GRADE 1 to 12 School Grade Level 6

DAILY LESSON LOG Teacher Subject: MATHEMATICS

Date
OBJECTIVES Monday
A. Content The learner demonstrates
Standard understanding of the four
fundamental operations
involving fractions and
decimals.
B. Performance The learner is able to apply the
Standard four fundamental operations
involving fractions and
decimals in mathematical
problems and real-life.
C. Learning adds and subtracts simple
fractions and mixed numbers
Competency/ with or without regrouping
Objectives M6NS-Ia-86
Write the LC code *adds and subtracts similar
for each. fractions in simple and mixed
numbers with or without
regrouping
II. CONTENT Numbers and Number Sense
Tuesday
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.
adds and subtracts simple
fractions and mixed
numbers with or without
regrouping M6NS-Ia-86
*adds and subtracts
dissimilar fractions in
simple and mixed numbers
with or without
regrouping.
Numbers and Number
Sense
Wednesday
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.
solves routine and non-routine
problems involving addition and/or
subtraction of fractions using
appropriate problem solving
strategies and tools.
M6NS-Ia-87.3
Numbers and Number Sense
Quarter
Thursday
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.
solves routine and non-
routine problems involving
addition and/or subtraction
of fractions using
appropriate problem
solving strategies and tools.
M6NS-Ia-87.3
Numbers and Number
Sense
1 – WEEK 1
Friday
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.
creates problems (with
reasonable answers)
involving addition and
subtraction of fractions.
M6NS-Ia-87.3
Numbers and Number
Sense

III. LEARNING
RESOURCES
A. References K-12 MELC- C.G p221 K-12 MELC- C.G p221 K-12 MELC- C.G p221 K-12 MELC- C.G p221 K-12 MELC- C.G p221
1. Teacher’s
Guide
pages
2. Learner’s
Materials pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resource (LR)
 portal
B. Other
Learning
Resource
III.
PROCEDURES
A. Reviewing Drill: Reducing fractions to Drill: Adding and Drill: Giving an addition or Drill: Adding and
previous lesson lowest terms. subtracting similar subtraction sentence that will give subtracting simple
or presenting the Review: Identify each item. fractions. and answer to the given fraction. fractions and mixed
new lesson 1. It has a numerator and Review: How will you add 1. 1/2 numbers.
denominator. and subtract similar 2. 1/4 Review:
2. The numerator is smaller fractions? Review: What do you add or Solve the word problems
than the denominator. subtract to get a sum or difference? involving addition and
3. Which is a mixed number? subtraction of fractions.
A. 3/4 B. 5 1/3
4. Set of fractions with the
same denominators.
5. Set of fractions with
different denominators.
B. Establishing a Class Game: The boat is You have a visitor. You What do you usually do during Do you have dessert
purpose for the sinking want to offer him or her your free time? during lunch or dinner?
lesson Group Yourselves into: pineapple juice. What are I have here story problems about What are the usual fruits
a. 10 the things do you need to how some children spend their free we eat for dessert?
b. 8 make a juice? Explain. time.
c. 4
C. Presenting -Based from what we have Present a story problem. Present a problem. Present the data for
examples/ done, what fraction is group 1? Carla has a visitor. She Norma spends her free time playing creating a word problem.
instances of the Group 2? Group 1, 2 and 3? served her visitor piano. Each day she spends ¾ hour. a. 1 1/2 watermelon
new lesson Group 4? pineapple juice. She mixed When a visitor came in, she has b. 2/3 of the watermelon
-If you add the fraction for 2/3 glass of sweetened already played for ¼ hour. To for dinner time
group 1 and the fraction for pineapple juice and 1/2 complete her schedule, how much c. part of the water melon
group 2 what operation will glass of water. How much longer does she need to play? was left for the next meal
you use? is the mixture?
-If you subtract the fraction for
group 4 from the fraction for
group 1, 2 and 3 what
operation will be used?
D. Discussing a. 1/4 + 1/4 = ____ Discuss the given story Discuss the given a problem. Guide the learners to
new b. 3/4 – 1/4 = ____ problem. create a word problem
concepts and c. 1 1/4 + 2 3/4 = _____ using the given data.
practicing new d. 5 3/4 – 2 1/4 = _____
skills #1 (Discuss the process in adding
and subtracting similar
fractions in simple and mixed
 numbers with or without
regrouping.)
E. Discussing Through a paper folding Represent the data by Solve and discuss the next given Discuss how to create a
new concepts represent 1/2 then fold it again. regions visualization. problem. word problem using the
and How many fourths do you Guide the learners to see given data.
practicing new have now? If you add 2 2/3 is equal to 4/6.
skills #2 fourths, what will be the Discuss the steps in adding
answer? Each pupil cut 1/4 and subtracting dissimilar
from the whole then give it to fractions.
her/his classmate. What part of
the paper is left?
F. Developing Group work activity. Group work activity. Small group Activity. Group work activity.
mastery (leads to Add or subtract. Simplify the 1. 2/3 + 3/4 Give different problems for each Give the data for creating
Formative answers if necessary. 2. 2 ¾ + 6 1/2 group. After the time allotted, the a word problem to each
Assessment 3) 1. 1/8 + 3/8 3. 3/4 – 1/6 group passes the activity card to group.
2. 5/8 – 3/8 4. 5 1/5 – 2/3 another team. The process The presenter from each
3. 2 5/8 + 1 1/8 5. 8 2/3 – 1 7/8 continues until all teams have group will present the
4. 6 4/8 – 3 3/8 answered all the set of cards. output after the allotted
5. 5/7 + 1/7 time.
G. Finding What value is showed when Have you had a visitor at Why do you use your free time If the family having
practical you are sharing things to home? What do you wisely? dessert during lunch or
application of others? usually offer to your dinner, what good trait the
concepts and visitors? Do you offer family posses? Is it good
skills in daily drinks or food to them? to have this trait? Explain.
living Why or why not?

H.Making How will you add or subtract What are the steps in How do you solve word problems? How will you create a
generalizations similar fractions in simple and adding and subtracting What are the steps in solving word word problem involving
and abstractions mixed numbers with or dissimilar fractions? problem? addition or subtraction of
about the lesson without regrouping? fractions?
I. Evaluating Add or subtract. Simplify the Add or subtract. Simplify Solve the problems. (5 Create a word problem
learning answer if necessary. the answer if necessary. different problems) involving addition or
1. 3/10 + 2/10 1. 1/2 + 1/3 1. Dolor had 4 ½ boxes of subtraction of fractions
2. 5/6 - 2/6 2. 2/3 – 3/5 books. She unpacked 2 ½ using the given data.
3. 2 1/9 + 3 2/9 3. 6 1/3 – 2 5/8 of the boxes. How many
4. 9 5/7 – 3 2/7 4. 2 1/4 + 3 2/3 more does she need to
 unpack?
J. Additional Add or subtract. Simplify the Add or subtract. Simplify Solve the problems. (5 Create a word problem
activities for answer if necessary. the answer if necessary. different problems) involving addition or
application or 1. 3/12 + 8/12 1. 1/6 + 1/4 Luisa ate 2 ½ guavas and subtraction of fractions
remediation 2. 9/15 – 6/12 2. 3/5 – 1/8 Eduardo ate 1 ¼ guavas. using the given data.
3. 9 3/5 + 2 4/5 3. 5 1/4 – 1 3/5 How many guavas in all
4. 7 2/3 – 4 1/3 4. 3 1/9 + 4 1/6 were eaten? Who ate
more? By how much?
IV. REMARKS
V.
REFLECTION
A..No. of ___ of Learners who earned ___ of Learners who earned 80% ___ of Learners who ___ of Learners who
learners who 80% above ___ of Learners who above earned 80% above earned 80% above
earned 80% in earned 80% above
the evaluation
B.No. of learners ___ of Learners who require ___ of Learners who ___ of Learners who require ___ of Learners who ___ of Learners who
who require additional activities for require additional activities additional activities for remediation require additional activities require additional
additional remediation for remediation for remediation activities for remediation
activities for
remediation who
scored below
80%
C. Did the ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
remedial
lessons work? ____ of Learners who caught ____ of Learners who ____ of Learners who caught up ____ of Learners who ____ of Learners who
No. of learners up the lesson caught up the lesson the lesson caught up the lesson caught up the lesson
who have caught
up with
the lesson
D. No. of ___ of Learners who continue ___ of Learners who ___ of Learners who continue to ___ of Learners who ___ of Learners who
learners who to require remediation continue to require require remediation continue to require continue to require
continue to remediation remediation remediation
require
remediation
E. Which of my Strategies used that work well: Strategies used that work Strategies used that work well: Strategies used that work Strategies used that work
teaching ___ Group collaboration well: ___ Group collaboration well: well:
strategies ___ Games ___ Group collaboration ___ Games ___ Group collaboration ___ Group collaboration
worked well? ___ Solving Puzzles/Jigsaw ___ Games ___ Solving Puzzles/Jigsaw ___ Games ___ Games
Why ___ Answering preliminary ___ Solving ___ Answering preliminary ___ Solving ___ Solving
did these work? activities/exercises Puzzles/Jigsaw activities/exercises Puzzles/Jigsaw Puzzles/Jigsaw
___ Carousel ___ Answering ___ Carousel ___ Answering preliminary ___ Answering
___ Diads preliminary ___ Diads activities/exercises preliminary
___ Think-Pair-Share (TPS) activities/exercises ___ Think-Pair-Share (TPS) ___ Carousel activities/exercises
___ Rereading of Paragraphs/ ___ Carousel ___ Rereading of Paragraphs/ ___ Diads ___ Carousel
 Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in
doing their tasks
F. What __ Bullying among pupils
difficulties did I __ Pupils’ behavior/attitude
encounter which __ Colorful IMs
my principal or __ Unavailable Technology
supervisor can Equipment (AVR/LCD)
help me solve? __ Science/ Computer/
Internet Lab
__ Additional Clerical works
G. What Planned Innovations:
innovation or __ Localized Videos
localized __ Making big books from
materials did I views of the locality
use/discover __ Recycling of plastics to be
which I wish to used as Instructional Materials
share with other __ local poetical composition
teachers?
___ Diads
___ Think-Pair-Share
(TPS)
___ Rereading of
Paragraphs/
Poems/Stories
___ Differentiated
Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of
Materials
___ Pupils’ eagerness to
learn
___ Group member’s
Cooperation in
doing their tasks
__ Bullying among pupils
__ Pupils’
behavior/attitude
__ Colorful IMs
__ Unavailable
Technology
Equipment
(AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical
works
Planned Innovations:
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to
be used as Instructional
Materials
__ local poetical
composition
Poems/Stories ___ Think-Pair-Share
___ Differentiated Instruction (TPS)
___ Role Playing/Drama ___ Rereading of
___ Discovery Method Paragraphs/
___ Lecture Method Poems/Stories
Why? ___ Differentiated
___ Complete IMs Instruction
___ Availability of Materials ___ Role Playing/Drama
___ Pupils’ eagerness to learn ___ Discovery Method
___ Group member’s Cooperation ___ Lecture Method
in Why?
doing their tasks ___ Complete IMs
___ Availability of
Materials
___ Pupils’ eagerness to
learn
___ Group member’s
Cooperation in
doing their tasks
__ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’
__ Colorful IMs behavior/attitude
__ Unavailable Technology __ Colorful IMs
Equipment (AVR/LCD) __ Unavailable
__ Science/ Computer/ Technology
Internet Lab Equipment
__ Additional Clerical works (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical
works
Planned Innovations: Planned Innovations:
__ Localized Videos __ Localized Videos
__ Making big books from __ Making big books from
views of the locality views of the locality
__ Recycling of plastics to be used __ Recycling of plastics to
as Instructional Materials be used as Instructional
__ local poetical composition Materials
__ local poetical
composition
___ Diads
___ Think-Pair-Share
(TPS)
___ Rereading of
Paragraphs/
Poems/Stories
___ Differentiated
Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of
Materials
___ Pupils’ eagerness to
learn
___ Group member’s
Cooperation in
doing their tasks
__ Bullying among pupils
__ Pupils’
behavior/attitude
__ Colorful IMs
__ Unavailable
Technology
Equipment
(AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical
works
Planned Innovations:
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics
to be used as Instructional
Materials
__ local poetical
composition