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 Republic of the Philippines

Department of Education

Region VI-Western Visayas

SCHOOLS DIVISION OF PASSI CITY

Lesson Plan

Mathematics 6

SOLVING WORD PROBLEMS INVOLVING DIRECT PROPORTION

(Integration of Contextualization, Localization and Indigenization of Content, Resources and Materials)

I. Learning Objectives:

Content Standard:

The learner demonstrates understanding of order of operations, ratio and proportion,

percent, exponents, and integers.

Performance Standard:

The learner is able to apply knowledge of order of operations, ratio and proportion, percent,
exponents, and integers in mathematical problems and real-life situations.

Learning Competency Code: M6NS-IIc-134

Learning Competency:

Solves problems involving direct proportion, partitive proportion, and inverse proportion in
different contexts such as distance, rate, and time using appropriate strategies and tools.

Contextualized Competency:

Solve word problems involving direct proportion.

Write an equation for a given problem.

Appreciate the different products in the community.

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 II. Learning Content

Solving Word Problems Involving Direct Proportion

III. Learning Resources

Lesson Guide in Elementary Mathematics 6, pp. 284-292

Skillbuilders in Math 6, pp. 162

Materials: real objects, show-me-board, chart, cut-outs, pictures, workbook, powerpoint

presentation on solving word problems involving direct proportion.

Values focus: Being healthy

Wise use of resources

IV. Procedure

Teacher’s Activity Pupils’ Activity Teacher’ Note

A. Review
Students will form ratio based on real life Pupils give the answer orally. Pupils’ active participation
situation. indicates enthusiasm and
understanding of the
prerequisite skills.

B. Establishing a purpose for the lesson Yes! Pupils answer orally.

Do you have fruit dessert after meals? What are Pupils will name some fruits.
the usual fruits you eat? Do you eat our own
products such as pineapple, rambutan, or banana?

C. Presenting examples of the new lesson Pupils read and analyze the
a. Activity 1-Whole Class Activity problem.

1. Present a word problem.

Passi City Multipurpose Cooperative promotes
native products from Passi such as wine, jam, jelly, Pupils manipulate the pictures
etc. Pineapples, inyam and bignay are the basic or cut-outs of pineapples and
ingredients to make such wine. To make a bottle of bottles of wine to form ratio and
wine, 4 medium-sized pineapples are needed. How set up a proportion.
many pineapples are needed to make 50 bottles of
wine?

D. Discussing new concepts and practicing new skills

Teacher shows powerpoint presentation on how

to set up proportion and solve word problem.

2. Discussion: 4 pineapples, 1 bottle of wine,

50 bottles of wine

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 a. What is/are the needed information? Set up a proportion
b. How do we solve the problem? 4:1 = N : 50
c. Write the equation or number sentence. Solve for N:
d. Show your solution and write the complete 4 X 50 = 1 X N
answer. N = 200

Answer:
To make 50 bottles of wine,
Teacher shows concrete representation using you need 200 pieces of
model or strips of paper. pineapples.
Teacher will go around and
check whether the pupils
are doing the activity and
participate actively in their
group work.

E. Developing mastery Teacher will emphasize the

Let’s Practice Pupils read the activity sheets. importance of putting label
Group the pupils into 5. on the final answer.
a. Teacher gives the activity sheets to the pupils Each group chooses its leader
based on the module. and secretary.
Pupil will read the problem and solve.
Pupils state the standards in
Problem 1 doing the group work.
Roy and Ben sell alupi on weekends to earn Accurate answers indicate
extra income for their allowance. For every piece of Pupils do their tasks as a group. understanding of concepts.
alupi, Roy needs 2 scoops of cassava starch, how Leader publishes and reports
many scoops of cassava starch will be needed to their outputs in class.
make 30 pieces of alupi?

Problem 2
Pineapples are sold by bundles of 3. If one
bundle costs ₱100.00, how much will you pay for 9
bundles?

b. Let each group choose a leader and a secretary.

c. Teacher asks the pupils to give the standards in Teacher guides the pupils
group activity. to formulate the
d. Provide worksheet for each group. generalization.
e. Leaders give the output and publish it for the
class.

F. Making Generalization and Abstraction about the

lesson

How do you solve word problems involving Pupils give the steps in solving Let the pupils publish their
direct proportion? word problem involving direct answer on the board.
proportion.
Each reporter will do the
reporting of his/her
outputs. Let the class give
G. Application to real life the comment or feedback
Be Smart! for the group output.
Read and solve. Pupils show the solution of the
Problem 1: answer on their drill board.
Juan hauls coconut during weekends to augment Teacher emphasizes wise
the income of their parents. He uses carosa in use of local resources and
transporting coconut. Two carosas are needed to finding means to earn extra
transport 30 pieces of coconut. How many carosas income.
are needed to transport 140 pieces of coconuts?

Let the learner act-out the

Value Integration Pupils give some examples on problem.
In the problem: the good value of finding means
1. How did Juan help his parents earn extra income? to earn extra income.

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 2. Did Juan maximize the use of his resources?
3. Why?

Problem 2:
Ten boiled bananas cost ₱15.00, how much will you
pay for 43 boiled bananas?

H. Evaluation
Read the problems and solve.
1. The ratio of duck eggs to chicken eggs in an egg
store is 4:7. If there were 60 duck eggs in the store,
how many chicken eggs were there?
2. “Agsadors” employ “tresya party system”. For
every 3 sacks of rice harvested by “agsador”, 1 sack
of rice will be given to the farm owner. How many
sacks of rice will be given to the farm owner if the
agsadors’ share is 60 sacks?

I. Additional Activities
Enrichment/ Remediation
Challenge yourself!

Read and Solve

1. The ratio of boys to girls in Grade VI-Bamboo of
Magdungao Elementary School is 2:1. How many
boys are there if there are 15 girls?
2. Marissa plans to make a mango-avocado shake. In
every litre of shake, she uses 3 mangoes and 1
avocado. How many mangoes and avocados does
she need for 3 liters of shake?
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.
___________________________________________________________________
C. No. of learners who continue to require remediation.
___________________________________________________________________
D. Which of my teaching strategies worked well? Why did these work?
___________________________________________________________________
E. 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?
___________________________________________________________________

Prepared by:

MYLEN P. LABRADOR CHRISTINE GENN ARELLANO

Master Teacher I Teacher I

Passi I Central School Magdungao Elem. School

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