Grades 1 to 12 School Grade Level 6

DAILY LESSON Teacher Learning Area Mathematics

PLAN
Teaching Dates & Time June 5-9, 2017 (Week 1) Quarter I

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES

A. Content Standards The learner demonstrates understanding of the four fundamental operations involving fractions.

B. Performance The learner is able to apply the four fundamental operations involving fractions in mathematical problems and real-life situations.
Standards
C. Learning M6NS-Ia-86 M6NS-Ia-86 M6NS-Ia-87.3 M6NS-Ia-88.3
Competencies/ The learner adds simple The learner subtracts The learner solves routine and non-routine problems The learner creates
Objectives fractions and mixed simple fractions and involving addition and/or subtraction of fractions problems (with
numbers without or with mixed numbers without using appropriate problem solving strategies and reasonable answers)
regrouping. or with regrouping. tools. involving addition and/or
subtraction of fractions.
Adding Simple Fractions Subtracting Simple Solving routine and non-routine problems involving Creating word problems
II. CONTENT and Mixed Numbers Fractions and Mixed addition and/or subtraction of fractions using (with reasonable
Numbers and Number Sense Numbers appropriate problem solving strategies and tools. answers) involving
addition and/or
subtraction of fractions.
III. LEARNING
RESOURCES
A. References
1.Teacher’s Guide pages
2.Learner’s Materials pages
3.Textbook pages
4.Additional Materials from Lesson Guides in Lesson Guides in
Learning Resource Mathematics Grade 6, pp. Mathematics Grade 6, pp.
212-215 223 - 227
(LR) portal
B. Other Learning Guiding Children’s Learning Guiding Children’s Learning Guiding Children’s Learning
Resources of Mathematics, pp.458 - of Mathematics, pp.458 - of Mathematics, pp.458 -
477 477 477
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https://www.teachingchann
el.org/videos/multiple-
approaches-to-solving-
problems
IV. PROCEDURES
A. Reviewing previous Drill: Activity 1 Game: Family Feud Review addition and  Ask the leader of one
lesson or presenting (optional depending on (Name That Number!) subtraction of Fractions and group to present their
students’ need) Students are grouped. Each Mixed Numbers through answers (yesterday’s
the new lesson tasks) to the class.
member has to give a Fraction Cards.
 Show fraction card on
-reducing fractions to fraction or mixed number
simplest form which will make the
- conversion of improper statement true.
fraction to mixed 1. My sum is 17, my
number and vice versa difference is 1.
 Pupils will respond using 2. My sum is 13, my
their drill boards.
difference is 3.
Activity 2: 3. My sum is 12, my
 Present the following difference is 8.
prompt to the class: 4. My sum is 50, my
difference is 0.
“Draw a picture or model 5. My sum is 17, my
that represents the sum difference is 13.
3 3
of
5
and
5
.

 Allow the pupils some

time to draw their
models.
 Call on some pupils to
show their models to the
class.
 Ask:
- What happens if the
two fraction models are
combined?
- What does 6 in the
6
fraction represent,
5
and how does it relate
to the model?

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 Monday
 Elicit from the class what
1
1 5 is.
 If no such model was
elicited, guide the pupils
how to represent it using
a number line.
B. Establishing a purpose  Ask pupils, “In what
for the lesson instances in daily living
you encounter addition
of fractions and mixed
numbers?”
 Elicit answers from
volunteers such as
buying choice cuts of
chicken with same price,
½ kilo wings, 2 1/3 kilo
legs, 1 ¾ kilo breast
part, etc.
C. Presenting  Present the following
examples/instances of problem to the class:
the new lesson
“Mang Justo milked his
1 4
two carabaos. He got 3 2
liters of milk from one
1
carabao and 4 5 liters from
the other. How much milk
did he get in all?
 Ask: What are the given?
What is asked? What
number sentence can we
Tuesday Wednesday
 Ask pupils to associate  Show connection
subtraction of fractions between real-world
and/or mixed numbers experiences and
to situations in everyday symbols which is
life. essential in enabling
students with the power
to make sense of
fractions.
 Make them realize that
those who are able to
make these connections
have demonstrated
lasting ability to flexibly
use their mathematical
knowledge, both
conceptual and
procedural, to solve
word problems.
 Present the following  Present the following
problem to the class: problem to the class:
1
“There were 3 2 melons “From a piece of yarn
left for lunch. At dinner 5
m long, Manny cut a
time, the family ate 1 3
2 1
piece 4 m long and
melons. What part of the 1 1 and 1/4 cup flour
another piece m long
2 1/8 tsp. baking soda
melon was left for the
and gave it to his
next meal? friends. What part of
the yarn was left with
 Ask: What are given in
him?”
the problem? What is
asked?  Ask the pupils to analyze
Thursday Friday
Group Activity:  Inform the class that
the target for today’s
 Inform the class that lesson is to write
the target for today’s interesting and
lesson is to work on a challenging word
recipe and they have to problems for their
find the total weight of classmate to solve
the recipe in grams and based on the Cookies
the total cost of all the Recipe.
ingredients.  Ask them what they
 Ask them to work already know about
together with the other creating word problems.
members of the group
to find the solution.
 Let them use their
knowledge of addition,
doubling and halving to
solve this problem.
 Present to the class the  Present the following
recipe. problem to the class:
Cookies Recipe “How many cups of dry
(yields 24 cookies) ingredients is needed to
make 12 cookies?”
Ingredients:
 Ask the following
questions: What are
1/8 tsp. salt given in the problem?
1/2 cup salted butter, What is asked? What are
softened the given conditions/
1/2 cup honey restrictions in the
1 cup chocolate chips problem?
1/4 cup white sugar
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 Monday Tuesday Wednesday Thursday Friday
use to solve this problem?  Guide the students in the problem by
planning how to solve answering the following: Procedure:
 Elicit from the pupils the the problem. What is being asked? Mix flour, baking soda,
and salt in a bowl. Mix
number sentence that will  Elicit from the pupils the What are given?
butter, sugar, and
help solve the problem: number sentence that  Call any volunteers to honey in a separate
1 1 will help solve the show different ways of
3 + 4 =? bowl. Add the flour
2 5
problem: solving the problem mixture and chocolate
1 2 through: chips to this bowl. Bake
32 - 13 = N
- Concrete models at 300° for 18-20
- Pictorial minutes.
representations /
drawings / diagrams
- Symbolic
representation

D. Discussing new  Elicit from the pupils how
concepts and to add dissimilar fractions
with regrouping.
practicing new skills
#1  Let them work in pairs to
answer the following:
1 7
3 4 + 2 10 = ?
1 3
76 + 24 = ?
 1
 Call on volunteers to
show their answer on
the board.
 Elicit from the pupils how  Group the pupils with 5
to subtract dissimilar members each. Instruct
fractions with them to choose a leader.
regrouping.  Present the following
 Let them work by 3’s and problem to the class:
correct each other’s
answer. “The Boy Scouts are
going on a 20-km hike.
1 3 1
After hiking 6 3 km on
86 - 34
the first hour and 5 2
2 1
49 - 13 km on the second
hour, how far do they
still have to go?”
1
10 - 7 8
 Using lottery, each group
 Call on volunteers to has to answer the
show their answer on problem with different
the board.
strategies; bar model,
fraction strips, number
line, drawing, diagram.
 Ask them to analyze the
problem by answering
the following: What is
Task 1:
Compute the total weight of
the recipe in grams using
the following conversion:
1 cup of flour = 125g
1 tsp baking soda = 5g
1 tsp salt = 5g
1 cup butter = 227g
1 cup honey = 340 g
1 cup choco chips = 175g
1 cup sugar = 200g
 Let the pupils work
collaboratively in pairs
but make sure each of
them jots down the
solution on his/her
notebook.
 Call some volunteers to
share their solutions and
justify their answers to
the class. Check their
solutions/ answers.
 Ask the following
questions: “How is this
problem similar/ different
from the original Cookie
Recipe?” “What
happened to the answer
(amount of dry
ingredients) as a result of
adding the restriction?”

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 Monday
E. Discussing new  Ask the pupils, “What if  Ask the pupils, “What if
concepts and the next day, he got 2 4
3
practicing new skills 2
liters and 5 liters of
5
#2
milk, how much milk did
he get in two days?
 Let them answer
individually in their
notebook.  Let them answer
Tuesday Wednesday Thursday Friday
being asked? What are
given?
 Ask the leader to present
their answer to the class.
 Present the following Task 2:  Inform the pupils that
after dinner time, they problem to the class: when creating word
1 Compute the total cost of problems, they should
gave 2 of the remaining to
2 the recipe using the always ask themselves,
a relative who visited “ of the moviegoers following prices: “What if?”
9
them, how many melons are adults. If there are  Let them think how can
were left for the next 95 more children than Flour: 500g for ₱50 they modify the problem
meal? adults, how many Baking powder: 50g for to create a new one by
children are there in ₱14 asking them, “What
the cinema?” Salt: 500g for ₱11.50 attribute/s would you
Butter: 227g for ₱106 want to change in the
individually in their Note: Honey: 454g for ₱347 problem if you are going
notebook. (The teacher guides the Chocolate chips: 290g for to write your own word
students to use box model) ₱285.75 problem?”
Sugar: 500g for ₱24.25  Let them write their new
problem and solution on
their notebook.
- 2 boxes represent adults  Elicit answers such as
2 “What if we double the
which is of the total
9 recipe, how many cups of
number of moviegoers each ingredient is needed
to have 48 cookies?”
 Call volunteers to share
their word problem and
- 7 boxes represent children solution to the class.
7
which is of the total
9
number of moviegoers
- 5 boxes represent the
excess no. of children
Since there are 95 more
children, then to find the
no. of person in each box is:
95 ÷ 5 = 19
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 Monday Tuesday Wednesday Thursday Friday

Answer:
Thus, the total no. of
children is 19 x 7 boxes is
equal to 133.

F. Developing mastery A. Add. Reduce the answer A. Rename each mixed Read, analyze, and solve Think-Pair-Share
(leads to Formative to simplest form. number. the problem.  Let them describe what
1 2 2 □
1. 7 5 = 6 5 happens when an
Assessment 3) 1. +
4 3 “1/4 of dingdong pack is attribute of a problem is
2 □ corn and the rest is nuts. changed to create a new
3 3
2. + 2. 3
3
= 23 3/5 of the nuts are peanuts word problem.
5 10
and the rest are cashew
3.
3
+2+8
1 5 9
3. 6 16 = 5 16
□ nuts. What fraction of the
4 whole pack are cashew
3 1
nuts?”
4. 68 + 92
B. Find the difference.  Ask each pupil to answer
5.
7
23 12 + 18 3
2 Reduce the answer to the problem with their
simplest form. chosen strategy; bar
7 1
model, fraction strips,
1. -5 number line, drawing,
15
and diagram.
6 2
2. - 24  Ask them to analyze the
12
problem by answering
3
3. 6 4 - 6 2
1 the following: What is
being asked? What are
1 3 given?
4. 4 2 - 2 4

2 5
5. 5
3
- 16

G. Finding practical Solve the problem correctly.
applications of 1. Tina spends 8 hour
3
concepts and skills in washing the dishes and
daily living hour cleaning the kitchen.
How many hours does she
spend in doing all the
chores in the kitchen?
Solve the problem correctly. Ask students to collect word problems involving addition Let students compile
1. Roel jogs 3 4 km while
3 and subtraction of fractions and mixed numbers that are adjusted recipes in their
relevant to their everyday life. Paste them in their Fraction Fraction Journal for future
5
Aries jogs 4 5 km, how
3
Journal. use.
12
much less does Roel jog
than Aries?
2. The dry ingredients for a
1
pancake recipe is 3 7

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 Monday Tuesday Wednesday Thursday Friday
3 1
2. Rey consumed 2 4 liters of cups. If there are 2 2
2
white paint and 1 3 liters cups of flour, how many
cups of other ingredients
of red paint to repaint the
are there?
fence. How much paint
did he use altogether?

H. Making generalizations How do we add dissimilar
and abstractions fractions with regrouping?
about the lesson
Adding dissimilar fractions
with regrouping
To add dissimilar fractions
with regrouping:
 Use LCD to write
equivalent fractions.
 Add the fractions, then
add the whole numbers.
 When the fraction in the
sum is an improper
fraction, change it to a
mixed number.
 Reduce the answer to
lowest terms whenever
possible.
How do we subtract How do we solve word
dissimilar fractions with or problems involving fractions
without regrouping? and mixed numbers? What
are the steps? What are the
Subtracting dissimilar different strategies?
fractions without regrouping
To subtract dissimilar
fractions without
regrouping:
 Use LCD to write
equivalent fractions.
 Subtract the
numerators.
 Write the difference
over the common
denominator.
 Reduce the answer to
lowest terms whenever
possible.

I. Evaluating learning Complete the pyramid by Subtract. Reduce the answer Interactive online game on Use this table to record their
filling in the boxes with the to lowest terms. addition and subtraction of results.
sum of the two fractions fractions and mixed
below each box. 3 5 numbers including word
1. 4
- 16
problems using
5 1
socrative.com
2. 6
-2 Ingre Weight Total
Alternative: QUIZ BEE dients Cost
3
3. 9 8 - 4 2
1 (for no internet
connectivity)

1 1 1 1
1 3 2 4 2 9
5 8 12 10 4. 12 5 - 3 10

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 Monday Tuesday Wednesday Thursday Friday
1 4
5. 17 2 - 11 5

J. Additional activities for Please refer to this website for on-line interactive worksheet.
application or
http://www.onlinemathlearning.com/fractions-worksheet.html
remediation

V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in the
evaluation

B. No. of learners who

require additional
activities for
remediation
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
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 Monday Tuesday Wednesday Thursday Friday
can help me solve?
G. What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?

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