Q1 6M6NS1c 6

ARSENIO H.
LACSON ELEMENTARY Grade

School: SCHOOL Level: VI
Learning MATHEMATI
Teacher: JEFFREY B. PENAFLOR Area: CS
DAILY LESSON Teaching Dates and
LOG Time: June 21, 2019 Quarter: 1st QUARTER
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of the four fundamental operations involving
fractions and decimals
B. Performance Standards The learner is able to apply the four fundamental operations involving fractions and
decimals in mathematical problems and real-life situations.
C. Learning
Competencies/Objectives 1. Creating Problems (With Reasonable Answers) Involving Multiplication Without or
With Addition
or Subtraction of Fractions and Mixed Fractions. (M6NS-Ic-6)
2. Show solutions using any of the following concrete, pictorial or abstract
II. CONTENT Number Sense
III. Learning Resources
A. References
1. Teacher's guides 21st Century MATHletes Teacher's Manual
2. Learner's Material Pages
3. Textbook Pages Textbook 21st Century MATHletes 6
4. Additional reference
from learning resources MISOSA Module Grade 6 - Solving one-step word problems on multiplication of Fractions
DLP Grade 5 Module 27
Lesson Guide in Elementary Mathematics 5 p217

B. Other Learning Double Hexagon, Fraction Circle, Fraction Bar, ball, music for drill, metacards
Resources
IV - PROCEDURES
A. Reviewing the
Previous Lesson Divide the class into 5
groups.
Ask each group to write as

many words as they can,
related to the following.
a) Addition (e.g. sum of,

total, added to, in all)
b) Subtraction (e.g. less,
diminished, deducted,
difference)
Multiplication
product, twice, times)
d) Division (e.g. quotient,
divided by)
All common answers will be eliminated. The group
with the most number of correct answers remain
will be the winner.
Original File Submitted and Formatted by DepEd Club Member - visit depedclub.com for more
B. Establishing a Show a picture of a girl who is baking.
purpose for the lesson Ask: What can you say about the picture? What do you think is the girl doing?
C. Presenting examples / Let the pupils give a name for the girl in the picture.
instances of the new lesson Ask them to make a scenario/situation.
Ask: What are the needed ingredients in making a cake?
Out of the given situation, let the pupils create an interesting word problem.
Let them discuss. What are the things they should consider in creating a word problem?
D. Discussing new concepts Group work (5 groups)
and practicing new skill # 1 Make another interesting problem out of the previous situation.
Ask: What if the girl will bake 2 cakes? 3 cakes? How are we going to adjust the ingredients?
E. Discussing new Let each group exchange the problems they made. Group 1 will answer the work of group 2,
concepts and practicing Group 2 will answer the work of group 3, and so on.
new skill # 2
F. Developing Mastery Make a meaningful problem of the given problem and solve.
(Leads to Formative 1)
Assessment)
G. Finding practical Act out.

applications of concepts The class will be divided into 4 groups. Each group will be given time to create their word
and skills in daily living problem. After the time, they will act out their problem. The remaining groups will guess the
problem by writing it on their white boards.
H. Making generalizations How do we create word problems?

and abstraction about the What are the things to consider in making meaningful mathematical word problems?
lesson
I. Evaluating Learning Group evaluation.

Let each member of the group evaluate their own work based on the rubric given. Let them
discuss how to improve their work.
After the each group’s discussion, let the pupils rewrite their work.
J. Additional Activities for Create your own interesting and challenging word problem.
application or remediation Rubrics
5: Creates a problem clearly with complete data.
4: Creates unclear problem with complete data.
3: Creates a problem with incomplete data.
2: Attempts to create a problem.
1: No work at all.
V. Remarks
VI. Reflection
A. No. of learners who G E N D S T
earned 80% in the
evaluation
B. No of learners who
require additional G E N D S T
activities for
remediation
C. Did the remedial G E N D S T
lessons work? No.
of learners who
have caught up
with the lesson
D. No. of learners who G E N D S T
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?
Prepared by: Checked by:
JEFFREY B. PENAFLOR MYRNA A. PUGAY, MTII

Teacher II Master Teacher In-charge

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ARSENIO H.

LACSON ELEMENTARY Grade

DLP Grade 5 Module 27

Lesson Guide in Elementary Mathematics 5 p217

Ask each group to write as

a) Addition (e.g. sum of,

G. Finding practical Act out.

H. Making generalizations How do we create word problems?

I. Evaluating Learning Group evaluation.

JEFFREY B. PENAFLOR MYRNA A. PUGAY, MTII

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