School: MAKILING ELEMENTARY SCHOOL Grade Level: VI

Teacher: MENERVA P. LUZANO Learning Area: MATHEMATICS

VI-PEARL - 8:00 - 9:20
DAILY LESSON LOG
Quarter 1 -Week 1
Teaching Dates : August 29- September 1, 2023 VI-DIAMOND – 9:40 – 10:30

Teaching Time : VI- SAPPHIRE - 10:30-11:20

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of the four fundamental operations involving fractions.
B. Performance Standard The learner is able to apply the four fundamental operations involving fractions in mathematical problems and real-life situations.
C. Learning Competencies / HOLIDAY The learner adds simple The learner subtracts simple The learner solves routine The learner creates
Objectives fractions and mixed numbers fractions and mixed numbers and non-routine problems problems (with
without or with regrouping. without or with regrouping. involving addition and/or
M6NS-Ia-86 M6NS-Ia-86 subtraction of fractions using reasonable answers)
appropriate problem-solving involving addition
strategies and tools. and/or subtraction of
fractions.M6NS-Ia-
M6NS-Ia-87.3 88.3
II. CONTENT Adding Simple Fractions and Subtracting Simple Fractions and
Mixed Numbers Mixed Numbers

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages 21st Century Mathletes p.

2. Learner’s Materials pages 21st Century Mathletes p. 3

3. Textbook pages
4. Additional Materials from Lesson Guides in 21ST Century Mathletes, p.103-107 Lesson Guides in Lesson Guides in Mathematics
Learning Resource (LR) Portal Mathematics Grade 6, Mathematics Grade 6, pp. Grade 6, pp. 223 - 227
pp. 212-215 212-215

B. Other Learning Resources 21st Century Mathletes 6, 21st Century Mathletes 6, Guiding Children’s Learning of Guiding Children’s Learning of
Mathematics, pp.458 -477 Mathematics, pp.458 -477

IV. PROCEDURES
A. Reviewing previous lesson or Drill: Activity 1 Game: Family Feud (Name Review addition and Ask the leader of one
presenting the new lesson (optional depending on That Number!) Pupils are subtraction of Fractions and
pupils’ need) group to present their
grouped. Each member has Mixed Numbers through
Fraction Cards. answers (yesterday’s
 to give a fraction or mixed tasks) to the class.
Show fraction card on number which will make the
statement true.
- reducing fractions to
simplest form 1. My sum is 17, my difference
is 1.
- conversion of improper
fraction to mixed number
2. My sum is 13, my difference
and vice versa
is 3.
(Pupils will respond using
their drill boards.) 3. My sum is 12, my difference
is 8.

4. My sum is 50, my difference

is 0.
5. My sum is 17, my difference
is 13
B. Establishing a purpose for the Ask pupils, “In what Ask pupils to associate Show connection between Inform the class that
lesson instances in daily living subtraction of fractions and/or real-world experiences and the target for
you encounter addition of mixed numbers to situations in symbols which is essential in
fractions and mixed everyday life. enabling students with the today’s lesson is to
numbers?” power to make sense of write interesting and
fractions. challenging word
problems for their
Elicit answers from Make them realize that those classmate to solve
volunteers such as buying who are able to make these based on the
choice cuts of chicken with connections have demonstrated Cookies Recipe.
same price, ½ kilo wings, 2 lasting ability to flexibly use their
1 mathematical knowledge, both
kilo legs, 1 ¾ kilo breast conceptual and procedural, to
3
solve word problems.
part, etc.
Ask them what they
already know about
creating word problems.
C. Presenting Examples/Instances Present the following Present the following Present the following Present the
of new lesson problem to the class: problem to the class: problem to the class: following problem
to the class:
“M 1 4
ang Justo milked his two
“There were 3 melons left for “From a piece of yarn 5 m
1 2
carabaos. He got 3 l o n g , Manny cut a piece
2 lunch. At dinner time, the family
2 1 “How many cups of
liters of milk from one m long and another piece
ate 1 melons. What part of 4
1 3 dry ingredients is
carabao and 4 liters from 1 needed to make 12
5 the melon was left for the next m long and gave it to his
the other. How much milk meal? 2 cookies?”
friends. What part of the yarn
 did he get in all? Ask: What are given in the was left with him?”
Ask: What are the given? problem? What is asked?
What is asked? What Guide the students in
number sentence can we planning how to solve the Ask the following
Ask the pupils to analyze the
use to solve this problem? problem. Elicit from the questions: What are
problem by answering the
licit from the pupils the pupils the number sentence
following: What is being given in the problem?
number sentence that will that will help solve the
problem: asked? What are given? What is asked? What are
help solve the problem:
1 1 1 2 the given conditions/
3 +4 =? 3 - 1 =N Call any volunteers to show restrictions in the
2 5 2 3 different ways of solving the problem?
problem through:

- Concrete models

- Pictorial representations
/ drawings / diagrams

- Symbolic representation
D. Discussing new concepts and Elicit from the pupils how to Elicit from the pupils how to Group the pupils with 5 Let the pupils work
practicing new skills #1 add dissimilar fractions with subtract dissimilar fractions with members each. Instruct them collaboratively in
regrouping. regrouping. Let them work by to choose a leader.
3’s and correct each other’s Present the following problem pairs but make
answer. to the class: sure each of them
jots down the
“The Boy Scouts are going on solution on his/her
Let them work in pairs to
answer the following: 1 3 1 notebook.
a 20-km hike. After hiking 6
8 - 3 =? 3
1 7 6 4
3 + 2 =? 1
4 10 km on the first hour and 5
2 1 2
4 - 1 =? km on the second hour, how Call some
9 3 far do they still have to go?” volunteers to share
their solutions and
1 3 1 Using lottery, each group has justify their answers
7 + 2 =? 10 - 7 =? to answer the problem with to the class. Check
6 4 8
different strategies; bar model, their solutions/
fraction strips, number line,
Call on volunteers to show their answers.
answer on the board. drawing, diagram.
Call on volunteers to show Ask them to analyze the
their answer on the board. problem by answering the
following: What is being
asked? What are given? Ask the following
questions: “How is this
Ask the leader to present their
problem similar/
answer to the class.
different from the
 original Cookie Recipe?”
“What happened to the
answer (amount of dry
ingredients) as a result of
adding the restriction?”
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery A. Add. Reduce the A. Rename each mixed Read, analyze, and solve Think-Pair-Share
answer to simplest form. number. the problem.
(Leads to Formative 1 2 2 ❑
Assessment) 1. + =? 1. 7 = 6
4 3 5 5 Let them describe
what happens when
“1/4 of dingdong pack is an attribute of a
corn and the rest is nuts.
3/5 of the nuts are peanuts problem is changed
and the rest are cashew to create a new
3 3 2 ❑ nuts. What fraction of the word problem.
2. + =? 2. 3 =2
5 10 3 3 whole pack are cashew
nuts?”
3 1 5 9 ❑
3. + + =? 3. 6 = 5
4 10 8 16 16
Ask each pupil to answer the
B. Find the difference.
problem with their chosen
Reduce the answer to
simplest form. strategy; bar model, fraction
3 1 strips, number line, drawing,
4. 6 + 9 =?
8 2 and diagram.

7 1
7 2 1. - =?
5. 23 + 18 =? 15 5 Ask them to analyze
12 3 the problem by
answering the
following: What is
being asked? What are
6 2 given?
2. - =?
12 24

3 1
3. 6 - 6 =?
4 2
 1 3
4. 4 - 2 =?
2 4

2 5
5. 5 - 1 =?
3 6
G.Finding practical Solve the problem correctly. Solve the problem correctly. Ask students to Let students compile
applications of concepts collect word problems
and skills in daily 3 3 involving addition and adjusted recipes in
living 1. Tina spends hour 1. Roel jogs 3 km while
8 4 subtraction of their Fraction Journal
fractions and mixed
washing the dishes and hour 3 numbers that are
for future use.
cleaning the kitchen How Aries jogs 4 km, how much
5 relevant to their
many hours does she spend less does Roel jog than Aries? everyday life. Paste
in doing all the chores in the them in their Fraction
2. The dry ingredients for a Journal.
kitchen?
1
3 pancake recipe is 3 cups. If
 2. Rey consumed 2 7
4
liters of white paint
1
there are 2
2 2
and 1 liters of red
3
paint to repaint the cups of flour, how many cups of
fence. How much other ingredients are there?
paint did he use
altogether?
H.Making How do we add dissimilar How do we subtract dissimilar How do we solve word How do we solve
generalizations and problems involving
fractions with regrouping? fractions with or without word problems
abstractions about fractions and mixed
the lesson regrouping? involving fractions
numbers? What are the and mixed numbers?
Adding dissimilar fractions steps? What are the
with regrouping different strategies?
What are the steps?
What are the
different
To add dissimilar fractions Subtracting dissimilar fractions
without regrouping strategies?
with regrouping:

 Use LCD to write

equivalent fractions.
To subtract dissimilar
fractions without regrouping:
 Add the fractions, then
add the whole numbers.  Use LCD to write
equivalent fractions.
 When the fraction in the
sum is an improper fraction,  Subtract the
change it to a mixed number. numerators.
  Reduce the answer to  Write the difference over
lowest terms whenever the common denominator.
possible.  Reduce the answer to lowest
terms whenever possible.
I.Evaluating Learning Complete the pyramid by Subtract. Reduce the answer to Interactive online game on Use this table to record
filling in the boxes with the lowest terms. addition and subtraction of
their results.
sum of the two fractions 3 5 fractions and mixed numbers
below each box. 1. - =? including word problems using
4 16 socrative.com
Weight Total
Cost
5 1 Ingredi
2. - =? Alternative: QUIZ BEE (for no ents
6 2 internet connectivity)
3 1
3. 9 - 4 =?
3 1 1 1 8 2
1 3 2 4
4 8 12 10
2 9
4. 12 - 3 =?
5 10
1 4
5. 17 - 11 =?
2 5

G. Additional activities for

application and remediation

V. REMARKS
VI. REFLECTIONS
A. No. of learners who earned
80% on the formative
assessment

B. No. of learners who require

additional activities for
remediation who scored below
80%
 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 worked well? Why
did this work?

F. What difficulties did I

encountered 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: Noted by:

MENERVA P. LUZANO MARILYN F. ISLES KINO J. ABUSTAN

Teacher Master Teacher Principal