Republic of the Philippines
Department of Education
ASSEMBLYMAN SEGUNDO MOSCOSO MEMORIAL
Name of the Teacher: JOHN CYREL V. MONDEJAR
Date & Time: March 22, 2021- 8:00 AM
Subject Area: MATH VI
Quarter: 1ST Quarter
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
( Write the code for each)
D. Integration (Knowledge
of content within and across
curriculum teaching areas)
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2.Learner’s Material pages
3.Textbook pages
4.Additional Materials from
Learning Resource LR
portal
5. Other Learning
Resources
IV. PROCEDURE
A. Reviewing previous
lesson or presenting the
new lesson
ENGAGEMENT
Lesson Plan in Math VI
Region VI- Western Visayas 2020-2021
Division of Antique
District of San Jose
SCHOOL Classroom Observation No. __1__
(School)
RPMS : OBJECTIVE INDICATORS
To ensure the learners demonstrate understanding of four
fundamental operations involving fractions.
To ensure the learners should be apply the four
fundamental operations involving fractions in
mathematical problems in real- life situations
Multiplying simple fraction ( M6NS-Ib- 90.2)
Using appropriate problem-solving strategies and tools
(M6NS-Ib-92.2)
ESP – Practice the value of being contented of your part KRA 1: Content Knowledge and
given by your parents Pedagogy, Objective 1-Indicator 1
Health – Practice proper hand washing before and after
eating. To avoid corona virus infected.
Arts – Proper use of lines in equal dividing of fraction.
ICT - Using power point presentation
Multiplication of Fractions.
MELCs page 4 Week 2
K-12 curriculum guide Math 6 page 98
21st Century Mathletes 6 page 16-29
Pages 16-29
Visualizing multiplication of fraction
Chart, pictures, power-point presentation, activity cards,
plastic sheet, pens ruler, bread, pizza.
1. Review the previous lesson
Write the missing factor that can be multiplied to get the
product
1. 4.
 2. Motivation
- Integrative Approach KRA 1 : Content Knowledge and
Pedagogy Objective 1:
Indicator #1
Apply knowledge of content and
across curriculum teaching areas
B. Establishing a purpose
for the lesson . Values Integration- The value for
being contented
CLI Integration-Local place where
you can find bread
Look at the picture. What is in the picture?
(CLI ) Who among you have found big bread from San
Pedro? What kind of bread you have known? Did you
know about bake shop? How many bake shops have you
known in San Pedro?

If your mother has a big bread and you have 2 sisters and
1 brother. How many times did you cut the bread? Are
you contented with your part?

During the pandemic Mrs. Reyes bought 6/7 of pizza.

She gave ½ to her 3 children. How much pizza did the
children have??
Application to answer word problem
Understand:
a. What is ask? The part of pizza did the children
have.
b. What are the given facts? 6/7 of pizza and ½ of
pizza gave to her children.
Plan
a. What operation to be used to solve the problem?
Multiplication

C. Presenting examples
/instances of the new lesson
EXPLORATION
Let us illustrate how to multiply pizza using this bread or
other material for illustration. Using acetate plastic as a
real presentation.
KRA 3: Curriculum and Planning
Objective 7 Indicator # 3
Select, develop, organize and use
appropriate teaching and learning
resources, including ICT to address
learning goals.
ICT Integration-flashing the pictures
using power point presentation

KRA 3: Curriculum and Planning

Objective 7 Indicator # 3
Solve Select, develop, organize and use
1. Block Model Approach appropriate teaching and learning
Let us solve using an illustration. resources, including ICT to address
learning goals.
ICT Integration-flashing the pictures
using power point presentation

6/7

½
To find ½ of 6/7 we have

6/7
KRA 1 : Content Knowledge and
1/2 Pedagogy Objective 1:
Indicator #1
Apply knowledge of content and
across curriculum teaching areas
Art Integration. Use lines in drawing
After overlapping the models for 6/7 and ½ , the double block model approach.
shaded part represent 6/14 of the whole 6/14 is equal to KRA 2 : Diversity of Learners and
3/7 Assessment and Reporting , Objective
5 , Indicator #2
2. The long Method Plan and deliver teaching strategies that
Multiplying numerators and denominators. are responsive to the special educational
Simplify the answer needs of learners in difficult
circumstances , including geographic
6 X 1 = 6 ÷ 2 = 3 isolation, chronic illness, displacement
7 X 2 = 14 ÷ 2 = 7 due to armed conflict , urban resettlement
or disasters , child abuse and child labor
3. Cancellation of common Factors
practices.
6 x 1 =
7 x 2= KRA 1 : Content Knowledge and
Check: check your answer. Pedagogy Objective 1:
Find the common factors of numerator and denominator Indicator #1
Apply knowledge of content and
2 x 3 x 1 = 3 answer across curriculum teaching areas
7x2 =7
Health Integration: Proper hand
Cancelled out the common factors. washing to avoid corona virus .

1.. Group Task (Differentiated Instruction ) using of
Multiple intelligence
a. Setting of Standard
b. Group into three. Each group will be given activity
cards.
Group 1 Group yourself for those who likes to draw.
Do the block Model approach. Follow the step in solving
word problem
Problem.
In the time of Pandemic, we need to wash our hands
to avoid corona virus. The school purchases 4/5 of liquid
soap. The children use ½ of the liquid soap for hand
washing. How much liquid soap did they use for hand
washing?
KRA 2 : Diversity of Learners and
Assessment and Reporting , Objective
5 , Indicator #2
Plan and deliver teaching strategies
that are responsive to the special
educational needs of learners in
difficult circumstances , including
geographic isolation, chronic illness,
displacement due to armed conflict ,
urban resettlement or disasters , child
abuse and child labor practices.

Group 2. For those who like to answer using number.

Do the long method of solving. Observe the proper
processes in solving word problem.

Problem:
A parcel lot which measure ¾ hectare was denuded
by flood during typhoon Yolanda. How much loss of
land if continues denuded ½ times per day?

Group 3 Who would like to answer a large number.

Do the cancellation of factors of numerators and
denominators.

Problem:

D. Discussing new concepts
and practicing new skills.#1
EXPLANATION
E. Discussing new concepts
and practicing new skills
#2.
F. Developing Mastery
(leads to Formative
Assessment 3)
ELABORATION
A buko salad recipe uses 15/16 cups of milk. How
much milk is needed if 4/ 5 times of the recipe will be
prepared?
Constructivism Approach
a. Allow them to post their work on the board
b. Let them present their answers
c. The teacher will process their output.
Follow up questions
1. What are the three methods did you use in
multiplying fractions.
2. Can you explain the block model approach?
Long method? And the cancellation of common
factors?
3. How did you answer the word problem? What
are the processes in solving word problem?
(Mind Game) The first one to get the correct answer will
win the game KRA 3: Curriculum and Planning
Objective 7 Indicator # 3
Let us try to solve this simple fraction using the method
Select, develop, organize and use
that you have learn. appropriate teaching and learning
resources, including ICT to address
learning goals.
ICT Integration-the teacher use
1)¾ x2/6 = 1)4/6 x 2/3=
videos in the slides
1)6/8x12/18x 1)1/2 x5/6 =
2/6 =
1)3/5x7/8 =
Group Activity (Test The Accuracy)
The first group can do it first, will win the game.
Solve the simple fraction using appropriate
problem-solving strategies.
Mark can paint 4/5 of the square meters per minute. At
the same rate, how many square meters can he paint in
2 ½ minute?
understand
Plan:
Solve:
 Check:

G. Finding practical
application of concepts and
skills in daily living
H. Making Generalizations
and Abstraction about the
Lesson.
I. Evaluating Learning
EVALUATION
In what way we can use multiplication of fraction in
our daily living?
What are the three methods in multiplying simple fraction?
What are the steps in solving word problem?
Solve the simple fraction using appropriate problem-
solving strategies.
KRA 1 : Content Knowledge and
Pedagogy Objective 1: Indicator #1
Apply knowledge of content and
across curriculum teaching areas
 ESP Integration : Importance of
Math in our daily life

Dennica needs ½ cups of flour to make a full-size

cake. If she wanted to make a cake that is 3/5 of the
size, how many cups of flour would she need?
Understand: 1. What is ask?
2. What are given facts?
Plan: What operation to be used?
Solve:
Check:

J. Additional activities for Solve the simple fraction using appropriate problem-
application for remediation solving strategies.

1. There were 90 children at the birthday party.

If 3/5 nof them were boys. How many were
the girls?

Understand:

Plan:

Solve:

Check:

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

D. No. of learners who

continue to require
remediation

E. Which of my teaching
strategies worked well?
Why did these work?

F. 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:

JOHN CYREL V. MONDEJAR

Master Teacher 1

Observed and Checked by:

REMIE MOSCOSO PANTUA

Principal II
Instructional Materials