School: Grade Level: Six (6)

GRADES 1 to 12 Teacher: Learning Area: MATHEMATICS

DAILY LESSON LOG Teaching Dates and Time: Week 2 (June 12 – 16, 2017) Quarter: First (I)

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES

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

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

C. Learning M6NS-Ib-90.2 M6NS-Ib-92.2 M6NS-Ib-92.2 M6NS-Ib-93.2

Competencies/ The learner multiplies The learner solves routine
Objectives simple fractions and mixed problems involving
fractions. multiplication with or
without addition or
subtraction of fractions
and mixed fractions using
appropriate problem
solving strategies and tools
correctly.
The learner solves non-
routine problems involving
multiplication with or
without addition or
subtraction of fractions
and mixed fractions using
appropriate problem
solving strategies and tools
correctly.
The learner creates
problems (with reasonable
answers) involving
multiplication without or
with addition or
subtraction of fractions
and mixed numbers.

II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material
Multiplying Simple Solving Routine Problems
Fractions and Mixed Involving Multiplication
Fractions with or without Addition or
Subtraction of Fractions
and Mixed Fractions Using
Appropriate Problem
Solving Strategies and
Tools
Solves Non-Routine
Problems Involving
Multiplication with or
without Addition or
Subtraction of Fractions
and Mixed Fractions Using
Appropriate Problem
Solving Strategies and
Tools
Creating Problems (With
Reasonable Answers)
Involving Multiplication
Without or With Addition
or Subtraction of Fractions
and Mixed Fractions

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Pages
3. Textbook Pages

4. Additional Materials MISOSA Module Grade 5 MISOSA Module Grade 6 - MISOSA Module Grade 6 -
From Learning and 6 - Multiplication of Solving one-step word Solving two-step word
Resource (LR) Portal Mixed Numbers and problems on multiplication problems on multiplication
Fractions of Fractions of Fractions

DLP Grade 5 Module 27 DLP Grade 5 Module 27

Lesson Guide in Lesson Guide in

Elementary Mathematics 5 Elementary Mathematics 5
p217 p217

B. Other Learning Flash Cards Flash Cards Flash Cards Flash Cards
Resources Powerpoint Presentation Powerpoint Presentation Powerpoint Presentation Powerpoint Presentation

III. PROCEDURE
Review game (charade)
A. Reviewing Review: (Using flash Complete the table below Divide the class into 5
Previous Lesson or cards) Call 4 volunteers who will groups.
Presenting the 2 serve as the actors.
A. Change the following Multiply by Ask each group to write as
New Lesson 3
mixed numbers to The pupils will act to show many words as they can,
improper fractions Input Output the following words related to the following.
1) 9 4 3 without saying any words.
21 12
5 4) 4 a) Addition (e.g. sum of,
12 Check total, added to, in all)
2) 12 3 5
Plan
25
15 b) Subtraction (e.g. less,
7 5) 6
Solve
18 diminished, deducted,
3) 18 1 Understand difference)
2 20
c) Multiplication (e.g.
7 The pupils will guess the
8 product, twice, times)
B. Reduce the following 12 word.
d) Division (e.g. quotient,
fractions to lowest term. 1
After all the words are divided by)
1) 8 22 10
8 revealed, ask another pupil
10 4) 36
to arrange the words in All common answers will
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 Monday Tuesday Wednesday Thursday Friday
2) 12 36 order. be eliminated. The group
15 5) 48 with the most number of
Let the pupils explain the correct answers remain
18
3) importance of each step. will be the winner.
24 Let them state what will
happen if they missed any
of the steps.

B. Establishing a Show a picture of a man
Purpose for the harvesting fruits from a
Lesson farm.
Ask pupils what are the
things they can see in a
farm.
Ask the characteristics of
the man.
Show a picture of kids
jogging in a track oval
Ask:
 What are the children
doing?
 Why is it important for
us to exercise?
Show a picture of a Show a picture of a girl
mother preparing a who is baking.
chicken dish for lunch.
Ask: What can you say
Ask: about the picture? What
 What is your favorite do you think is the girl
chicken dish? Why? doing?
 What do you think
mother will cook for
lunch?

C. Presenting Problem Opener: Problem Opener: Problem Opener: Let the pupils give a name
2
Examples/ Carlo can jog 4 3 km in one Michael saved 200 pesos. for the girl in the picture.
1
Instances of the Mang Emong harvests He used 2 of it to buy a
hour. How far can he jog
crates of mangoes each Ask them to make a
New Lesson 1
in 2 hour?
1
bag and 2 of his remaining
day. scenario/situation.
money to buy a book.
The table shows the Let the pupils discuss the What fraction of his money Ask: What are the needed
record of his harvest. steps in solving word was left? How much was ingredients in making a
problems. left? cake?
No. No. of crates
of harvested Understand Let the pupils discuss the Out of the given situation,
hours  What is the problem steps in solving word let the pupils create an
1 asking you to find? problems. interesting word problem.
2  What are the given
1
1 32 information that will Understand Let them discuss. What
2 7 help us solve the  What is asked in the are the things they should
10 2
1 problem? problem? consider in creating a word
3
 What are the given problem?
4
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 Monday Tuesday
4
1 Plan
2
How many crates of
mangoes can Mang Emong
harvest in half an hour? In
1 you suggest to solve
4 hours? In 4 hours?
2 this problem?
What operation can we
use in solving the
problem?
Elicit from the learners
how to multiply mixed
numbers and fractions.
Let the pupils observe
what happened in every
step of the solution.
Pair work
D. Discussing New Find the product of the
Concepts and following. Reduce the
Practicing New answer to simplest form,
whenever possible.
Skill #1
1) 5 x1 1
8 2
1 7
2) 3 x
4 8
3) 2 x
1 4
4 9
Wednesday Thursday Friday
facts?
 Can you visualize how
to go through the Plan
problem?  What are the
 What strategies can operations to be used?
 What is the correct
number sentence?
Solve Solve
 Show the solution.  Show the solution.
Check Check
 Have you checked  Have you checked
your calculations? your calculations?
 Did you use correctly  Did you use correctly
all important data all important data
provided? provided?
 Does the answer make  Does the answer make
sense? sense?
 Did you look for  Did you look for
another way to solve another way to solve
the problem to find the problem to find
out if your answer is out if your answer is
correct? correct?
Group work Group work Group work (5 groups)
Groups 1 and 2 (using any
strategy): Answer the following Make another interesting
1
“A garden plot is 5 2 problems. problem out of the
previous situation.
2
meters long and meter
3 What comes next in the
wide. What is the area of given set of number Ask: What if the girl will
the garden plot?” bake 2 cakes? 3 cakes?
How are we going to
1 15 45 135
Groups 3 and 4 (using any 1) 2 , , , , adjust the ingredients?
strategy): 2 8 32 128
“How many cubic meters
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 Monday Tuesday Wednesday Thursday Friday
1
of water can a tank 1 3 4 2
2 2) 3 ,1 , , ,
1
meter long, meter wide, 5 5 5 5
3
2
and 2 meters high hold?”
3 Let the pupils discuss what
strategy they used in
Each group will present solving the problem.
their output in class.

E. Discussing New Solve the following. Write
Concepts and the answer in simplest
Practicing New form, whenever possible.
1 3
1) Multiply 2 by .
Skill #2 3 5
4 1
2) What is 5 of 2 8 ?
3) Find the product
1 1 3
of 1 3 x 2 2 x 5 .
Think-pair-share Let each group exchange
Answer the problem the problems they made.
Group 1 will answer the
below. Use different
work of group 2, Group 2
strategies in solving.
will answer the work of
7
1) A truck was filled group 3, and so on.
8
with grocery items for
delivery. The driver
2
delivered 3 of this to
supermarket. What
part of the truckload
of grocery items was
delivered? What part
of the truck load was
not delivered?

Encourage the pupils to

use different strategies in
solving. Let the pupils
share what strategy they
used in solving.
Assign a number to every Solve: Pair work Make a meaningful
1
F. Developing student in the class. Mang Celso caught 40 2 problem of the given
Mastery (Leads To 3 Solve: problem and solve.
Randomly select a pupil or kilograms of fish. He sold 4 Ken planted a mongo
Formative
group of pupils to answer of it. How many kilograms seed. He noticed that the 1)
Assessment)
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 Monday Tuesday Wednesday Thursday Friday
1
a question. of fish did he sell all in all? seed grew 5 times larger 1
 9 kilograms of
than the previous week. 2
Say: All even numbers
This week, he measured meat
please stand up
the plant and found out  Mr. Guanzon
that it is 10 cm tall. How
Only pupils assigned to an 1
tall will the plant be two
even number will stand up
weeks from now?  4 of it
and answer a question on
their show-me-board. 1
The teacher will guide the
a) All even numbers
pupils in answering the  2 of it
b) All multiples of 3 problem.  The rest
c) Numbers divisible by 4
d) Numbers between 20 Solution: 2)
and 30 height 1 5
e) Numbers divisible by 5 present 10cm  2 x N
4 9
1st week 12cm
*Make it sure that all 2
2nd week
pupils will be called. 14
5
Answer the following. 1
Reduce the answer in 10 x 2
5
simplest form.
1 2 The plant will grow 2 cm
1) 5 4 x 7 taller, so it will become
2 7
2) x 78 12cm.
9
1 1
3) What is 2 of 9 3 ? 1 12 2
12 x  2
4) What is the product of 5 5 5
4 and 3 5?
2 During the second week, it
2
3 1 will grow 2 cm. After the
5) What is 4 x 2? 5
second week, the height of
2
Add more if necessary. the plant will be 14 cm.
5

The teacher may extend

G. Finding Practical
the problem until the 10th
week.
Read, analyze, and solve Read, analyze and solve Read and solve the Act out.
the problem below. the following problems. following problems. Show
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 Monday Tuesday
Applications of
3 complete solution.
Concepts and Skills Mang Jess used 4 liters of
in Daily Living 1 1) Aling Maria has 6
paint to cover 10 square
2
meters of wall. How many
liters of paint is needed to
1
cover 12 square meters
4
of wall?
How do we multiply mixed
H. Making numbers and fractions?
Generalizations
and Abstractions Why is it important to
change the mixed number
About the Lesson
to improper form before
multiplying?
In what real-life situations
can we apply the concept
of multiplying mixed
numbers and fractions?
Answer the questions
I. Evaluating below. Write the answer in
simplest form, whenever
Wednesday Thursday Friday
Show your neat and your neat and complete The class will be divided
solution. into 4 groups. Each group
2 3
1) Mang Daniel had 4 4 will be given time to create
3
their word problem. After
kilograms of malagkit hectares of land. He
3 3
the time, they will act out
rice. She used 4 of it used in planting their problem. The
5
and made biko. How mango trees, and in
1 remaining groups will
many kilograms of rice
4 guess the problem by
planting santol trees. writing it on their white
did she use in making
What fraction of Mang boards.
biko?
Daniel’s land is planted
with trees?
2) Josephine’s house is 1
1 1) Rowena has 2 meter
2 4 kilometers away 2
of red ribbon, 1 3
from school. Carlo’s
2
house is 3 as far as meters of yellow
2
ribbon. She used 5
Josephine. How far is
Carlo’s house from the of it for her project.
school? How much ribbon
did she use for her
project?
What are the steps in What are the steps in How do we create word
solving word problems? solving word problems? problems?
Why is each step Why is it important to What are the things to
important in problem check your answer? consider in making
solving? meaningful mathematical
word problems?
Solve the following Solve the following Group evaluation.
problems. problems. Let each member of the
group evaluate their own
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 Monday Tuesday Wednesday Thursday Friday
1
Learning possible. 1) A street sweeper can 1) Rica can drink 3 2 liters work based on the rubric
5 2 given. Let them discuss
1) If you multiply and clean 10 3 meters of of water in a day. How
6 how to improve their work.
4
3 , what will you get? street in half an hour. many liters of water
5
How many meters of can she drink in 5 days After the each group’s
2) Find the value of N in
street can he clean if if on the 5th day she discussion, let the pupils
the statement: 3 1
4 3 he works for only 4 of drank liters more? rewrite their work.
x6 =N 4
7 5 an hour? 2) The laborers can finish
2 5
3) If x 4 are 2) Jules can run 5 3
2 4
cementing kilometer
9 8 5
multiplied, the product kilometers in one hour. of road in a day. How
is _____. How far can he go if many kilometers of
3 road can they finish if
he runs for only 8 of
1
an hour? they work for 10
2
days?

Please refer to Lesson Solve the following
J. Additional Guide in Elementary problems. Show your neat
Activities for Mathematics 5, pp. 208- and complete solution.
1
Application or 209 1) A jug contains 4 2 liters
Remediation of water. How many
liters can it hold if it is
2 3
full?
3
2) Mang Mariano
1
harvested 25 2 sacks of
2 is place around the lot,
palay. He saved 17 of
the sacks. How many
sacks of palay did
Mang Mariano save?
Solve the following Create your own
problems. Show your neat interesting and challenging
and complete solution. word problem.
1) A rectangular lot is Rubrics
2 5: Creates a problem
10 meters long and clearly with complete data.
3 1 4: Creates unclear problem
5 meters wide. If with complete data.
8 2
meters wide pavement
3: Creates a problem with
incomplete data.
what is the area of the
lot not covered by the 2: Attempts to create a
pavement? problem.
1: No work at all.

IV. REMARKS HOLIDAY

V. REFLECTION

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 Monday Tuesday Wednesday Thursday Friday
A. No. of learners who
earned 80% on the
formative
assessment
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
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?

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