School PIT-AO ELEMENTARY SCHOOL Grade Grade 6

Teacher JIGS MICHELLE P. PASAMONTE Learning Area MATH 6

Daily Lesson Log Week/Teaching Date January 1-5, 2024 Quarter Quarter 2 – Week 7

WEEK 7 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards Holiday (Jan. 1) Holiday (Jan.2) Demonstrates understanding of order of operations, ratio and proportion, percent, exponents, and integers.

B. Performance Standards is able to applyknowledge of order ofoperations, ratio andproportion, percent,

exponents, and integers in mathematicalproblems and real-lifesituations.

C. Learning Competencies describe the set of integers and identify real-life situations that make use of it.
compares integers with other numbers such as whole numbers, fractions, and decimals.
M6NS-IIg-152

D. Learning Objectives describe the set of integers and identify real-life situations that make use of it.
compares integers with other numbers such as whole numbers, fractions, and decimals.
M6NS-IIg-152

Performing Basic Operations on Integers Performing Basic Operations on Integers Weekly Test
II. CONTENT
( Subject Matter)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from SLM/ADM SLM/ADM
Learning Resource LR
portal
B. Other Learning Laptop, Audio-visual, Presentation Laptop, Audio-visual, Presentation Copy of the Weekly Test
Resources
IV. PROCEDURE
A. Drill/Reviewing previous Review the previous lesson Review the previous lesson
Lesson or presenting new
lesson
s
B. Establishing a purpose for Take a Look Back On the other hand Adding and subtracting
the lesson integers are more difficult
Instruction: Write >, < or = in the blanks. compare to multiplication and division,
many students are confused on how to
1. (-4) – (-8) ____ (-10) operate a proper order in terms of adding
2. (+3) – (-9) ____ (+12) and subtracting of integers.
3. (-9) – (-7) ____ (-4) This lesson will help you to ease your
4. (+3) – (+12) ____ (0) confusion on how to add and
5. (-5) – (-9) _____ (+4) subtract integers easily, we are going to find
out how number line will help the
learner in order to operate adding and
 subtracting integers appropriately.

1. 3 + 5 = 8 the arrow starts with positive 3

since the operation is addition,
the direction of arrow is counting 5 units to
the right.
2. -5 + 8 = 3 the arrow starts with –5
counting 8 units to the right.
3. –7 + 3 = -4 the arrow starts with –7
counting 3 units to the right.
Addition of integer

C. Presenting examples/ Multiplication of integers Subtraction of integers

instances of the new lesson
Example : (-5) x (–5) = 25, 3 x 3 = 9
As you can see on the example above
multiplying both signs either
positive or negative the product is positive.
Example (-9) x 5 = -45 on the other hand
multiplying opposite signs resulted in
negative product.
(+) x (+) = +, (-) x (-) = + (-) x (+) = -
1. 7 - 2 = 5 the arrow starts with positive 7
since the operation is subtraction,
the direction of arrow is counting 2 units to
the left.
2. 3 - 8 = -5 the arrow starts with positive 3
counting 8units to left
3. -2 –7 = -9 the arrow starts with negative
2 counting 7 units to the left.
4. –4 - (-5)
simplify
Therefore;
-4 + 5 = 1

D. Discussing new concepts Multiply integers just like multiplying whole Addition of Integers
and practicing new skills.#1 number but take of the appropriate sign of their Answer the following expressions by show
products. your solution through illustrating of
number line. Write your answer in your
Solve on your own notebook.
1. (-2)(-4) _________ 1. 6 + 4
2. (+6)(6) _________ 2. -7 + (-2)
3. (-12)(48) _______ 3. 3 + (-7)
4. (-29)(30) _______ 4. -8 + 2
5. (-10)(+35) _______ 5. -1 + (-9)
E. Discussing new concepts Division Integers are likewise as multiplication Subtraction of integers
and practicing new skills #2. Example 5/5 = 1, -10/2 = -5, -9/-3 = 3 Answer the following expressions by show
(+) ÷ (+) = +, (-) ÷ (-) = + (-) ÷ (+) = - your solution through illustrating of
number line. Write your answer in your
Division of Integers notebook.
Division is the opposite operation of 1. 8 - (-4)
multiplication. You divide integers just like 2. -9 -(+6)
dividing whole numbers, but the sign of the 3. 11 - 6
quotient is determined using the same rule in 4. -3 - (-4)
multiplying integers. 5. -7 + 9
 Find the quotient.
1. (-12) ÷ (-6)
2. (+25) ÷ (-5)
3. (-32) ÷ (+8)
4. (+54) ÷ (+6)
5. (+90) ÷ (+10)

F. Developing Mastery Multiply the following. Write your answer in

(Lead to Formative Assessment your notebook.
3) 1. 4 x (-3)
2. 6 x 6
3. (-4) x (–5)
4. 8 x (-2)
5. (-7) x (-3)

G. Finding practical (-9 Divide the following integers. Write your Evaluate the following expressions without
application of concepts and answer in your using of number
skills in daily living notebook. line. Write your answer in your notebook.
6. 8 ÷ 4 1. 15 - (-11)
7. (–6) ÷ (-3) 2. 2 + (-4)
8. –10 ÷ 2 3. -8 + 8
9. 12 ÷ (-6) 4. -4 + 9
10. 24 + (-8) 5. 12 + (-22)

H. Making Generalizations 1. What are the rules in multiplying integers? 1. What are the rules in multiplying
and Abstraction about the integers?
Lesson.
I. Evaluating Learning 2. What are the steps in dividing integers? 2. What are the steps in dividing integers?

J. Additional Activities for Find out how to solve problem solving in Find out how to solve problem solving in
Application or Remediation integers. integers.

V. REMARKS
VI. REFLECTION
A.No. of learners who earned 80% in
the evaluation
B.No. of learners who require
additional activities for remediation
who scored below 80%
C.Did the remedial lessons work?
No. of learners who have caught up
with the lesson
D.No. of learners who continue to
require remediation

E.Which of my teaching strategies

worked well? Why did these work?

F.What difficulties did I encounter

which my principal or supervisor can
help me solve?
G.What innovation or localized
materials did I use/discover which I
wish to share with other teachers?

TEOFILA A. TABELISMA, PhD.

School Principal II