent
22·32= (2 · 3)2 = 62
6 × 6 = 36
3. Different bases and Different Exponent
22·33= (4)(27) = 31
E. Discussing new concepts and Individual Activity: Give the value of the following.
1. 25
2. 52 · 53
156
3. 42 · 52
4. 73
5. 92
F. Developing mastery (Leads to Advance Learner Average Learner
Formative Assessment 3 Give the value of Give the value of
numbers expressed in numbers expressed in
exponential notation. exponential notation.
1. 26 1. 34
3
2. 10 2. 13
4
3. 9 3. 44
3
4. 8 4. 23
0
5. 10 5. 90
G. Finding practical applications of Give the value of numbers expressed in
concepts and skills in daily exponential notation.
living 1. (32)(33)=
2. (71)(72)=
3. (22)(24)=
4. (22)(34)=
5. (42)(24)=
H. Making generalizations and What is the result if the exponent of a base is 0?
abstractions about the lesson What are the symbols multiplication?
I. Evaluating learning Encircle the correct answer.
1. Give the value of 63?
a. 18 b. 216 c. 256 d. 648
2. What is the product of 23 · 24?
a. 14 b. 24 c. 64 d. 128
3. Give the value of 24+ 25?
a. 18 b. 48 c. 64 d. 80
4. What is the product of 23 · 24
a. 14 b. 24 c. 64 d. 128
5. Find the value of 3-3
a. – 27 b. – 9 c. 1/27 d. 1/9
J. Additional activities for Give the value of numbers expressed in

applications or remediation exponential notation.
(_______minutes). Fill-in 1. 44
below any of the four 2. 23
purposes 3. 54
 Reinforcing/strengthenin 4. 33
g the day’s lesson 5. 93
day’s lesson
 Enhancing/improving the
day’s lesson
REMARKS
REFLECTION
assessment.
157
remediation.
E. Which of my teaching strategies
worked well? Why did these
work?
which my principal or supervisor
can help me solve?
teachers?
158
A. OBJECTIVES
B. Content Standards The learner demonstrates understanding of order of
and integers.
C. Performance Standards The learner is able to apply knowledge of order of
and integers in mathematical problems and real-life
situations.
D. Learning The learner interprets and explains the Grouping,
Competencies/Objectives Exponent, Multiplication, Division, Addition,
Subtraction (GEMDAS) rule.
M6NS-IIf-148
E. CONTENT Interpreting and Explaining the Grouping, Exponent,
Multiplication, Division, Addition, Subtraction
(GEMDAS) Rule.
III. LEARNING
RESOURCES
6. References
7. Teacher’s Guide pages 21st Century Mathletes 6
8. Learner’s Materials 21st Century Mathletes 6, Simplified Mathematics 6
pages
9. Textbook pages Page 174-183 ,Page 145-161
portal
11. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Give the value of the following numbers expressed in

lesson or presenting the exponential notations.
new lesson 1. (32)3
2. (23)(33)
B. Establishing a purpose Have you enter in a library full of books?
for the lesson What do you do inside the library?
Is a library useful to children like you?
Why do you think library is important?
C. Presenting Presenting a word problem.
examples/instances of The school library of Florentino C. Versoza Elementary
the new lesson School contains 104 books. Before the opening of
classes, the municipal mayor donates 1500 books. If
there are 100 bookshelves that could store equal
number of books, how many books are there in a
bookshelf?
D. Discussing new concepts Understand:
and practicing new skills a. What is asked?
#1 The number of books in a shelf
159
b. What are the given facts?
104 books
1500 books donated by the mayor
100 book shelves, with equal numbers of books
Plan:
To find the number of books in each shelf, simply
get the total number of books and divide it by the
total number of bookshelves.
Solve: Number of books in bookshelves.
(104+1500)÷100
= (10 000 + 1500 ) ÷ 100
= 11 500 ÷ 100
= 115
Check:
115 × 100 = 11 500
11 500 = 11 500
This is what we now call the GEMDAS rule ( Grouping
symbols, Exponents, Multiplication, Division, Addition
and Subtraction)
Example 1
Simplify 2 + ( 7×3 ) – 5 Multiply 7 and 3 first
= 2 + 7×3 – 5 Add and subtract from left to right
= 2 + 21 – 5
= 23 - 5
Answer: 18
Example Number 2
[ 33 ( 8 + 5 – 10 ) ÷ ( 7 + 2 ) ] – 3
Solution:
[ 33 ( 8 + 5 – 10 ) ÷ ( 7 + 2 ) ] – 3
[ 27 ( 8 + 5 – 10 ) ÷ ( 7 + 2 ) ] – 3
[ 27 ( 13 – 10 ) ÷ ( 7 + 2 ) ] – 3
[ 27 ( 3 ) ÷ ( 9 ) ] – 3
[ 81 ÷ 9 ] – 3
9–3
6
Answer: 6
E. Discussing new concepts Solve the following problem.
and practicing new skills 1. (5 + 10 ) – 5 ( 15 ÷ 5 )
#2 2. 42 ÷ 7 × [ 39 ÷ 3 – 8 ]
F. Developing mastery Advance Learner Average Learner
(Leads to Formative Using the GEMDAS rule Using the GEMDAS rule
Assessment 3 Solve the following Solve the following
problems. problems.
1. 3+4{18÷2[2+(6+3)÷32]} 1. 3 [6 +23–(30÷2) ]+ 42
2. 64 + 33 – (32)2+62-35 2. 23÷2+[(32·32)–47]-5
G. Finding practical Using the GEMDAS rule, solve the following

applications of concepts equations.
and skills in daily living 1. 6+{2[4(5-4+3)÷23] – 470}
160
2. 43 – [ 52 + (9 – 5) × 32 ÷ 12]
H. Making generalizations What is GEMDAS rule?
and abstractions about How do we use GEMDAS?
the lesson
I. Evaluating learning Solve the following problem.
1. (10)2 × 23 + (73)0
2. 99 + (88)0 ÷ 10 × 52
J. Additional activities for Solve the following problem.

applications or 1. 412 + 53 × 17 ÷ 25
remediation 2. 756-729 ÷34
 Assignment/Agreem
ent
(_______minutes).
Fill-in below any of
the four purposes
 Reinforcing/strength
ening the day’s
lesson
 Enriching/inspiring
the day’s lesson
lesson
V. REMARKS
VI. REFLECTION
earned 80% on the
require additional
activities for remediation.
work?
caught up with the
lesson.
continue to require
remediation.
Why did these work?
encounter which my
can help me solve?
use/discover which I wish
to share with other
teachers?
161
A. OBJECTIVES
B. Content Standards The learner demonstrates understanding of

percent, exponents, and integers.
C. Performance Standards The learner is able to apply knowledge of order
exponents and integers in mathematical
D. Learning The learner interprets and explains the
Competencies/Objectives Grouping, Exponent, Multiplication, Division,
Addition, Subtraction (GEMDAS) Rule.
M6NS-IIf-148
E. CONTENT Interpreting and Explaining the Grouping,
Exponent , Multiplication ,Division, Addition,
Subtraction ( GEMDAS ) Rule.
III. LEARNING
RESOURCES
I. References
J. Teacher’s Guide pages 21st Century Mathletes 6
K. Learner’s Materials pages 21st Century Mathletes 6, Simplified
Mathematics 6
L. Textbook pages Pages 174-183 ,Pages 145-161
M. Additional Materials from
portal
N. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or Using Flash Card: Mental Computation

presenting the new lesson 1. 42
2. 53
3. 25
4. 40
5. 103
B. Establishing a purpose for Have you ever tried to go with your parents
the lesson when they deposit their money on bank?
Why do you think they deposit the money on
bank?
Is it good to deposit it? Why?
C. Presenting Present a word problem:

examples/instances of the Nica had P 42,500.00 in her bank account. Over
new lesson the summer period, she made 3 withdrawals of
P8,500.00 each and a deposit of P13, 250.00.
Write an order of operations to represent this
situation then solve it.
162
D. Discussing new concepts Understand:
and practicing new skills #1 a. What is asked?
Money of Nica in her bank account
b. What are the given facts?
P 42,500.00 deposit in bank account
3 times withdrawal of P8,500.00
3 times deposit of P 13, 250.00
Plan:
To find the total money deposit in the bank
account, simply multiply the withdrawals 3
times and the deposit 3 times. Subtract the
withdrawals from the money deposited.
Solve: Total money deposit in bank account.

42,500 +(13,250)3 – (8 500 × 3)
=42,500 +(13,250)3 – 25,500
=42,500 +39,750– 25,500
=42,500 +14,250
=56,750
Answer: P56,750 is the total deposit of Nica

on her bank account.
Example 1
Simplify : 7+[2(12-5)+32] – 18 ÷ 3
=7+[2(12-5)+32] – 18 ÷ 3
=7+[2(7)+32] – 18 ÷ 3
=7+[14+32] – 18 ÷ 3
=7+46 – 18 ÷ 3
=7+46 – 6
=7+40
=47
Answer: 47
Example 2
Simplify: 5 – [(4+2·23) ÷ 10 ]
=5 – [(4+2·23) ÷ 10 ]
=5 – [(4+2·8) ÷ 10 ]
=5 – [(4+16) ÷ 10 ]
=5 – [20 ÷ 10 ]
=5 – 2
=3
Answer: 3
163
E. Discussing new concepts Perform the indicated operations.
and practicing new skills #2 1. 43 – [52+(9-5)×32 ÷12]
2. 23 ÷ 2 + [(32 · 32) – 47] -5
F. Developing mastery (Leads Individual Activity

to Formative Assessment 3 Advance Learner Average Learner
Perform the indicated Perform the indicated
operations. operations.
1.9×8–2[3×(5+2)-12÷6] +70 1. {52-22[3+(8-7)+2]+6}
G. Finding practical applications Make 4 groups in the class, and set the
of concepts and skills in daily rules in doing a group activity. After
living answering, each group will present their
output.
Group Activity:
Advance Learner Average Learner
Group One: Group One:
{52-4[3+(8-7)+2]}26÷23 5+[(24÷23)-50]
Group Two: Group Two:

(32·23)-2[3(5+2)-12÷6] (90-60) ÷10(20+10)-52
H. Making generalizations and 1. What are the rules in solving more than one
abstractions about the lesson arithmetic operation?
2. What do you mean by GEMDAS?
I. Evaluating learning Using the following values a=5, b=10 and c=15,
perform the indicated operations.
1. (a+b)-5(c÷a)
2. (b×c)÷10 (a×2)
3. (a-b)+ (b÷a)
4. (a × b) ÷ b
5. ( b × c ) ÷ a
J. Additional activities for Perform the indicated operation.

applications or remediation 1. (12)2 ÷ 24 × 32
 Assignment/Agreeme
2. 28 ÷(22)3 + 25
nt (_______minutes).
Fill-in below any of
the four purposes
day’s lesson
164
the day’s lesson
V. REMARKS
VI. REFLECTION
assessment.
remediation.
work?
did these work?
solve?
other teachers?
165
A. OBJECTIVES
B. Content Standards The learner demonstrates understanding of order

C. Performance Standards The learner is able to apply knowledge of order
D. Learning The learner performs two or more different
Competencies/Objectives operations on whole numbers with or without
exponents and grouping symbols.
M6NS-IIf-149
E. CONTENT Performing Two or More Different Operation on
Whole Numbers with or without Exponents and
Grouping Symbols
O. References
P. Teacher’s Guide pages 21st Century Mathletes 6
Q. Learner’s Materials pages 21st Century Mathletes 6,Simplified Mathematics
6
R. Textbook pages Pages 174-183 ,Pages 145-161
S. Additional Materials from
T. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or What do you mean by GEMDAS?

B. Establishing a purpose for the Mental Computation: ( Flashcard )
lesson Flash the following and pupils will answer
mentally:
1. 7+(2×3)=
2. 19-(3+4)2
3. 12+13(2×2)
4. (4)2
5. 12-(2+3)
C. Presenting examples/instances Kim, Rio and Jason got different answers for this
of the new lesson problem: 2+(7×3)-5
Kim’s answer was 22, Rio’s answer was 9, and
Jason’s answers was 18. Who got the correct
answer?
166
D. Discussing new concepts and To solve:
practicing new skills #1 Multiplication: 2+(7×3)-5
Addition : 2+21- 5
Subtraction: 23 -5
Answer: 18
To perform an expression with more than two

operation, follow the following rules:
1. Evaluate an expression with exponents.

2. Perform operation starting with the innermost
grouping symbols such as braces { }, brackets [ ],
or parentheses ( ).
3. Start performing any multiplication or division
first, moving from left to right before addition or
subtraction.
Illustrative Example 1
Perform the indicated operations following the
rules in exponents.
1. 7 + 18 ÷ 6 2. 10 [65-(22)3]
Solution: Solution:
7 + 18 ÷ 6 10 [65-(22)3]
7+3 10 [65-26]
Answer: 10 10 [65-64]
10 [1]
Answer: 10
Illustrative Example 2
Perform each expression using the rules for
order of operations.
1. 7 + [ (22)2 ÷ 23) 4]
Solution:
7 + [ (22)2 ÷ 23) 4]
7 + [ (24 ÷ 23) 4]
7 + [ (22-3) 4]
7 + [ (21) 4]
7 + [ (2) 4]
7 + [ 8]
Answer: 15
2. 12-23 ÷ 4 + 32[2(2+5-3)]
Solution:
12-23 ÷ 4 + 32[2(2+5-3)]
12-8 ÷ 4 + 9[2(2+5-3)]
12-8 ÷ 4 + 9[2(4)]
12-8 ÷ 4 + 9[8]
12-2 + 72
10 + 72
Answer: 82
E. Discussing new concepts and Solve the following problem:

practicing new skills #2 1. 82+72-43=
2. 305-62×23=
167
3. 92×22÷81-3
F. Developing mastery (Leads to Advance Learner Average Learner
Formative Assessment 3 Perform the indicated Perform the indicated
operation. operation.
1. 23÷2+[(32·33) – 47]- 1. 34 ÷ 9 - 50
5 2. 28÷(22)3 + 25
2. 756- 729 ÷ 34 3. 53-44÷23
3. 412+53 × 17 ÷ 25
G. Finding practical applications Advance Learner Average Learner

of concepts and skills in daily
Perform the indicated Perform the indicated
living
operation. operation.
1. 5 + [ (24 ÷ 23) – 50] 1. 64+ 33–(32)2 + 62 -
35
H. Making generalizations and What do you mean by GEMDAS?

abstractions about the lesson
I. Evaluating learning Perform each expression using the rules for
order of operation.
1. 43 – [ 52 + ( 9 – 5 ) × 32 ÷ 12]
2. ( 90 – 60) ÷ 10 ( 20 + 10 ) - 52
3. 15 ÷ 3 ⋅ 5 - 4²
4. 2 [5 + (30 ÷ 6)²]
5. (6 + 4²) / (3² ⋅ 4)
J. Additional activities for Evaluate the following expression

applications or remediation
 Assignment/Agreement 1. 8 [63 - 3 (2 + 5)] ÷ 8 + 3
(_______minutes). Fill- 2. 82 + 72 - 43
in below any of the four 3. 305 – 62 × 23
purposes
4. 92 × 22 ÷ 81 – 3
 Reinforcing/strengtheni
ng the day’s lesson 5. 33 ÷ 9 - 50
day’s lesson
the day’s lesson
V. REMARKS
VI. REFLECTION
assessment.
remediation.
168
did these work?
which my principal or
supervisor can help me solve?
teachers?
169
Time & Dates Week 7-Day 1 Quarter Second
A. OBJECTIVES
B. Content Standards The learners should be able to give the set of
integers that make use in real life.
C. Performance Standards The learner should be able to arrange the set of
integers from least to greatest.
D. Learning The learner identifies real life situations that make
Competencies/Objectives use of integers. (M6NS-IIg-150)
E. CONTENT Identifying Real-life Situations That Make Use of
Integers.
1. References
2. Teacher’s Guide pages 21st Century Mathletes
Pages 47-49
3. Learner’s Materials pages
4. Textbook pages 21st Century Mathletes
Pages 145-151
portal
6. Other Learning Resources Manila paper, strips of paper, work sheets
IV. PROCEDURES
A. Reviewing previous lesson or Review: Arrange the numbers according to
presenting the new lesson values. Start from the one that is closest to zero.

1. 2, ¾ , 1, 0, 5, 7 1. 1, ½ , 0, 0.75, 2
2. ½ , 3, 6, 2/5, 2. 3, 0.50, 2, 0.25,
0.75 1
3. 5, 15/12, 2, 3. 4, ¼, 2, 0, ¾
8/3, 4
B. Establishing a purpose for the Motivation:
lesson Activity Title, “How does your mother budget your
family income?”
Post the following questions to the pupils.
1. How much is your family monthly income?
2. What are things that make up your
monthly expenses?
Ask the pupils to list them down with
specified amount allotted to each part.
3. What is the total amount of your family’s
monthly expenses?
4. Is it more than or less than your family’s
monthly income?
170
5. What happens if your expenses are more
than your family’s income? Do you still
have savings?
C. Presenting Using the data given by the pupils, choose a set
examples/instances of the of figures wherein in the total amount of expenses
new lesson is greater than the monthly income. From here,
explain that such situation requires the existence
of negative numbers.
 What are negative numbers?
 What are positive numbers?
 What numbers make up the set of
integers?
 In the set of integers, what number
represented the income? How about the
expenses?
D. Discussing new concepts and Present the problem:

This morning your This morning your
mother gave you mother gave you ₽
₽ 50.00 as your 20.00 as your
allowance. During allowance. During
recess time you went recess time you went
to the school canteen to the school canteen
to buy your snack. to buy your snack.
The following are the The following are the
prices of the snacks: prices of the snacks:
Sandwich……₽ 10.00 Lugaw….……₽ 5.00

Spaghetti…....₽ 25.00 Bihon………..₽ 12.00
Biscuits……...₽ 7.00 Palamig……..₽ 7.00
Drinks……….₽ 15.00
Ask: Will your allowance be enough to buy all

desired snacks? What numbers represent your
allowance and the expenses at the school
canteen?
Explain: Since your allowance is not enough to
buy your desired snack, knowing the total cost
and you still need some money to buy your snack.
In this case, your expenses are more than your
allowance.
E. Discussing new concepts and Discuss:
practicing new skills #2  Real-life situations can be represented by
integers.
Below are some examples of real-life
situations that are represented by positive and
negative numbers. Ask/guide them to show or
perform some of the examples for further
understanding.
Positive Numbers Negative Numbers
 gaining weight  losing weight of
of 2kg 2 kg
171
 moving 8 steps  moving 8 steps
forward backwards
 going 3km  going 3 km
upstream downstream
 depositing  withdrawing
1000 pesos 1000 pesos
 travelling 5  travelling 5
miles to the miles to the
East West
F. Developing mastery (Leads to Task: the pupils will give a real-life situation that
Formative Assessment 3 can be described by a number and let them write
on the board the integer that represents it.
G. Finding practical applications Think-Pair-Share.
of concepts and skills in daily Let the pupils find her/his partner and ask them to
living represent each real-life situation with an integer.

1. Mary moves 3 1. The
steps backward temperature is
as she dances. 18 C below 0.
2. Sam lost 2 2. The altitude is
pounds after a 75 m above
week of doing sea level.
her routine 3. The corals are
exercise. 15 m below sea
3. Roby drives 15 level.
meters 4. He has a
southward weight loss of 5
along EDSA. kg.
4. Mrs. Santos 5. She spent ₽
deposits ₽ 20, 375.00 for a
000.00 as a dress.
saving for her
son’s college
education.
5. Renz
graduated from
elementary 12
years ago.
H. Making generalizations and Lead the pupils to give the following
abstractions about the lesson generalization by asking:
 What real-life situations make use of
integers?
I. Evaluating learning Identify real-life situations that make use of
integers. Write P for positive integers and N for
negative integers.
1. Distance above sea level
2. Having a fever
3. Bank withdrawal
4. Business Profit
5. Monthly savings
6. Increase in height
7. Losing weight
8. Feeling sad
172
9. Getting a passing grade
10. Winning a contest
J. Additional activities for Assignment:

applications or remediation Give 5 examples of real life situations that
 Assignment/Agreemen represent positive and negative integers.
t (_______minutes).
four purposes
 Reinforcing/strengthen
ing the day’s lesson
day’s lesson
the day’s lesson
V. REMARKS
VI. REFLECTION
assessment.
remediation.
did these work?
solve?
other teachers?
173
A. OBJECTIVES
B. Content Standards The learner should be able to visualize integers in
their order on a number line.
C. Performance Standards The learner should be able to write integers
correctly.
D. Learning The learner describes the set of integers. (M6NS-
Competencies/Objectives IIg-151)
E. CONTENT Describing the Set of Integers.
III. LEARNING
RESOURCES
1. References
pages 47-49
Math 6 (NPSBE-RBEC)
Pages 333-336
pages 145-151
6. Other Learning Resources flashcards, marker, Manila paper
IV. PROCEDURES
A. Reviewing previous lesson Review: Write an integer to represent each
or presenting the new situation:
lesson Advance Learners Average Learners
4. The altitude is 4. gain of 5 points
85 m above 5. 8 steps
sea level. backward
5. She spent 6. a loss of 100
₽ 450.00 for a pesos
toy.
6. He has weight
loss of 3 kg.
B. Establishing a purpose for Motivation:
the lesson Teacher does the following actions and
volunteers do the opposite actions.
Example:
a. walk forward
b. sit down
c. laugh
d. shake head
e. frown
Teacher gives the following words and the
class gives the antonym.
Example:
a. love
174
b. good
c. patience
d. stubborn
If words and actions have opposites,
numbers also have opposites.
C. Presenting Presentation:
examples/instances of the 1. Draw a number line on the board.
new lesson
0 1 2 3 4 5
2. Tell 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.
D. Discussing new concepts Present an activity.
and practicing new skills #1 Describe the set of integers. Use a number line.
a. The set of a. The set of
integers less integers more
than 0 but than 0 but less
greater than -5 than 5
b. The set of b. The set of
integers integers less
greater than 0 than -1 but more
but less than 4 than -6
1. Discussing new concepts Present:
and practicing new skills #2 Describe the following set of integers.
a. Positive integers
b. Negative integers
2. Developing mastery Present the activity.
(Leads to Formative Direction: Write the integer for each.
Assessment 3 Advance Learners Average Learners
1. 16 steps 1. Deposited ₽
backward 400.00
2. decreased by ₽ 2. 15 m below sea
10.00 level
3. withdraw ₽ 3. gained 7 kilos
250.00 4. 4 floors down
4. 6 floors up 5. Increased by ₽
5. 250 km north 10.00
3. Finding practical Application
applications of concepts Advance Learners Average Learners
and skills in daily living a. body a. Body
temperatures temperatures
higher than less than 38˚C
37˚C b. Number more
b. Number less than zero but
than zero but less than 6
greater than -6
175
4. Making generalizations and Lead the pupils to give the following generalization
lesson  What are integers?
 How does the number line help you in
understanding/ visualizing integers?
5. Evaluating learning Describe the following sets of integers
1. -4, -3, -2, -1
2. 0
3. 5, 6, 7, 8
4. -3, 3
5. +5, 5
6. Additional activities for Assignment:
applications or remediation Direction: Illustrate the following in the number line.
 Assignment/Agreem 1. The set of integers greater than -3 and less
ent than 2
(_______minutes). 2. The set of integers greater than -5 and less
Fill-in below any of than 5
the four purposes 3. The set of integers less than 0 and greater
 Reinforcing/strength than -7
ening the day’s 4. The set of integers less than 8 and greater
lesson than 5
 Enriching/inspiring 5. The set of integers less than -3 and greater
the day’s lesson than -10
lesson
V. REMARKS
VI. REFLECTION
assessment.
remediation.
work?
continue to require
remediation.
Why did these work?
encounter which my
help me solve?
to share with other
teachers?
176
I. OBJECTIVES
A. Content Standards The learner uses the number line.
B. Performance The learner draws a number line and use a dot to
Standards plot the location of decimal number.
C. Learning The learner compares integers with other numbers
Competencies/Objectiv like decimals. (M6NS-IIg-152)
es
II. CONTENT Comparing Integers With Other Numbers Like
Decimals.
III. LEARNING
RESOURCES
A. References
pages 47-49
2. Learner’s Materials
pages
pages 145-151
from Learning
B. Other Learning Manila paper, number line, flashcards, number cards
Resources
IV. PROCEDURES
A. Reviewing previous Review. Compare the following by writing >,<, or =.
lesson or presenting Advance Learners Average Learners
the new lesson 1. 5/10 ____ 1/2 1. 1/2 _____ 2
2. -2/4 ____ 1/2 2. -3 1/2 _____ -3
3. -3 ____ -3 ½ 3. 1/2 _____ 2
4. -5 ____ -4 1/2 4. 1 _____ 1/2
5. 1/2 ____ -2 5. 2 _____ 4/2
B. Establishing a purpose Motivation.
for the lesson  Write the following numbers in order from
smallest to largest.
0.001, 4.3, 4.05, 0.6, 0.06, 0.1

______, _______, _______,
________, _______, ________
C. Presenting Present:
examples/instances of Advance Learners Average Learners
the new lesson 1. Write four 1. Write two
numbers numbers
between 0 and between 0 and
1. 1.
Use decimals. Use decimals.
________, _______, ________, _______
________, _______
177
2. Write four 2. Write two
numbers numbers
2. 2.
________, _______, ________, _______
________, _______
D. Discussing new Present:

concepts and practicing Advance Learners
new skills #1 Give the value of decimal in each letter.
m ____ r ____ w ____

n ____ s ____ y ____
o ____ t ____
p ____ u ____
q ____ v ____
Average Learners
Write the correct letter on the blank line next to
each decimal.
0.38 ____ 1.16 ____ 1.75 _____

0.70 ____ 1.47 ____ 0.02 _____
1.29 ____ 0.25 ____ 1.83 _____
0.54 ____ 1.50 ____ 0.91 _____
E. Discussing new Present:

concepts and practicing  Discuss how to compare integers with
new skills #2 decimals using >,<, or =.
 Draw out the following ideas:
o Zero is greater than all negative integers
but smaller than all positive integers.
o All positive integers are greater than all
negative integers; all negative integers
are less than all positive integers.
o When comparing 2 integers with the
same signs, that one that is farther to the
right on the number line is greater
integer.
o Comparing integers to integers, integers
to whole numbers and integers to
decimals have the same process of
comparing like what is written above.
178
F. Developing mastery Ask:
(Leads to Formative  What are the decimals numbers to the right
Assessment 3 of zero? Are they greater than 0?
 What are the decimals numbers to the left of
zero? Are they less than 0?
 Can we say that 0.10 is greater than -0.10?
G. Finding practical Write >,< or = to make a true number sentence.
concepts and skills in 1. 10. 47___-10 1. 0.10 ____ 0.1
daily living 2. 4.05 ____ 4.5 2. 1.01 ____ 1
3. 4.50 ____ -4 3. 0.25 ____ 2
4. 5.01 ____ 5.23 4. 4.05 ____4.5
5. 0.2 ____ 0 5. -11 ____ 0.11
H. Making generalizations Lead the pupils to give the following generalization
and abstractions about by asking:
the lesson  How will you compare integers to decimal
numbers?
I. Evaluating learning Compare the following. Write >, < or =.
1. 0.22 ____ 1
2. 5.05 ____ -5
3. 2.05 ____ -2
4. -10 ____ 0.10
5. 1.00 ____ 1
applications or Arrange the following numbers from least to
remediation greatest.
 Assignment/Agreement 1. 0.04 0.05 2/100
(_______minutes). Fill-in 2. 0.36 41/100 39/100
below any of the four 3. 3/10 0.1 6/10
purposes 4. 0.15 18/100 0.12
 Reinforcing/strengthening 5. 0.15 25/100 0.17
the day’s lesson
day’s lesson
 Enhancing/improving the
day’s lesson
lesson
V. REMARKS
VI. REFLECTION
earned 80% on the
require additional
activities for
remediation.
work?
No. of learners who
have caught up with
the lesson.
179
continue to require
remediation.
Why did these work?
encounter which my
can help me solve?
teachers?
180
A. OBJECTIVES
B. Content Standards The learner identifies the fraction in the number
line.
C. Performance Standards The learner uses the number line to show the
order of the fraction.
D. Learning The learner compares integers with other numbers
Competencies/Objectives like fractions. (M6NS-IIg-152)
E. CONTENT Comparing Integers With Other Numbers Like
Fractions
F. LEARNING RESOURCES
IV. References
pages 47-49
pages 145-151
portal
5. Other Learning Resources Manila paper, number line, flashcards, number
cards
IV. PROCEDURES
A. Reviewing previous lesson Review: Compare the following integers by writing
or presenting the new the symbols >,<, or = on the line.
lesson Advance Learners Average Learners
1. +13 _____ +8 1. + 5 _____ -4
2. -6 _____ - 2 2. - 2 _____ -9
3. +7 _____ -15 3. -10 _____ -6
4. -1 _____ + 9 4. +7 _____ 7
5. +4 _____ -4 5. -12 _____ +1
B. Establishing a purpose for Motivation:
the lesson  Show them the correct symbol using the
arms and let them try it.
C. Presenting Present: Fractions and Number Lines

examples/instances of the Fractions can be shown on a number line like this:
new lesson Note: Show the negative integer
1 1¼ 1½ 1¾ 2
181
Call a pupil to come on the board and let her/him
draw an arrow on the number line below to show
the fractions. Label each arrow.
4½ 2¼ 3½ 3¼ 2¾ 4¼ 3¾
2 3 4 5
D. Discussing new concepts Activity. Compare the following integers and

and practicing new skills #1 fractions. Write >, <, or =.

1. 10/5 ____ 1/2 1. 1 3/4____ 1
2. 2 1/2 ____ -2 2. -2 ____ 4/2
3. 3 3/4 ____ 3 3. 4 ____ 3 ¼
4. 1 1/8 ____ -2 4. 2 ____ 1 1/8
5. 4 ____ 3 1/4 5. -3 ____ 3 1/2
E. oneDiscussing new Think-Pair-Share. Let the pupils work with a
concepts and practicing partner and let them help each other to solve
new skills #2 and illustrate the problem.
Olivia and Hudson Sol and Jen ordered
each has an apple. one pizza each with 8
Olivia cuts hers into slices. Sol ate ¼ of her
halves and eats one pizza while Jen ate the
piece. Hudson cuts his 3 parts of her pizza.
into quarters and eats Who ate more pizza?
two pieces. Who ate
more of the apple?
F. Developing mastery (Leads Present:
to Formative Assessment 3 Draw a number line and use a dot to plot the
location of integers and fractions given.
0
1. 5/10 1. -2
2. 3/4 2. 1/2
3. -5 3. -1/4
4. -1/2 4. 1
5. 1/4 5. 3
G. Finding practical Present: State whether the sentence is true or
applications of concepts false.
and skills in daily living Advance Learners Average Learners
______1. 5/10 > 1/2 ______1. 1/2 < 2
______2. -2/4 < 1/2 ______2. -3 1/2 < -3
______3. -3 < -3 1/2 ______3. 1/2 = -1
______4. -5 < -4 1/2 ______4. 1< 1/2
______5. 1/2=-2 ______5. 2=4/2
182
H. Making generalizations and Lead the pupils to give the following generalization
lesson  How will you compare the integers to a
fraction?
I. Evaluating learning Read and answer the following problems. Show
your solution.
1. Nina has 5 meters and Lino has 4 ½ meter
of fabric to make specialty T-Shirt. Who
has more fabric?
2. John can make a pizza in 6 minutes and 30
seconds while Tessa can make it in 6 3/4
minutes. Who is the first to finish?
applications or remediation Plot the following integers and fractions on the
 Assignment/Agreement number line correctly.
(_______minutes). Fill-
in below any of the four 0, ½, ¼ , 1, -2, -2 ¼ , -1 ¾
purposes
 Reinforcing/strengthenin
day’s lesson
 Enhancing/improving 0
the day’s lesson
V. REMARKS
VI. REFLECTION
assessment.
remediation.
work?
continue to require
remediation.
Why did these work?
encounter which my
help me solve?
to share with other
teachers?
183
A. OBJECTIVES
B. Content Standards The learner uses the number line.
C. Performance The learner draws a number line and use a dot to plot
Standards the location of decimal number.
D. Learning The learner compares integers with other numbers
Competencies/Objectiv like decimals. (M6NS-IIg-152)
es
E. CONTENT Comparing Integers With Other Numbers Like
Decimals.
F. LEARNING
RESOURCES
III. References
pages 47-49
2. Learner’s Materials
pages
pages 145-151
from Learning
5. Other Learning Manila paper, number line, flashcards, number cards
Resources
IV. PROCEDURES
A. Reviewing previous Review. Compare the following by writing >,<, or =.
lesson or presenting Advance Learners Average Learners
the new lesson 1. 5/10 ____ 1/2 1. 1/2 _____ 2
2. -2/4 ____ 1/2 2. -3 1/2 _____ -3
3. -3 ____ -3 ½ 3. 1/2 _____ 2
4. -5 ____ -4 1/2 4. 1 _____ 1/2
5. 1/2 ____ -2 5. 2 _____ 4/2
B. Establishing a purpose Motivation.
for the lesson  Write the following numbers in order from
smallest to largest.
0.001, 4.3, 4.05, 0.6, 0.06, 0.1

______, _______, _______,
________, _______, ________
C. Presenting Present:
examples/instances of Advance Learners Average Learners
the new lesson 3. Write four H. Write two
numbers numbers
1. 1.
________, _______, ________, _______
184
________, _______ I. Write two
4. Write four numbers
numbers between 1 and
between 1 and 2.
2. Use decimals.
Use decimals. ________, _______
________, _______,
________, _______
D. Discussing new Present:
concepts and practicing Advance Learners
new skills #1 Give the value of decimal in each letter.
m ____ r ____ w ____

n ____ s ____ y ____
o ____ t ____
p ____ u ____
q ____ v ____
Average Learners
Write the correct letter on the blank line next to
each decimal.
0.38 ____ 1.16 ____ 1.75 _____

0.70 ____ 1.47 ____ 0.02 _____
1.29 ____ 0.25 ____ 1.83 _____
0.54 ____ 1.50 ____ 0.91 _____
E. Discussing new Present:

concepts and practicing  Discuss how to compare integers with
new skills #2 decimals using >,<, or =.
 Draw out the following ideas:
o Zero is greater than all negative
integers but smaller than all positive
integers.
o All positive integers are greater than all
negative integers; all negative integers
are less than all positive integers.
o When comparing 2 integers with the
same signs, that one that is farther to
the right on the number line is greater
integer.
o Comparing integers to integers,
integers to whole numbers and
integers to decimals have the same
process of comparing like what is
written above.
185
F. Developing mastery Ask:
(Leads to Formative  What are the decimals numbers to the right of
Assessment 3 zero? Are they greater than 0?
 What are the decimals numbers to the left of
zero? Are they less than 0?
 Can we say that 0.10 is greater than -0.10?
G. Finding practical Write >,< or = to make a true number sentence.
concepts and skills in 6. 10. 47___-10 6. 0.10 ____ 0.1
daily living 7. 4.05 ____ 4.5 7. 1.01 ____ 1
8. 4.50 ____ -4 8. 0.25 ____ 2
9. 5.01 ____ 5.23 9. 4.05 ____4.5
10. 0.2 ____ 0 10. -11 ____ 0.11
H. Making generalizations Lead the pupils to give the following generalization by
and abstractions about asking:
the lesson  How will you compare integers to decimal
numbers?
I. Evaluating learning Compare the following. Write >, < or =.
6. 0.22 ____ 1
7. 5.05 ____ -5
8. 2.05 ____ -2
9. -10 ____ 0.10
10. 1.00 ____ 1
applications or Arrange the following numbers from least to greatest.
remediation 6. 0.04 0.05 2/100
 Assignment/Agr 7. 0.36 41/100 39/100
eement 8. 3/10 0.1 6/10
(_______minute 9. 0.15 18/100 0.12
s). Fill-in below 10. 0.15 25/100 0.17
any of the four
purposes
 Reinforcing/stre
ngthening the
day’s lesson
 Enriching/inspiri
ng the day’s
lesson
 Enhancing/impr
oving the day’s
lesson
lesson
V. REMARKS
VI. REFLECTION
earned 80% on the
require additional
186
activities for
remediation.
work?
No. of learners who
have caught up with
the lesson.
continue to require
remediation.
Why did these work?
encounter which my
can help me solve?
teachers?
187
Time and Week 8 – Day 1 Quarter Second

Date
I. OBJECTIVES
and integers.
Standards operations, ratio and proportion, percent, exponents
situations.
C. Learning The learner represents integer on the number line.
Competency M6NS-IIh-153
II. CONTENT Representing Integers On the Number Line
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide  K to 12 Mathematics Curriculum Guide August
page 2016, page
2. Learner’s Materials  21st Century Mathletes pp.
Pages  Enjoying Mathematics Workbook pp.
3. Textbook Pages
IV. PROCEDURE
A. Reviewing Previous Advance Learners Average Learners
lesson or Compare the following Compare the following
presenting new given numbers using given numbers using <,>
lesson <,> or =. or =.
1.) 3 ___ -1 1.) -1 ___ 0.10
2.) 1.34 ___ -5 2.) 5 ___ -2
3.) 25 ___ 35 3.) 1 ___ 1
4.) 24 ___ 8 2
3 4.) -10 ___ 3
5.) 0.532 ___ 53 5.) 6 ___ 5.50
B. Establishing a How can you represent integers by using a number

Purpose for the line?
Lesson
C. Presenting John borrowed P10.00 to pay for his snacks. Virginia
examples/Instances borrowed P12.00 to pay for her snacks. Alex had
of new lesson enough money for lunch and has P5.00 left over.
D. Discussing New How can we find among these peopl who has less
Concepts and money and who has more money?
188
Practicing New Owing money is negative.
Skills #1 Having money is positive.
We will use number line to find who has less money

and who has more money.
So, John has “-10”, Virginia has “-12” and Alex has
“+5”.
Virginia
John
Alex
Now, it is easy to see that:
Virginia has lesser money than John (-12 is
less than -10) and Alex has more money than John (-
10 is less than 5). Alex has the most money.
In representing integers by using number line, we

have the positive numbers moving to the right and the
negative numbers moving to the left.
We can use the number line to help us add. We

always move to the right to add. We can use the
number line to help us subtract. We always move to
the left to subtract.
E. Discussing New Advance Learners Average Learners
Concepts and GROUP ACTIVITY GROUP ACTIVITY
Practicing New (Form 4 groups) (Form 4 groups)
Skills #2 Set the norms that should Set the norms that should
be followed during the be followed during the
activity. activity.
Have each group do this Have each group do this
activity. activity.
Solve by using number Solve by using number
line. line.
1.On his first ride, the 1. 3 moves from zero
delivery man went up to
189
the 10th floor by riding 2. 4 moves from zero to
elevator. the left then 5 moves to
2.And from 10th floor, he the right
went down to 5th floor 3. 5 moves from zero to
3.Then he went up again the right then 8 moves to
for 4 floors. the left
4.He went up again to 6th 4. zero then move to the
floor. left then 10 moves to the
5.He went down again for left
3 floors. 5. positive 6 then 6
6.Which floor did the moves to the left
delivery man stop?
Let each group present Let each group present

their work. their work.
F. Developing Mastery Advance Learners Average Learners
(leads to formative  Grandpa went to the  There are 6 owls
assessment) pond to feed the sitting on a tree.
birds. He brought a Three owls fly
bag with 40 pieces of away.
food. Grandpa fed 4 What number line
pieces of food to will show how to
ducklings, 3 pieces to find how many
seagulls and 2 pieces birds were still
to swans. What sitting on the tree.
number line will show
how to find how many
pieces of food
Grandpa has left?
G. Finding Practical Solve: Solve:
Applications of This morning your Megan picked 10 flowers.
Concepts and Skills mother gave you P30.00 Then she picked 5 more.
as your allowance. She gave 6 flowers to her
During recess time, you Mother.
went to the school Using a number line,
canteen to buy your show how many flowers
snack. The following are were left to Megan.
the prices of snacks.
Sandwich - P10.00
Pancit - P15.00
Drinks - P12.00
Using number line, show
if your allowance will be
enough to buy all those
snacks.
H. Making How will you represent the negative and positive
Generalizations integers on a number line?
and Abstraction How can a number line help in solving integers?
about the Lesson
190
Solve and show your Solve and show your
answer using number answer using number
line. line.
1. Rio walked 5 steps
forward, 8 steps 1.Rina walked 4 steps
backward, 9 steps forward and 6 steps
forward and 3 steps
backward. And then 4
backward. How many
steps did Rio make from steps forward. How many
where she started? steps did Rina make from
where she started?
2. A monkey sits on a
limb of a tree that is 14
meters above the
ground. He swings up 7 2. A submarine was
meters and climbs up 8 situated 850 meters
meters more, then jumps below sea level. If it
down 15 meters. How far ascends 72 meters, what
off the ground is the is its new position?
monkey now?
3. Mr. Faustino has bank

balance of P5,700.00. He 3. Daniel was at the
withdraw P800.00 and ground floor when he
P500.00. He then decided to go to the 7th
deposited P750.00. What
floor. From the 7th floor,
is his new balance?
he went down 3 floors. In
what floor is he now?
J. Additional Activities Advance Learners Average Learners

for Application or
Remediation HOME ACTIVITY HOME ACTIVITY
Represent the age of
each of your family Mark the integers on the
member. Mark it on the number line.
number line.
1) 5 steps to the right and
then 8 steps to the left
2) 3 steps to the left and

6 steps going right.
V. REMARKS
VI. REFLECTION
191

Date
I. OBJECTIVES
and integers.
situations.
C. Learning The learner compares and arranges integers in order.
Competency M6NS-IIh-154
II. CONTENT Comparing and Arranging Integers in Order
III. LEARNING
RESOURCES
A. References
1. Teacher’s  K to 12 Mathematics Curriculum Guide August
Guide page 2016, page 195
2. Learner’s  21st Century Mathletes pp. 146-151
Materials
Pages
3. Textbook
Pages
IV. PROCEDURE
A. Reviewing Advance Learners Average Learners
Previous Solve the problem by Show the answer on the
lesson or using a number line. number line.
presenting Jeffrey walked forward On her first day in the
new lesson 5 steps and walked beach, Bebang collected
backward 10 steps. He 2 pebbles on the sand.
again walked forward 12 The next day, she lost her
steps and 4 steps pebbles. But again
backward. Show on the collected 6 pebbles within
number line where that day. Mark the answer
Jeffrey stopped? on the number line.
B.Establishing a How do you compare and arrange integers?
Purpose for the
Lesson
C.Presenting PROBLEM #1
examples/Instances In 2018, Steffi collected 23 different stuffed toys.
of new lesson In 2019, she collected 17 different stuffed toys. In
which year Steffi collected more stuffed toys?
192
PROBLEM #2
John recorded the following golf scores during his
first week at a golf academy. Negative numbers
represent scores below par, a standard score. In golf,
a lower score beats a higher score. Graph John’s
scores on the number line and then list the numbers
in order from least to greatest.
D. Discussing In problem #1, how can we find which year Steffi

New had more collection of stuffed toys?
Concepts and We can use number line in comparing integers.
Practicing Locate the two integers 23 and 17 on the number line
New Skills #1 and mark them.
23 is to the right of 17 on the number line. This means

that 23 is greater than 17. We can write it in terms of
inequality as 23 > 17.
17 is to the left of 23 on the number line. This means

that 17 is less than 23. We can write it in terms of
inequality as 17 < 23. So, Steffi collected more stuffed
toys in 2018.
In problem #2, we can use number line to arrange

the scores from least to greatest. Graph the scores on
the number line. Read from left to right to arrange the
scores from least to greatest. The scores listed from
least to greatest are -5, -3, -2, -1, 0, 3, 4.
An integer is any number from the set (…,-3,-2,-1,0,

1,2,3,…) where … means continues without end. You
can use a number line to compare and arrange
integers. When comparing integers, we use the
symbols <, > or =. As we move to the right on the
number line, integers get larger in value. As we move
to the left on the number line, integers get smaller in
value. When arranging integers, we should start
looking at the negative numbers as these are always
less than positive numbers. Start at the biggest
negative number as that has the lowest value. Find
the next biggest negative number and continue until
the negative numbers are in order. Zero and positive
numbers can then be put in order.
193
E. Discussing Advance Learners Average Learners
New Work in Pair Work in Pair
Concepts and
Practicing The table shows the Answer the following.
New Skills #2 average normal January Compare the given
temperature of four cities integers by using <,> or
in Metro Manila . =.
Compare the 1.) -7 ___ -3
temperature of Manila 2.) 10 ___ -10
and Pasay, using <, > or 3.) 8 ___ 4
=. Then compare the
temperatures of Arrange from least to
Caloocan and Quezon. greatest.
Arrange the temperature 4.) -15, 0, 14, -17, 16, -19
from least to greatest. 5.) -3, 2, -4, -17, 8, 11
CITY Temperature
(°C )
Manila 34
Quezon 30
Caloocan 31
Pasay 33
Mastery Compare the given Compare the given
(leads to integers. integers.
formative 1.) -89 ___-98 1.) 9 ___ -8
assessment) 2.) -9 ___ 27/3 2.) -7 ___ 7
3.) -3 ___ -9 3.) -32 ___ -24
3 Arrange the following
Arrange the following from least to greatest.
from least to greatest. 4.) -11, -5, 8, 14, 6, -3
4.) -8, 20, 2, -13, -5, 6 Arrange the following
2 2 from greatest to least.
Arrange the following 5.) 7, -7, 14, -14, 0, -2
from greatest to least.
5.) -5, 20, 3, -12, 8, -12
4 3
G. Finding Advance Learners Average Learners
Practical CITY Temperature Compare the
Applications (°F) temperatures given by
Anchorage 15
of Concepts using <, > or =.
Reno -17
and Skills Albany -12 1.) 8°C ___ -37°C
Buffalo 8 2.) -214°C ___ 214°C
3.) 179°C ___ -150°C
194
A meteorologist Arrange the following
recorded temperatures from least to greatest.
in 4 cities around the 4.) -9, 3, -23, 6, -7, 31
world. List these cities in Arrange the following
order from least to from
greatest using their Greatest to least. Mark
recorded temperature. the integers on the
Mark it on the number number line.
line. Then compare the 5.) 8, -13, -19, 0, 11, -15
temperature of
Anchorage and Reno,
and compare the
temperature of Buffalo
and Albany. Use
number line to solve the
problem.
H. Making How can you compare positive and negative
Generalizations and integers using the number line?
Abstractions about How can you arrange the positive and negative
the Lesson integers in order from least to greatest and from
greatest to least?
I. Evaluating Advance Learners Average Learners

Learning Compare the given Compare the given
integers. integers.
1.) 6 ___ 6 1.) -58 ___ -51
2 2.) 9 ___ -8
2.) -11 ___ 11 3.) -32 ___ 14
3.) -15 ___ -4 4.) 17 ___ 23
5 5.) -5 ___ 0
4.) 16 ___ -32
5.) 8 ___ -12
3 Arrange the following
from least to greatest.
The lists show Use number line and
estimates of the mean mark the integers.
temperatures of the -2, 5, 7, -8, -1, -5
surface of eight planets.
List the temperatures
below in order from Arrange the following
hottest to coldest and from greatest to least.
from coldest to hottest. Use number line and
Use number line to mark the integers.
mark the given 37, -73, 83, -57, 61, 18
temperatures.
Earth - 8°C
Jupiter - -150°C
Mars - -37°C
Mercury - 179°C
195
Neptune - -225°C
Uranus - -214°C
Saturn - -185°C
Venus - 453°C
J. Additional Advance Learners Average Learners

Activities for HOME ACTIVITY HOME ACTIVITY
Application or
Remediation Compare the integers. Compare the integers.
1.) -36 ___ 6 1.) 1 ___ -4
6 2. ) -10 ___ -12
2.) -25 ___ -18 3.) 13 ___ -25
3.) 16 ___ 25
5
Arrange from least to Arrange from least to
greatest. greatest.
-22, -11, 44, 0, -14, 22, 15, -9, 12, -17, 6, 19
4 Arrange from greatest to
Arrange from greatest least.
to least. -145, 451, -451, 501, -
-81, -19, 19, 99, -99, 18 514, 505
9 2
V. REMARKS
VI. REFLECTION
196

Date
I. OBJECTIVES
A. Content The learner demonstrates understanding of order
Standards of operations, ratio and proportion, percent,
exponents and integers.
B. Performance The learner is able to apply knowledge of order
problems and real life situations.
C. Learning The learner describes and interprets addition on
Competency integers using materials such as algebra tiles,
counters, chips and cards. M6NS-IIh- 155
II. CONTENT Describing and Interpreting Addition on Integers
Using Materials such as Algebra Tiles, Counters,
Chips and Cards
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide  K to 12 Mathematics Curriculum Guide
page August 2016, page 196
Materials Pages
3. Textbook Pages
IV. PROCEDURE
A. Reviewing Advance Learners Average Learners
Previous lesson or Compare the given Compare the given
presenting new integers. integers.
lesson 1.)-83 ___ 100 1.) 5 ___ -5
2 2.) 12 ___ -10
2.) -57 ___ -75 3.) -21 ___ 15
3.) -3 ___ -3 Arrange from least to
Arrange from least to greatest.
greatest. 5, -7, -2, 1, 9
4.) 10, -2, 15, -12, 24 Arrange from greatest
2 4 to least.
Arrange from greatest -2, 1, 5, -5, 0
to least.
5.) -50, 6, -11, 21, -8
5 7
197
B. Establishing a How do you add integers using materials such as
Purpose for the Lesson tiles?
C.Presenting Show the sum of two positive integers and the
examples/Instances of sum of a negative and a positive integers.
new lesson
D. Discussing New Show the sum of +2 and +4 using tiles.
Concepts and Let us show first +2 using tiles
Practicing New
Skills #1
Then do the same for +4

.
Now, we get the sum of +2 and +4. We simply

put them together. Now, the result will be
+ =
As we combine the tiles, we can see that the

result will be 6 tiles. Therefore, the sum of +2 and
+4 is +6.
Show the sum of +5 and -2 using tiles.

Let us show first +5 using tiles
Then do the same for -2. But note that we will

use white tile since it is a negative integer.
Now we get the sum of +5 and -2. To get the sum,

we will use the zero pair. We do this by
eliminating the tiles with pair. Then the result will
be
There are 3 block tiles remaining.

Therefore, the sum of +5 and -2 is +3.
198
Observe the signs of the addends and the sum.
From the above examples, we may conclude
that:
 If the addends have the same sign, the
numbers are added and the common sign
is affixed to the sum.
 If the addends have different signs, the

signs are first disregarded and the
difference between the numbers is
obtained. The sign of the greater number
is affixed to the answer.

Concepts and Work in Pair Work in Pair
Practicing New
Skills #2 Add the following Add the following
integers using tiles. integers using tiles.
1.) (-50) + (+33) 1.) (+8) + (+3)
2.) (+20) + (-20) 2.) (-7) + (-2)
3.) (-56) + (-38) 3.) ( 5) + (-4)
4.) (+54) + (+25) 4.) (-9) + (+6)
5.) (-43) + (+36) 5.) (+12) + (+10)

Mastery (leads to Add the following Add the following
formattive integers using tiles. integers using tiles.
assessment) 1.) (-21) + (+5) 1.) (+3) + (-5)
2.) (+47) + (+16) 2.) (-11) + (+27)
3.) (-10) + (27) 3.) (+5) + (-8)
G. Finding Practical Advance Learners Average Learners

Application of Solve using tiles. Solve using tiles.
Concepts and
Skills In a certain place, the Sammy is selling
temperature was - barbecue. Yesterday, he
34°C in the morning. earned P20.00. Now, he
The temperature in sold barbecue for
the afternoon P40.00. How much did
dropped further by - Sammy earn in two
7°C. What was the days?
temperature in the
afternoon
199
H. Making How do you add integers with the same sign
Generalizations and using tiles?
Abstraction About the How do you add integers with different signs
Lesson using tiles?

Learning Add the following Add the following
integers by using integers by using tiles.
tiles. 1.) (+12) + (-7)
1.) (-25) + (+12) 2.) (-17) + (+6)
2.) (+33) + (-29) 3.) (-1) + (-9)
3.) (-40) + (-53) 4.) (+10) + (-4)
4.) (+24) + (+47) 5.) (+15) + (-7)
5.) (-37) + (+14)
J.Additional Activities Advance Learners Average Learners

for Application or HOME ACTIVITY HOME ACTIVITY
Remediation
Mr. Reyes lost 3 kg. Find the sum.
when she was ill.
After recovering, she 1.) (-4) + (+3)
gained 7 kg. She 2.) (-7) + (-3)
went to a fitness 3.) (+2) + (-5)
center and lost 2 kg. 4.) (+6) + (-2)
How much did she 5.) (+8) + (+5)
finally loss or gain?
V. REMARKS
VI. REFLECTION
200

Date
I. OBJECTIVES
A. Content The learner demonstrates understanding of order
exponents and integers.
Standards operations, ratio and proportion, percent,
exponents and integers in mathematical problems
and real life situations.
C. Learning The learner describes and interprets subtraction
Competency of integers using materials such as algebra tiles,
counters, chips and cards. M6ns-11h-155
II. CONTENT Describing and Interpreting Subtraction of
Integers Using Materials such as Algebra Tiles,
Counters, Chips and Cards
III. LEARNING
RESOURCES
B. References
4. Teacher’s Guide  K to 12 Mathematics Curriculum Guide
page August 2016, page 196
Materials Pages
6. Textbook Pages
IV. PROCEDURE
B. Reviewing Advance Learners Average
Previous lesson Learners
or presenting new Add the following Add the following
lesson integers by using tiles. integers by using tiles.
1.) (-16) + (-8) 1.) (-3) + (-2)
2.) (+20) + (-12) 2.) (+5) + (-4)
3.) (+10) + (-10) 3.) (-10) + ( -6)
4.) (+15) + (+5) 4.) (+12) + (-8)
5.) (-25) + (+7) 5.) (+11) + (-9)
B.Establishing a How do you subtract integers using materials
Purpose for the Lesson such as tiles?
C.Presenting Show the difference of 2 integers with the same
examples/Instances of signs and the difference of 2 integers with
new lesson different signs.
D.Discussing New Show the difference of (+5) – (+2) using tiles.
Concepts and Practicing Let us now use tiles for the integer (+5) and (+2)
New Skills #1
201
Take away 2 black tiles from 5 black tiles. Three
black tiles remain. So, the answer is +3.
Now, show the difference of (-4) – (-3)

Let us show first the tiles for two integers.
Remember that white tile represents for negative
integer.
(-4) – (-3)
Take away 3 tiles from 4 tiles. One tile remains.

The answer is -1.
You will notice that +3 and -3 on the number line

are 3 units away from zero. These pair of numbers
are called opposites. Two numbers are opposites
if they are of equal distance from zero. For
example, the opposite of +5 is -5 and the opposite
of -7 is +7. A number and its opposite are called
additive inverse.
E.Discussing New Advance Learners Average Learners

Concepts and Practicing Subtract the following Subtract the following
New Skills #2 by using tiles. by using tiles.
1.) (-13) – (-5) 1.) (+17) – (+6)
2.) (-24) – (-22) 2.) (-9) – (+16)
3.) (+36) – (-15) 3.) (+12) – (-3)
4.) (-10) – (-10) 4.) (+2) – (-2)
5.) (-27) – (+18) 5.) (-7) – (-13)
6.)
Mastery (leads to Solve the following by Solve the following by
formative assessment) using tiles. using tiles.
1.) (-18) – (+14) 1.) (-4) – (+3)
2.) (+30) – (-15) 2.) (+5) – (+19)
3.) (-25) – (-25) 3.) (-8) – (+8)
4.) (+17) – (+12) 4.) (-3) – (+8)
5.) (-21) – (+16) 5.) (+5) – (+19)
6.)
Application of Concepts GROUP ACTIVITY GROUP ACTIVITY
and Skills Form 4 groups. Form 4 groups
202
Set the norms that Set the norms that
should be followed should be followed
during the activity. during the activity.
Have each group solve Have each group solve
the problem the problem.
 During summer,  John and Carl
Jake weighed 65 participated in a
kg. When he race. John ran a
came back to distance of 6 km.
school, he lost 3 Carl ran a
kg. He lost distance of 5 km.
another 2 kg in What was the
December. What difference in the
was his weight in distance of the
December? two in the race.
1. What is asked? 1. What is asked?
2. What are given? 2. What are given?
3. Show the 3. Show the
solution and solution and
answer by using answer by using
tiles. tiles.
Let each group present Let each group present

their work. Praise and their work. Praise and
give the group positive give the group positive
feedback/s every after feedback/s every after
presentation. presentation.
H. Making How do you subtract integers with the same
Generalizations and signs using tiles?
Abstraction about the How do you subtract integers with different signs
Lesson using tiles?
Learning Subtract by using Subtract by using
Algebra tiles. Algebra tiles.
1.) (-17) – (-1) 1.) (-6) – (+5)
2.) (+21) – (-15) 2.) (-3) – (-2)
3.) (-32) – (-20) 3.) (+17) – (+6)
4.) (-25) – (+18) 4.) (+7) – (-11)
5.) (+30) – (+12) 5.) (-16) – (+10)
J.Additional Activities HOME ACTIVITY HOME ACTIVITY
for Application or
Remediation The temperature at Find the difference
noon was 39°C. At 9 using the Algebra tiles.
p.m. it was 28°C. How 1.) (+8) – (-8)
many degrees did the 2.) (-14) – (-4)
temperature fall? 3.) (+20) – (+3)
Answer by using tiles.
V.REMARKS
VI. REFLECTION
203

Date
I.OBJECTIVE
A. Content Standard The learner demonstrates understanding of
percent, exponents and integers.
B. Performance The learner is able to apply knowledge of
Standard order of operations, ratio and proportion,
percent, exponents and integers in
mathematical problems and real life
situations.
C. Learning The learner describes and interprets
Competency multiplication and division of integers using
materials such as algebra tiles, counters,
chips and cards. M6NS-11h-155
II. CONTENT Describing and Interpreting Multiplication and
Division of Integers Using Materials such as
Algebra Tiles, Counters, Chips and Cards
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide K to 12 Mathematics Guide August 2016
page 196
2. Learner’s Material 1. 21st Century Mathletes pp. 166-173
Page
IV.PROCEDURE
A. Reviewing Previous Advance Learners Average Learners
Lesson or Presenting Subtract using tiles Subtract using tiles.
New Lesson 1.) (-16) – (-27) 1.) (-2) – (+6)
2.) (-29) – (-21) 2.) (-5) – (-9)
3.) (-14) –19 3.) (=6) – (15)
4.) (+29) – (-24) 4.) (-4) __ (-70)
5.) (-6) - _130 5.) (+20) + (+3)
B. Establishing a How do you multiply and divide integers using

Purpose for the tiles?
Lesson
C. Presenting Find the product of integers with the use of
Examples/Instances tiles and find the quotient of integers using
of New Lesson tiles.
204
D. Discussing New Find the product of (+3) and (+4)
Concepts of New Place 4 rows of 3 blacks tiles on the mat.
Lesson
Since there are 12 black tiles, the product is

12. Thus, (+3) x (+4) = 12.
Find the quotient of (+6) ÷ (+2)
From the 6 black tiles, make 2 groups with
equal number of tiles.
There are 3 black tiles in each group.

Therefore, (+6) ÷ (+2) = +3 or simply 3.
Multiplying integers is the same as multiplying

whole numbers. The product of two integers
with different signs is negative. Otherwise,
the product is positive.
Dividing integers is the same as dividing
whole numbers. As multiplication of integers,
the quotient of two integers with different
signs is negative. Otherwise, the quotient is
positive.

Concepts and GROUP ACTIVITY GROUP ACTIVITY
Practicing New Skills Form 4 groups Form 4 groups
#2 Set the norms that Set the norms that
should be followed should be followed
during the activity. during the activity.
Have each group do Have each group do
this activity. this activity.
1. During summer, 1.) (-5) x (+2)
the height of the 2.) (+12) ÷ (+4)
water in a pool 3.) (-3) x (-3)
decreases by 4 4.) (+3) x (-5)
inches each week 5.) (-4) ÷ (+2)
due to evaporation.
What is the change Let each group
in the height of the present their work.
water over a six- Praise and give the
week period? group positive
2. On a certain day, feedback/s every after
the temperature presentation.
changes at a rate of -
205
3°F per hour. How
long did it take for
the change in
temperature to be
-33°F?
Solve the problem by
using tiles.
Let each group

present their work.
Praise and give the
group positive
feedback/s every
after presentation.
F. Developing Mastery Advance Learners Average Learners
(leads to formative Find the quotient Find the quotient
assessment) using tiles. using tiles.
1.) (-12) x (-8) 1.) (+5) x (+4)
2.) (+36) ÷ (-6) 2.) (-15) ÷ (-5)
3.) (-25) x (+5) 3.) (-7) x (+3)
4.) (+50) ÷ (+10) 4.) (+35) ÷ (-5)
5.) (+15) x (-3) 5.) (-6) ÷ (-3)
Application of Solve by using tiles. Solve by using tiles.
Concepts and Skills Jojo owes the sari- Ana saves P10.00
sari store P135.00. each day. How much
Each of his 5 friends does she save for 5
will help him pay off days?
his debt. How much
will each friend
equally share to pay
his debt?
H. Making How do you multiply and divide integers with
Generalizations and the same signs using tiles?
Abstraction about the How do you multiply and divide integers with
Lesson different signs using tiles?
Learning Find the quotient Find the quotient
using tiles. using tiles.
1.) (-81) ÷ (-9) 1.) (-2) x (-5)
2.) (+8) x (-8) 2.) (+24) ÷ (-3)
3.) (+48) ÷ (+6) 3.) (+7) x (+2)
4.) (-9) x ( (+8) 4.) (-32) ÷ (+4)
5.) (+60) ÷ (-10) 5.) (+7) x (-3)
6.)
J.Additional Activities Advance Learners Average Learners
for Application or HOME ACTIVITY HOME ACTIVITY
Remediation Solve using tiles. Solve using tiles.
1.) (+50) ÷ (-5) 1.) (+3) x (+5)
2.) (+6) x (-6) 2.) (-36) ÷ (+4)
206
3.) (-7) x (+7) 3.) (-6) x (-4)
4.) (+120) ÷ (-3) 4.) (+54) ÷ (+6)
5.) (-9) x (+9) 5.) (-9) x (+3)
V.REMARKS
VI.REFLECTION
207
I- OBJECTIVES:
Content Standard The learner demonstrates understanding of order of

integers.
Performance The learner is able to apply knowledge of order of operations,

Standard ratio and proportion, percent, exponents, and integers in
mathematical problems and real life-situations.
Learning The learners performs addition of integers. ( M6NS-IIi-156)
Competency
II- CONTENT Performing Addition of Integers

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide 21st Century Mathletes 6, pp 50
Pages Lesson Guide in Elem. Math Gr. 6 p.353
2. Learner’s
Materials pages
3. Text book pages 21st Century Mathletes 6, pp158-165
4. Additional
Materials from
Learning Resources
B. Other Learning Number Line, tiles
Resources
IV. PROCEDURES
A. Reviewing Advance Average
previous lesson or Review: Drill: Which of the two
presenting the new
integers in each pair has a
lesson Use algebra tiles to show greater distance from zero?
the answer to the
following: 1. +5 & -4
1. (+6) + (+4) 2. -2 & -9
2. (+8) + (+5) 3. -10 & -6
3. (+2) + (+3) 4. +7 & -3
4. (+8) + (+2) 5. -12 & + 1
5. (+3) + (+4)
208
B. Establishing a How do we add integers? Can you add integers with
purpose for the different sign?
lesson
C. Presenting Use a number line to help Solving of

Examples/instances Integers.
of new lesson
-7 -6 -5 -4 -3 -2 -1 0 +1
+ 2 +3 +4 +5 +6 +7
D. Discussing new
concepts and Adding positive and negative integers
practicing new skills Do you notice a pattern or rule?
#1 Adding Integers with like signs.
- When the signs are the same, add the numbers together
and keep the sign.
Adding Integers with like signs.

Did you notice a pattern or rule?
Adding integers with unlike signs.
- When the signs are different, subtract the integers and
keep the sign of the larger digit.
E. Discussing new Group Activity: Group Activity:
concepts and Add the ff. integers: Add the ff. integers:
practicing new skills 1) (+18) + (-5) = 1.) (+8) + (+8) =
#2 2) (-9) + (-11) = 2.) (+7) + (+5) =
3) (+13) + (-19) = 3.) (+10) + (+6) =
4) (+22) + (-16) = 4.) (+5) + (+8) =
5) (-12) + 10) = 5.) (+9) + (+6) =
How do we add integers with like sign? Unlike sign?
Adding Integers with like signs.
- When the signs are the same, add the numbers together
and keep the sign.
-9 + -3 = -12
Adding integers with unlike signs.
- When the signs are different, subtract the integers and
keep the sign of the larger integer.
-9 + 3 = -6
F. Developing Advance Average
mastery
(Leads to Formative Group Work: Group Work:
Assessment)
Divide the pupils into 2 groups.
1.) (+30) + (+40) 1.) (+21) + (+9)

2.) (+15) + (+5)
2.) (-25) + (+35) 3.) (+11) + (+8)
4.) (+30) + (+3)
5.) (+20) + (+6)
209
3.) (+18) + (+22)
4.) (+50) + (-25)
5.) (-60) + (+35)
G. Finding Practical Pair-share: Add the Pair-share: Add the following.

applications of following.
concepts and skills 1. (+17) + (+13)
1. (+26) + (+9) 2. (+23) + (+7)
2. (+20) + (-10) 3. (+19) + (+21)
4. (+28) + (+12)
3. (+10) + (15) 5. (+10) + (+25)
4. (+25) + (-5)
5. (+30) + (-8)
H. Making How do we add integers with the same sign? Can you add
generalizations and addends having different signs?
abstractions about
the lesson
I. Evaluating Add the following integers. Add the following integers.
Learning
1. (-21) + (+5)
2. (+47) + (+16)
3. (-72) + (-38) 1. (+20) + (+4)
4. (-10) + (+87)
5. (+15) + (-56) + (-9) 2. (+18) + (+10)
3. (+25) + (+15)
4. (+17) + (+13)
5. (+16) + (+14)
J. Additional Home Activity: Read and Home Activity: Add the

activities for solve. following.
application or Luisa took Php 80.00 from 1. +30 + 23
remediation her coin bank on Thursday.
Then on the following day, 2. 45 + -10
she took another
Php 50.00. What was the 3. +34 + +12
total amount she took from
4. +8 + +19
her coin bank?
5. -26 + +7
V. REMARKS
VI. REFLECTION
210
I- OBJECTIVES:

integers.
Performance The learner is able to apply knowledge of order of

Standard operations, ratio and proportion, percent, exponents, and
integers in mathematical problems and real life-situations.
Learning The learner performs subtraction of integers.(M6NS-III-156)
Competency
II- CONTENT Performing Subtraction of Integers
III. LEARNING
RESOURCES
A. References
Pages pp53-56
Lesson Guide in Elem. Math Gr. 6 p.356, 358
2. Learner’s
Materials pages
3. Text book pages 21st Century Mathletes 6, pp158-165
4. Additional DLP 6 Mod 69
Materials from
Learning
Resources
B. Other Learning Mathletes 6 textbook, Number Line
Resources
IV. PROCEDURES
A. Reviewing Drill:
previous lesson or Review: Give the opposite of each
presenting the new Quick Review of given integers.
lesson Adding Integers 1. +50
2. +12
3. +42
(+29) + (+21) = 4. -120
5. -29
(+35) + (+40) =
(+40) + (-20) =
211
B. Establishing a How do we subtract integers? What are the steps in subtracting
purpose for the integers?
lesson
C. Presenting 1.) Subtracting two integers with same signs where subtrahend is
Examples/instance less than the minuend.
s of new lesson
(+8) – (+5) = (+3)
(-4) – (-3) = (-1)
2.) Subtracting two integers with same signs where subtrahend is

greater than the minuend.
(-5) – (-8) = (+3)
3.) Pair of numbers are called opposites. Two numbers are

opposites, if they are of equal distance from zero.
+5 is +5 , -7 is +7
A number and its opposites are called additive inverses.
(+4) + (-4) = 0 (-10) + (+10) = 0
4.) Additive Inverse Property. The idea of Additive inverses can be

used to subtract integers.
Subtraction Addition
8–3=5 8 + (-3) =5
17 – 9 = 8 17 + (-9) = 8
D. Discussing new Subtract the following:

concepts and 1.) (24) – (-8) =
practicing new 2.) (-15) – (-7) =
skills #1 3.) (+20) –(+5) =
E. Discussing new Example of subtraction of integers using a number line

concepts and
practicing new
skills #2

mastery
212
(Leads to Group Work: Group Work:
Formative
Assessment) Divide the pupils into 5 groups.
Group Activity: Group Activity:

Materials: flash cards/power Materials: flash cards/power
point, show-me-board point, show-me-board
Mechanics: Mechanics:
a.Divide the class into 5 a.Divide the class into 5
groups. groups.
b.Choose a leader b.Choose a leader
c. Teacher flashes numbers c. Teacher flashes numbers
on the slides on the slides
d.Leader will write the correct d.Leader will write the
answer on the show-me- correct answer on the
board show-me-board
e.The first group to flash the e.The first group to flash the
correct answer will get 1 point correct answer will get 1
f.The teacher checks the point
answers. f.The teacher checks the
g.The group having the most answers.
number of correct answers wins. g.The group having the
most number of correct
answers wins.
G. Finding Practical PRACTICE BY PAIR: PRACTICE BY PAIR:
applications of 1. -47 – 15 = 1. .-37 – 13 =
concepts and skills 2. 23 – 98 = 2. 31 – 48 =
3. -48 - -13 = 3 -28 - -11 =
4. 35 - -6 = 4. 24 - -7 =
5. 17 – 8 = 5. 16 – 5 =
H. Making How do we subtract integers? Can we subtract opposites of

generalizations and integers?
abstractions about
the lesson
I. Evaluating Subtract the following Subtract the following
Learning integers. integers.
1. (-50) -- (+28) =
2. (+19) -- (-79) =
3. (-18) -- (12) =
4. (+23) -- (+63) =
5. (-100) -- (+35) = 1. 25 -- 14 =
2. -20 -- +20 =
3. 17 – 5 =
4. -32 -- 12 =
5. -8 -- -4 =
213
J. Additional Read and Solve the Perform the indicated
activities for Problem: operations.
application or You wanted to buy
remediation ahouse that costs 1. +45 -- -21 =
Php 800,000. You only 2. +32 -- +8 =
have Php 500,000. If you
3. -25 -- 10 =
buy the house, what will
your debt be? 4. -60 -- 35 =
If you spend more money 5. 38 -- 18 =

than you have, you go into
debt.
(Debt is a good example

of working with negative
integers.)
V. REMARKS
VI. REFLECTION
214
I- OBJECTIVES:

integers.

Learning The learner performs multiplication of integers.
Competency (M6NS-III-156)
II- CONTENT Performing Multiplication of Integers

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide 21st Century Mathletes 6, pp. 50-53
Pages
2. Learner’s
Materials pages
3. Text book pages 21st Century Mathletes 6, pp. 152-157
4. Additional
Materials from
Learning
Resources
B. Other Learning Mathletes 6 textbook
Resources
IV. PROCEDURES
previous lesson or Warm-up: What two numbers Review: Subtract the ff.
presenting the new will give you a product of 64 1. 18- 7
lesson and a quotient of 4? 2. -26-12
Solution: 3. 35- (-8)
• 16 and 4 4. 20- (-20)
• 16 x 4 = 64 5. -25 - (-25)
• 16 ÷ 4 = 4
B. Establishing a Problem: You are Php300 in debt. If your debt is increased

purpose for the 2 times, how much is your debt?
lesson -300 x 2 = -600 Multiplying by a negative number is
multiplying your debt.
215
C. Presenting Present the rules in multiplying integers using power point
Examples/instance presentation.
s of new lesson  Rule 1:
Positive x Positive = POSITIVE
 Rule 2:
Negative x Negative = POSITIVE
 Rule 3:
Negative x Positive = NEGATIVE
 Rule 4:
Any Number x 0 = ZERO
D. Discussing new Rule 1: +8 x +10 =80

concepts and
practicing new Rule 2 : -9 x -5 = 45
skills #1
Rule 3 : -6 x +7 = -42
Rule 4: 4x0=0
E. Discussing new Example of multiplication of Multiply:

concepts and integers
practicing new 1.) +20 x +6 = 120
skills #2 1.) -6 x 9 = 2.) -30 x -3 = 90
2.) (+8) x (+11) = 3.) -15 x +4 = 60
3.) (-9) x (+10) =
4.) (+12) x (15) =
5.) (-20) x (13) =

mastery
(Leads to Group Work: Group Work:
Formative
Assessment) Divide the pupils into 2 groups.
Group Activity: Group Activity:

Materials: flash cards/power Materials: flash cards/power
point, show-me-board point, show-me-board
Mechanics: Mechanics:
a.Divide the class into 5 a.Divide the class into 5
groups. groups.
b.Choose a leader b.Choose a leader
c. Teacher flashes numbers c. Teacher flashes numbers
on the slides on the slides
d.Leader will write the correct d.Leader will write the
answer on the show-me- correct answer on the
board show-me-board
e.The first group to flash the e.The first group to flash the
correct answer will get 1 point correct answer will get 1
f.The teacher checks the point
answers. f.The teacher checks the
answers.
216
g.The group having the most g.The group having the
number of correct answers wins. most number of correct
answers wins.
G. Finding Practical Multiply: Multiply:
applications of 1.) 3 x 5 0 =
concepts and skills 2.) 8 x -6 = 1.) +4 x +7 =
3.) 19 x 9 = 2.) -5 x +9 =
4.) 62 x 4 = 3.) -11 x -8 =
5,) 27 x 3 = 4.) 6 x 4 =
H. Making How do we multiply integers? What are the rules in

generalizations and multiplying integers?
abstractions about
the lesson
I. Evaluating Find the product. Find the product.
Learning
.1.) 6 x 7 x (-2)
2.) (-23) x 0 x 43
3.) 17 x (-13) 1.) (+3) x (+4)
4,) 9 x (-8) x (-3)
2.) (+4) x (-3)
5.) 3 x (-4) x 5
3.) (-5) x (-4)
4.) (-9) x (+10)
5.) (+25) x (+6)
J. Additional There were 15 rows of 50 Mario got Php57.00 per

activities for chairs arranged in an hour and worked for 48
application or auditorium. Each chair was hours. How much money
remediation rented for Php40.00. How will Mario receive in all?
much was paid for the rental?
V. REMARKS
VI. REFLECTION
217
I- OBJECTIVES:

integers.

Learning The learner performs division of integers. (M6NS-III-156)
Competency
II- CONTENT Performing Division of Integers
III. LEARNING
RESOURCES
A. References
Pages pp 53
2. Learner’s
Materials pages
3. Text book pages 21st Century Mathletes 6,
pp 158
4. Additional
Materials from
Learning
Resources
Resources
IV. PROCEDURES
A. Reviewing Multiply the following Have a quick review on
previous lesson or integers. multiplying integers:
presenting the new 1.) 8 x 2 = 1.) 5 x 9 =
lesson 2.) -12 x 5 = 2. ) -7 x 6 =
3.) 27 x 6 = 3.) +11 x 8 =
B. Establishing a How are you going to divide integers?
purpose for the
lesson
C. Presenting Present to the pupils the discussion on how to divide

Examples/instance integers.
s of new lesson
1.) Dividing two integers with same signs.
218
( -10) / (-5) = (+2)
2.) Dividing two integers with different signs.
(-10) / (+5) = (-2)
-When dividing integers, the quotient of a positive integer and a

negative integer is negative integer. While the quotient of two
positive integers or negative integers is a positive integer.
D. Discussing new Divide the ff. Divide the ff.

concepts and 1.) (+80) / (+10) =
practicing new 1.) (+30) / (+6) =
skills #1 2.) (-40) / (-5) =
2.) (-15) / (-3) =
3.) (+49) / (+7) =
3.) (-24) / (-8) =
4.) (100) / (10) =
5.) (-25) / (5) =
E. Discussing new Divide the pupils into 5 Group Activity:

concepts and groups. Let them answer.
practicing new 1.) 35 / 5 =
skills #2 1.) 81 / 9 =
2.) 125 / -5 =
3.) 90 / -10 =
4.) -155 / +5 = 2.) -27 / -9 =
5.) +200 / -20 =
3.) -50 / +10 =

mastery
(Leads to Group Activity: Group Activity:
Formative
Assessment) 1.) - 120 / -20 =
2.) +250 / -25 = -32 / 4 =
3.) 75 / -25 =
4.) -205 / -5 = +24 / 8 =
5.) 80 / 40 =
-81 / -9 =
219
G. Finding Practical Try this with your Try This with your
applications of seatmate: seatmate:
concepts and skills 30  6 =
-42  6 =
36  -6 = 48 / 8 =
-54  -6 =
-112  -4| = +64 / +8 =
-45 / -9 =
H. Making How do we divide integers with the same signs? How about
generalizations and with the different signs?
abstractions about
the lesson
I. Evaluating Find the Quotient: Find the Quotient.
Learning 1.) -225 / 25 =
2.) 300 / 20 = 1.) (-56) / (-8) =
3.) 110 / 10 =
4.) -272 / 2= 2.) (+60) / (-6) =
5.) - 135 / 5 =
3.) (135) / (5) =
4.) (-40) / (8) =
5.) (+35) / (+7) =
J. Additional Read and Solve. Read and Solve.

activities for Juan owes a sari – sari store Donna owes a sari – sari
application or Php1 440.00. Each of his 9 store Php135.00. Each of
remediation her 5 friends will help him
friends will help him pay off his
pay off his debt. How much
debt. How much will each friend will each friend equally
equally share to pay his debt? share to pay her debt?
V. REMARKS
VI. REFLECTION
220
I- OBJECTIVES:

integers.

Learning The learner performs the basic operations on integers.
Competency (M6NS-III-156)
II- CONTENT Performing the Basic Operations on Integers

III. LEARNING
RESOURCES
A. References
Pages pp 53
2. Learner’s
Materials pages
3. Text book pages 21st Century Mathletes 6,
pp 158
4. Additional
Materials from
Learning
Resources
Resources
IV. PROCEDURES
previous lesson or Review: Perform the indicated Perform the indicated
presenting the new operation. operation.
lesson
1.) (+6) + (+15) 1.) (+4) + (+8)
2.) (+5) – (+2) 2.) (+6) -- (+3)
3.) (+4) x (-4) 3.) (+2) x (-5)
4.) (-9) – (-7) 4.) (-5) -- (-3)
5.) (-36) / (9) 5.) (-20) / (4)
221
B. Establishing a Can we solve integers with different operations? What are the
purpose for the four operation use in solving integers?
lesson
C. Presenting Problem Opener: Problem Opener:

Examples/instance
s of new lesson Mr. Cruz went to market to buy The temperature at noon was
some fruits and vegetables. He 390 C. At 9 p.m. it was 280 C.
bought 5 apples at Php30.00 How many degrees did the
each and 3 cabbages at temperature fall?
Php10.00 each. He gave the
vendor a 500-peso bill. How
much change did he get?
D. Discussing new 30 x 5 = 150 390 C – 280 C = 110 C

concepts and
practicing new 10 x 3 = 30
skills #1
500 -- 180 = 320
E. Discussing new Perform the indicated Perform the indicated

concepts and operations: operations:
practicing new
skills #2 1.) (-59) + (+73) 1.) (-8) + (-7)
2.) (-8) x (-8) 2.) (+11) + (+23)
3.) (-36) / 9 = 3.) (-43) + (+17)
4.) (90) / (10) = 4.) (-15) – (-7)
5.) 100 / 20 = 5.) (+8) x (+5)

mastery
(Leads to Group Activity: Solve. Group Activity: Solve:
Formative
Assessment) 1.) (+60) / (+6) 1.) (-45) – (10)
2.) (-90) / (-30) 2.) (9) + (24)
3.) 75 x 5 = 3.) ( 25) + (30)
4.) (-85) / (-5) = 4.) (-33) – (-13)
5.) (+35) x (-3) = 5.) (-7) x (+6)
222
G. Finding Practical Divide the following. Multiply the following.
applications of
concepts and skills
1.) (130) / (-5) 1.) 77 x 25 =
2.) (150( / (10) 2.) 69 x 56 =
3.) (-210) / (-5) 3.) -80 x -42 =
4.) (+ 300) / (+25) 4.) 123 x 41 =
5.) (-350) / (-50) 5.) -45 x 53 =
H. Making What are the operations used in solving integers.?

generalizations and
abstractions about
the lesson
I. Evaluating Perform the indicated Perform the indicated
Learning operations. operations.
1.) (+112) + (+50) 1.) (+124) + (+54)
2.) (200) / (20) 2.) (-222) – (-22)
3.) (-150) / (-25) 3.) (54) x (23)
4.) (-125) / (-5) 4.) (+67) – (17)
5.) (+130) x (5) 5.) (-89) + (74)
J. Additional Read and Solve: Read and Solve:

activities for
application or During summer, Jake weighed Marco was able to save
remediation 65kg.When he came back to Php895.00 from his weekly
allowance. If he wants to
school, he realized that he lost
buy a second hand mobile
3kg. Then he lost another 2kg phone for Php1,050.00,
the following month. What was how much more money
his present weight? does he still need?
V. REMARKS
VI. REFLECTION
223
I – OBJECTIVES
A. CONTENT STANDARD The learner demonstrates understanding of order

B. PERFORMNCE The learner is able to apply knowledge of order of

STANDARDS operations, ratio and proportion, percent,
exponents, and integers in mathematical
C. LEARNING The learner solves routine and non-routine

COMPETENCIES problems involving basic operations of integers
OBJECTIVES using appropriate strategies and tools.
(Write the LC code for each)
M6NS-IIj-157
II – CONTENT Solving Routine and Non-Routine Problems

Involving Addition or Subtraction of Integers
III – LEARNING RESOURCES
A. References
1. TG Pages 50 – 53
2. LM Pages 152 - 157
3. Textbook Pages

LR portal
B. Other Learning Resources Cartolina and marker(for group activity),
flashcard.
IV – PROCEDURE ADVANCE AVERAGE LEARNERS
LEARNERS
224
A. Reviewing previous lesson Review: Review:
or presenting new lesson
What are the rules to What are the rules to

be followed in adding be followed in adding
or subtracting or subtracting
integers? integers?
Drill: Drill:
Give the sum of the Give the sum of the

following. following.
1. -15 + 24 = ____ 1. -15 + 24 = ____

2. -45 + (-32) = ___ 2. -45 + (-32) = ___
3. +86 - (+59) = ___ 3. +86 - (+59) = ___
4. +63 - (-47) = ___
4. +63 - (-47) = ___
B. Establishing a purpose for Ask:

the lesson
How do we solve a word problem?
Is using step by step method to solve a problem

helpful? Why?
C. Presenting Problem: Problem:

new lesson A bus is located 63 km A bus is located 10 km
north of Cebu. If it north of Cebu. If it
travelled 38 km north travelled 19 km north
then 45 km south, how then 15 km south, how
far from Cebu was the far from Cebu was the
bus at the end of its bus at the end of its
travel? travel?
D. Discussing new concepts Ask the following questions.

and practicing new skills
#1
1. What is asked in the problem?
2. What are the given facts?
225
3. What operation must be used to solve the
problem?
4. What is the number sentence?
5. What is the correct answer? Show your

solution.
E. Discussing new concepts Solve the problem Solve the problem

and practicing new skills using 4-step plan. using 4-step plan.
#2
Linda put P282.00 in Rina put P82.00 in her

her piggy bank on piggy bank on Monday.
Monday. On Tuesday, Then on Tuesday, she
she took another put another P35.00.
P139.00. What was the total
amount she earned in
Then on Friday, she put her piggy bank?
another P59.00. What
was the total amount
she earned in her piggy
bank?
F. Developing Mastery Group activity:

(Lead to Formative
Assessment 3) The teacher will group the learners into 3
learning teams.
Have the pupils choose their leader and

secretary.
The pupils will solve the equation assigned to

them in group and report it afterwards.
Learning team 1 Learning team 1
Fiona saved P140.00 Ferdie saved P123.00

from her weekly from his weekly
allowance. Her father allowance. His father
give her P1300.00. give him P545.00.
How much money How much money
does she save? does he save?
Learning Team 2 Learning Team 2
226
Ana’s age is 23 years Andrea’s age is 12
more than her years more than her
daughter Jane. If son Jake. If Jake’s age
Jane’s age is 39 is 21 years, what is
years, what is Ana’s Andrea’s age?
age?
Learning Team 3
Learning Team 3
What is the sum of
What is the sum of the distance
the distance between a chapel
between an airplane that 32 m north of
that is 122 m above barangay plaza and a
sea level and a Health Center that is
submarine that is 97 m south of
127 m below sea barangay plaza?
level?
Have each group present their work.
G. Finding practical Solve the problem: Solve the problem:

application of concepts
and skills in daily living Veronica rides a bicycle Robert walks 5 km
45 km from her house from his house to
to school. Then she school. Then he walks
walks 3 km to church. again 3 km to church.
What is the total What is the total
distance she travelled? distance he walked?
H. Making Generalizations Ask:

and Abstractions about
the lesson How do we solve problems involving
addition/subtraction of integers?
I. Evaluating Learning Solve the problem Solve the problem

using 4-step plan. using 4-step plan.
Lina gets in the Ben gets in the elevator

elevator on the on the fourth floor. The
thirtieth floor. The elevator goes up two
elevator goes down ten floors and stops. It
floors and stops. It then continues to go
then continues to go up four more floors
down fifteen more where Ben gets off. In
floors where Lina gets what floor did he get
off. In what floor did he off the elevator?
get off the elevator?
227
J. Additional Activities for Solve the problem: Solve the problem:
Application or
Remediation
One number is 13 more The sum of the two

than another. The sum integers is 45. The
of twice the number smaller number is
and thrice the larger negative. The larger
number is 99. What are number is 97.
the two numbers?
What is the smaller
number?
V – REMARKS
VI – REFLECTION
A. No. of learners who ___ of Learners who earned 80% above

earned 80% in the
evaluation
B. No. of learners who ___ of Learners who require additional activities
required additional for remediation
activities for remediation
who scored below 80%
C. Did the remedial lesson ___Yes ___No
work? No, of learners
who have caught up with ____ of Learners who caught up the lesson
the lesson
D. No. of learners who ___ of Learners who continue to require
continue to require remediation
remediation
E. Which of my teaching Strategies used that work well:
Why did these work? ___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
228
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing their

tasks
229
I – OBJECTIVES
D. CONTENT STANDARD The learner demonstrates understanding of

E. PERFORMNCE STANDARDS The learner is able to apply knowledge of order

F. LEARNING COMPETENCIES The learner solves routine and non-routine

OBJECTIVES problem involving operations of integers using
(Write the LC code for each) appropriate strategies and tools.
M6NS-IIj-157
II – CONTENT Solving Routine and Non-Routine Problem

Involving Subtraction of Integers Using
A. References
1. TG Pages 53 – 56
2. LM Pages 158 - 165
3. Textbook Pages
4. Additional Materials from LR

portal
B. Other Learning Resources Cartolina, marker (for group activity)
IV – PROCEDURE ADVANCE AVERAGE LEARNERS
LEARNERS
A. Reviewing previous lesson or Ask: Ask:

presenting new lesson
230
What are the rules in What are the rules in
subtracting integers? subtracting integers?
Drill: Drill:
5. +45 – (+28) = ___ 1. +9 – (+4) = ___

6. -63 – (-37) = ____ 2. -3 – (-7) = ____
7. +84 – (-25) = ___ 3. +14 – (-9) = ___
8. -95 – (+57) = ___
4. -20 – (+15) = ___
B. Establishing a purpose for the Show a problem:

lesson
In solving word problem, what are the 4-step
method to follow?
What are the different strategies to solve a

word problem?
C. Presenting Show a problem: Show a problem:

new lesson During summer, Lino The Temperature in
weighed 45 kg. When Manila was 32 degree
he came back to Celsius at 11:30 am. It
school, he realized dropped to 23 degree
that he lost 4 kg. Then Celsius in the evening.
he lost another 6 kg in What is the diffrence
December. What was between these
his wieght in temperatures?
December?
D. Discussing new concepts Ask the following:

#1 1. What is asked in the problem?
3. What is/are operation/s to be used?
5. What is the answer? Show your solution.
E. Discussing new concepts Group activity:

#2
231
The teacher will group the learners into 3
learning teams.

secretary.
The pupils will solve the equation assigned to

them and report it afterwards.
Shena was able to Sindo was able to

save P789.00 from earn P72.00 from his
his weekly weekly allowance. If
allowance. If she he wants to buy a
wants to buy a second- hand toy car
second hand mobile for P299.00. How
phone for P2899.00. much more money
How much more does he still need?
money does she still
need?
Learning Team 2
Learning Team 2 Gleen was born on

1882 and died in
Caesar Augustus, the 2018. How many
first Roman Emperor, years did he live?
was born in 63 B.C.
and died in 14 A.D.
How many years did
he live?
Learning Team 3
What is the distance

between an airplane Learning Team 3
that is 782 m above
What is the distance
sea level and a
between a church
submarine that is
that 72 m north of
927 m below sea
the municipal hall
level?
and an elementary
232
school that is 97 m
south of the
municipal hall?
F. Developing Mastery Have a discusion about the group activity.

(Lead to Formative
Assessment 3) Ask the following:
How did you get the correct answer?
Did you use a 4-step plan?
Explain further the problems in group activity.
G. Finding practical Advance Learners Average Learners

and skills in daily living
Solve the word Solve the word

problem using 4-step problem using 4-step
plan. plan.
Jomar was able to Rex was able to save

save P2787.00 from P986.00 from his
his weekly allowance. weekly allowance. If
If he wants to give a he wants to give
P679.00 for his P275.00 for his
younger brother, how younger sister,
much of his money
was left? how much money was
left?

the lesson
233
How do we solve word problems involving
subtraction of integers?

plan. plan.
What is the distance What is the distance

between a helicopter between a park that is
that is 925m above 124 m north of the
sea level and a Health Center and
submarine that is 678 coliseum that is 235 m
m below sea level? south of Health
Center?
J. Additional Activities for Advance Learners Average Learners

Application or
Remediation Solve the problem. Solve the problem.
One integer is 35 more One integer is 10 more

than another. If the than another. If the
difference of the two difference of the two
integers is 26, what is integers is 8, what is
the smallest integer? the smallest integer?
V – REMARKS
VI – REFLECTION
A. No. of learners who earned ___ of Learners who earned 80% above
80% in the evaluation
B. No. of learners who required ___ of Learners who require additional
additional activities for activities for remediation
remediation who scored
below 80%
C. Did the remedial lesson work? ___Yes ___No
No, of learners who have
caught up with the lesson ____ of Learners who caught up the lesson
234
D. No. of learners who continue ___ of Learners who continue to require
to require remediation remediation

did these work? ___ Group collaboration
___ Games
___ Discussion
___ Case Method
Poems/Stories
___ Lecture Method
Why?
___ Complete IMs
___ Group member’s Cooperation in doing

their tasks
235
I – OBJECTIVES
A. CONTENT STANDARD The learner demonstrates understanding of

B. PERFORMNCE STANDARDS The learner is able to apply knowledge of order

C. LEARNING COMPETENCIES The learner solves routine and non-routine

M6NS-IIj-157

Involving Multiplication of Integers Using
A. References
1. TG Pages 56 – 60
2. LM Pages 166 - 173
3. Textbook Pages

LR portal
IV – PROCEDURE ADVANCE LEARNERS AVERAGE LEARNERS
A. Reviewing previous lesson or Ask:

236
1. What is the sign of the product when you
multiplied a positive integer by a negative
integer?

multiplied a positive integer by a positive
integer?

multiplied a negative integer by a negative
integer?

lesson
In solving word problems, what are the 4-step

plan to follow?

word problem?
C. Presenting Presenting a problem: Presenting a problem:

new lesson
The factory of ballpen The school canteen

produces 85 boxes of produces 36 pancakes
ballpen everyday. If everyday. If the school
the factory operates 4 canteen operates 9
weeks. How many days. How many
boxes of ballpens will pancakes will be
be made? made?
D. Discussing new concepts and Ask the following:

237
E. Discussing new concepts Group Activity:

#2

learning teams.

secretary.
The pupils will solve the word problem assigned

to them and report it afterwards.
On a Math quiz, On a Math quiz,

George scored 11 Glenda scored 3
points for each of the points for Math quiz
15 multiple choice and 2 points for
questions and 9 Science quiz. If the
points for each of the total correct points is
10 true-false times 5,
questions. If the total
correct points is what is the total
score?
times 13.
What is the total

score? Learning team 2
Freddie and his 3

Learning Team 2 friends bought a
snack for their
Jean and her 7 teacher. Each of
classmates prepared them shared P25.00.
a birthday party for What is the total cost
their teacher. Each of of the snack?
them shared
238
P342.00. What is the
total money they
paid for birthday
party.

There were 20 rows
of 65 chairs arranged
in an auditoriom. There were 10 rows
Each chair was of 5 chairs arranged
rented for P27.00. in an auditoriom.
How much was paid Each chair was
for the rental? rented for P20.00.
How much was paid
for the rental?

(Lead to Formative
Did you use a 4-step plan?

Solve the problem: Solve the problem:
Jun lost 24 grams each Bryan gain 5 grams

week for 13 weeks. each day for 8 days.
239
How much weight did How much weight did
he lose in all? he gain in all?

the lesson

multiplication and division of integers?

plan: plan:
The Math Club The Science Club

President asked each President asked each
of the officers to of the officers to
contribute for a fund contribute for a fund
raising project of the raising project of the
club. If there are 12 club. If there are 12
officers in the club officers in the club
excluding the excluding the
chairman, and each chairman, and each
should contribute should contribute
P23.00 per day for the P10.00 per day for the
14 consecutive school 10 consecutive school
days, how much days, how much
would be the total would be the total
contributions? contributions?

Application or
Remediation
240
An integer is added to An integer is added to
8. The sum is 2. The sum is
multiplied by 5. The multiplied by 3. The
product is divided by product is divided by
6. Then, 7 is 6. The result is 10 .
subtracted from the What is the integer?
quotient. The result is
33. What is the
integer?
V – REMARKS
VI – REFLECTION
A. No. of learners who earned ___ of Learners who earned 80% above
B. No. of learners who required ___ of Learners who require additional
below 80%
C. Did the remedial lesson work? ___Yes ___No
D. No. of learners who continue ___ of Learners who continue to require


___ Games
___ Discussion
___ Case Method
Poems/Stories
241
___ Lecture Method
Why?
___ Complete IMs

their tasks
242
I – OBJECTIVES
A. CONTENT STANDARD The learner demonstrates understanding of

B. PERFORMNCE STANDARDS The learner is able to apply knowledge of order

C. LEARNING COMPETENCIES The learner solves routine and non-routine

M6NS-IIj-157

Involving Division of Integers Using Appropriate
A. References
1. TG Pages 56 – 60
2. LM Pages 166 - 173
3. Textbook Pages
4. Additional Materials from LR

portal
IV – PROCEDURE ADVANCE AVERAGE
LEARNERS LEARNERS
A. Reviewing previous lesson or Ask:

243
1. What is the sign of the quotient when you
divide a positive integer by a negative integer?

divide a positive integer by a positive integer?

divide a negative integer by a negative integer?

lesson
In solving a word problem, what are the 4-step

method to follow?

word problem?
C. Presenting Presenting a problem: Presenting a problem:

new lesson
The Masbate City The Barangay Nursery

Library contains 665 Library contains 55
books. Before the books. Before the
opening of classes, the opening of classes, the
city mayor donates city mayor donates
135 books. If there 105 books. If there
were 16 bookshelves were 8 bookshelves
that could store equal that could store equal
number of books, how number of books, how
many books are there many books are there
in each bookshelf? in each bookshelf?
D. Discussing new concepts Ask the following:

#1
244
E. Discussing new concepts Group Activity:

#2

learning teams.

secretary.
The pupils will solve the word problem assigned

to them and report it afterwards.
Laura gets a total Arnold gets a

grade of 778 in 8 totalpoints of 215 in
subjects. What is her 5 games. What is his
average grade? average points?
Learning Team 2 Learning team 2
Renneth and his Rhea and her four

eight friends ordered friends ordered a
a barkada-size pizza barkada-size pizza
that costs P325.00 that costs P150.00
with a delivery with a delivery
charge of P32.50. charge of P20.00.
How much should How much should
each of them each of them
contribute to pay the contribute to pay the
bill? bill?
245
There were 20 rows There were 10 rows

of 35 chairs arranged of 5 chairs arranged
in a Coliseum. If the in a party venue. If
total rental was the total rental of all
P1560.00 for all chairs was P570.00,
chairs, how much how much was paid
was paid for each for each chair?
chair?

(Lead to Formative
Did you used a 4-step plan?

Aljune lost 256 grams Jasper gain 896 grams

for 23 weeks. How each day for 8 days.
much weight did he How much weight did
lose per week? he gain per day?

the lesson

ivision of integers?
246

plan: plan:
Lingkod kapamilya Kababayan Mo

Foundation will Foundation will
donate 3185 sets of donate 432 sets of
school supplies to the school supply to the
poorest provinces in Province of Masbate
the Philippines. If in the Philippines. If
there are 15 poorest there are 8 barangays
provinces, how many that can receive, how
sets of school supply many sets of school
were given per supply were received
province? by each barangay?

Application or
Remediation Solve the problem: Solve the problem:
The larger integer is The larger integer is

255 divided by a 84 divided by a
smaller integer. If the smaller integer. If the
quotient is 51, what is quotient is 42, what is
the smaller integer? the smaller integer?
V – REMARKS
VI – REFLECTION
K. No. of learners who earned ___ of Learners who earned 80% above
L. No. of learners who required ___ of Learners who require additional
below 80%
M. Did the remedial lesson work? ___Yes ___No
N. No. of learners who continue ___ of Learners who continue to require

O. Which of my teaching Strategies used that work well:

247
___ Games
___ Discussion
___ Case Method
Poems/Stories
___ Lecture Method
Why?
___ Complete IMs

their tasks
248
MATHEMATICS 6
2nd QUARTER
PRETEST
Directions: Read and analyze each item carefully. Select the correct answer
from the choices by writing the letter on the space provided for
before each number.
1. Which of the following is the same as 1/2?
a. 1.2 b. 0.5 c. 0.2
2. 0.125 = n, what is n?
1/ 12/
a. 8 b. 5 c. 1 2/5
3. How many times is 7 which is not underlined greater than the underlined
7? 8 770
a. 100 b. 10 c. 1000
4. Which of the following shows 1:2?
a. b. c.
5. What is the ratio of the cookies to the glasses of milk?
a. 6:1 b. 1:6 c. 3:1
6. Which of the following is a proportion?
a. 1:2 = 3:9 b. 5:10 = 2:3 c. 1:3 = 3:9
7. There are four girls who will share 10 slices of pizza. How will you show
this in a proportion?
a. 4:10=4:5 b. 4:10=1:2 c. 4:10=2:5
8. 2 :5 = 24 :n. What is n?
249
a. 10 b. 12 c. 60
9. If there are 18 guavas which will be shared by Ana, Bless and Carmen
in a ratio 1:2:3, how many guavas will each girl get respectively?
a. 3, 6, 9 b. 3, 7, 9 c. 4, 6, 9
10. 600 pupils; ratio of boys to girls is 3:5; boys
Which problem may be created with the given data?
a. There are 600 pupils in a school. The ratio of boys to girls is 3:5. How
many boys are there?
b. There are 600 pupils in a school. The ratio of boys to girls is 3:5. How
many girls are there?
c. None of the above
11. What is 20% of 300?
a. 600 b. 6 000 c. 60
12. 15 is what percent of 60??
a. 25% b. 2.5% c. 0.25%
Directions: Read, analyze and solve what is asked in each problem below. Select
the correct answer from the choices by writing the letter on the space
provided for before each number.
13-14. Dess bought some books at the local bookstore. Her total bill
was P 2 550 before the tax. If the tax is 5%, how much did she pay
in all?
13. How much is the tax?
a. P 127.50 b. P 12.75 c. P 1 275.00
14. What is the answer to the problem?
a. P 3 825.00 b. P 2 562.75 c. P 2 677.50
15-16. In a video store, a DVD that sells for P 500.00 is marked, "10% off".
What is the discount? What is the sale price of the DVD??
250
15. What is the discount?
a. P 50.00 b. P 5.00 c. P 5 000.00
16. What is the sale price of the DVD?
a. P 450.00 b. P 550.00 c. P 495.00
17. In 23, what do we call 2?
a. exponent b. base c. hundreds
18. What does the exponent do to the base?
a. The exponent tells how many times the base is to be multiplied to

itself.
b. The exponent is multiplied to the base.
c. The exponent is the base itself.
19-21. Give the value of each exponential notation below.
19. 6 x 102
a. 600 b. 60 c. 6 000
20. 3 x 105
a. 300 000 b. 3 000 c. 300
21. 5 x 103
a. 5 b. 500 c. 5 000
22. In solving the expression, 3 + 4 x 6 - 2, which should be solved first?
a. 3+4 b. 4x6 c. 6-2
23. What is GEMDAS Rule?
a. a rule needed to let us know which operation to perform first.
b. a rule that tells us the value of a digit
c. a rule used to measure a triangle
24-26. Evaluate the following expressions. Select the correct answer from
the choices by writing the letter on the space provided for before each
number.
24. 15 - 6 x 5 ÷ 3
251
a. 5 b. 12 c. 5
25. 5 + (30 ÷ 6)²
a. 35 b. 30 c. 29
26. (20 + 4²) ÷ (3² x 2)
a. 12 b. 2 c. 22
Directions: Which of the following is a real-life problem that involves integers?

Select the correct answer from the choices by writing the letter on the space
a. Jose borrowed P 50.00 to buy snacks. So far, he has paid back
P 17.50. How much does Jose still owe?
b. John earned three bonus points on his test. If he started with a 78, what
was his final score?
c. Felipe bought P 300.00 worth of food while his brother, Ronnie, bought
fruits which amounted to P 250.00. How much did they pay in all?
27. ________ 28. _________
Directions: Read and analyze each item carefully. Select the correct answer from
the choices by writing the letter on the space provided for before each number.
29. It is a group of numbers which are less than 1.
a. 0.5, ¼, 0.125 b. 1.2, ½, ¼ c. 2 1/8, 0.25, 0.33
30. What can you say about 2/15, ¾, 2/5?
a. Similar fractions b. Dissimilar c. Proper fractions

fractions
31. Which relation symbol should go to the blank? 1/4 ____ 0.25
a. = b. > c. <
32. What integer should be written on the ___?
a. 6 b. 5 c. 7
252
33. What number should be written on the ___?
6
a. 1 b. /7 c. 6
34. Compare the integers below. Use the correct relation symbol?
1 ___ -25
a. = b. > c. <
35. Arrange the integers below in increasing order.
2, 345, -10, -5
a. -10, -5, 2, 345 b. 2, -5, -10, 345 c. 2, 345, -10, -5
36. Which equation below is shown in the picture?
a. 3 + (-5) = -2 b. 3 + 5 = 8 c. 3 – (-5) = 8
37. 72 + (-6)?
a. 66 b. 78 c. -66
38. What is n in (-35) + (-25) = n?
a. 60 b. -60 c. -10
39. Find two consecutive integers whose sum is equal 129.
a. 74, 75 b. 54, 55 c. 64, 65
40. The difference between two odd integers is equal to 2. Their sum is 144.
What are these integers?
a. 71, 73 b. 73, 75 c. 75, 77
253
MATHEMATICS 6
2nd QUARTER
POSTTEST
before each number.
1. Which of the following is the same as 1/4?
d. 0.25 e. 0.125 f. 0.4
2. 0.5 = n, what is n?
1/ 12/
d. 8 e. 5 f. ½
3. How many times is 6 which is not underlined greater than the

underlined
6? 65 065
d. 100 e. 10 f. 1000
4. Which of the following shows 5:7?
d. e. f.
5. What is the ratio of the cookies to the glasses of milk?
d. 4:1 e. 1:4 f. 5:1
6. Which of the following is a proportion?
d. 1:2 3:9 e. 5:10 1:2 f. 1:2

3:4
7. There are four girls who will share 10 slices of pizza. How will you
show
this in a proportion?
d. 4:10=4:5 e. 4:10=1:2 f. 4:10=2:5
8. 2:3 = 6:n. What is n?
d. 6 e. 9 f. 12
254
9. If there are 24 guavas which will be shared by Ana, Bless and Carmen
in a ratio 1:2:3, how many guavas will each girl get, respectively?
d. 4, 8, 12 e. 8, 4, 12 f. 12, -4, 8
10. 450 pupils; ratio of boys to girls is 3:5; girls
Which problem may be created with the given data?
d. There are 450 pupils in a school. The ratio of boys to girls is 3:5. How many
boys are there?
e. There are 450 pupils in a school. The ratio of boys to girls is 3:5. How many
girls are there?
f. None of the above
11. What is 15% of 300?
d. 450 e. 4 500 f. 45
12. 9 is what percent of 180??
d. 5% e. 50% f. 500%
Directions: Read, analyze and solve what is asked in each problem below. Select the correct
answer from the choices by writing the letter on the space provided for before each
number.
13-14. Dess bought some books at the local bookstore. Her total bill was P 1 250
before the tax. If the tax is 8%, how much did she pay in all?
13. How much is the tax?
d. P 100.00 e. P 1 000.00 f. P 10.00
d. P 1 350.00 e. P 2 250.00 f. P 1 260.50
15-16. In a video store, a DVD that sells for P 225.00 is marked, "5% off".
What is the discount? What is the sale price of the DVD??
15. What is the discount?
d. P 1 125.00 e. P 112.50 f. P 11.25
16. What is the sale price of the DVD?
255
d. P 1 350.00 e. P 337.50 f. P 236.25
17. In 52, what do we call 2?
d. exponent e. base f. hundreds
18. What does the exponent do to the base?
d. The exponent tells how many times the base is to be multiplied

to itself.
e. The exponent is multiplied to the base.
f. The exponent is the base itself.
19-21. Give the value of each exponential notation below.
19. 7 x 103
d. 7 000 e. 70 f. 70 000
20. 5 x 105
d. 500 000 e. 5 000 f. 500
21. 6 x 108
d. 6 e. 600 000 000 f. 600 000
22. In solving the expression, 5 + 4 x 7 - 2, which should be solved

first?
d. 5+4 e. 4x7 f. 7-2
23. What is GEMDAS Rule?
d. a rule needed to let us know which operation to perform first.
e. a rule that tells us the value of a digit
f. a rule used to measure a triangle
24-26. Evaluate the following expressions. Select the correct answer

from the choices by writing the letter on the space provided for before
each number.
24. 10 - 4 x 5 ÷ 5
d. 6 e. 6 f. 5
25. 5 + (20 ÷ 2)²
256
d. 15 e. 105 f. 12.5
26. (2 + 5²) ÷ (3² x 1)
d. 3 e. 4 f. 5
Directions: Which of the following is a real-life problem that involves integers?

Select the correct answer from the choices by writing the letter on the space
a. Jose borrowed P 25.00 to buy snacks. So far, he has paid back
P 7.50. How much does Jose still owe?
b. John earned three bonus points on his test. If he started with a 75,
what
was his final score?
c. Felipe bought P 560.00 worth of food while his brother, Ronnie,

bought fruits which amounted to P 563.00. How much did they pay in
all?
27. ________ 28. _________

Directions: Read and analyze each item carefully. Select the correct answer from
the choices by writing the letter on the space provided for before each number.
29. It is a group of numbers which are greater than 1.

1/
d. 0.5, ¼, 0.125 e. 1.2, 5 ½, 6 ¼ f. 2 8,
0.25,
0.33
30. What can you say about ½, 2/2, 4/2?
d. Similar fractions e. Dissimilar f. Proper

fractions fractions
31. Which relation symbol should go to the blank? 1/8 ____ 0.25
d. = e. > f. <
32. What integer should be written on the ___?
d. 6 e. 5 f. 9
257
33. What number should be written on the ___?
1/
d. 1 e. 7 f. 6
34. Compare the integers below. Use the correct relation symbol?
6 ___ -1
d. = e. > f. <
35. Arrange the integers below in decreasing order.
-1, -15, 3, 150
d. 150, 3, -1, -15 e. -1, -15, 3, 150 f. 150, -1, -15,

3,
36. Which equation below is shown in the picture?
d. 3 + (-5) = (-2) e. 3 + 5 = 8 f. 3 – (-5) =

8
37. (-12) + 6?
d. -6 e. 6 f. -18
38. What is n in 45 + (-2) = n?
d. 43 e. -43 f. -47
39. Find two consecutive integers whose sum is equal 43.
d. 23, 24 e. 21, 22 f. 20, 21
40. The difference between two odd integers is equal to 2. Their sum
is 120.
What are these integers?
d. 61, 63 e. 59, 61 f. 63, 65
258
SKILLS No.
No. of Weight Item of
Competencies Remembering Understanding Applying Analyzing Evaluating Creating
Days (%) Placement Item
20% 30% 20% 10% 10% 10% s
Expresses one value as a
fraction of another given their 4 5 1 1 0 0 0 0 1, 2 2
ratio and vice versa.
Finds how many times one
value is as large as another 2 3 0 0 1 0 0 0 3 1
given their ratio and vice versa.
Defines and illustrates the
meaning of ratio and
2 5 0 0 0 0 1 1 4,5 2
proportion using concrete or
pictorial models.
Sets up proportions for groups

of objects or numbers and for 2 5 1 0 1 0 0 0 6,7 2
given situations.
Finds a missing term in a
proportion (direct, inverse, and 2 5 0 0 0 1 1 0 8,9 2
partitive).
Creates problems involving
ratio and proportion, with 2 3 0 0 0 0 0 1 10 1
reasonable answers.
Finds the percentage or rate or
2 5 0 1 1 0 0 0 11,12 2
percent in a given problem.
259
Solves routine and non-routine
problems involving finding the
percentage, rate and base using 2 5 0 0 0 1 1 0 13,14 2
appropriate strategies
and tools.
Solves percent problems such
as percent of increase/decrease
(discounts, original price, rate of
discount, sale price, marked up 2 5 0 1 0 0 0 1 15,16 2
price), commission, sales tax,
and
simple interest.
Describes the exponent and the
base in a number expressed in 1 5 0 0 0 1 1 0 17,18 2
Gives the value of numbers
expressed in exponential 2 8 0 0 3 0 0 0 19,20,21 3
notation.
Interprets and explains the
Grouping, Exponent,
Multiplication, Division, 3 5 0 0 1 0 0 1 22,23 2
Addition, Subtraction
(GEMDAS) rule.
Performs two or more different
operations on whole numbers
3 8 1 2 0 0 0 0 24,25,26 3
with or without exponents and
grouping symbols.
260
Identifies real-life situations that
2 5 1 0 0 1 0 0 27,28 2
make use of integers.
Describes the set of integers. 3 5 1 0 1 0 0 0 29,30 2
Compares integers with other
numbers such as whole
2 3 0 1 0 0 0 0 31 1
numbers, fractions, and
decimals.
Represents integers on the
2 5 1 1 0 0 0 0 32,33 2
number line.
Compares and arranges
1 5 1 1 0 0 0 0 34,35 2
integers.
Describes and interprets the
basic operations on integers
using materials such as algebra 2 3 0 1 0 0 0 0 36 1
tiles, counters, chips, and
cards.
Performs the basic operations
2 5 1 1 0 0 0 0 37,38 2
on integers.

problems involving basic
2 5 0 2 0 0 0 0 39,40 2
operations of integers using
appropriate strategies and tools.
TOTAL 45 100 8 12 8 4 4 4 40
261
MATHEMATICS 6
1st QUARTER
PRETEST
before each number.
1. What is the sum when 1/2 is added to 2/3?
g. 1 1/6 h. 2/
6 i. 3/
5
2. 1 ¾ + 4/5 = n, what is n?
g. 1 1/6 h. 2 7/9 i. 2 11/20
3. Add: 2 4/7 + 5 1/3
g. 7 1/21 h. 7 19/21 i. 7 5/21
4. When the factors are 2/3 and ¼, what is the product?

3/ 2/ 1/
g. 7 h. 12 i. 6
5. Multiply: 2 1/5 x 5 2/3
g. 7 1/21 h. 7 19/21 i. 7 5/21
6. Divide: 4/5 ÷ 1/2
g. 1 3/5 h. 1 1/5 i. 1 2/5
7. How many 1/9 are there in 1/3?
g. 3 h. 2 i. 27
8. 2.345
+ 1.234
g. 1.111 h. 3.579 i. 2.620
9. 8.754
- 0.463
g. 8.111 h. 8.291 i. 8.311

10. When 2.3 is multiplied to 1.6, what is the product?
a. 0.368 b. 3.068 c. 3.68
11. 0.2 x 1.57
g. 0.368 h. 3.068 i. 3.68
12. What is 2.65 x

0.01?
g. 0.0265 h. 0.265 i. 2.65
13. What is the quotient when 2 is divided by 1.25
a. 1.06 b. 1.6 c. 0.16
14. When 2.85 is divided by 1.5, what is the quotient?
a. 1.9 b. 1.09 c. 0.19
15. 7.7892 ÷ 0.001
a. 0.77892 b. 7 789.2 c. 7.7892
16. 5.49 ÷ 100
a. 0.0549 b. 0.549 c. 5.49
17. Which of the following has a non-terminating decimal quotient?
a. 1 ÷ 3 b. 2 ÷ 4 c. 3.5 ÷ 7
Directions: Read, analyze and solve what is asked in each problem below. Select
the correct answer from the choices by writing the letter on the space
18-19. Mang Jose milked his cow. On the first day, he got 1 ½ bottle
of milk. On the second day, he got 3 ¼ bottles. How much milk did he
get in two days?
18. What operation(s) will be used to answer the problem?
g. Addition h. Subtraction i. Addition and

Subtraction
g. 3 ¾ h. 4 i. 5¼
20-21. Liza and her five friends each ate 1/8 of a pizza. What part of the
pizza was left?
g. Multiplication h. Subtraction i. Multiplication

and
Subtraction
21. What equation will be used to answer the problem?
g. 8/
8 – (6 x 1/8) = n h. 6 x 1/8 = n i. 5 – 1/8 = n
22-23. Mother gave me 1/2 part of a cake. I shared the cake with three
of my friends. If we ate equal parts of the cake, how much cake did I
eat?
a. ½ - 3 = n b. ½ ÷ 3 = n c. ½ ÷ 4 = n

1/
a. 2 ½ b. 6 c. 8
d.
24-25. I bought pants that cost P500.25 and a shirt that costs P235.50.
How much change did I get if I pay P1000?
g. Addition h. Addition and i. Subtraction

Subtraction
25. What is the hidden question?
g. The cost of h. The total cost of i. The cost of

pants the pants and shirt
the shirt.
26-27. Jona saved P237.75 a week for 6 weeks. How much did she
save in all?
g. Addition h. Multiplication i. Subtraction
27. How much did she save in 3 weeks?
a. P 713.25 b. P 1 426.50 c. P 237. 75
28-29. Mother gave me P75.50. Father gave me twice as much. How

much money do I have in all?
28. How much did Father give me?
g. P 75.50 h. P 150.00 i. P 151.00
29. How much money do I have in all?
g. P 226.50 h. P 75.50 i. P 150.50
30. What is the quotient if Ruel wants to divide P1 500.50 equally among
his 5 friends?
g. P 300.00 h. P 300.10 i. P 301.00
31. Jessica bought 5 burgers that cost P 250.75 and French fries that
costs
P 50.25. How much do a burger and French fries cost?
a. P 300.00 b. P 100.40 c. P 301.00
Directions: Create a word problem with reasonable answer in each number below
using the data in the table following each condition.
Name Juice Prepared Liters

Jose Mango 2½
John Buko 1¾
Lina Melon 1¼
32. Addition of fractions

33. Subtraction of fractions
34. Multiplication of fractions
35. Multiplication with addition of fractions
36. Division of fractions
37. Division of fractions with other operations

Name No. of Weeks Amount Saved

Ana 1 P 120.50
Blessy 2 P 235.00
Carmen 3 P 400.00
38. Addition of decimals
39. Multiplication of decimals
40. Division of Decimals

MATHEMATICS 6
1st QUARTER
POSTTEST
before each number.
1. What is the sum when 1/4 is added to 1/5?

2/ 9/ 9/
j. 9 k. 10 l. 20
2. 1 ½ + 2/3 = n, what is n?
j. 2 1/6 k. 2 3/5 l. 1 3/5
3. Add: 1 3/4 + 6 1/3
j. 7 4/7 k. 8 1/12 l. 8 4/12
4. When the factors are 5/6 and ¼, what is the product?

6/ 6/ 5/
j. 24 k. 10 l. 24
5. Multiply: 1 1/3 x 3 1/2
j. 3 1/6 k. 4 2/3 l. 3 2/6
6. Divide: 6/9 ÷ 1/3

6/ 6/
j. 2 k. 27 l. 3
7. How many 1/2 are there in 1/3?

1/ 2/
j. 1½ k. 6 l. 5
8. 5.432
+ 4.321
j. 1.111 k. 9.753 l. 9.752
9. 9.845
- 1.234
j. 8.611 k. 8.612 l. 8.613

10. When 2.1 is multiplied by 1.6, what is the product?
d. 3.36 e. 3.036 f. 3.366
11. 0.4 x 1.67
j. 0.368 k. 0.668 l. 0.688
12. What is 2.45 x 0.01?
j. 0.0245 k. 0.245 l. 2.45
13. What is the quotient when 6.9 is divided by 1.15
d. 6 e. 1.6 f. 0.6
14. When 1.25 is divided by 0.09, what is the quotient?
d. 0.1125 e. 1.125 f. 11.25
15. 7.6592 ÷ 0.001
d. 0.76592 e. 7 659.2 f. 7.6592
16. 2.19 ÷ 100
d. 0.0219 e. 0.219 f. 2.19
17. Which of the following has a non-terminating decimal quotient?
d. 1 ÷ 6 e. 1 ÷ 2 f. 6.44 ÷ 0.4
Directions: Read, analyze and solve what is asked in each problem below. Select the
correct answer from the choices by writing the letter on the space provided
for before each number.
18-19. Mang Jose milked his cow. On the first day, he got 2 ½ bottle of milk.
On the second day, he got 5 ¼ bottles. How much milk did he get in two
days?
j. Addition k. Subtraction l. Addition and

Subtraction
j. 7¾ k. 7 l. 7¼
20-21. Liza and her three friends each ate 1/8 of a pizza. What part of the
pizza was left?
j. Multiplication k. Subtraction l. Multiplication and

Subtraction
j. 8/
8 – (4 x 1/8) = n k. 4 x 1/8 = n l. 3 – 1/8 = n
22-23. Mother gave me 1/2 part of a cake. I shared the cake with a friend. If
we ate equal parts of the cake, how much cake did I eat?
d. ½ - 1 = n e. ½ ÷ 1 = n f. ½ ÷ 2 = n

1/
e. ¼ f. 4 g. 8
24-25. I bought pants that cost P500.25 and a shirt that costs P200.50. How
much change did I get if I pay P1000?
j. Addition k. Addition and l. Subtraction

Subtraction
25. What is the hidden question?
j. The cost of pants k. The total cost of l. The cost of shirt

the pants and the
shirt.
26-27. Jona saved P125.50 a week for 6 weeks. How much did she save in
all?
j. Addition k. Multiplication l. Subtraction
27. How much did she save in 3 weeks?

d. P 125.50 e. P 376.50 f. P 251.00
28-29. Mother gave me P50.25. Father gave me twice as much. How much
money do I have in all?
28. How much did Father give me?
j. P 50.25 k. P 100.50 l. P 151.00
29. How much money do I have in all?
j. P 101.50 k. P 100.50 l. P 150.75
30. What is the quotient if Ruel wants to divide P1 501.50 equally to his 6
friends?
j. P 250.00 k. P 250.20 l. P 250.25
31. Jessica bought 6 burgers that cost P 300.30 and French fries that costs
P 50.75. How much do a burger and French fries cost?
d. P 100.00 e. P 100.80 f. P 101.00
Directions: Create a word problem with reasonable answer in each number below using
the data in the table following each condition.
Name Vegetables harvested Kilograms

Mark Pechay 5½
Ruth Stringed Beans 6¾
Job Okra 10 ¼
32. Addition of fractions
33. Subtraction of fractions
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
34. Multiplication of fractions
________________________________________________________________
________________________________________________________________
________________________________________________________________
35. Multiplication with addition of fractions
________________________________________________________________
________________________________________________________________
________________________________________________________________
36. Division of fractions
________________________________________________________________
________________________________________________________________
________________________________________________________________
37. Division with fractions with other operations
________________________________________________________________
________________________________________________________________
________________________________________________________________
Name No. of Weeks Amount Earned

Claire 2 P 690.00
Gina 4 P 345.75
Hannah 3 P 583.50
38. Addition of decimals
________________________________________________________________
________________________________________________________________
________________________________________________________________
39. Multiplication of decimals
________________________________________________________________
________________________________________________________________
________________________________________________________________
40. Division of Decimals
________________________________________________________________
________________________________________________________________
________________________________________________________________
Wei SKILLS No.
No. of Item
Competencies ght Remembering Understanding Applying Analyzing Evaluating Creating of
Days Placement
(%) 20% 30% 20% 10% 10% 10% Items
Adds and subtracts simple
fractions and mixed numbers 4 8 1 1 1 0 0 0 1, 2, 3 3
without or with regrouping
problems involving addition
and/or subtraction of fractions 2 5 0 0 1 1 0 0 18, 19 2
using appropriate problem solving
strategies and tools
Creates problems (with
reasonable answers) involving
2 5 0 1 0 0 0 1 32,33 2
addition and/or subtraction of
fractions.
Multiplies simple fractions and
2 5 1 1 0 0 0 0 4,5 2
mixed fractions.
Solves routine or non-routine
problems involving multiplication
without or with addition or
subtraction of fractions and 2 5 0 0 0 1 1 0 20,21 2
mixed fractions using appropriate
problem solving strategies and
tools.
multiplication without or with 2 5 0 1 0 0 0 1 34,35 2
addition or subtraction of
fractions and mixed fractions.
Divides simple fractions and
2 5 1 1 0 0 0 0 6,7 2
mixed fractions.
Solves routine or non-routine
problems involving division
without or with any of the other
operations of fractions and mixed 2 5 0 0 0 1 1 0 22,23 2
fractions using appropriate
tools.
division without or with any of 2 5 0 1 0 0 0 1 36,37 2
the other operations of fractions
and mixed fractions.
Adds and subtracts decimals and
mixed decimals through ten
2 5 1 1 0 0 0 0 8, 9 2
thousandths without or with
regrouping.
Solves 1 or more steps routine
and non-routine problems
involving addition and/or
subtraction of decimals and 2 5 0 0 1 0 1 0 24,25 2
mixed decimals using appropriate
tools.
1 3 0 0 0 0 0 1 38 1
addition and/or subtraction of
decimals and mixed decimals.
Multiplies decimals and mixed
decimals with factors up to 2 2 5 1 1 0 0 0 0 10,11 2
decimal places.
Multiplies mentally decimals up
to 2 decimals places by 0.1, 1 3 1 0 0 0 0 0 12 1
0.01,10, and 100.
problems involving multiplication
of decimals and mixed decimals
2 5 0 0 1 1 0 0 26,27 2
including money using
appropriate problem solving
strategies.
Solves multi-step problems
involving multiplication and
decimals, mixed decimals and 3 5 0 0 2 0 0 0 28,29 2
whole numbers including money
strategies and tools.
multiplication without or with
1 3 0 1 0 0 0 0 39 1
decimals, mixed decimals and
whole numbers including money.
Divides whole numbers by
decimals up to 2 decimal places 2 3 1 0 0 0 0 0 13 1
and vice versa.
Divides decimals/mixed decimals
1 3 1 0 0 0 0 0 14 1
up to 2 decimal places.
Divides decimals up to 4 decimal
1 3 0 1 0 0 0 0 15 1
places by 0.1, 0.01, and 0.001.
Divides decimals up to 2 decimal
places by 10, 100, and 1 000 1 3 0 1 0 0 0 0 16 1
mentally.
Differentiates terminating from
repeating, non-terminating 1 3 0 1 0 0 0 0 17 1
decimal quotients.
problems involving division of
decimals, mixed decimals, and
2 3 0 0 1 0 0 0 30 1
whole numbers including money
Solves multi-step routine and
non-routine problems involving
division and any of the other
operations of decimals, mixed
2 3 0 0 1 0 0 0 31 1
decimals, and whole numbers
including money using
appropriate problem solving
division without or with any of
1 3 0 0 0 0 1 0 40 1
the other operations of decimals,
mixed decimals and whole
numbers including money.
TOTAL 45 100 8 12 8 4 4 4 40

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ACKNOWLEDGEMENT

Hilda D. Bongot Mary Grace V. Misagrande

Marites G. Dela Cruz Gladys P. Mauleon

Joevylyn C. Ruiz Ronaldo Z. Ongotan John Cedric A. Jacobo

Vivian D. Caballero Nathan A. Campo Judy M. Quinanola

Janet Z. Dumangas Dinnah A. Banares

Norma B. Samantela, CESO VI

Day 1 Expressing One Value as a Fraction of Another Given Ratio 1- 3

Day 2 Expressing One Value as a Fraction of Another Given Ratio 4- 7

Day 3 Finding How Many Times One Value is As Large As Another 8- 11

Day 4 Finding How Many Times One Value is As Large As Another 12 - 14

Day 5 Finding How Many Times One Value is As Large As Another 15 - 17

Day 1 Defining and Illustrating the Meaning of Ratio and 18 - 22

Day 2 Setting Up Proportions for Groups or Objects or Numbers 23 - 28

Day 3 Finding a Missing Term in a Direct Proportion 29 - 33

Day 4 Finding a Missing Term in an Inverse Proportion 34 - 39

Day 5 Finding a Missing Term in a Partitive Proportion 40 – 45

Day 1 Solving Problems Involving Direct Proportion 46 – 50

Day 2 Solving Problems Involving Inverse Proportion in Different 51 - 56

Day 4 Creating Problems Involving Ratio and Proportion With 63 - 68

Day 5 Creating Problems Involving Ratio and Proportion With 69 – 74

Day 1 Finding the Percentage or Rate or Base in a Given Problem 75 - 83

Day 2 Finding the Percentage or Rate or Base in a Given Problem 84 – 92

Day 3 Finding the Percentage or Rate or Base in a Given Problem 93 -102

Day 4 Solving Routine and Non-Routine Problems Involving 103 – 112

Day 5 Solving Routine and Non-Routine Problems Involving 113 - 122

Day 1 Solving Percent Problems such as Percent of Discounts, 123 – 127

Day 2 Solving Word Problems Involving Commission, Rate of 128 – 132

Day 5 Creating Problems Involving Percent With Reasonable 145 – 150

Day 2 Giving the Value of Numbers Expressed in Exponential 155 – 158

Day 3 Interpreting and Explaining the Grouping, Exponent, 159 – 161

Day 4 Interpreting and Explaining the Grouping, Exponent, 162 – 165

Day 5 Performing Two or More Different Operation on Whole 166 – 169

Day 2 Describing the Set of Integers 174 – 176

Day 1 Representing Integers on the Number Line 188 – 191

Day 2 Comparing and Arranging Integers in Order 192 – 196

Day 3 Describing and Interpreting Addition of Integers Using 197 – 200

Day 4 Describing and Interpreting Subtraction of Integers Using 201 – 203

Day 5 Describing and Interpreting Multiplication and Division of 204 – 207

Day 1 Performing Addition of Integers 208 - 210

Day 2 Performing Subtraction of Integers 211 – 214

Day 3 Performing Multiplication of Integers 215 – 217

Day 4 Performing Division of Integers 218 – 220

Day 5 Performing The Basic Operations on Integers 221 – 223

Day 1 Solving Routine and Non-Routine Problems Involving 224 – 229

Day 2 Solving Routine and Non-Routine Problems Involving 230 – 235

Day 4 Solving Routine and Non-Routine Problems Involving 243 - 248

PRETEST 249 – 253

A. Content Standards The learner demonstrates understanding of order

The ratio of the number of bags of mangoes to the

Ask: The ratio of the number of read beads to the

1) 4 wins and two losses in a basketball.

D. Content Standards The learner demonstrates understanding of order

a) For each glass of Calamansi Juice, 5 pieces of

Analyze the problem by asking the following

N. Discussing new concepts Illustrate the problem using blocks.

Which of these ratios is expressed in lowest

Provide similar examples.