School: PAJO ELEMENTARY Grade Level: VI

GRADES 1 to 12 Teacher: RONNICK B. GUADALUPE Learning Area: MATHEMATICS

DAILY LESSON LOG Teaching Dates and
Time: Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

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 involving fractions and decimals in mathematical problems and real-life
Standards situations.
C. Learning adds and subtracts Adds mixed numbers Adds mixed numbers solves routine and non-
Competencies/ simple fractions without or with without or with routine problems
Objectives regrouping regrouping. involving addition and/or
(Write the L Code subtraction of fractions
for each) using appropriate
problem-solving
strategies and tools
II. CONTENT Adding and subtracting Adding the mixed Subtracting the mixed Solving word problems
(Subject Matter) simple fractions numbers numbers involving addition and
subtraction of fraction
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide MELC MELC MELC MELC
pages pp. 221 pp. 221 pp. 221 pp. 221
2. Learner’s Material 21st Century Mathletes 6 21st Century Mathletes 6 21st Century Mathletes 6 21st Century Mathletes 6
pages
3. Textbook pages 21st Century Mathletes 6 21st Century Mathletes 6 21st Century Mathletes 6 21st Century Mathletes 6
p.272-285 p.272-285 p.272-285 p.272-285

4. Additional
Materials from
Learning Resource
LR portal
 B. Other Learning PowerPoint PowerPoint presentation PowerPoint presentation PowerPoint presentation
Resources presentation and white and white board, books and white board, books and white board, books
board, books
IV. PROCEDURE
A. Reviewing previous The teacher will briefly The teacher will provide The teacher will provide The teacher will provide
Lesson or presenting discuss about Similar an activity as review an activity as review an activity as review
new lesson and Dissimilar fractions about last lesson. about last lesson/ about last lesson.
and getting the least Checking an assigment
common denomination
(LCD)
B. Establishing a Video Presentation Video Presentation Video Presentation Video Presentation
purpose for the (About Fractions) (About Fractions) (About Fractions) (About Fractions)
lesson

a. Presenting examples/ Situation: Situation: Solution: Mr. Castillo works in a

instances of the new In a Science experiment, furniture shop. He cut 12
lesson. Zaijan is an Nimfa observes that a LCD/LCM = 24 ½ decimeters (dm) from
ornithologist. Last bean sprout has grown 2 3: 3, 6, 9,12,15,18,21,24 a 15 ¼ dm of wood for
Saturday, he observed a 2/8 cm taller. If the 8: 8, 16, 24 his table frame. How long
flamingo on a forest height of the bean was the piece of wood
tree for 9/12 hour. The sprout was 5 3/5 cm in 5 2/3 = 5 16/24 left?
following day, he the last observation, -
observed the same bird what is the height now? 2 3/8 = 2 9/24
for 4/8 hour. How many _____________________ Let’s discover.
hours did he observe ____
the flamingo. How You can use the four
much longer did he 3 7/24 steps in problem solving
observe the bird on Let’s discover to answer questions
Saturday than Sunday? involving addition or
To solve the problem, subtraction of fractions.
we need to add the
Let’s Discover given mixed numbers. 1. Understand the
Since the fraction part problem
To answer the first are not similar, we have
question, we need to to change them to a. What is asked?
add 9/12 and 4/8. similar fractions using 40 - the lenght of the piece
Notice that these as their LCD. of wood left
fractions are said to be b. what are the given?
dissimilar. 2 2/8 = 2 10/40
5 3/5 = 5 24/40 12 ½ dm -cut for the
Step 1. Rename the __________________ table
given fractions as 15 ¼ dm – orginal length
similar fractions by = 7 34/40 OR 7 17/20 of the piece of wood.
getting their LCD or
least common 2. Plan what to do?
denominator. -How will you solve the
problem?
*Remember that the Subtraction
LCD is the least
common multiple or 15 ¼ - 12 ½ = _____
LCM of the
denominator. 3. Solve the problem.
Show how the solution is
done.
9/12 = 18/24 -> (24 ÷
12) x 9 = 18 15 ¼ = 15 ¼
+ -
4/8 = 12/24 -> -> (24 ÷ 12 ½ = 12 2/4
8) x 4 = 12
------
_________________
( 14 + 4/4 +1/4)

Step 2. Add the 14 5/4

numerators and write -
the sum over the 12 2/4
common denominator. _________________
Reduce the answer to 2¾
lowest term if
necessary. Complete answer: Mr.
Castillo had 2 ¾ dm of
wood left.

9/12 = 18/24 Step 4. Look Back. Check

+ your answer.
4/8 = 12/24
_________________

30/24 = 1 6/24 = 1 ¼

Therefore, albert
observed the flamingo
for 1 ¼ hours

To answer the second

question, subtract 4/8
from 9/12

9/12 = 18/24
-
4/8 = 12/24
_________________

6/24 = ¼

Observe that we
rename the fractions as
similar fraction using
the LCD which is 24.
Thus, we have 18/24
and 12/24. Then, we
subtract the numerators
 and write the difference
over the common
denominator. Since
6/24 is not yet in lowest
term, we express it as ¼

Therefore, Melquie
observed the flamingo
¼ hour longer on
Saturday than on
Sunday.
b. Discussing new
concepts and Let’s Discover Let’s discover Let’s discover.
practicing new
skills.#1 To answer the first To solve the problem, You can use the four
question, we need to we need to add the steps in problem solving
add 9/12 and 4/8. given mixed numbers. to answer questions
Notice that these Since the fraction part involving addition or
fractions are said to be are not similar, we have subtraction of fractions.
dissimilar. to change them to
similar fractions using 40 1. Understand the
Step 1. Rename the as their LCD. problem
given fractions as
similar fractions by 2 2/8 = 2 10/40 a. What is asked?
getting their LCD or 5 3/5 = 5 24/40 - the lenght of the piece
least common __________________ of wood left
denominator. b. what are the given?
= 7 34/40 OR 7 17/20
*Remember that the 12 ½ dm -cut for the
LCD is the least table
common multiple or 15 ¼ dm – orginal length
LCM of the of the piece of wood.
denominator.
2. Plan what to do?
-How will you solve the
 9/12 = 18/24 -> (24 ÷ problem?
12) x 9 = 18 Subtraction
+
4/8 = 12/24 -> -> (24 ÷ 15 ¼ - 12 ½ = _____
8) x 4 = 12
3. Solve the problem.
_________________ Show how the solution is
done.

Step 2. Add the 15 ¼ = 15 ¼

numerators and write -
the sum over the 12 ½ = 12 2/4
common denominator.
Reduce the answer to ------
lowest term if
necessary. ( 14 + 4/4 +1/4)

14 5/4
-
9/12 = 18/24 12 2/4
+ _________________
4/8 = 12/24 2¾
_________________
Complete answer: Mr.
30/24 = 1 6/24 = 1 ¼ Castillo had 2 ¾ dm of
wood left.
Therefore, albert
observed the flamingo Step 4. Look Back. Check
for 1 ¼ hours your answer.

To answer the second

question, subtract 4/8
from 9/12
 9/12 = 18/24
-
4/8 = 12/24
_________________

6/24 = ¼

Observe that we
rename the fractions as
similar fraction using
the LCD which is 24.
Thus, we have 18/24
and 12/24. Then, we
subtract the numerators
and write the difference
over the common
denominator. Since
6/24 is not yet in lowest
term, we express it as ¼

Therefore, Melquie
observed the flamingo
¼ hour longer on
Saturday than on
Sunday.
c. Discussing new Solve the following. Think-pair-share Let each group
concepts and Write the answer in Answer the problem exchange the
practicing new skills simplest form, below. Use different problems they made.
#2. whenever possible. strategies in solving. Group 1 will answer
1) Multiply 2 1//3 1) A truck was 78 the work of group 2,
by 3/5 . filled with grocery Group 2 will answer
2) What is 4/5 of 2 items for delivery. the work of group 3,
1/8 ? The driver delivered and so on.
3) Find the product 23 of this to
of 1 1/3 x 2 1/2 x supermarket. What
 3/5 . part of the truckload
of grocery items was
delivered? What part
of the truck load
was not delivered?

Encourage the
pupils to use
different strategies
in solving. Let the
pupils share what
strategy they used
in solving.
d. Developing Mastery 2. Find the difference of Add 2 1/8 and 3 9/10 Subtract 17 7/8 from 24 An Aquarium is filled with
(Lead to Formative 10/12 and 5/15 3/9 8 7/10 L of water. Alex
Assessment 3) Solution: poured 1 ¾ L more. How
Solution: much water did the
Clue: Find the LCD or LCD/LCM: 40 LCD: 72 aquarium contain.
LCM of 12 and 15
2 1/8 = 2 5/40 24 3/9 = 24 24/72 = 23 +
12: 12, 24, 36, 48, 60 3 9/10 = 3 36/40 72/72 + 24/72 =
15: 15, 30, 45, 60 ____________________
_ 23 96/72
LCD/LCM is 60 5 41/40
17 7/8 = 17 63/72
10/12 = 50/60 -> = 5 40/40 + 1/40 = 17 63/72
(60÷12) x 10 = 50 = 6 1/40 _____________________
+ 5/15 = 5/60 -> _________
(60÷15) x 5 = 20
6 33/72
= 30/60 or 3/6 or 1/2 or 6 11/24

e. Finding practical 2. Find the difference of Add 2 1/8 and 3 9/10 Subtract 17 7/8 from 24 An Aquarium is filled with
application of 10/12 and 5/15 3/9 8 7/10 L of water. Alex
concepts and skills in Solution: poured 1 ¾ L more. How
daily living Solution: much water did the
 Clue: Find the LCD or LCD/LCM: 40 LCD: 72 aquarium contain.
LCM of 12 and 15
2 1/8 = 2 5/40 24 3/9 = 24 24/72 = 23 +
12: 12, 24, 36, 48, 60 3 9/10 = 3 36/40 72/72 + 24/72 =
15: 15, 30, 45, 60 ____________________
_ 23 96/72
LCD/LCM is 60 5 41/40
17 7/8 = 17 63/72
10/12 = 50/60 -> = 5 40/40 + 1/40 = 17 63/72
(60÷12) x 10 = 50 = 6 1/40 _____________________
+ 5/15 = 5/60 -> _________
(60÷15) x 5 = 20
6 33/72
= 30/60 or 3/6 or 1/2 or 6 11/24

f. Making Fraction should be To add mixed numbers To subtract mixed To add and subtract
Generalizations and similar before they can in dissimilar forms, numbers in dissimilar mixed numbers in
Abstraction about the be added or subtracted. rename the fraction forms, rename the dissimilar forms, rename
Lesson. To add and subtract parts to similar fractions fraction parts to similar the fraction parts to
simple fractions in by getting the LCD. Then, fractions by getting the similar fractions by
dissimilar forms, change add the whole numbers LCD. Then, subtract the getting the LCD. Then,
them to similar fraction then the fraction parts. whole numbers then the add or subtract the
by getting the LCD. Regroup where it is fraction parts. Regroup whole numbers then the
Then, add or subtract needed. Express the where it is needed. fraction parts. Regroup
the numerators and answer in lowest term or Express the answer in where it is needed.
write the sum or simplest form it lowest term or simplest Express the answer in
difference over the necessary. form it necessary. lowest term or simplest
common denominator. form it necessary.
Express the answer in
lowest term or simplest
form if necessary.

g. Evaluating Learning Find the sum and Add the following mixed Subtract the following Solve the following ASSESSMENT DAY
difference. Show your number. Express the mixed number. Express problem.
solution. answer in lowest term the answer in lowest term
 1. Joshua, a fish vendor
1. 17/23 + 3/23 sold 12 4/5 kg of tilapia
1. 5 4/7 + 2 3/8 and 8 7/9 kg of milkfish.
2. 8/15 - 5/15 1. 5 2/3 – 2 3/8 How many kg of fish did
2. 6 4/5 + 7 ¾ he sell together?
3. 5/6 +4/9 2. 9 4/7 – 2 2/9
3. 4 1/12 + 8 4/10 2. Adora bought 1 3/5 kg
4. 7/8 + 2/5 of cabbage, 2 ¼ kg of
beans, and ¾ kg of
5. 10/12 – 5/8 pechay. How many
kilograms of vegetable
did she buy?

h. Additional Activities Let them make their

for Application or own advertisement
Remediation about the road safety.
Remind them that their
advertisement should be
related to the concept of
the effects of friction on
the motion of an objects.

V. REMARKS

VI. REFLECTION

A. No. of learners earned
80%in the evaluation.
B. No. of learners who required
additional activities for
remediation who scored
below 80%
___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who
earned 80% above earned 80% above earned 80% above earned 80% above earned 80% above
___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners ___ of Learners who
require additional require additional require additional who require additional require additional
activities for remediation activities for remediation activities for remediation activities for remediation activities for
remediation
C. Did the remedial lesson work? ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
No. of learners who have ____ of Learners who ____ of Learners who ____ of Learners who ____ of Learners who ____ of Learners who
caught up with the lesson. caught up the lesson caught up the lesson caught up the lesson caught up the lesson caught up the lesson

D. No. of learner who continue ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who
to require remediation continue to require continue to require continue to require continue to require continue to require
remediation remediation remediation remediation remediation

E. Which of my Strategies used that Strategies used that work Strategies used that work Strategies used that work Strategies used that
work well: well: well: well: work well:
teaching strategies ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group
worked well? Why ___ Games ___ Games ___ Games ___ Games collaboration
did these work? ___ Power Point ___ Power Point ___ Power Point ___ Power Point ___ Games
Presentation Presentation Presentation Presentation ___ Power Point
___ Answering ___ Answering ___ Answering preliminary ___ Answering Presentation
preliminary preliminary activities/exercises preliminary ___ Answering
activities/exercises activities/exercises ___ Discussion activities/exercises preliminary
___ Discussion ___ Discussion ___ Case Method ___ Discussion activities/exercises
___ Case Method ___ Case Method ___ Think-Pair-Share ___ Case Method ___ Discussion
___ Think-Pair-Share ___ Think-Pair-Share (TPS) ___ Think-Pair-Share ___ Case Method
(TPS) (TPS) ___ Rereading of (TPS) ___ Think-Pair-Share
___ Rereading of ___ Rereading of Paragraphs/ ___ Rereading of (TPS)
Paragraphs/ Paragraphs/ Poems/Stories Paragraphs/ ___ Rereading of
Poems/Stories Poems/Stories ___ Differentiated Poems/Stories Paragraphs/
___ Differentiated ___ Differentiated Instruction ___ Differentiated Poems/Stories
Instruction Instruction ___ Role Playing/Drama Instruction ___ Differentiated
___ Role Playing/Drama ___ Role Playing/Drama ___ Discovery Method ___ Role Playing/Drama Instruction
___ Discovery Method ___ Discovery Method ___ Lecture Method ___ Discovery Method ___ Role
___ Lecture Method ___ Lecture Method Why? ___ Lecture Method Playing/Drama
Why? Why? ___ Complete IMs Why? ___ Discovery Method
___ Complete IMs ___ Complete IMs ___ Availability of ___ Complete IMs ___ Lecture Method
___ Availability of ___ Availability of Materials ___ Availability of Why?
Materials Materials ___ Pupils’ eagerness to Materials ___ Complete IMs
___ Pupils’ eagerness to ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to ___ Availability of
learn learn ___ Group member’s learn Materials
___ Group member’s ___ Group member’s Cooperation in doing ___ Group member’s ___ Pupils’ eagerness to
Cooperation in doing Cooperation in doing their tasks Cooperation in doing learn
their tasks their tasks their tasks ___ Group member’s
Cooperation in doing
their tasks
F. What difficulties did __ Bullying among __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among
pupils __ Pupils’ __ Pupils’ __ Pupils’ pupils
I encounter which __ Pupils’ behavior/attitude behavior/attitude behavior/attitude __ Pupils’
my principal or behavior/attitude __ Colorful IMs __ Colorful IMs __ Colorful IMs behavior/attitude
supervisor can help __ Colorful IMs __ Unavailable __ Unavailable Technology __ Unavailable __ Colorful IMs
__ Unavailable Technology Equipment (AVR/LCD) Technology __ Unavailable
me solve? Technology Equipment __ Science/ Computer/ Equipment Technology
 Equipment (AVR/LCD) Internet Lab (AVR/LCD) Equipment
(AVR/LCD) __ Science/ Computer/ __ Additional Clerical __ Science/ Computer/ (AVR/LCD)
__ Science/ Computer/ Internet Lab works Internet Lab __ Science/ Computer/
Internet Lab __ Additional Clerical __ Additional Clerical Internet Lab
__ Additional Clerical works works __ Additional Clerical
works works

G. What innovation or Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
localized materials __ Making use big books __ Making use big books __ Making use big books __ Making use big books __ Making use big
did I used/discover from from from from books from
which I wish to views of the locality views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics __ Recycling of plastics __ Recycling of plastics to __ Recycling of plastics to __ Recycling of plastics
share with other to be used as to be used as be used as Instructional be used as Instructional to be used as
teachers? Instructional Materials Instructional Materials Materials Materials Instructional Materials
__ local poetical __ local poetical __ local poetical __ local poetical __ local poetical
composition composition composition composition composition