Daily Lesson Log School Buenavista E/s Grade Level Six

Teacher NIÑO B. MALLILLIN Learning Area MATH

Date and Time August 12-16, 2024 Quarter First
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of the four fundamental operations involving fractions and decimals.
B. Performance Standard The learner is able to apply the four fundamental operations involving fractions and decimals in mathematical problems and real-life.
C. Most Essential Learning Adds and subtracts simple Solves routine and non- Multiplies simple fractions and Multiplies simple fractions Division Numeracy Test in
Competencies fractions and mixed routine problems involving mixed fractions. and mixed fractions. Mathematics 6 (Pre Test)
numbers without or with addition and / or subtraction
regrouping. MELC 1 of fractions using appropriate
problem-solving strategies
and tools. MELC 2

II. CONTENT Numbers and Number Sense Numbers and Number Sense Numbers and Number Sense Numbers and Number Numbers and Number
Sense Sense
III. LEARNING
RESOURCES
A. References
1. Teacher's Guide pages MELC Mathematics 6 Q1, MELC Mathematics 6 Q1, MELC Mathematics 6 Q1, MELC Mathematics 6 Q1,
PIVOT BOW R4QUBE, K to PIVOT BOW R4QUBE, K to 12 PIVOT BOW R4QUBE, K to 12 PIVOT BOW R4QUBE, K to
12 Curriculum Guide (pages Curriculum Guide (pages 145- Curriculum Guide (pages 145- 12 Curriculum Guide (pages
145-147) 147) 147) 145-147)

2. Learner's Materials pages 21st Century MATHletes pp. 21st Century MATHletes pp. 21st Century MATHletes pp. 3- 21st Century MATHletes pp.
3-15 3-15 15 3-15

3. Textbook pages Amazing Maths 6 pp. 131- Amazing Maths 6 p. 135, pp. 21st Century MATHletes pp. 3- 21st Century MATHletes pp.
132 155-156, p. 159 15 3-15
Growing up with Math 6, pp Activity Workbook in
80 Mathematics TIMSS - BASED
21st Century MATHletes p.33, pp.41-42
p.14 Growing Up with Math page
Amazing Maths 6, pp 157- 85-86
159

4. Additional Materials

B. Other Learning Resources Amazing Maths 6 pp. 131- Amazing Maths 6 p. 135, pp.
132 155-156, p. 159
Growing up with Math 6, pp Activity Workbook in
B. Other Learning Resources Amazing Maths 6 pp. 131- Amazing Maths 6 p. 135, pp.
132 155-156, p. 159
Growing up with Math 6, pp Activity Workbook in
80 Mathematics TIMSS - BASED
21st Century MATHletes p.33, pp.41-42
p.14 Growing Up with Math page
Amazing Maths 6, pp 157- 85-86
159

IV.PROCEDURES
A. Reviewing previous Identify similar and Translate each of the Change the following mixed Change the following mixed
lesson or presenting new dissimilar fractions. On your following problem to fractions to improper fractions to improper
lesson notebook write S if the mathematical symbol. Write fractions. 1. 6 3/7 = fractions. 1. 5 4/9 =
fractions are similar and D if your answer in your 2. 10 3/4 2. 9 4/9 =
dissimilar. notebook. = 3. 7 3. 8
See page 6 Learning Task 1 See page 8 Learning Task 1 5/6 = 1/2 =
B. Establishing a purpose for Perform the indicated In problem solving, you Unlike addition and Unlike addition and
the lesson operations. have to understand the subtraction of fractions, subtraction of fractions,
Write your answers in your mathematical phrases used in multiplying simple and mixed multiplying simple and
notebook. the problem so that you can fractions do mixed fractions do
See page 6 Learning Task 2 determine the operations to not require least common not require least common
be used in solving the denominator (LCD) anymore. denominator (LCD)
problem. However, knowing how to anymore. However,
Solve the given problems. change mixed form to knowing how to
Write your answer in your improve fraction is very change mixed form to
notebook. important because it has improve fraction is very
See page 8 Learning Task 2 something to important because it has
do with multiplying mixed something to
forms by a fraction or by a do with multiplying mixed
whole number. Multiplying forms by a fraction or by a
mixed whole number. Multiplying
numbers does not only mixed
involve multiplication but all numbers does not only
the fundamental operations in involve multiplication but all
mathematics. the fundamental operations
Remember that in fraction, in mathematics.
any whole number has a Remember that in fraction,
denominator of 1. any whole number has a
denominator of 1.
C. Presenting Activity: Fraction Strips Activity: Less is More A farmer plowed 3/4 of his A farmer plowed 3/4 of his
examples/instances of the Materials: pen, paper and Materials: bread, chocolate field. Then he planted rice on field. Then he planted rice
new lesson crayons bar, ruler 2/3 of the plowed part. What on 2/3 of the plowed part.
What to do: What to do: fractional part of his field was What fractional part of his
1. Divide the bar into 4 1. Measure the length of your planted with rice? field was planted with rice?
equal parts. bread and chocolate bar.
2. Color the 2 parts green. They should have the same
Write the fraction it measurements.
represents on the first blank 2. Cut your bread in 5 equal
of the equation. __ + __= parts. Cut your chocolate bar
3. Color the other part of the in 2 equal parts.
bar with blue. Write the 3. Take a part from each.
fraction it represents on the Measure each part.
 1. Divide the bar into 4 1. Measure the length of your planted with rice? field was planted with rice?
equal parts. bread and chocolate bar.
2. Color the 2 parts green. They should have the same
Write the fraction it measurements.
represents on the first blank 2. Cut your bread in 5 equal
of the equation. __ + __= parts. Cut your chocolate bar
3. Color the other part of the in 2 equal parts.
bar with blue. Write the 3. Take a part from each.
fraction it represents on the Measure each part.
second blank of the 4. Answer briefly the
equation. following questions.
4. What is the sumof these a. Which of the two is
fractions? longer?
5. Observe the bars below. b. Which of the two is
6. Color Bar A to show ¼. shorter?
Color Bar B to show ½. 5. Arrange the parts you took
7. Observe the illustration. from each object in ascending
What is the sum of ¼ and order according to their
½? length.
6. Arrange the objects in
ascending order according to
D. Discussing new concepts What is it? their
Let usnutritional value.
try to analyze the What are the given in the
and practicing new skills # When we add/subtract passageaand
Present answer the
problem. problem? What are the given in the
1 similar fractions, simply Norma spends her free time • How are you going to solve problem?
add/subtract the numerators playing piano. Each day she it? • How are you going to
and copy the common spends ¾ hour. When a • How do you show concern solve it?
denominator. Then simplify visitor came in, she has to our farmers? • How do you show concern
the resulting fraction if already played for ¼ hour. To The given in the to our farmers?
necessary. When the complete her schedule, how presented problem are 3/4 of The given in the
sum/difference is an much longer does she need a field and 2/3 of the presented problem are 3/4
improper fraction, change it to play? plowed part of the field. of a field and 2/3 of the
to a mixed number. In order to get the answer, we plowed part of the field.

3/4 𝑥 2/3
To add/subtract dissimilar have to find 3/4 of 2/3 or In order to get the answer,

3/4 𝑥 2/3
fractions, change the we have to find 3/4 of 2/3 or
fraction to similar fractions How do we solve
using equivalent fraction. 3/4 x 2/3? How do we solve
3/4 x 2/3?

Discussion about the Solve the following

passage. problems. Write TRUE is the
statement is correct. If not,
change the answer to make
it correct. 1. 3
2/3 x 4 1/2 = 33/2.
2. 4 2/5 x 6 1/4 = 22/5.
3. 8 3/5 x 4 1/3 =
15/559.
F. Developing mastery Perform the indicated Small group Activity. Multiply the following Multiply the following
( Leads to Formative operations. Write your Give different problems for fractions. 1. 9/12 x 4/9 = fractions. 1. 2 1/2 x 2
Assessment) answer in your notebook. each group. After the time 2. 9/11 x 4/9 = 2. 1 9/11
See page 7 Learning Task 3 allotted, the group passes the 9/12 = 3. 6/8 x 3 3/3 = 3. 3
activity card to another team. x 1/2 = 6/8 x 1 5/6 =
The process continues until
all teams have answered all
the set of cards.

Find the product of the

Why do you use your free following. Express your
time wisely?
answer in lowest term if
possible. 1.
3/7 x 7/8 =
2. 9/10 x 2/3 =
3. 4/5 x 30/36 =

How do you solve word How do we multiply simple How doo we multiply mixed
problems? fractions? fractions?
What are the steps in solving
word problem?

I. Evaluating learning What I can achieve? AGREE, DISAGREE, or MORE. Directions: Solve each Directions: Solve each
Direction: Read and solve Read each statement below. problem. Write the letter that problem. Write the letter
the given problems On your notebook write corresponds to your answer that corresponds to your
carefully. Write the letter of AGREE, if you can do it. on answer on
your answer on the space DISAGREE if you cannot do it the space provided before the space provided before
provided before each or MORE if you can do it with each item. each item.
number. the help of others. _____1)4/5 of 5/9= _____1 )2 4/5 of 5/9=
_____1. Rename this _____2) 6/9 of 5/8 = n _____2) 6/9 of 2 5/8 =
dissimilar fraction into See page 9 Learning Task 4 _____3) 5/6 x 9/20 = n n
similar ½ and ¼. ____4) 6/8 x 6/10 = n _____3) 3 5/6 x 9/20 = n
A. 2/4 and ¼ _____5)2/6 x 8/10 = n _____4) 1 6/8 x 6/10 = n
B. ½ and ½ _____5 )5 2/6 x 8/10 = n
C. 2/3 and 1/3
D.2/5 and 1/5
_____2. Rename this
dissimilar fraction into
 Direction: Read and solve Read each statement below. problem. Write the letter that problem. Write the letter
the given problems On your notebook write corresponds to your answer that corresponds to your
carefully. Write the letter of AGREE, if you can do it. on answer on
your answer on the space DISAGREE if you cannot do it the space provided before the space provided before
provided before each or MORE if you can do it with each item. each item.
number. the help of others. _____1)4/5 of 5/9= _____1 )2 4/5 of 5/9=
_____1. Rename this _____2) 6/9 of 5/8 = n _____2) 6/9 of 2 5/8 =
dissimilar fraction into See page 9 Learning Task 4 _____3) 5/6 x 9/20 = n n
similar ½ and ¼. ____4) 6/8 x 6/10 = n _____3) 3 5/6 x 9/20 = n
A. 2/4 and ¼ _____5)2/6 x 8/10 = n _____4) 1 6/8 x 6/10 = n
B. ½ and ½ _____5 )5 2/6 x 8/10 = n
C. 2/3 and 1/3
D.2/5 and 1/5
_____2. Rename this
dissimilar fraction into
similar 2/5 and 3/8.
A. 16/20 and 15/20
B. 4/20 and 9/20
C. 16/40 and 15/40
D. 4/40 and 9/40
_____3. Add ½ and 2/5.
A. 3/5 B. 9/10
C. 1/10 D. 5/10
_____4. Add ½ and 2/7.
A. 3/14 B. 11/10
C. 3/7 D. 11/14
_____5. Subtract ¾ from 5/6.
A. 1/12 B. 3/6
C. 1/2 D. 8/10

J. Additional activities for

application or remediation

V. REMARKS

VI. REFLECTION

A. No.of learners who

earned 80% in the
evaluation

B. No.of Learners who

required additional activities
for remediation who scored
below 80%
B. No.of Learners who
required additional activities
for remediation who scored
below 80%

C. Did the remedial lesson

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 Recycled CD

localized materials did I use/
discover which I wish to
share with other teachers?

NIÑO B. MALLILLIN
Teacher III