School: Biong Elementary School Grade Level: VI

GRADES 1 to 12 Teacher: DENMAR C. ROMERO Learning Area: MATHEMATICS

DAILY LESSON LOG Teaching Dates and Time: JUNE 3 - 7, 2019 (WEEK 1) Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

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

B. Performance Standards The learner is able to apply the four fundamental operations involving fractions in mathematical problems and real-life situations.

C. Learning Competencies
The learner adds simple
fractions and mixed
numbers without or with
regrouping. M6NS-Ia-86
The learner subtracts
simple fractions and
mixed numbers without or
with regrouping. M6NS-
Ia-86
The learner solves routine and non-routine The learner creates
problems involving addition and/or subtraction of problems (with
fractions using appropriate problem-solving reasonable answers)
strategies and tools. nvolving addition and/or
M6NS-Ia-87.3 subtraction of fractions.
M6NS-Ia-88.3

II. CONTENT Adding Simple
Fractions and Mixed
Numbers
III. LEARNING RESOURCES
A. References
1.Teacher’s Guide Pages
2.Learner’s Materials Pages
3.Textbook Pages
4. Additional Materials from Learning Lesson Guides in
Resources (LR) Portal) Mathematics Grade 6,
pp. 212-215
B. Other Learning Resources Guiding Children’s
Learning of Mathematics,
pp.458 -477
https://www.teachingcha
nn el.org/videos/multiple-
approaches-to-solving-
problems
Subtracting Simple Solving routine and non-routine problems Creating word problems
Fractions and involving addition and/or subtraction of (with reasonable
Mixed Numbers fractions using appropriate problem-solving answers) involving
strategies and tools. addition and/or
subtraction of fractions.
Lesson Guides in
Mathematics Grade 6,
pp. 223 - 227
Guiding Children’s Guiding Children’s
Learning of Learning of
Mathematics, pp.458 Mathematics, pp.458
-477 -477
IV.PROCEDURES
A. Review Previous Lessons Drill: Activity 1 Game: Family Feud Review addition and Ask the leader of one
(optional depending on (Name That Number!) subtraction of Fractions group to present their
pupils’ need) and Mixed Numbers answers (yesterday’s
Pupils are grouped.
through Fraction Cards. tasks) to the class.
Show fraction card on Each member has to
- reducing fractions to give a fraction or mixed
simplest form number which will
- conversion of improper make the statement
fraction to mixed number true.
and vice versa
1. My sum is 17, my
(Pupils will respond using difference is 1.
their drill boards.) 2. My sum is 13, my
difference is 3.
Activity 2: 3. My sum is 12, my
difference is 8.
Present the following
prompt to the class: 4. My sum is 50, my
difference is 0.
“Draw a picture or model 5. My sum is 17, my
that represents the sum difference is 13
3 3
of and .
5 5
Allow the pupils some
time to draw their
models. Call on some
pupils to show their
models to the class.
Ask: What happens if the
two fraction models are
combined?
What does 6 in the
6
fraction represent,
5
and how does it relate to
the model?
Elicit from the class what
1
1 is.
5
If no such model was
elicited, guide the pupils

B. Establishing purpose for the
Lesson
C. Presenting examples /instances
of the new lessons
how to represent it using a
number line.
Ask pupils, “In what Ask pupils to associate Show connection Group Activity: Inform the class that
instances in daily living subtraction of fractions between real-world the target for today’s
you encounter addition and/or mixed numbers experiences and Inform the class that lesson is to write
of fractions and mixed to situations in everyday symbols which is the target for today’s interesting and
numbers?” life. essential in enabling lesson is to work on a challenging word
students with the recipe and they have problems for their
Elicit answers from power to make sense to find the total weight classmate to solve
volunteers such as of fractions. of the recipe in grams based on the
buying choice cuts of and the total cost of Cookies Recipe.
chicken with same price, Make them realize that all the ingredients.
1 those who are able to Ask them what they
½ kilo wings, 2 kilo make these Ask them to work
3 already know about
legs, 1 ¾ kilo breast part, connections have together with the creating word problems.
etc. demonstrated lasting other members of the
ability to flexibly use group to find the
their mathematical solution. Let them
knowledge, both use their knowledge
conceptual and of addition, doubling
procedural, to solve and halving to solve
word problems. this problem.
Present the following Present the following Present the Present to the class Present the
problem to the class: problem to the class: following problem to the recipe. following problem
1 the class: to the class:
“ “There were 3 Cookies Recipe
Mang Justo milked his 2 “From a piece of yarn (yields 24
4 “How many cups of dry
two carabaos. He got 3 melons left for lunch. At m long, cookies) ingredients is needed
1 dinner time, the family ate 5 to make 12 cookies?”
liters of milk from 2 Manny cut a piece
2 Ingredients:
1 melons. What part 1 1 and 1/4 cup flour
1 3 m long and Ask the following
one carabao and 4 4 1/8 tsp. baking soda questions: What are
5 of the melon was left for
1
liters from the other. How the next meal? another piece 1/8 tsp. salt given in the problem?
much milk did he get in 2 1/2 cup salted What is asked? What
all? Ask: What are given in m long and gave it to butter, softened are the given
the problem? What is his friends. What part of 1/2 cup honey conditions/ restrictions
Ask: What are the given? the yarn was left with 1 cup chocolate chips
asked? in the problem?
him?” 1/4 cup white sugar
What is asked? What Guide the students in
number sentence can we planning how to solve Ask the pupils to
use to solve this problem? the problem. Elicit from Procedure:
analyze the problem by Mix flour, baking
the pupils the number
licit from the pupils the sentence that will help answering the soda, and salt in a
following: What is being bowl. Mix butter,

D. Discussing new concepts and
practicing new skills #1.
number sentence that will solve the problem: asked? What are sugar, and honey in a
help solve the problem: 1 2 given? separate bowl. Add
3 - 1 =N the flour mixture and
1 1 2 3
3 +4 =? chocolate chips to this
2 5
bowl. Bake at 300° for
Call any volunteers to 18-20 minutes.
show different ways of
solving the problem
through:
- Concrete models
- Pictorial
representations /
drawings / diagrams
- Symbolic
representation
Elicit from the pupils how Elicit from the pupils how Group the pupils with 5 Task 1: Let the pupils work
to add dissimilar fractions to subtract dissimilar members each. Instruct collaboratively in
with regrouping. fractions with regrouping. them to choose a Compute the total pairs but make sure
Let them work by 3’s and leader. weight of the recipe in each of them jots
Let them work in pairs to correct each other’s grams using the down the solution
answer. Present the following following conversion: on his/her
answer the following:
problem to the class: notebook.
1 7 1 cup of flour = 125g
3 + 2 =? 1 3
4 10 8 - 3 =? “The Boy Scouts are 1 tsp baking soda = 5g
Call some volunteers
6 4 1 tsp salt = 5g
going on a 20-km hike. to share their
1 cup butter = 227g
1 3 1 solutions and justify
7 + 2 =? 2 1 After hiking 6 1 cup honey = 340g
6 4 4 - 1 =? 3 1 cup choco chips = 175g their answers to the
9 3 km on the first hour and 1 cup sugar = 200g class. Check their
Call on volunteers to show 1 solutions/ answers.
5 km on the
their answer on the board. 1 2
10 - 7 =? second hour, how far do Ask the following
8
they still have to go?” questions: “How is this
problem similar/
Call on volunteers to
Using lottery, each different from the
show their answer on the
group has to answer the original Cookie
board.
problem with different Recipe?” “What
happened to the
strategies; bar model, answer (amount of dry
fraction strips, number ingredients) as a
line, drawing, diagram. result of adding the
restriction?”
Ask them to analyze
 the problem by
answering the
following: What is
being asked? What
are given?

Ask the leader to

present their answer to
the class.
E. Discussing new concepts & A Ask the pupils, “What if Present the following Task 2: Inform the pupils that
sk the pupils, “What if
practicing and concern to new skills after dinner time, they problem to the class: when creating word
#2 the next day, he got 2 Compute the total problems, they
1 2
3 gave of the of the moviegoers cost of the recipe should always ask
2 9 using the following themselves, “What
4 are adults. If there are
remaining to a relative prices: if?”
2 95 more children than
liters and 5 liters of who visited them, how
5 adults, how many Flour: 500g for ₱50 Let them think how
many melons were left children are there in the Baking powder: 50g
milk, how much milk did they can modify the
for the next meal? cinema?” for ₱14
he get in two days? problem to create a
Salt: 500g for ₱11.50 new one by asking
Let them answer Note: Butter: 227g for ₱106
Let them answer (The teacher guides the them, “What attribute/s
individually in their Honey: 454g for ₱347 would you want to
individually in their students to use box
notebook. Chocolate chips: change in the problem
notebook. model)
290g for ₱285.75 if you are going to
Sugar: 500g for ₱24.25 write your own word
problem?”
- 2 boxes represent
2 Let them write their
adults which is
9 new problem and
of the total number of solution on their
moviegoers notebook.

- 7 boxes represent Elicit answers such as

7 “What if we double the
children which is recipe, how many cups
9
of the total number of of each ingredient is
moviegoers needed to have 48
cookies?”

Call volunteers to share

- 5 boxes represent their word problem and
the excess no. of solution to the class.
 children

Since there are 95

more children, then to
find the no. of person
in each box is:
95 ÷ 5 = 19
Answer:
Thus, the total no. of
children is 19 x 7 boxes
is equal to 133.
F. Developing Mastery (Leads to A. Add. Reduce the A. Rename each Read, analyze, and Think-Pair-Share
Formative Assesment 3 answer to simplest form. mixed number. solve the problem.
Let them describe what
2 “1/4 of dingdong pack happens when an
1 2 ❑
1. + =? 1. 7 = 6 is corn and the rest is attribute of a problem is
4 3 5 5 nuts. 3/5 of the nuts changed to create a
are peanuts and the
new word problem.
3 3 2 ❑ rest are cashew nuts.
2. + =? 2. 3 =2 What fraction of the
5 10 3 3
whole pack are
cashew nuts?”
3 1 9 ❑
3. + + 3. 6 = 5
4 10 16 16 Ask each pupil to
5 answer the problem
=?
8 with their chosen
B. Find the difference.
Reduce the answer to strategy; bar model,
3 1
4. 6 + 9 = ? simplest form. fraction strips, number
8 2 line, drawing, and
7 1 diagram.
7 2 1. - =?
5. 23 + 18 15 5
12 3 Ask them to analyze the
=? 6 2 problem by answering
2. - =?
12 24 the following: What is
being asked? What are
3 1 given?
3. 6 - 6 =?
4 2

1 3
4. 4 - 2 =
2 4
 ?

2 5
5. 5 - 1 =?
3 6

G. Finding Practical Applications of
concepts and skills in daily living
Solve the problem correctly. Solve the problem Ask students to collect word problems involving Let students compile
3 correctly. addition and subtraction of fractions and mixed adjusted recipes in their
1. Tina spends numbers that are relevant to their everyday life. Fraction Journal for
8 3
1. Roel jogs 3 km Paste them in their Fraction Journal. future use.
hour washing the dishes 4
and 3
while Aries jogs 4
hour cleaning the kitchen 5
How many hours does km, how much less does
she spend in doing all the
Roel jog than Aries?
chores in the kitchen?
3 2. The dry ingredients for
2. Rey consumed 2 a pancake recipe is 3
4
liters of white paint and 1 1
2 cups. If there are
liters of red paint to 7
3
repaint the fence. How 1
2
much paint did he use 2
altogether? cups of flour, how many
cups of other ingredients
are there?

H. Making Generalizations & How do we add
Abstractions about the lessons dissimilar fractions with
regrouping?
Adding dissimilar fractions
with regrouping
To add dissimilar
fractions with regrouping:
 Use LCD to write
equivalent fractions.
 Add the fractions, then
add the whole numbers.
 When the fraction in the
sum is an improper
How do we subtract How do we solve word
dissimilar fractions with problems involving
or without regrouping? fractions and mixed
numbers? What are the
Subtracting dissimilar steps? What are the
fractions without different strategies?
regrouping
To subtract dissimilar
fractions without
regrouping:
 Use LCD to write
equivalent fractions.
 Subtract the
 fraction, change it to a
mixed number.
 Reduce the answer to
lowest terms whenever
possible.
I. Evaluating Learning Complete the pyramid by
filling in the boxes with
the sum of the two
fractions below each box.
3 1
1 1
1 3 2 4
4 8 12 10
J. Additional activities for Please refer to this website for on-line interactive worksheet.
application or remediation http://www.onlinemathlearning.com/fractions-worksheet.html
V. REMARKS
VI. REFLECTION
A.No. of learners who earned 80% in
the evaluation
B. No. of learners who requires
additional acts.for remediation who
scored below 80%
numerators.
 Write the difference
over the common
denominator.
 Reduce the answer to
lowest terms whenever
possible.
Subtract. Reduce the Interactive online game Use this table to record
answer to lowest terms. on addition and their results.
3 5 subtraction of fractions
1. - =? and mixed numbers Ingridie Weight Total
4 16 nts Cost
including word problems
using socrative.com
5 1
2. - =?
6 2 Alternative: QUIZ
BEE (for no internet
3 1 connectivity)
3. 9 - 4 =?
8 2
2 9
4. 12 - 3
5 10
=?
1 4
5. 17 - 11
2 5
=?
C. Did the remedial lessons work? No.
of learners who caught up with the
lessons
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/supervisor can help
me solve?
G. What innovations or localized
materials did I used/discover which I
wish to share with other teachers?