Grades 1 to 12 School Grade Level 6

DAILY LESSON Teacher Learning Area Mathematics

PLAN
Teaching Dates and Time June 26 – 30, 2017 Quarter First (I)

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES

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A. Content Standards The learner demonstrates understanding of the four fundamental operations involving fractions and decimals.

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

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C. Learning Competencies/ M6NS-Id-106.2 M6NS-Id-108.2 M6NS-Id-109.2
Objectives The learner adds and The learner solves routine and non-routine The learner creates problems (with reasonable
subtracts decimals problems involving addition and/or subtraction answers) involving addition and/or subtraction

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and mixed decimals of decimals using appropriate problem solving of decimals and mixed decimals.
through ten strategies and tools
thousandths without
or with regrouping.

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Adding and Solving routine word problems involving addition Creating problems (with reasonable answers)
II. CONTENT subtracting decimals and/or subtraction of decimals using appropriate involving addition and/or subtraction of
Numbers and Number Sense and mixed decimals problem solving strategies and tools decimals and mixed decimals
through ten
EP
thousandths

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
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2. Learner’s Materials pages

3. Textbook pages
4. Additional Materials from Lesson Guide in Lesson Guide in Lesson Guide in
Learning Resource (LR) Elementary Mathematics Elementary Mathematics Elementary Mathematics
portal – Grade 6 (2010) – Grade 6 (2010) – Grade 6 (2010)
B. Other Learning
Resources
IV. PROCEDURE
A. Reviewing Previous Show flash cards to the Review addition and Review solving word Review solving word Review the different
Lesson or Presenting the class and do the mental subtraction of decimals. problems involving problems involving applications of addition
New Lesson computation of adding addition and subtraction addition and subtraction and subtraction of
and subtracting whole of decimals. of decimals. decimals.
numbers.

B. Establishing a Purpose Do a mental PLAY BINGO: TRIAD QUIZ BEE: BRAINSTORM: Performance Task
computation drill on Each learner will be given In pairs, let the learners

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for the Lesson
adding and subtracting a bingo card which has Group the class into brainstorm on the Inform the class that the
decimals through equations (involving triads. Let them play a different applications of task they are going to
thousandths. addition and subtraction quiz bee. addition and subtraction work on involves working
of decimals) inside the of decimals in real-life. out the total amount of
• Divide the class into 5 boxes. The quiz bee is Let them share their electric consumption of

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groups. composed of five ideas in class. manufacturing
• Flash a card showing The teacher will give problems that will be companies.
some equations ( e.g. several bingo patterns. answered by each triad. Write their answers on

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2.15 + 5.43 = _____) the board. Point out the
• The first student in Each learner will choose Each team will have a common application/s of
each group solves the a pattern and they will card that they will use decimals in real life
given equation answer all the equations for writing their answers based from the answers.
mentally. The first one inside the boxes of the to the questions that will

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to give the correct pattern. be shown by the Inform the class that the
answer orally gets 1 teacher. target for this lesson is
point for his/her group. The first three learners to create word problems
• Continue this until all who will be able to The team with the that involves addition
flashcards were answer the equations of highest score will be the and subtraction of
the pattern will be winner. decimals.
EP
presented.
declared winners.
The group with the
highest number of Additional points will be
points wins. given to the learners that
- have completed a full
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block pattern (all the

boxes have been
answered correctly).
C. Presenting Examples/ Present the following Present the given Present the following Ask the learners on their Present the following
Instances of the New problem to the class: problem to the class: problem to the class: ideas in creating word problem in the class:
Lesson “The Ironman 2016 was problems.
“What is the answer “Anjelika, a fish dealer, held in Subic Bay. The The Luzon Grid has
when 0.1895 is added to goes to the fish port to competition was Present a problem given calculated the total
the difference of 0.8593 buy 100 kilos of fish. She composed of three in a previous meeting. consumption of five
and 0.4913?” has already bought events namely: 3.8646- manufacturing
12.546 kilos of km swim race, 180.208- Let them focus on the companies for the month
Divide the class into galunggong, 18.2458 km bike race and details of the problem. of March.
groups. kilos of hasa-hasa, 42.1558-km marathon.

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23.9785 kilos of sapsap, The following time, in What is the problem all Company Consumption
Have each group discuss 20.175 kilos of alumahan hours covered, was about? (Set-up or in Megawatts
the following questions: and 8.485 of maya maya. gathered from the top Situation) A 150.4218
a. What is asked in the How many more kilos of five finishers after three B 131.5713
problem? fish she needed to buy?” events.” What information do we C 108.9601
D 75.3438

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b. What operations will have in this problem?
E 58.2937
be used? Divide the class into (Given)

Swim Race
c. What is the number groups of three.

Bike Race
Athlete
sentence? What are we asked to Let the pupils create at

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least 3 different
d. In subtraction Let the groups work on find in the problem?
questions based on the
- In what place the problem following (Question)
does Polya’s four steps given information on the
A 0.0582 2.4580 table.
subtraction (Understand, Plan, Solve Let them put their

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begin? and Check). B 0.1075 2.7565 answers on this table:
C 0.0750 2.3795 Using the questions they
- What is
regrouped to D 0.1005 2.138 created and the given
Set-up
E 0.0175 2.4390 information on the table
make Given
above, let the learners
subtraction Question
possible? Cont. create a story problem.
EP
- What is the new Marathon
minuend?
e. In addition 3.4565
- How do you add 2.9450
the decimals? 3.2580
2.7982
D

3.1825

What is the total time of

each finisher? What is
the ranking of the top
five finishers of the race?
D. Discussing New Concepts Elicit from the learners Provide another problem: Let the groups work on WHAT-IF-NOT Let them exchange their
and Practicing New Skills how to add and subtract “Budz owns different the problem following STRATEGY word problems with
#1 decimals through ten agricultural land; 2.758 Polya’s four steps Ask about the set-up, other pupils. Ask them to
thousandths. hectares (ha) in (Understand, Plan, Solve given, or question/s in answer the word
Barangay Masigasig, and Check). the problem. problem.
Provide the following for 5.4865 ha in Barangay (e.g. What if the set-up
practice: Mapagkalinga, and 4.35 is about this ______?
1) 0.23 + 0.5673 ha in Barangay Matapat. What is your
2) 5.14 – 0.0532 Rosalyn also owns 5.216 alternative?)
3) 3.0674 – 0.059 ha of agricultural land in

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4) 72.466 + 19.0098 + Barangay Matino, 4.9155 Using this strategy, ask
0.1073 ha in Barangay the learners to come up
5) 25.0744 – 11.258 Masayahin, and 8.4570 with alternatives for the
ha in Barangay Magalang set-up, given, and
Who owns more land? By question in the problem

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how much? presented. Let them
complete this table:
Let the groups work on
the problem following Alternatives

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Polya’s four steps Set-up
(Understand, Plan, Solve Given
and Check). Question

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E. Discussing New Concepts In triads, let them create
and Practicing New Skills a word problem from the
#2 table of alternatives they
listed or from their ideas
during the
brainstorming. Give
EP
these as problem posing
situations depending on
their ability:
a. Create a word
problem similar to the
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problem presented using

your alternatives.
b. Create a word
problem using the
different applications of
addition and subtraction
of decimals
F. Developing Mastery Do the following: Let the learners present
(leads to Formative 1) Add 2.3586 to the their created word
Assessment 3) difference of 5.2765 problems in class.
and 3.4861.
2) Subtract the sum of Let each group answer
5.2689 and 1.2389 2-3 word problems
from 10.2568. written by the other
groups. Encourage them
to point out any
necessary revisions.

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G. Finding Practical Ask each group to think Ask the learners to share Ask the learners to think Ask the learners to think
Applications of Concepts of instances in their their experiences when of situations wherein of real-life situations
and Skills in Daily Living daily living wherein they they need to add and they need to add and wherein their skill in
encounter addition and subtract decimals. subtract decimals. creating word problems

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subtraction of decimals. would be useful.
H. Making Generalizations How do you add and How do we solve word How do we solve word How can we create our
and Abstractions About subtract decimals problems involving problems involving own word problems?
through ten thousandths addition and subtraction addition and subtraction

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the Lesson
without and with of decimals? of decimals? In what situations do we
regrouping? apply addition and
subtraction of decimals?
I. Evaluating Learning Do the following. Solve the problem. Solve the problem. Create story problems Create story problems

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1. Add 0.1352 to the using the table. using the different
sum of 3.3416 and “A cargo company has a “Regine went to the problem posing
5.1235. requirement of 3-ton market to buy food In an elimination round situations.
2. Subtract 1.275 from delivery every day. Due supplies for her family. for a Diving competition,
6.7209. to heavy traffic, four She bought 2.785 the following average a. Create a word problem
3. Add 5.3793 to the delivery trucks recorded kilograms of pork, scores of the divers are about how you use
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difference of 7.8496 the following delivery for 1.8752 kilograms of shown below. everyday addition and
and 3.4567. the day; 0.5348 ton, chicken, 15.5 kilograms subtraction of decimals.
4. Subtract the sum of 0.3595 ton, 0.467 ton of rice, and 2.1545 b. Create a word problem

Trial 1

Trial 2

Trial 3
Diver
3.0043, 0.08, 0.2, and 0.4824 ton. Did the kilograms of banana. If using the given
and 1.75 from five. company achieve the she can carry a total of information below:
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5. Find the sum when requirement of everyday 25 kilograms, can she A 2.4655 3.463 2.8565 P225.25, 3.28 kg, 2.56
B 3.4865 1.2375 3.8970
8.139 is added to delivery? Explain your carry the food supplies C 2.945 4.005 3.8005
kg
the difference of answer. she bought back home? c. Look for a word
45.89 and 35.0281. Explain your answer.” problem from your math
book about addition and
subtraction of decimals.
Create a similar word
problem from this.
J. Additional Activities for Find the missing Solve the problem. Solve the problem.
Application or numbers. During the preparation of The school had a fund
1) _____ + 0.1456 + the annual Fiesta raising activity for the
Remediation feeding program of an
0.3019 = 0.7338 celebration, Martin cut
four bamboos to be used orphanage. The following
2) 0.2403 + 0.1564 +
table shows the weight of
_____ = 0.8183 for the Palo Sebo collected newspapers per
3) _____ - 0.5682 = competition. The first grade level.
0.2549 piece was 3.6595 meters, Grade Newspaper (in kg)
4) 0.941 – 0.8364 = the second was 4.758 1 35.8950
_____ meters, the third was 2 18.7535

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5) 0.6384 - _____ = 3.9752 meters and the 3 33.4690
0.4894 fourth was 4.925 meters. 4 48.9586
If the requirement for 5 59.8736
6 87.4359
each palo sebo pole is
How many kilos of
3.5 meters, how many
newspaper did the school

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meters was the excess of collected? If the amount
each bamboo pole? per kilo is P4.55, how much
is the total collection of the
fund raising activity?

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V. REMARKS
VI. REFLECTION

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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
EP
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?
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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?