School Grace Park ES Grade Level 6

Teacher MARITES L. FRANCISCO Learning Area MATH

Teaching Dates and Time September 26, Quarter 1st

2023/Tuesday
MY DAILY LESSON PLAN

TIME SECTION ROOM

I. OBJECTIVES

The learners demonstrate understanding of the four fundamental operations involving fractions and
A. Content Standards
decimals.

B. Performance Standards The learners should be able to apply the four fundamental operations involving fractions and decimals in
mathematical problems and real-life situations.

C. Learning Competencies/Objectives MELCs: multiplies simple fractions and mixed fractions.

Specific Objectives:

multiplies simple fractions

Write the LC code for each M6NS-Ib-90.2

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG. The content can
be tackled in a week or two.
II. CONTENT

List the materials to be used in different days. Valid sources of materials sustain children’s interest in the lesson and in learning.
III. LEARNING RESOURCES Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes
concept development

A. References

1. Teacher’s Guide pages

2. Learner’s Material pages

3. Textbook pages

4. Additional Materials from Learning

Resource (LR) portal

B. Other Learning Resources DBOW p. 1

C. Routinary Activities 1. Classroom Cleanliness 2. Prayer 3. Greetings 4. Checking of Attendance

IV. PROCEDURES

A. Reviewing previous lesson or ELICIT (To be done at home-Instruction will be given in the class’ GC’s)
presenting the new lesson
List down all the solid materials that can be found in your kitchen.
B. Establishing a purpose for the
lesson
ENGAGE
C. Presenting examples/instances of
the new lesson Opening a three-in-one (3-in-1) coffee

Observe

Sieve it.
 How many materials/ingredients did you see in three-in-one coffee?

Unlocking of terms

uniform

non-uniform

phase

mixture

D. Discussing new concepts and EXPLORE

practicing new skills #1
Give each group materials that they will use in observing the appearance of the combination of solid
E. Discussing new concepts and materials. The teacher will give guide questions and explain it first before the pupils will proceed to the
practicing new skills #2 activity.

(attached activity sheets)

Group 1:

Banana and cereal

Group 2:

Carrots and cucumber

Group 3:

Cornick and peanuts

Group 4:

Milk powder and sugar

Group 5:

Chocolate powder and milk powder

F. Developing mastery EXPLAIN:

(Leads to Formative Assessment 3) Presentation of each group.

Answering of the guide questions

1. Draw the set ups before and after mixing.

2. What happens when the two solid materials were mixed?

3. After mixing, can you distinguish the original materials?

4. How many materials did you see in your assigned materials?

5. Describe the appearance of your mixture.

G. Finding practical applications of ELABORATE:

 concepts and skills in daily living

H. Making generalizations and

abstractions about the lesson

Trivia:

This icy treat is known for its flavorful taste, and has a rich history that dates back to the pre-war
Japanese period. While its Filipino name means ‘mix-mix’ in English, this favourite shaved ice dessert
was introduced to the Filipinos by the Japanese settlers. According to historians, the Japanese had
sweet desserts called ‘Mitsumame‘ or ‘mongo con hielo‘ and ‘kakigori’ which closely resemble the
Filipinos’ Halo-halo. (https://theculturetrip.com/asia/philippines/articles/the-curious-history-of-halo-halo-
the-philippines-favourite-dessert/

Game (Using drill board)

The class will be divided into three teams.

The teacher will provide different solid materials and she will post the materials to bel mixed and they
will give the appearance of the materials after mixing. Then they will tell whether it is uniform or non-
uniform.

The teacher will present a self-made video of mixing solid to solid.

I. Evaluating learning EVALUATE:

Describe the appearance of the following solid-solid materials in terms of color, texture, quality and/or
look, uniform or non-uniform.

Materials Appearance
Color Texture Quality/Look Uniform/Non-
uniform
1. gravel and sand

2. coffee and sugar

3. sugar and salt

4. pepper and salt

5. iron fillings and

sawdust

J. Additional activities for application EXTEND:

or remediation
Aside from the materials that we used in our activity, what are other solid materials that can be found in
your kitchen? Mixed it and take note of its appearance, color, texture, quality/look and if it is uniform or
non-uniform.
 Or

Watch a video about “kakanin making”

https://www.youtube.com/watch?v=trPICS1mplU&ab_channel=SarapChannel

V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your student's progress this week. What works? What
VI. REFLECTION else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when
you meet them, you can ask them relevant questions.

A. No. of learners who earned 80%

on the formative assessment

B. No of learners who require

additional activities for remediation

Did the remedial lessons work?

C. No. of learners who caught up with

the lesson

D. No. of learners who continue to

require remediation.

E. Which of my teaching strategies

worked well? Why did this 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?