NMP6_Q1_W1.docx DLL in National Mathematics Programa

Lesson PLan in NMP

1. GRADES 1 to 12
DAILY LESSON LOG
School: Grade Level:SIX
Teacher:
Learning
Area:
NMP (Monday to Thursday
HGP (Every Friday)
Teaching Dates and
Time: Quarter:1
ST
QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content Standards The learners should
have the knowledge
and understanding of
the:
tessellation of shapes;
and translation,
reflection and rotation
with shapes.
The learners should
have the knowledge
and understanding of…
tessellation of shapes.,
The learners should have
the knowledge and
understanding of:
translation, reflection and
rotation with shapes.
The learners
demonstrate
knowledge and
understanding of
the:
four operations with
decimals.
B. Performance Standards By the end of the
quarter, the learners
are able to:
tessellate a surface
using different shapes
(MG).
By the end of the
quarter, the learners
are able to…
tessellate a surface
using different shapes.
(MG)
By the end of the
quarter, the learners are
able to:
draw resulting images of
shapes that undergo
translation, reflection,
rotation (MG).
By the end of the
quarter, the learners
are able to:
perform the four
operations with
decimals.
C. Learning
Competencies/Objectives
The learners will be
able to:
explore whether or not
a shape tessellates
The learners will be able
to:
tessellate a surface
using different shapes,
including triangles,
squares and rectangles
The learners will be able
to:
draw resulting images of
shapes that undergo
translation, reflection,
rotation.
The learners will be
able to:
add and subtract
decimals with
decimal parts of up
to 4 decimal places.
D. Learning Objectives At the end of the
lesson, the learners are
able to:
determine whether or
not a shape tessellates
At the end of the
lesson, the learners are
able to:
tessellate a surface
using different shapes,
including triangles,
squares, and
rectangles
At the end of the lesson,
the learners are able to:
draw resulting images of
shapes that undergo
translation, reflection,
rotation.
At the end of the
lesson, the learners
are able to:
add decimals with
decimal parts of up
to 2 decimal places.
II.CONTENT Measurement and
Geometry (MG)
Tessellating a Surface
Using Different Shapes,
Including Triangles,
Translation, Reflection
and rotation with shapes
Adding decimals
with decimal parts of
up to 2 decimal

2. Squares, and
Rectangles
places.
III.LEARNING RESOURCES
A. References Lumbre, Angelina P., Ursua, Alvin C., Placer,
Donnel P., Burgos, Jaime R. and Sy Jr., (2016)
Reynaldo 21
st
century mathletes 5 textbook,
page 211. Vibal Group, Inc.
MATATAG K to 12
Curriculum Guide
B. Other Learning
Resources
https://topnotchteaching.com/lesson-ideas/
tessellation/
https://byjus.com/us/math/concept-of-
translation/
https://byjus.com/maths/reflection/
https://byjus.com/maths/rotation/
IV. TEACHING AND LEARNING PROCEDURES
Before/ Pre-Lesson Proper
Activating Prior Knowledge
(5 minutes )
Classify the shapes
that you have in the
box if it is a polygon or
not.
Put them on their
proper column.
When do we say that
the shape is a
polygon?
Study the pictures
carefully.
Raise your right hand if
the picture shows a
tessellation and clap
your hands twice if not.
(Show the pictures to
the learners one after
the other and ask them
questions to justify their
answers.)
Why did you say that
the picture shows
tessellation?
Why did the picture did
not show tessellation?
Please get your ruler
and pencil to be used in
our activity. For those
who don’t have rulers,
you may use any object
that could be used to
draw a straight line.
Follow the instructions
carefully when doing
your work.
From first grade to
fifth grade, you have
learned how to add
numbers. Right? Like
for example, if Lea
has 30 guavas and
Liza has 20 guavas,
how many guavas
do they have in all?
This time let’s have a
game “Join the Fun”
to check your mental
ability.
Divide the class into
two. Each group will
create a large circle.
Your task is to solve
the flashed numbers
using addition. If your
answer is correct,
jump into the circle; if
not, jump backward.
The group with the
most correct answers
in 3 minutes wins.

3. Lesson Purpose/Intention
( 1 minute )
Show to the learners
examples of
tessellations (brick wall,
tiled floors,
honeycomb or chess
board).
What have you
observed on the
pictures shown to you?
Do you know what
these patterns are?
What would be the
possible shape that you
could use to fill this
space that would show
a tessellation?
Can all shapes given
tessellate on the
surface of the
box/bond paper?
Why? or why not?
We will draw shapes in
three ways.
First is by translation,
second is by reflection,
and third is by rotation.
Are you familiar with
them?
Add decimals with
decimal parts of up
to 2 decimal places.
Lesson Language Practice
( 1 minute )
Do you know what a
tessellation is?
Tessellation (n) -is a
pattern of shapes
that fit together
perfectly, without any
gaps.
Tessellation often
refers to a pattern
that includes a
repetition of one
particular shape, such
as the repetition of
squares in a
checkerboard. 
Tessellate (v)- is to
form a pattern of
shapes that fit
together perfectly,
without any gaps.
(https://www.dictiona
ry.com/browse/tessell
ate)
What do we mean by
tessellation?
Can a tessellation be
made by combining
two or more shapes?
Who among you can
give the meaning of the
following words?
What are decimals?
Mixed decimals?
Decimals are
numbers that
include a decimal
point to represent a
fraction of a whole
number. Example
0.1,
0.43
Mixed Decimals are
type of numbers
where a whole
number and its
fractional part are
separated by a
decimal point.
Example 6.34
translation
rotation
reflection

4. During/ Lesson Proper
Reading the Key
Idea/Stem
( 3 minutes )
Have you seen how
floor tiles are installed?
(Show a picture of tile
installation) What have
you observed?
I will show you a
problem with Clark as
the main character.
Let us help Clark in
renovating their house.
Clark is planning
to renovate the floor
of his parents’ house.
He would like to install
new tiles on the floor.
He wants you to help
him choose the proper
shape of the tiles to be
used for his parents’
house.
Here are the different
shapes of the tiles that
the seller showed him.
Which of the tiles will
you recommend for
Clark?
Why did you choose
that shape?
If you had chosen this
shape (point to other
shapes), will it be
nice/appropriate for
the floor of the house?
Why? or Why not?
Last time, we
recommended to Clark
some tile shapes that he
could use in renovating
his parents’ floor. Could
you still remember what
shapes you
recommended? What
were they?
Today, you will learn
how to tessellate a
surface using different
shapes, including
squares, triangles and
rectangles. To do this,
let’s have an activity.
You will work on this in
pairs. Each pair will be
given an activity sheet
and a clean sheet of
paper.
Identify if each picture
that I will show you is a
translation, a reflection
or a rotation.
Read the story.
Almira decided to go
to the market in a
nearby town by
riding on a
motorcycle. For the
first 2 minutes, she
recorded that she
traveled 1.25
kilometers and 3.4
kilometers for the
succeeding 6
minutes. What is the
total distance
traveled by Almira in
8 minutes?
Let us look into
Almira’s story
considering these
questions:
1.How many
kilometers did
Almira travel
for 2 minutes?
2.How many
kilometers did
Almira travel
for 6 minutes?
3.How can we
help Almira
determine the
total distance
she traveled
in 8 minutes?
4.What

5. Do you know other
shapes that can be
used to form a
tessellation? Can you
give examples?
operation will
you use?
Developing Understanding
of the Key Idea/ Stem
(10 minutes )
Study the following
shapes. Which of them
do you think will
tessellate?
Together with your
group, use the
same shapes that
fit together to find
out if they could
form a tessellation
or not.
Show your work to
the class by
posting them on
the wall/board.
What are the
shapes that
tessellate?
NOTES TO THE
TEACHER: Provide cut-
outs to the learners.
Patterns formed by
learners may vary.
Now, let us help
Anthony and Stephen in
setting the tiles of the
house floor they are
working on.
I will give you an activity
sheet and a clean sheet
of paper. This activity is
about Anthony and
Stephen who are skilled
tile setters. Read the
situation and instructions
carefully before
performing the activity.
After 5 minutes, one
member of the group
will present your output.
Consider the clean
sheet of paper as the
floor of the house.
The teacher will show
how to draw a
translation of a
figure/shape.
(Demonstrate to the
learners how to draw it.)
This is how you draw a
rotation of a figure.
(Demonstrate to the
learners how to draw it.)
And this is how you draw
a reflection of a figure.
(Demonstrate to the
learners how to draw it.)
Who among you can
draw the translation of
this rectangle? The
reflection of this
oblong? The rotation of
this rectangle?
Follow the directions
carefully. You can draw
your answers on the
space provided.
Before we answer
the questions in
Almira’s story, we
need to know how to
add decimal
numbers.
To help Almira
determine the
distance she traveled
in 8 minutes, consider
the following steps:
1.25 + 3.40 = 4.65
Therefore, Mira
travelled a total
distance of 4.65
kilometers in 8
minutes.
Very good! Now you
are ready to add
decimals with
decimal parts of 2
decimal places.

6. 1. Did the tile shapes
you recommend form a
tessellation?
2. Why do you think
Clark will be pleased
with the tile shapes you
recommended?
Besides squares,
triangles and
rectangles, are there
other shapes that can
tessellate?
What are they?
Will this shape be able
to tessellate? (Show to
the learners the pictures
one by one.) Why? or
why not?
Can we combine two
different shapes to form
a tessellation? (Show to
the learners samples of
However, there are
mixed decimals that
require regrouping.
Here are the steps to
add decimals with
regrouping.
Example: 8.26 +
23.89

7. tessellations using two or
more different shapes)
What shapes were
combined to show a
tessellation?
Deepening Understanding
of the Key Idea/ Stem
( 5 minutes )
INTERVENTION GROUP
Which of the following
shows tessellation?
Encircle it.
CONSOLIDATION
GROUP
Encircle the shape
that can tessellate.
ENHANCEMENT GROUP
Using the shapes
below, you can form a
pattern that shows
tessellation.
Which of the shapes
cannot show
tessellation? Why?
INTERVENTION GROUP
Instructions:
1. Choose only
one set of
shapes
from your
envelope.
2. Form a
pattern that
will show a
tessellation.
3. Glue them
neatly on a
separate
sheet of
paper
provided.
Answer the following
activity.
INTERVENTION
GROUP
CONSOLIDATION
GROUP
Find the missing
digit in the
addition sentence.

8. CONSOLIDATION
GROUP
Instructions:
1. Choose one set of
shapes from your
envelope.
2. Tessellate the surface
of the small box
using them.
3. Glue them neatly on
the sides of the box.
ENHANCEMENT
GROUP
Instructions:
1. Choose two sets of
shapes from your
envelope.
ENHANCEMENT
GROUP
Answer the
following
situations. Write
your answer on the
blank.

1) What is 22.62
added to
34.23?
____________.
2) 17.40 added to

9. 2. Combine them to
form a tessellation.
3. Glue them neatly on
the sheet of paper
provided.
52.42 is equal
to _____________.
3) 245.85
increased by 54.76
equals
____________.
4) If we combine
42.12 and
23.31, the
answer is
_________.
5) What is the sum
if we add
39.87 and
10.52? __________
After/ Post-Lesson Proper
Making Generalizations
and Abstractions
( 2 minutes )
1. What is a
tessellation?
2. Can you name the
shapes that can form a
tessellation?
3. Do all shapes form a
tessellation? Why? or
Why not?
1. What were the basic
shapes that can
tessellate a surface?
2. Can we
use/combine two or
more shapes to form a
tessellation? What are
they?
3. Do all shapes
tessellate? Why or why
not?
4. Where can we
usually find tessellation
in our surroundings?
What do we mean when
we say translation?
reflection? and rotation?
A reflection is a mirror
image of the shape. An
image will reflect through
a line, known as the line
of reflection. In
geometry, a reflection is
known as a flip.
Rotation means the
circular movement of an
object around a center.
It is possible to rotate
different shapes by an
angle around the center
point.
How do you add
decimals with
decimal parts of up
to 2 decimal
places?
In adding decimals
with decimal parts
of 2 decimal places
we follow the
following steps:
1.Write and arrange
the numbers
vertically and align
the decimal points.
If the decimal has
only one decimal
place, annex zero
(0).
2.Add the
hundredths place.
3. Add the tenths

10. place.
4.Place the decimal
point.
5. Add the ones
place.
6. Add the tens
place.
If the decimal
requires regrouping,
apply the rule of
adding decimals
with regrouping.
Evaluating Learning
( 4 minutes )
Answer the activity
sheets that will be given
to you.
Intervention Group
Look at the patterns below. Do they
form a tessellation? Write
tessellate and NO if they don’t on the
space provided.
_____ 1.
_____ 2.
_____ 3.
_____ 4.
Please answer the
activity sheets that I will
distribute to you. Draw
your answers on the
space provided. Don’t
forget to follow the
directions given before
you answer.

Answer the
following.
INTERVENTION
GROUP
Find the missing
digit in the addition
sentence
CONSOLIDATION
GROUP

11. _____ 5.
Consolidation Group
Which of the following
shapes/figures can
tessellate? Using your
scissors, cut the shapes
and fit them together if
they can form a
tessellation or not.
Encircle the pattern
that forms a tessellation.
Enhancement Group
Will the following
shapes/figures
tessellate? Put a if
they will tessellate and
X if they will not.
___ 1. square
___ 2. circle
___ 3. rectangle
___ 4. cone
___ 5. parallelogram
___ 6. right triangle
___ 7. cube
___ 8. 5-pointed star
___ 9. regular hexagon
___ 10. sphere
Add decimals with
decimal parts of up
to 2 decimal
places.
1. Increase 34.54 by
32.45, the
answer is
______________.

2. What is 35.34
added to 43.27?
______________
3. What is the sum if
87.28 added to
12.64?
______________
4. Find the sum of
60.21 added to
21.32. ___________
5. Combine 54.32
and 17.21. what
is the sum?
____________
ENHANCEMENT
GROUP
Read and answer
the following
situations.
1. Ron bought 4.55
kilograms of guava
and 3.20 kilograms

12. of papaya. How
many kilograms of
fruits did Ron buy in
all?
2. Sally bought 8.67
meters of string for
the clothesline. In
the next day she
bought an
additional 6.92
meters. How many
meters of
clothesline did Sally
buy in all?
Additional Activities for
Application or
Remediations (if
applicable)

13. Remarks
Reflection