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PDF DLL Math 6 q1 w1 DL
PDF DLL Math 6 q1 w1 DL
A. Content Standards The learner demonstrates understanding of the four fundamental operations involving
involving fractions.
B. Performance Standards The learner is able to apply the four fundamental operations involving fractions in mathematical problems and real-life situations.
The
The learner adds
adds simple
simple The
The learner subtracts
subtracts The
The learner solves
solves routine
routine and
and non-routine The
The learner creates
creates
C. Learning Competencies fractions and
fractions and mixed
mixed simple fractions
simple fractions and
and problems involving
problems involving addition
addition and/or subtraction
subtraction of problems (with
problems
numbers without
numbers without or with
with mixed numbers
mixed numbers without
without or fractions using
fractions using appropriate
appropriate problem
problem-solving
-solving reasonable answers)
reasonable answers)
regrouping. M6NS-Ia-86 with
with regrouping. M6NS- strategies and
strategies and tools. nvolving addition
nvolving addition and/or
Ia-86 M6NS-Ia-87.3 subtraction of fractions.
subtraction
M6NS-Ia-88.3
IV.PROCEDURES
A. Review Previous Lessons Drill: Activity
Drill: Activity 1 Game: Family
Game: Family Feud
Feud Review addition
Review addition and
and Ask the
Ask the leader of one
one
(optional depending
(optional depending on (Name That
(Name That Number!)
Number!) subtraction of Fractions
subtraction Fractions group to
group to present
present their
pupils’ need)
pupils’ and
and Mixed
Mixed Numbers
Numbers answers (yesterday’s
answers (yesterday’s
Pupils are
Pupils are grouped.
grouped.
through Fraction
through Fraction Cards. tasks) to
tasks) to the
the class.
Show fraction
Show fraction card
card on
on Each member has
Each has to
to
- reducing
reducing fractions
fractions to give a fraction
give fraction or mixed
-simplest
simplest form
conversion
conversion of improper number which
make the
make
which will
will
the statement
statement
fraction to
fraction to mixed
mixed number
true.
and
and vice
vice versa
1. My
My sum
sum is
is 17,
17, my
my
(Pupils will
(Pupils will respond
respond using
using difference is
difference is 1.
their drill
drill boards.) 2. My
My sum
sum is
is 13,
13, my
my
difference
fference is 3.
Activity 2:
Activity 3. My
My sum
sum is
is 12,
12, my
my
difference is
difference is 8.
Present the
Present the following
following
prompt to
prompt to the
the class: 4. My
My sum
sum is
is 50,
50, my
my
difference is
difference is 0.
“Draw a picture
“Draw picture or model
model 5. My sum is 17,
My sum 17, my
my
that
that represents
represents the
the sum difference is
difference is 13
3 3
of and .
5 5
Allow the
Allow the pupils
pupils some
some
time
me to
to draw their
draw thei
models. Call
Call on
on some
some
pupils to
pupils to show
show their
modells to
mode the class.
to the
Ask: What
What happens
happens if the
the
two fractiion
two fract modells are
on mode are
combined?
What does
What does 6 inin the
6
fraction
fraction represent,
represent,
5
and
and how
how does
does it
it relate
relate to
to
the
the model?
Elicit from
Elicit from the
the class
class what
what
1
1 is.
5
If no
no such modell was
such mode was
elicited, guide
elicited, guide the
the pupils
pupils
how to
how to represent
represent it it using
using a
number line.
line.
B. Establishing purpose for the Ask pupils,
Ask pupils, “In
“In what
what Ask pupils
Ask pupils to
to associate
associate connectiion
Show connect
Show on Group Activity:
Group the class
Inform the
Inform ass that
that
Lesson instances in
instances in daily
daily living
living subtraction of fractions
subtraction fractions between real-world
between real-world the
the target
target for today’s
today’s
you
you encounter addition
addition and/or mixed
mixed numbers
numbers experiences and
experiences and Inform the
Inform the class
class that
that lesson is
lesson is to
to write
write
of fractions
fractions and
and mixed
mixed to
to situations
situations in
in everyday symbols which
symbols which is
is the
the target
target for today’s
today’s interesting and
interesting and
numbers?” life. essentiial in enab
essent enabliling
ng lesson is
lesson is to
to work
work on
on a challlleng
cha engiing
ng word
word
students with
students with the
the rec
reciipe
pe and
and they
they have
have problems for their
problems
Elicit answers
Elicit answers from
from power toto make
make sense
sense to
to find
find the
the total
total weight classmate to
classmate to solve
solve
volunteers such
volunteers such as
as of fractions. of the
the recipe
recipe inin grams based on
based on the
the
buying choice
buying choice cuts
cuts of and
and the
the total
total cost
cost of Cookies Recipe.
Cookies
chicken with
chicken with same
same price,
price, Make them
Make realilize
them rea ze that all
all the
the ingredients.
1 those who
those who are
are able
able toto Ask them
Ask them what
what they
they
½ kililo
o wings,
ngs, 2 kililo
o make these
make these Ask them
Ask them to to work
work
3 already know
already know about
about
legs, 1 ¾ kilo
legs, kilo breast
breast part, connections have
connections have together with
with the the creating word
creating word problems.
etc. demonstrated lasting
demonstrated lasting other members
members of the
ability to
ability to flexibly
flexibly use
use group to f ind
group to nd the
the
theiir mathemat
the mathematiical cal solution. Let
Let them
them
knowledge, both
knowledge, both use
use their knowledge
knowledge
conceptual and
conceptual and of addition,
addition, doubling
doubling
procedural, to
procedural, to solve
solve and
and halving
halving to
to solve
solve
word problems.
word this
this problem.
C. Presenting examples /instances Present the
Present the following
following Present the
Present the following
following Present the
Present the Present to
Present to the
the class
class Present the
Present the
of the new lessons problem to
problem to the
the class: problem to
problem to the
the class: following problem
following problem to the
the recipe. following problem
following problem
1 the class:
the to
to the
the class:
“ “There were
“There were 3 Cookies Recipe
Cookies Recipe
Mang Justo
Mang Justo milked
milked his
his 2 “From a piece
“From piece of yarn (yields 24
(yields 24
4 “How many
“How many cups
cups of dry
dry
two
two carabaos.
carabaos. He
He got
got 3 melons left
left for lunch.
lunch. At
At m long, cookiies)
cook ingredients is
ingredients is needed
needed
1 dinner time,
time, the
the family
family ate
ate 5
liters
liters of milk
milk from
from to
to make
make 12
12 cookies?”
2 1 2 melons.
melons. What
What part Manny
Manny
1 cut
cut a piece Ingredients:
1 3 m long
long and
and 1 and
and 1/4
1/4 cup
cup flour Ask the
Ask the following
following
one
one carabao
carabao andand 4 4 1/8
1/8 tsp.
tsp. baking
baking s soda
oda questions: What
questions: What are
are
5 of the
the melon
melon was
was left
left for
1 1/8
1/8 tsp.
tsp. salt
liters from the
liters the other.
other. How
How the
the next
next meal? another piece
piece given in
given in the
the problem?
problem?
2 1/2
1/2 cup
cup salted
salted What is
What is asked?
asked? What
What
much milk
much milk did
did he
he get
get in
in
all? Ask: What
Ask: What are
are given
given in in m long and
and gave
gave it
it to
to butter, softened
butter, are
are the
the given
given
the
the problem?
problem? What
What is is his
his friends.
friends. What
What part
part of 1/2
1/2 cup
cup honey conditions/ restrictions
conditions/ restrictions
the
the yarn
yarn was
was left
left with
with 1 cup
cup chocolate
chocolate chips
chips
Ask: What
Ask: What are
are the
the given?
given? asked? in
in the
the problem?
him?”
What is
What is asked?
asked? What
What Guide the
Guide the students
students in in 1/4
1/4 cup
cup white
white sugar
number sentence
sentence can
can we planning how
planning how to
to solve
solve Ask the
Ask pupilils
the pup s to
to
use
use to to solve
solve this
this problem? the
the problem. Elicit
Elicit from
from Procedure:
the
the pupils
pupils the
the number analyze the
the problem
problem by Mix
Mix flour,
flour, baking
baking
answering the
answering the soda, and
soda, and salt
salt in
in a
licit from the pupils the sentence that
sentence that will
will help
help
following: What
following: What is
is being bowl. Mix
bowl. Mix butter,
butter,
the
the problem
problem by
by
answering the
answering the
follllow
fo owiing: What is
ng: What
being asked?
being asked? What
What
are given?
are
Ask the
Ask the leader to
to
present their answer to
present to
the
the class.
E. Discussing new concepts & A Ask the
Ask the pupils,
pupils, “What
“What if Present the
Present the following
following Task 2:
Task Inform the
Inform the pupils
pupils that
that
sk
sk the
the pupils,
pupils, “What
“What if
practicing and concern to new skills after dinner time,
time, they
they problem to
problem to the
the class: when creating
when creating word
word
#2 the
the next
next day,
day, he
he got
got 2 Compute the
Compute the total
total problems, they
problems, they
1 2
3 gave
gave of the
the the moviegoers cost
of the cost of the
the recipe
recipe shoulld always
shou ways ask
ask
2 9
using the
using the following
following themselves, “What
themselves, “What
4 are
are adults.
adults. If there
there are
are
remaining to a
remaining a relative
relative prices: if?”
2 95
95 more children
more chil dren than
than
liters and
liters and 5 liters
liters of who visited
who visited them,
them, how
how
adults, how
adults, how many
many Flour: 500g
Flour: 500g for ₱50
₱50 Let
Let them
them think
think how
how
5 many melons
many melons were
were left
left children
chil dren are there in the
are there the Baking
Baking powder:
powder: 50g
50g they can
can modify
modify the
the
milk, how
milk, how much
much milk
milk did
did
he
he get
get in
in two
two days? for the
the next
next mea
meall? cinema?” for ₱14
₱14 problem to
problem to create
create a
Salt: 500g
Salt: 500g for ₱11.50
₱11.50 new one
new one byby asking
asking
Let
Let them
them answer Note: Butter: 227g
Butter: 227g for ₱106
₱106
Let
Let them
them answer (The teacher guides
(The guides the them, “What
them, “What attribute/s
indi
ndividuall
dually
y in thei
their Honey: 454g
Honey: 454g for ₱347 would you
would you want
want to
to
ind
ndiividuall
duallyy in thei
their students to
students to use
use box
box
notebook. Chocolate chips:
Chocolate chips: change in the
change probllem
the prob em
notebook. model)
290g for ₱285.75
290g if you
you are
are going
going to
to
Sugar: 500g
Sugar: 500g for ₱24.25 wr ite
te your own
own word
word
problem?”
- 2 boxes
boxes represent
represent
2 Let
Let them
them write
write their
adults which
adults which is
is
9 new problem
new problem and
of the
the total number of solution
solution on
on their
moviegoers notebook.
- 7 boxes
boxes represent
represent Elicit answers
Elicit answers such
such asas
7 “What if we
“What doublle the
we doub the
children which
which is
is recipe, how
recipe, how many
many cups
cups
9
of the
the total
total number of of each
each ingredient
ingredient is
is
moviegoers needed to
needed to have
have 48
48
cookies?”
Call
Call volunteers
their volunteers
word problem
word to
to share
problem share
and
and
- 5 boxes
boxes represent
represent
the
the excess
excess no.
no. of solution to
solution to the
the class.
children
chil dren
Since there
Since there are
are 95
95
more children,
more children, then
then to
to
f ind
nd the
the no.
no. of person
person
in
in each
each box
box is:
95
95 ÷ 5 = 19
Answer:
Thus, the
Thus, the total
total no.
no. of
children is
children is 19
19 x 7 boxes
boxes
is
is equal
equal to
to 133.
F. Developing Mastery (Leads to A.
A. Add.
Add. Reduce
Reduce the
the A.
A. Rename
Rename each
each Read, analyze,
Read, analyze, and
and Think-Pair-Share
Formative Assesment 3 answer to
to simplest
simplest form. mixed
xed number. solve the
solve the problem.
Let
Let them
them describe
describe what
what
2 ❑
“1/4
“1/4 of dingdong
dingdong pack happens when
happens when anan
1 2
1. + = ? 1. 7 = 6 is
is corn
corn and
and the
the rest
rest is
is attribute of a problem
attribute problem is
is
4 3 5 5
nuts. 3/5
nuts. 3/5 of the
the nuts
nuts changed to
changed to create
create a
are
are peanuts
peanuts and
and the
the
new word
new word problem.
2. 3 + 3 = ? 2. 3 2 =2 ❑ rest
rest are
are cashew
cashew nuts.
nuts.
5 10 3 3 What fraction
What fraction of the
the
whole pack
whole pack are
are
cashew nuts?”
cashew
3 1 9 ❑
3. + + 3. 6 = 5
4 10 16 16
Ask each
Ask each pupil
pupil to
to
5
= ? answer the
the problem
problem
8
B.
B. Find
Find the
the difference.
difference. with
with their chosen
chosen
Reduce the
Reduce the answer to
to strategy; bar model,
strategy; model,
3 1 simplest form.
simplest
4. 6 + 9 = ? fraction strips,
fraction strips, number
8 2
7 1 line, drawing,
line, drawing, and
and
1. - = ? diagram.
7 2 15 5
5. 23 + 1 8
12 3
Ask them
Ask them to
to analyze
analyze the
= ? 6 2 problem by
problem by answering
answering
2. - = ?
12 24 the
the following:
following: What
What is
is
being asked?
being asked? What
What are
are
3 1 given?
3. 6 - 6 = ?
4 2
1 3
4. 4 - 2 =
2 4
2 5
5. 5 - 1 = ?
3 6
and 3
while Aries
Aries jogs
jogs 4
hour cleaning
cleaning the
the kitchen
kitchen 5
How many
How many hours
hours does
does km,
km, how
how much
much less
less does
does
she
she spend
spend in
in doing
doing all
all the
the
Roel jog
Roel jog than
than Aries?
Aries?
chores in
chores in the
the kitchen?
3 2. The
The dry
dry ingredients
ingredients for
2. Rey consumed 2 a pancake
pancake recipe
recipe is
is 3
4
liters of white paint and 1 1
2 cups. If there are
liters of red paint to 7
3
1
repaint the fence. How 2
much paint did he use 2
altogether? cups of flour, how many
cups of other ingredients
are there?
fraction, change
fraction, change it
it to
to a numerators.
mixed
xed number. Wr ite the difference
te the fference
Reduce
Reduce the
the answer to
to over the
the common
common
lowest terms
lowest terms whenever denominator.
possiible.
poss Reduce
Reduce the the answer to
to
lowest
owest terms
terms whenever
possible.
I. Evaluating Learning Complete the
Complete the pyramid
pyramid by
by Subtract. Reduce
Subtract. Reduce thethe Interactive
Interacti ve on
onliline game Use this table to record
ne game
filling in
filling in the
the boxes
boxes with
with answer toto lowest
lowest terms. on
on addition
addition and
and their results.
the sum
the sum of the
the two
two 3 5 subtractiion
subtract fractiions
on of fract ons
fractiions
fract ons bebellow
ow each
each box. 1. - = ? and
and mixed
mixed numbers
numbers Ingridie Weight Total
4 16 nts Cost
inc
ncllud
udiing
ng word
word p robllems
prob
using socrative.com
using
5 1
2. - = ?
6 2 Alternative: QUIZ
Alternative: QUIZ
BEE (for no
BEE no internet
internet
3 1 connectivity)
3 1 1 1 3. 9 - 4 = ?
1 3 2 4 8 2
4 8 12 10
2 9
4. 12 - 3
5 10
= ?
1 4
5. 17 - 1 1
2 5
= ?
J. Additionaloractivities
application for
remediation P ltease
ht tease /w w
p :/ /w refer
w. o nto
toli nthi
them
is awebs
websi
th le aite
te
rn infor
rn g .con-li
on-
omline
/ne
fr a icnteracti
fra nteract -wive
tio ns -w ve
or kworksheet.
sh ee t.
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V. REMARKS
VI. REFLECTION