Lesson Exemplar in Mathematics Using the IDEA Instructional Process

Modular Distance Learning (Learners-Led Modality)

School KABUBUHAYAN ES Grade Level Grade 6

Lesson Teacher ANZELMO V. SANTOS JR. Learning Area Mathematics
Exemplar Teaching Date December 7, 2020 Quarter First Quarter
Teaching Time No. of Days 1 day

I. OBJECTIVES At the end of the lesson, learners are expected to:

 Recognize and differentiate between terminating and
repeating/non-terminating decimal quotients
 Practice cooperation in working with group.
A. Content Standards  The learner demonstrates understanding of the four
fundamental operations involving fractions and decimals.
B. Performance  The learner is able to apply the four fundamental operations
Standards involving fractions and decimals in mathematical problems
and real-life.
C. Most Essential Differentiates terminating from repeating, nonterminating decimal
Learning quotients. M6NS-Ii-119
Competencies (MELC)
D. Enabling
Competencies
II. CONTENT Differentiating terminating from repeating, non-terminating decimal
quotients.
III. LEARNING RESOURCES
A. References PIVOT 4A BOW page 122
K to 12 Grade 6 Curriculum Guide
a. Teacher’s Guide Lesson Guide in Elementary Math Grade 6. 2010. pp. 111-114
Pages
b. Learner’s Material R4A-Module- Math -6 p. 34-35
Pages
c. Textbook Pages
d. Additional
Materials from
Learning
Resources
B. List of Learning
Resources for
Development and
Engagement “DepEd Learning Delivery Modalities for School Year 2020-
Activities 2021.
https://www.teacherph.com/deped-learning-delivery-
modalities/
IV. PROCEDURES
A. Introduction Review:
 The learners would define the meaning of rational and
irrational number and give examples of each. Then answer
Learning Task No. 1 of Mathematics 6 R4A Module.
 The objectives of the lessons will be presented as well as
the varied ways on how to achieve them.
 B. Development  The learners would define the word terminate.
 They can also differentiate between terminating and non-
terminating decimals then answer Learning Task number 2
of R4A Module.

C. Engagement The learners would answer Learning Task Number 3 for Application.

D. Assimilation • Let the learner differentiate a terminating from a repeating/non-terminating

decimal and define the word vinculum
Evaluation:
* Let the learners solve Learning Task no. 4 of R4a Module.

V. REFLECTION The learners will be required to write ONE WORD in his screen
to show his insights about the learning that he has gained
about the topic.

Prepared by:

ANSELMO V. SANTOS JR
Grade 6 – Mathematics Teacher
KABUBUHAYAN ELEMENTARY SCHOOL
Nagcarlan District

Checked by:

CONSOLACION V. ORTIZ
District Principal Math Coordinator

Lesson Exemplar in Mathematics Using the IDEA Instructional Process

Modular Distance Learning (Learners-Led Modality)

School ALUMBRADO ES Grade Level Grade 6

Lesson Teacher MARIDOR B. BUENO Learning Area Mathematics
Exemplar Teaching Date December 8 – 9, 2020 Quarter First Quarter
Teaching Time 10:00 – 10:50 No. of Days 2 days

At the end of the lesson learners are expected to:

I. OBJECTIVES a. Solve routine and non-routine problems involving division of
decimals, mixed decimals, and whole numbers including money
using appropriate problem-solving strategies and tools.
b. Write number sentences to represent the word problems.
c. Keep trying and never give up easily.

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

operations involving fractions and decimals.
B. Performance Standards The learner is able to apply the four fundamental operations involving
fractions and decimals in mathematical problems and real – life
situations.
Solves routine and non-routine problems involving division of
C. Most Essential
Competencies Learning
(MELC) decimals, mixed decimals, and whole numbers including money using
appropriate problem-solving strategies and tools (M6NS-li-120.2)

D. Enabling Competencies
II. CONTENT Problem Solving Involving Division of Decimal Numbers and
Money
III. LEARNING RESOURCES
A. References
a. Teacher’s Guide Pages
b. Learner’s Material Pages Math 6 Quarter 1 Module p. 36-37
c. Textbook Pages
d. Additional Materials Lesson Guide in Elementary Math 6 p. 33
https://www.researchgate.net/figure/Differences-between-
routine and-non-routine-problems_tbl1_283353866
B. List of Learning Resources
for Development and
Engagement Activities
IV. PROCEDURES

The learners will read the brief introduction of the lesson

where the objective set to be attained is stated.
Let them pay attention to the part where the value of
never giving up once you failed on something was
emphasized.
As a catalyst to the next lesson, allow them to recall the
different steps in solving Word Problems.
A. Introduction Then ask them to answer the 5 questions in Learning Task 1.
Tell them that they may use this diagram in answering
the task.
 Let the learners study and remember the technique/ steps to
be followed in solving routine and non-routine problems. Advise
them to use mnemonics or think of a way for them to easily
remember the steps.
Then have them answer the 3 questions under Learning Task 2.
As they answer word problems, they will realize that it is very
B. Development important to follow the steps to come up with the right answer.
The learners will also discover that their basic knowledge on
Dividing Decimals including money is a pre-requisite for them to
solve different types of problems even in real life situations.

C. Engagement Challenge the learners as you let them work with 5 more
problems on Learning Task 3.

D. Assimilation Let the learner identify the differences between routine, non-
routine, multi-step routine and multi-step non-routine word
problems by answering Learning Task 4.

Ask the learners to check this image

on their activity sheets as guide in answering
the task.

As a form of reflection, let the learners write their personal

insights about the lesson using the prompts below.
V.REFLECTION
I learned that ______________________________________.

I realized that ______________________________________.

.
I intend to ________________________________________.

Prepared by:

MARIDOR B. BUENO
Grade 6 – Mathematics Teacher
ALUMBRADO ELEMENTARY SCHOOL
Nagcarlan District

Checked by:

CONSOLACION V. ORTIZ
District Principal Math Coordinator
 Lesson Exemplar in Mathematics Using the IDEA Instructional Process
Modular Distance Learning (Learners-Led Modality)
School
Lesson Teacher
Exemplar Teaching Date
Teaching Time
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Most Essential Learning
Competencies (MELC)
D. Enabling Competencies
II. CONTENT
III. LEARNING RESOURCES
A. References
a. Teacher’s Guide Pages
b. Learner’s Material Pages
c. Textbook Pages
d. Additional Materials
from Learning Resources
B. List of Learning Resources
for Development and
Engagement Activities
IV. PROCEDURES
A. Introduction
ALUMBRADO ES Grade Level Grade 6
MARIDOR B. BUENO Learning Area Mathematics
December 9 – 10, 2020 Quarter First Quarter
10:00 – 10:50 No. of Days 2 days
At the end of the lesson learners are expected to:
a. Solve routine and non-routine problems involving division of
decimals, mixed decimals, and whole numbers including money
using appropriate problem-solving strategies and tools.
b. Write number sentences to represent the word problems.
c. Keep trying and never give up easily.
The learner demonstrates understanding of the four fundamental
operations involving fractions and decimals.
The learner is able to apply the four fundamental operations involving
fractions and decimals in mathematical problems and real – life
situations.
Solves multi-step routine and non-routine problems involving division
and any of the other operations of decimals, mixed decimals, and
whole numbers including money using appropriate problem-solving
strategies and tools. (M6NS-lf-113.3)
Problem Solving Involving Division of Decimal Numbers and
Money
Math 6 Quarter 1 Module p. 38-39
Lesson Guide in Elementary Math 6 p. 96
https://www.researchgate.net/figure/Differences-between-routine and-
non-routine-problems_tbl1_283353866
The learners will read the brief introductory part of the lesson
learning outcomes were stated.
Tell them answer the additional task on their activity sheets
different steps
called “Fill Methey
In”have learned
to help them from the previous
recall lesson
the different
problem-solving steps they have learned in the
previous lesson.
Then ask them to answer the 5 questions in Learning Task 1.
Tell them to be consider the guide questions in solving
the problem.
 Let the learners create a word problem using the given data in
forming a question and decide on the best method or solution to
use to get the answer.
Tell them to study the example provided before answering
Learning Task 2.
The learners will realize as they go over the learning task that
B. Development creating their own word problems depends on the data
presented and must be connected by the right connectors.

C. Engagement Enhance the learners’ developed knowledge by letting them

work on Learning Task 3.

D. Assimilation Ask the learners to copy the meaning of multi-step routine

problem and multi-step routine problem-solving from their
Module in Math p.39.
Then, as a final activity, have them answer Learning Task 4
where they will just choose the letter of the correct answer.

As a form of reflection, let the learners write their personal

insights about the lesson using the prompts below.
V.REFLECTION
I learned that ______________________________________.

I realized that ______________________________________.

.
I intend to ________________________________________.

Prepared by:

MARIDOR B. BUENO
Grade 6 – Mathematics Teacher
ALUMBRADO ELEMENTARY SCHOOL
Nagcarlan District

Checked by:

CONSOLACION V. ORTIZ
District Principal Math Coordinator