Republic of the Philippines

Commission on Higher Education

Baao Community College
San Juan, Baao, Camarines Sur
Email: [email protected]

DETAILED LESSON PLAN IN MATHEMATICS 6

Subject: Mathematics Grade Level: 6

Teacher: Garcia, Khristine Monique B. Quarter: 1st Quarter

I. OBJECTIVES
A. CONTENT STANDARDS 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 COMPETENCY At the end of the lesson the learners were expected to
be able to:
a. visualize multiplication of fraction using
model
b. discuss the steps on how to multiply simple
fractions to simple fractions and simple
fractions to mixed fractions.
c. multiplies simple fractions and mixed
fractions. M6NS-Ib90.2
II. CONTENT Numbers and Number Sense
III. LEARNING RESOURCES
A. Reference K to 12 MATH Curriculum Guide, Mathematics VI
Quarter 1 – Module 3
B. Other Learning Resources Books, google, YouTube, pictures, Laptop, and Realia.
C. Methodology 4As
D. Values Integration Real world applications, Persistence, and Patience
E. Integration ICT, EPP – Home Economics

IV. PROCEDURE TEACHER’S ACTIVITY STUDENT’S ACTIVITY

Preliminary Activity
Prayer
Everyone let us start this day calling
the presence of the Lord.

May I invite everyone to please stand.

Angelina, can you lead the prayer?

Yes, teacher.

In the name of the Father, and of the

Son, and of the Holy Spirit, Amen.

We come before you today, grateful

for the opportunity to learn and to
grow. Guide us in our studies and help
us to treat one another with respect
and understanding. Amen.

In the name of the Father, and of the

Son, and of the Holy Spirit, Amen.
Classroom Management Before you take you seat, pick up the
pieces of dirt under your chair if there
is some and put it in the trashcan.

If done, then align your chairs properly

and you may now take you seats.
Thank you, teacher.
Greetings Good afternoon, everyone!
Good afternoon teacher.

Energizer Before we start, for our energizer I

prepared something called…

“WHERE IS THE OTHER HALF”

Mechanics of the game:

1. Each learner will pick 1 paper

inside the box.
The pictures and their half inside the
box.

2. After picking, every student will

find the person who have the
other half of the picture.
 3. When they’ve already found it,
they will place it in front and
say I FOUND MINE.

Did everyone enjoy to our energizer?

Yes teacher.
I’m so glad to hear that.
.
Maupo na po ang lahat.

Checking of Attendance Is everyone here?

Yes teacher.
There’s no absent today?
Yes teacher.
Very good. Give yourself a very good
clap.

1, 2, 3, Go...
Clap, clap, clap.

Review
Now let’s do a recap about what we
discuss yesterday?

It is all about how we can get the

lowest term of a fraction.
Correct!

We have here a box, and for us to

know if you understand our lesson
yesterday, reduce the fraction inside
the box that you choose to its lowest
term.

.
7
1.
14 1
1.
2
2
2.
10 1
2.
5
6
3.
9 2
3.
3
5
4.
15 1
4.
3
 4 1
5. 5.
12 3

Very good everyone, I am happy that

you understand our topic yesterday
knowing that it will always be part of
the fraction.

Motivation
Before we proceed to our main topic, I
prepared something. I named it

GET IT FROM DORAEMON!

Inside Doraemon’s pocket, there is a

bunch of PIZZA. Everyone you’re just
going to get 1 PIZZA and tell us what
is the fraction model it illustrates. After
getting the fraction of the said pizza
you’re going to multiply the 2 number
with each other.

For example (PIZZA):

This fraction model illustrates ½ of

pizza. Then I am going to multiply 1
and 2 to each other and that is 2.

Do you understand now?

Are you ready? Yes teacher.

Yes teacher.

The fractions inside Doraemon’s

pocket:
 Did you guys enjoy?
Yes teacher.
Activity Base from the pictures and answers
you give what do you think will be our
topic this afternoon?
All about multiplying fractions teacher.
Very good. Our topic for today will be
all about Multiplying simple fraction
and mixed fraction.

Before anything else can anyone

please read the objectives?
Me teacher.
Yes, Edward?
At the end of the lesson the learners
were expected to be able to:
a. visualize multiplication of
fraction using model
b. discuss the steps on how to
multiply simple fractions to
simple fractions and simple
fractions to mixed fractions.
c. multiplies simple fractions
and mixed fractions. M6NS-
Thank you. Ib90.2

Let me ask you class what did you

notice in the picture?

it has a slices.

How many slices does the pizza

have?

8, teacher.
How about the cake?

8 also teacher.
Very good. So, this picture symbolizes
fraction. am I right?

Yes teacher.
And what is fraction?
 It represents a part of a whole
teacher.
Okay very good. So, every slice of
that cake and pizza can be a fraction.
Yes teacher.
Now let’s start.

Here are some rhymes for you to read

before I give the first problem:
Fractions are easy to multiply,
Top times top, you must comply!
Bottom times bottom, don’t defy!
And don’t forget to simplify.
Check your answer to clarify,
Then now you can say goodbye!
From the rhyme, you can now
remember the steps in multiplying
simple fractions. Top times top means
multiply both the numerators and
bottom times bottom is to multiply the
denominators. Simplify if necessary
then you can check you answer!

For example: Simple Fraction to

Simple Fraction

3 2
𝑥
4 5
Solution:
3 2 3𝑥2 6
𝑥 = =
4 5 4𝑥5 20
To illustrate this, we have here

This illustration shows that to get 3/4

of 2/5 we overlap on the shaded part;
thus, the double-shaded part
represents 6/20 of a whole.
After you get the products, simplify if
necessary.

Since the 6 and 20 is both divisible by

a number, what number it is?
2, teacher.
Okay very good. It is correct.

So, we have

6 ÷2 3
=
20 ÷ 2 10
And our final answer is 3/10.
Another example

3 3
𝑥
5 4
Solution:

To illustrate:

For the illustration who can explain

this one? This illustration shows that to get 3/5
of 3/4 we overlap on the shaded part;
thus, the double-shaded part
represents 9/20 of a whole.

And again, simplify if both numbers

can still be divided in to numbers.

Did you understand? Yes teacher.

Try to answer this in any kind of

paper.

2 3
𝑥
7 5 Solution:
2 3 2𝑥3 6
𝑥 = =
7 5 7𝑥5 35
To illustrate this, we have here

Can anyone explain what did you do?

I just multiply numerator to numerator
and same with the denominator that is
why the answer is 6/35. No need to
simplify.

For the illustration i just overlap on the

shaded part; thus, the double-shaded
part represents 6/35 also.
Very good.

You can illustrate it if you want to, to

be sure of your answer and if you .
don’t want just multiply the numerator
and also the denominator.

Do you understand?
Yes teacher.
Before we proceed to multiplying
simple fractions to mixed fractions let
me discuss to you the other method
you can use in multiplying a fraction.

It is called the cancellation or the

canceling method.

Please read.
3 steps in Canceling method
1st step: Cancel out common factors in
the numerator and denominator.
2nd step: multiply the numerators.
3rd step: multiply the denominators.
For example:

Another example:

Did everyone get it?

Yes teacher.
Then answer this one.
2 9
𝑥
3 14
2 9
𝑥
3 14
2 9
1 3
= 1 𝑥
3 14 7

1 3
= 𝑥
1 7
 3
=
7
First, I cancel those numerator and
Can anyone explain their work? denominator that have a common
factor like the 2 and 14 they are both
divisible by 2 and the 3 and 9 are both
divisible by 3. Then I just multiplied
the numerator and the denominator.

Very good.

Let’s come now to multiplying simple

fraction to mixed fraction.

But before that let us do the step-by-

step process on how to convert a
mixed fractions to improper fraction
because this is the first step in
multiplying simple fraction to mixed
fraction.
(no one raise hand)
Who can remember?

Okay no one so
Multiply the denominator to the whole
Please read. number. Then, add it to the
numerator. After that the answer will
be the numerator and just copy the
denominator.

For example,

Now, for example let’s have this

equation

3 1
𝑥3 =𝑁 Multiplying simple fraction to mixed
5 2 fraction.

Step 1: change the mixed fraction to

improper fraction by multiplying the
denominator by the whole number.
Then add the product to the
numerator to get the new numerator.
Copy the denominator of the mixed
fraction.

Since we already convert the mixed

fraction to improper fraction the
equation above will become
 3 7
𝑥 =𝑁 Step 2. Multiply the numerators.
5 2 Step 3. Multiply the denominators.

3 7 3𝑥7 21 Step 4. Express the answer to the

𝑥 = = simplest form or lowest term, if
5 2 5𝑥2 10 possible.

none, teacher.

For step 4 is there any number we

can divide to both 10 and 21?
Step 5: To simplify the answer,
change the improper fraction to mixed
Very good so let’s proceed to step 5.
fraction by dividing the numerator by
its denominator.

dividing the numerator by its

The question now how can we change
denominator.
the improper fraction back to mixed
fraction by what?

Very good so let’s do it.

Improper fraction:

Mixed fraction.

The quotient is the whole number the

Yes teacher.
remainder will be the numerator and
just copy the denominator.

Do you understand?

Let us do another example.

2 3
𝑥2 =𝑁 Step 1: Convert
3 4
What is our step 1?

Step 2. Multiply the numerators.

 3 4(2) + 3 11 Step 3. Multiply the denominators.
2 = =
4 4 4
How about the step 2 and 3?

2 11 2𝑥11 22
𝑥 = =
3 4 3𝑥4 12
In this we can use already the
cancelling method if you don’t want to
reduce it to lowest term. We can
cancel here the 2 and 4. It will go like
this
12 11
𝑥 2
3 4

1 11 1𝑥11 11
𝑥 = = Step 4. Lowest term
3 2 3𝑥2 6

Let’s proceed to step 4. Imagine we

did not do the canceling method.
What is the step 4?

Is there any number we can divide to

22 and 12?

Very good we have 2 as a greatest

common factor. So, let’s divide.

Step 5: divide the numerator to the

22 ÷ 2 11 denominator
=
12 ÷ 2 6
For the last step. We need to what?
.

(Student’s answer may vary)

Very good. In any piece of paper
Possible answer
please answer this one

Analysis For the deepening of understanding

we will be having a mystery box with
mystery prizes.

You are just going to pic a box and

you’ll going to see first the prize and
then the problem. If you answer it
right, you’ll get the prize.

Direction:
Analyze what method used to simplify
the following equation. (Fraction
model, Cancel Method, Multiply the
numerator and denominator, lowest
term, and convert mixed to improper)

Multiply the numerator and

denominator

Lowest term

Fraction model

Cancel method

Multiply the numerator and

denominator

convert mixed fraction to improper

fraction

Lowest term

convert mixed fraction to improper

fraction

Cancel method
 Fraction model
Good job everyone.

Give yourself a round of applause

please.

Abstraction Group Activity:

For the group activity the class will be

divided into two groups.

This activity called

“Keep it or Give it”

Mechanics:
✓ Make two teams and take
turns choosing a letter and
answering the question.
✓ After answering each question,
the team must decide to either
KEEP THE BOX or GIVE THE
BOX to the other team.
✓ Click 'Open The Box' to reveal
the points.
✓ The team with the most points
at the end is the winner!
Application
Activity 1
Solve the equations.

1.

2.

3.

Activity 2
Select the correct answer for each of
the given multiplication expressions.

5
1. 16

2. 4
66

3.
1
6 10

Generalization All of us knows how to follow step.

Who among of you does not follow?

Okay, none. Very good.

I mathematics it is important to follow

the steps for you to get the correct
answer.

We have discussed 3 processes.

The 1st one is the steps multiplying

simple fraction to simple fraction the
2nd one is the cancelling method and
the 3rd one is the simple fraction to
mixed fraction.

Let’s recall.

How many steps do we have in

multiplying simple fraction to simple
fraction?
We have 3, teacher.
And those are?
Step 1: Multiply numerator.
Step 2: Multiply denominator.
Step 3: Reduce to lowest term if
necessary.
Very good.
How about in cancelling method?
We have 3, teacher
And what are those?
Step 1: Cancel out common factors in
the numerator and denominator.
Step 2: Multiply the numerators.
Step 3: Multiply the denominators
Very good.
The last one is the steps in multiplying
simple fraction to mixed fraction. How
many steps do we have?
5, teacher.
And those are?
Step 1: change the mixed fraction to
improper fraction by multiplying the
denominator by the whole number.
Then add the product to the
numerator to get the new numerator.
Copy the denominator of the mixed
fraction.
Step 2: Multiply the numerators.
Step 3: Multiply the denominators.
Step 4: Express answer to the
simplest form or lowest term, if
needed. To simplify the answer,
change the improper fraction to mixed
fraction by dividing the numerator by
its denominator.
Very good.
Always remember these steps
because as our lesson goes by you
will encounter problems like this.

Thank you everyone.

You did a great job.
I appreciate those who answers
today, it means you understand what I
was saying.

I think you are all ready for our

evaluation.
Evaluation
Direction:

Assignment
Direction: