School: TANZA ELEMENTARY SCHOOL Grade Level: VI

GRADES 1 to 12 Teacher: JOEL R. CABANGIS Learning Area: MATHEMATICS

DAILY LESSON LOG Teaching Dates and JUNE 4-8, 2018 1st Quarter
Time: Quarter: Week 1

DAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

DATE JUNE 4, 2018 JUNE 5, 2018 JUNE 6, 2018 JUNE 7, 2018 JUNE 8, 2018
I. OBJECTIVES
The learner demonstrates understanding of the four fundamental operations involving fractions.
A. Content Standards:
B. Performance Standards: The learner is able to apply the four fundamental operations involving fractions in mathematical problems and real-life situations.

C. Learning M6NS-Ia-86 M6NS-Ia-86

Competencies/Objectives: The learner adds simple The learner subtracts
Write the LC Code for each fractions simple fractions without or
FIRST DAY DIAGNOSTIC DIAGNOSTIC without or with with regrouping.
ORIENTATION TEST TEST regrouping.

II. CONTENT Adding Simple Fractions Subtracting Simple

Fractions

Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that
III. LEARNING RESOURCES
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 Materials
Pages

3. Textbook Pages
 4. Additional Materials Lesson Guides in Lesson Guides in
from Learning Resource Mathematics Grade 6, pp. Mathematics Grade 6,
(LR) portal 212-215 pp. 223 - 227

B. Other Learning Resources Guiding Children’s Learning Guiding Children’s

of Mathematics, pp.458 - Learning of
477 Mathematics, pp.458
https://www.teachingchann - 477
el.org/videos/multiple-
approaches-to-solving-
problems

IV. PROCEDURES
A. Reviewing Previous Lesson Drill: Activity 1 Game: Family Feud
or Presenting the New (optional depending on (Name That Number!)
Lesson students’ need) Students are grouped.
Show fraction card on Each member has to give a
- reducing fractions to fraction or mixed number
simplest form which will make the
Pupils will respond using statement true.
their drill boards. 1. My sum is 17, my
difference is 1.
Activity 2: 2. My sum is 13, my
Present the following difference is 3.
prompt to the class: 3. My sum is 12, my
“Draw a picture or model difference is 8.
that represents the sum of 4. My sum is 50, my
3/5 and 6/5. difference is 0.
Allow the pupils some 5. My sum is 17, my
time to draw their models. difference is 13.
Call on some pupils to
show their models to the
class.
Ask:
- What happens if the two
fraction models are
combined?
- What does 9 in the fraction
9/5 represent?
What does 5 in the fraction
9/5 represent?
B. Establishing a Purpose for Ask pupils, “In what Ask pupils to associate
the Lesson instances in daily living you subtraction of fractions
encounter addition of to situations in everyday
fractions ? life.
Elicit answers from
volunteers such as buying
choice cuts of chicken with
same price, 3/8 kilo wings,
2/8 kilo legs. How many
kilos did you have?
C. Presenting Present the following Present the following
Examples/Instances of the problem to the class: problem to the class:
Lesson “Mang Justo milked his “There were 1/8 melons
two carabaos. He got 1/5 left for lunch. At dinner
liters of milk from one time, the family ate 3/8
carabao and 4/5 liters melons. What part of the
from the other. How much melon was left for the
milk did he get in all? next meal?
Ask: What are the given? Ask: What are given in
What is asked? What the problem? What is
number sentence can we asked?
use to solve this problem? Guide the students in
Elicit from the pupils the planning how to solve
number sentence that will the problem.
help solve the problem: Elicit from the pupils
1/5 + 4/5 = ? the number sentence
that will help solve the
problem:
1/8 – 3/8 = N
D. Discussing New Concepts Elicit from the pupils Elicit from the pupils
and Practicing New Skills how to add similar how to subtract similar
#1 fractions with regrouping. fractions with
Let them work in pairs to regrouping.
answer the following: Let them work by 3’s
3 1/4 + 2 7/10= ? and correct each other’s
7 1/6 + 2 3/4= ? answer.
8/9 – 3/9
Call on volunteers to 4/9 – 6/9
show their answer on the 10/12 – 7/12
board.
Call on volunteers to
show their answer on the
board.
E. Discussing New Concepts Ask the pupils, “What if Ask the pupils, “What if
 and Practicing New Skills the next day, he got 3/5 after dinner time, they
#2 liters and 2/5 liters of gave 1/2 of the
milk, how much milk did remaining to a relative
he get in two days? who visited them, how
Let them answer many melons were left
individually in their for the next meal?
notebook. Let them answer
individually in their
notebook.

F. Developing Mastery A. Add. Reduce the answer A. answer the following

(Leads to Formative to simplest form. and get the simplest
Assessment 3) 1. 1/4 + 2/4 form.
2. 3/10 + 3/10 1. 2/5 = 4/5
3. 3/6 + 1/6 + 5/6 2. 2/9 = 2/9
4. 3/8 + 5/8 3. 6/10 = 2/10
5. 7/12 + 2/12 4. 7/12 – 1/12
5. 1/4 – 2/4

G. Finding Practical Solve the problem Solve the problem

Applications of Concepts correctly. correctly.
and Skills in Daily Living 1. Tina spends 3/8 hour 1. Roel jogs 3/9 km while
washing the dishes and Aries jogs 4/9 km, how
1/8 hour cleaning the much less does Roel jog
kitchen. How many hours than Aries?
does she spend in doing all 2. The dry ingredients for
the chores in the kitchen? a pancake recipe is 3/7
2. Rey consumed 3/4 liters cups. If there are 2/7
of white paint and 2/4 cups of flour, how many
liters of red paint to cups of other ingredients
repaint the fence. How are there?
much paint did he use
altogether?
H. Making Generalizations and How do we add similar How do we subtract
Abstractions about the fractions with regrouping? similar fractions with
Lesson To add similar fractions regrouping?
with regrouping: To subtract similar
Add the fractions fractions with regrouping:
When the fraction in the subtract the fractions
sum is a proper fraction, When the fraction in
add the numerator and the sum is a proper
copy the same fraction, get the
denominator difference of the
Use LCD to write numerator and copy the
equivalent fractions. same denominator
Reduce the answer to Use LCD to write
lowest terms whenever equivalent fractions.
possible. Reduce the answer to
lowest terms whenever
possible.
I. Evaluating Learning Find the sum. Reduce the Subtract. Reduce the
answer to simplest form. answer to lowest terms.
1. 7/15 + 6/15 1. 3/6 – 1/6
2. 4/12 + 2/12 2. 5/9 – 1/9
3. 3/4 + 2/4 3. 3/8 – 4/8
4. 4/8 + 2/8 4. 12/15 – 3/15
5. 5/14 + 7/14 5. 11/12 – 4/12

J. Additional Activities for Please refer to this website for on-line interactive
Application or Remediation worksheet.
http://www.onlinemathlearning.com/fractions-
worksheet.html

IV. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs
V. REFLECTION
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% in the evaluation
B. No. of learners who require
additional activities for
remediation

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 work well? Why did
these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovations or localized
materials did I used/discover
which I wish to share with
other teachers?

Prepared by:
Mr. Joel R. Cabangis