School Grade Level Six (6)

DAILY LESSON LOG Teacher Learning Area Mathematics

Date/Time Week 3 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-life
Standard situations.
C. Learning M6NS-Ic-96.2 M6NS-Ic-97.2 M6NS-Ic-97.2 M6NS-Ic- 98.2
Competencies The learner divides The learner solves The learner solves The learner creates problems (with reasonable
simple fractions and routine or non-routine routine or non-routine answers) involving division without or with any of
mixed fractions. problems involving problems involving the other operations of fractions and mixed
division without any of division with any of the fractions.
the other operations of other operations of
fractions and mixed fractions and mixed
fractions using fractions using
appropriate problem appropriate problem
solving strategies and solving strategies and
tools. tools.

II. CONTENT Division of simple and Solving Routine and Solving Routine and Creating word problems involving division without
mixed fractions Non-routine Problems Non-routine Problems or with any of other operations of fractions and
involving Division involving Division and mixed fractions
other operations
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide --- --- --- --- ---
pages
2. Module/Learner’s --- --- --- --- ---
Materials pages
3. Textbooks --- --- --- --- ---
4. Additional Materials BEAM LG Gr. 6 Module DLP Gr. 6 Module 40 BEAM LG Gr. 6 Module BEAM LG Gr. 6 Module BEAM LG Gr. 6 Module
from LR portal 10 pp. 6 – 7 10 p. 33 10 10
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BEAM LG Gr. 6 Module
10 p. 32
B. Other Learning Teacher-made Teacher-made Teacher-made Teacher-made Teacher-made
Resources worksheets worksheets worksheets worksheets worksheets
Videos:
https://youtu.be/hTIQd
Rqh7eg
https://youtu.be/4aOVp
cBHeNM

IV. PROCEDURES
A. Reviewing of Picture Equation: Group Activity: Collaborative Give a group activity to Group Game:
Previous Lesson/s or (Review of multiplying The class will be Activity: the class (see DLP The class will be
Presenting the New fractions) divided in groups with The class will be Creating Problem- divided into 5 groups.
Students will be five members. As a divided into 10 groups. review) Each group will make a
Lesson
grouped into 5. Each group, they will answer Each group will be problem similar to the
group will be given set questions given by the given a worksheet to Ask the following one posted by the
of pictures illustrating teacher involving recall the concept of questions: teacher. After making
various fractions. What division of fractions. division of fractions and 1. How do you find the problem, each
the pupils will do is to The group who will get its application in the activity? group will exchange
find the pictures of the highest score will problem solving. 2. What did you their work and answer
fractions that will give be declared the winner. consider in the problems made by
the indicated product (Worksheet No. 4) arranging the the other group.
6 2
when multiplied. 1. 8 ÷ 5 phrases?
3. What can you say “Mark makes decorative
7 3 2
Example: 2. 5 ÷ Note: You can limit the about the problems candles. He has 3 3 kg
8 5
2 3 number of groups. formed?
𝑥 1 of wax at home and
3 4 3. 9 6 ÷ 5 4. Do you think it is 1
buys 5 kg more. If he
1 1
easy to make 4
3
4. 10 ÷ 4 problems? uses kg of wax for
2 4 7
7 1 each candle, how many
5. ÷3
15 5 candles can he make in
all?”
B. Establishing a Ask the learners: Post a problem and Ask the learners: Inform the class that Facilitate the
Purpose for the 1. How did you arrive instruct the learners to 1. How do we divide the target for today’s processing of the
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 Monday Tuesday Wednesday Thursday Friday
Lesson with your answer in solve it using any fractions? (cite lesson is to write pupils’ works.
each one? method. various examples interesting and
1
2. How do we multiply “There were 10 2 loaves given different challenging word
fractions and mixed types of fractions, problems for their
of bread which were
numbers? equally shared with 21 ex. Dividing whole classmates to solve.
3. In what instances street children. What number by a
do we need to fraction; a fraction Ask them what they
part of the bread did
divide fractions and each child get?” by another fraction already know about
mixed numbers? etc.) creating word
2. How do we solve problems.
Call for volunteers to
solve the problem on word problems?
the board. Allow the
students to explain
their work and compare
it with the others.

C. Presenting Give an overview on Introduce Polya’s 4 Give a new set of To facilitate the Introduce another way
Examples/Instances dividing fractions steps in solving problems (combination presentation of the of crafting word
of the New Lesson through video problems: of different operations) lesson, refer to the problems, this time
presentation.  Understand the and ask the pupils to attached DLP (“During given the mathematical
problem analyze and the lesson” part). sentences.
Direct solution: What is asked? differentiate it from
(https://youtu.be/hTIQ What are the given? other problems they
dRqh7eg)  Devise a plan have encountered.
2
What operation to 1. Mother gave of a
7
Using bar model: be used? cake to her sister
(https://youtu.be/4aOV What is the number 1
and to her father.
pcBHeNM) sentence? 5
 Carry out the plan If she will divide the
What is the remaining cake to
complete solution? her 3 children, what
 Look back and part of the cake will
evaluate the each get?
solution
1
Check if the answer 2. Mike drank glass
2

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 Monday Tuesday Wednesday Thursday Friday
is correct. of milk at breakfast,
2
glass at lunch and
3
Note: You may also 4
glass at dinner. If
show the solution using 5
bar model. he has one bottle of
milk which is good
for 6 glasses, will it
last for 4 days?

D. Discussing New Think-pair-share: Think-pair-share: Triads: Collaborative

Concepts and Using bar models, Two (2) problems will The class will be activity:
Practicing New Skills divide the following be posted and will be divided into group of Give this problem as an
fractions. solved by the pupils in three. Each group will exercise (problem that
(sub-activity no. 1) 1
1. 8 ÷ pairs. be provided with a task was already presented
2
(refer to DLP Gr. 6 card. to them before):
2
5 Module 40 pp. 6 – 7) (Worksheet No. 5) Mikka did of a load
2. ÷3 13
6
of laundry on Thursday
5
3.
4
÷
1 and 13 of a load of
6 3
laundry on Friday. If
1 1 she will still do laundry
4. 3 ÷
2 3 on Saturday and
1 1
Sunday, what part of
5. 5
÷ 25 the remaining laundry
will each day have?

E. Discussing New Collaborative Collaborative After the activity, the Collaborative

Concepts and Activity: The class will Activity: teacher will ask the Activity:
Practicing New Skills work on this activity in Give a task card that pupils their insights and Post mathematical
groups. each group will solve. experiences while doing statements on the
(sub-activity no. 2)
the task. board which the class
“Follow Me” (Refer to Worksheet 2 will try to form word
Complete instruction – Let’s Investigate) problems about.
and activity sheets
3
could be found in BEAM A rubric on how the 1. 5 ÷ 4
4
LG Gr. 6 Module 10 pp. work of the pupils be
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 Monday Tuesday Wednesday Thursday Friday
5 2
22 - 28 graded will also be 2. 3 7 ÷ 3
provided. (from BEAM
LG Gr. 6 Module 10 pp. Write on the board the
32) problems that the
pupils may think. Then
volunteers will solve
each problem on the
board.

F. Developing Mastery Individual Activity: Individual Activity: Individual Activity: Individual Activity:
Find each quotient. In their notebook, let Let the pupils solve the Let the pupils do the
5 2
1. 8 ÷ 3 the pupils solve these following individually. following individually.
problems.
1 2 1. Margarita solicited 1. Write a problem
2. 3 3 ÷ 5 2
1. Shane has a piece 10 3 litres of paint similar to “Don
4 7
3
of rope that is 7 5 for the Brigada Antonio has 7 8
3. 5 ÷4
5 meters long. If he Eskwela. Their City hectares of land.
2
1 1
cuts it into pieces Mayor gave their His wife has 3 of
4. 4 2 ÷ 2 3 3
that are each 5 of a school another 7 5
2
what he has. If they
7 3
unit long, how many litres of paint. If will divide their
5. ÷2 pieces does he each classroom lands among their 7
9 4
3
have? needs 2 litres, children, what part
7
2. Dawn is making pan how many will each child
cakes for her classrooms can be have?”
friends. Each pan painted?
1
cake requires 4 3 1 2. Write a story
2. Rona has 20 2
problem that
table spoon of flour. meters of cloth, shows:
If she has 10 2
she uses 3 of it for 5 4
friends, do you 3 ÷ =𝑁
1 a girls’ dress. The 7 5
think 43 2 spoons of
remaining cloth will
flour is enough? be used for a baby
Explain.
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 Monday Tuesday Wednesday Thursday Friday
dress. If each
4
dress needs
5
meters, how many
baby dress can
Rona make?

G. Finding Practical Ask: Ask the students if the Ask: From all the Ask: If you will relate
Applications of In your everyday life, problems they activities that we had, to a song your
Concepts and Skills how can the concept of encounter during the aside from the concept experience in creating
dividing fractions be lesson really do happen of dividing fractions, word problems, what
in Daily Living
helpful to you? Explain in real-life. what other ideas do would it be and why?
the reason of saying so. you think are useful in
our daily lives?

H. Making “How do we divide a Let the pupils recall and Encourage the pupils to Let the pupils discuss Let the pupils discuss
Generalizations whole number by a generalize the steps in identify the techniques to the class the points to the class the points
About the Lesson fraction? a fraction by solving word problems. and strategies they to remember when to remember when
another fraction? a  Understand the applied in order to creating word creating word
mixed number by a problem solve the problems the problems. problems.
fraction? a mixed  Devise a plan quickest way possible
number by a whole?  Carry out the plan aside from the steps
mixed numbers? a  Look back and you’ve given them.
Fraction by a mixed evaluate the
number? solution

I. Evaluating Learning Refer to worksheet No. Refer to worksheet No. Refer to worksheet No. 1. Write a word
1 3 6 problem that can
be solved by the
5
statement 12 7 ÷
1
2 5.

2. Create a problem
similar to this:
“Martin is a long

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 Monday Tuesday Wednesday Thursday Friday
distance runner.
He can run a mile
at a consistent
2
pace of 8 5
minutes. How
many miles can he
1
run in 1 3 hours if
he keeps that
pace?”

J. Additional Activities Make a journal stating Make a poster showing Write a paragraph
for Application or what you have learned real-life situations of explaining your
Remediation and how you will apply solving word problems experience in creating
the concept of division about fractions. word problems and
of fraction inside your discuss its importance
home. to your daily life.

V. REMARKS
VI. REFLECTION
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?

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 Monday Tuesday Wednesday Thursday Friday
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?

Note: The teacher may proceed or skip some part of the plan depending on the readiness and learning of the pupils.

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