Detailed Lesson Plan in Mathematics VI

I. OBJECTIVES
 Convert illustrated fraction into number fraction
 Identify the different kinds of fractions
 Importance of small things

II. SUBJECT MATTER

Topic: “Fraction”
Reference: Global Mathematics 6
Math Beyond Time, pp. 168 -171
Materials: newspaper, chocolate bar, PowerPoint, speaker, scissors

newspaper, chocolate bar, powerpoint, speaker, scissors

III. PROCEDURE
TEACHER’S ACTIVITY
A.   PRELIMINARY ACTIVITY
Prayer:
Everybody stand up and let us pray.
Our Father who art in heaven. Holy be Your name, Thy
kingdom come Thy will be done on earth as it is in heaven.
Give us this day our daily bread and forgive us our sins as we
forgive those who sins against us. And do not bring us to the
test but deliver us from evil, amen.
PUPIL’S ACTIVITY
Our Father who art in heaven. Holy be
Your name, thy kingdom come thy will be
done on earth as it is in heaven. Give us
this day our daily bread and forgive us our
sins as we forgive those who sins against
us. And do not bring us to the test but
deliver us from evil, amen.

Good morning class. Good morning teacher.

You may now take your seat.
Checking of Attendance:
Is there any absent today?
(Pupil’s response)

B. REVIEW
Before we start our lesson, let’s have a review about our
lesson yesterday. Can you tell me what it is? Teacher it’s about problem solving.

Yes. Now what are the processes you need to solve the
problem? First, we need to identify what is being
asked. Second, we need to gather all the
information then choose what strategy we
are going to use. Solve or perform it and
check.

C. MOTIVATION
Ok class, today we are going to play the newspaper dance. For (Children will dance and play)
those who don’t know how to play this game, I’m going to
play music and you’re going to dance around the paper. When
the music stops, you’re going to step on the paper and make
sure that none of your feet will go beyond the paper, cause if
you do, you will be out of the game. The remaining players
will fold their paper and repeat the process until we
determined who the winner is. Now find a partner and we will
start the game.
(Plays music)

(When the game is done) Take a look at the papers that you
used. It is big right?
But when we folded it for the 1st time, it became smaller and
making it divided into 2 like this (showing the paper). How
many parts again do this paper has after folding? Yes teacher.

That’s right, 2. But when we folded it during the game. You

can only see the one part right? Because the other part is at the
bottom of the part that you can see. These parts that make up
2
the whole paper are what we call fraction.

D. LESSON PROPER Yes teacher.

Fraction is a part of a whole or something that shows part of a
whole. This paper has two parts that makes the whole. The
part that you can see while playing, & the other part at the
bottom that you can’t see while playing. (Flash ½ on the
screen) We read this as one half. Will you repeat?
The fraction always has a line that separates the upper number
and the bottom number. The upper number represents/shows
how many parts we are talking about. It is called the
numerator. While the bottom number represents/shows the
total number of parts. It is called the denominator.
How many parts of the paper you can see? One half

That’s why the number 1 is written at the upper part because it

shows the number of parts we are talking about.
What is the total number of parts does the paper you cut has?

Fraction is something that shows part of a whole. Will you

repeat?
one
Now I have here a chocolate. If 1 friend of mine came, I’m
going to share this to her. So what am I going to do?

Yes I’m going to split/divide it into 2 just like what we did on

the paper. (Split the chocolate into two and show it to the
pupils) Now I have what part of the chocolate? Two

Correct. But then another 2 friends of mine came. So I’m Fraction is something that shows part of a
going to split it again so they can also eat this. How many whole
people are going to share in this chocolate?

That’s right, 4. Me and my 3 friends. (Split the chocolate) Split it into two.
What part of the chocolate do I have now?

Very good. What about the part of the chocolate that my

friends have? What part of the chocolate they have in total?
1
3 2
is correct. We use fractions all the time. When you do half
4
of the housework or eat one quarter of a cake.

Now take a look at this. (Flash the illustrated fraction)

Four

1
4

3
4

Into how many parts does the circle is divided?

Eight is correct.
How about the shaded part of the circle colored with green?
How many parts of the circle?

5
Five. So from this, we can say that of the circle is the
8
colored green. Let’s go to the part of the circle that is not
shaded or the white ones. How many parts of the circle is the
white?

So from that, what can you say on the white part of the circle?

You got it correctly! Another one.

eight

5
Into how many parts is this shape divided?
How many parts are shaded?
7
So can we say that of the shape is shaded.
12
3
How many parts are unshaved?
 5
We can say that of the shape is unshaded.
12 3
of the circle is the white.
Did you get it? 8

(show the picture)

12
7
Give me the fraction of the part of the pizza that was taken
away.
5
And what fraction is represented by the part of the pizza that is
left? Yes teacher.

Did you understand now how to tell the fraction of something?

We have different kinds of fractions. The first is the proper

fraction. It is a fraction in which the numerator is smaller than
the denominator. It means that it is less than one. For example,
2 3 1 5
, , , .
5 4 7 8
Can you give another example?
Next is the improper fraction. It is a fraction in which the
7
numerator is greater than the denominator. Example . 7
5
which is the numerator, is greater than the denominator which 3
of the pizza was taken away
is 5. Improper fraction is larger/greater than one. 8
Can you give another example of improper fraction?

Are we clear with the improper fraction? 5

of the pizza is left
8
Last but not the least is the mixed number. It is a combination
1
of a whole number & a proper fraction. Example of this is 2
3 Yes teacher.
3 5
, 5 , 4 . Always remember that a mixed number is
7 8
composed of 3 numbers. The integer at the right side, the
numerator, and the denominator. Can you give me another
example of mixed number?

(Pupils’ answer)
Very good! Are we clear now with the mixed number?
Do you have any questions?

E. ACTIVITY
(Group Activity)
I’m going to flash sets of fraction and you’re going to classify
whether it is proper fraction, improper fraction, or mixed (pupil’s answer)
number. Write your answer on the paper and raise it. The first
group to score 3 points will be the winner
5 Yes teacher.
1.
7
9
2.
5
7
3.
18
11
4. 15
12
19
5. (pupil’s answer)
4
Yes teacher.
F. GENERALIZATION
What is a fraction?
None.

What are the different kinds of fraction?

What is a proper fraction?

Very good. How about the improper fraction? Can you tell me
what an improper fraction is?
Proper fraction
That is right. Then, mixed number. What is a mixed number? Improper fraction
Proper fraction
Mixed number
Very good class.
Improper fraction

G. APPLICATION
(Seat work)
List 3 examples of Proper Fractions, Improper Fractions and
Mixed numbers. Fraction is a part of a whole.

Proper fraction, improper fraction, and

H. EVALUATION
mixed number.
Give the fraction of the shaded part of the following.
Proper fraction is less than one & the
1.
numerator is less than the denominator.

Improper fraction is more than one. The

numerator is greater than the denominator.

Mixed number is a fraction that is

 composed of a whole number and a proper
fraction.
2.

3.

4.

7
9
5.

1
6

V.ASSIGNMENT
Give what is being asked.
1
1. At Euclid School, there are 14 female teachers & 11 male
teachers. What fraction of the teachers is male? 2
2. Ruth has 9 gold rings & 2 silver rings. What fraction of
Ruth’s rings is silver?
3. The mother hen has 8 female chicks & 5 male chicks. What
fraction of the chicks is female? 2
4. There are ten green pillows & one purple pillow on the sofa. 5
What fraction of the pillows is green?
5. Mom has 3 diamond necklaces & nine ruby necklaces in her
jewellery box. What fraction of the necklaces are diamonds?
3
8
 DETAILED LESSON PLAN IN SCIENCE AND HEALTH VI
I. OBJECTIVES:
At the end of the lesson, pupils are expected to:
 Identify homogenous and heterogeneous mixture
 Differentiate homogeneous from heterogeneous mixture
 Appreciate the use of mixture in everyday activity.

II. SUBJECT MATTER:
Topic: Homogeneous and Heterogeneous Mixtures
References: Science Wonders 6
Kids & Chemistry Learning Series, accessed September 7, 2006.
http://www.usi.edu/extserv/kidschem/lesson3.htm
Materials: Charts, textbooks, mixtures

III. PROCEDURE:
TEACHER’S ACTIVITY PUPIL’S ACTIVITY
A.   PRELIMINARY ACTIVITY
Prayer:
Can you please lead the prayer (name) Oh God thank you for keeping us safe and
sound every day. We also thank you for all
the blessings that you’ve given us. Please
may your guidance be with us. Amen.
Good morning Teacher!
Good morning children! Yes Teacher
Checking of Attendance:
Please raise your hand and say “I’m here” if you’re present “I’m here”
(call pupil)
B. REVIEW Yesterday we have discussed about
What have we discussed yesterday? mixture.
A mixture is a combination of two or more
So, what is a mixture? substances.
Very good! (pupils’ responses)
Can you give an example of mixture?

C. MOTIVATION Halo-halo
What can you see? Yes.
Have you eaten/drank halo-halo? Because it is literally a mixture of many
Why do you think it is called halo-halo? ingredients. Halo-halo means mix.

Who among you drank coffee this morning?

If halo-halo is a mixture and you can identify its ingredients, (responses)
do you think coffee is a mixture and can you identify its
ingredients?
Do you want to know more about mixture?

D. LESSON PROPER
1. Presentation
As we have discussed, mixture is a combination of two or
more substances and it is of two types:
Heterogeneous and the homogeneous mixture.
Now, I am going to show you something. Take note of what
you will observe.
(Teacher Demonstration):
Set up two glasses of water.
Add pebbles to the first glass. Stir.
Add a half spoon of salt to the second glass. Stir.

Class, can you observe what happened to the first glass?

The pebbles sank at the bottom of the

What can you observe from the second glass? glass. The water and the pebbles are mixed
but they are still separated after the water
Your observations are true. What happened to the two glasses is stirred.
represents the two types of mixture. In the first glass, the The salt dissolved in water after it was
pebbles sank into the bottom of the glass. The mixture did not stirred and after a few minutes.
completely mix and we can still identify the two substances
which are mixed together. This is an example of a
heterogeneous mixture.
While on the second glass, you have observed that the salt
eventually disappeared from the water because they dissolved
in it. As a result, the salt and the water became a mixture
where the salt can never be separated from the water and the
mixture looked just like pure water.
2. Discussion
From the two mixtures you have observed what is a
heterogeneous and a homogeneous mixture?

A heterogeneous mixture is a mixture

where the mixed particles can be separated
or identified from the mixture while a
heterogeneous mixture is a mixture where
the components that make up the mixture
are uniformly distributed throughout it.

Can you think of another example of these kinds of mixture? (pupil’s responses)

E. ACTIVITY
Now, we are going to have a group activity. I will group you -Share your ideas.
into two and you are going to do an activity with your group. -Cooperate with the group.
But before that, what are first the standards to be observed -Work silently.
during group activity?
Direction: Each group will be given a water, alcohol, sugar,
salt, rice grains and corn. Each group shall make two mixtures
of heterogeneous and homogeneous. The first group to make
two mixtures of heterogeneous and another two of
homogeneous mixture earns higher points.
*Checking of Activity

F. GENERALIZATION
What are the two types of mixture?

The two types of mixture are the

What are the characteristics of the two mixtures?
heterogeneous and homogeneous mixture.
A heterogeneous mixture is a mixture
where the mixed particles can be separated
or identified from the mixture while a
heterogeneous mixture is a mixture where
the components that make up the mixture
are uniformly distributed throughout it.

G. APPLICATION
(Seat work)
List five mixtures found at home which are heterogeneous and
homogeneous.

H. EVALUATION
Direction: Identify whether the following mixture is a
homogeneous or a heterogeneous mixture. Write the answer
on your answer sheet.
1. vinegar
2. bowl of colored candies
3. dishwashing detergent
4. cereal in milk
5. vegetable soup
6. pizza
7. gravel and sand
8. Alcoholic drinks
9. salad
10. hot coffee

V. ASSIGNMENT
Define the following:
1. Solution
2. Solute
3. Solvent
 DETAILED LESSON PLAN IN ENGLISH VI
I. OBJECTIVES:
At the end of the lesson, pupils are expected to:
 Identify homogenous and heterogeneous mixture
 Differentiate homogeneous from heterogeneous mixture
 Appreciate the use of mixture in everyday activity.

II. SUBJECT MATTER:
Topic: Homogeneous and Heterogeneous Mixtures
References: Science Wonders 6
Kids & Chemistry Learning Series, accessed September 7, 2006.
http://www.usi.edu/extserv/kidschem/lesson3.htm
Materials: Charts, textbooks, mixtures

III. PROCEDURE:
TEACHER’S ACTIVITY PUPIL’S ACTIVITY
A.   PRELIMINARY ACTIVITY
Prayer:
Checking of Attendance:

B. REVIEW

C. MOTIVATION

D. LESSON PROPER

E. ACTIVITY

F. GENERALIZATION

G. APPLICATION

H. EVALUATION

V. ASSIGNMENT