School: SAN ANTNIO ELEMENTARY SCHOOL MAIN Grade Level: VI

GRADES 1 to 12 Teacher: HEIZEL B. QUIJANO Learning Area: MATHEMATICS

DAILY LESSON LOG
Teaching Dates and Time: June 23-27,2025(WEEK 2) Quarter: 1st Quarter

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standards: The learner demonstrates understanding of the four fundamental operations involving fractions.
B. Performance Standards: The learner is able to apply the four fundamental operations involving fractions in mathematical problems and real-
life situations.
C. Learning Competencies/Objectives:
Write the LC Code for each M6NS-Ib-90.2 M6NS-Ib-92.2 M6NS-Ib-92.2 M6NS-Ib-92.2 M6NS-Ib-93.2
The learner multiplies The learner solves routine The learner solves routine The learner solves non- The learner creates
simple fractions and mixed problems involving problems involving routine problems involving problems (with reasonable
fractions. multiplication with or multiplication with or multiplication with or answers) involving
without addition or without addition or without addition or multiplication without or
subtraction of fractions subtraction of fractions subtraction of fractions with addition or
and mixed fractions using and mixed fractions using and mixed fractions using subtraction of fractions
appropriate problem appropriate problem appropriate problem and mixed numbers.
solving strategies and tools solving strategies and tools solving strategies and tools
correctly. correctly. correctly.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.

Multiplying Simple Solving Routine Problems Solving Routine Problems Solves Non-Routine Creating Problems (With
Fractions and Mixed Involving Multiplication Involving Multiplication Problems Involving Reasonable Answers)
II. CONTENT Fractions with or without Addition or with or without Addition or Multiplication with or Involving Multiplication
Subtraction of Fractions Subtraction of Fractions without Addition or Without or With Addition
and Mixed Fractions Using and Mixed Fractions Using Subtraction of Fractions or Subtraction of Fractions
Appropriate Problem Appropriate Problem and Mixed Fractions Using and Mixed Fractions
Solving Strategies and Solving Strategies and Appropriate Problem
Tools Tools Solving Strategies and
Tools
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete
III. LEARNING RESOURCES
and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages

2. Learner’s Materials Pages

3. Textbook Pages
 4. Additional Materials from
Learning Resource (LR) portal MISOSA Module Grade 5 MISOSA Module Grade 6 - MISOSA Module Grade 6 - MISOSA Module Grade 6 -
and 6 - Multiplication of Solving one-step word Solving one-step word Solving two-step word
Mixed Numbers and problems on multiplication problems on multiplication problems on multiplication
Fractions of Fractions of Fractions of Fractions

DLP Grade 5 Module 27 DLP Grade 5 Module 27 DLP Grade 5 Module 27

Lesson Guide in Lesson Guide in Lesson Guide in

Elementary Mathematics 5 Elementary Mathematics 5 Elementary Mathematics 5
p217 p217 p217
B. Other Learning Resources Flash Cards Flash Cards Flash Cards Flash Cards
Powerpoint Presentation Powerpoint Presentation Powerpoint Presentation Powerpoint Presentation

IV. PROCEDURES
A. Reviewing Previous Lesson or Review game (charade)
Presenting the New Lesson Review: (Using flash Complete the table below Complete the table below Divide the class into 5
cards) Call 4 volunteers who will groups.
serve as the actors.
Ask each group to write as
The pupils will act to show many words as they can,
the following words without related to the following.
saying any words.
a) Addition (e.g. sum of,
Check total, added to, in all)
Plan b) Subtraction (e.g. less,
Solve diminished, deducted,
Understand difference)
Multiplication
The pupils will guess the
product, twice, times)
word.
d) Division (e.g. quotient,
After all the words are divided by)
revealed, ask another pupil All common answers will be
to arrange the words in order. eliminated. The group
with the most number of
Let the pupils explain the correct answers remain
importance of each step. will be the winner.
Let them state what will Original File Submitted and
happen if they missed any Formatted by DepEd Club
of the steps. Member - visit depedclub.com
for more
B. Establishing a Purpose for the Show a picture of a man Show a picture of kids jogging Show a picture of kids jogging Show a picture of a mother Show a picture of a girl who is
Lesson harvesting fruits from a farm. in a track oval in a track oval preparing a chicken dish for baking.
Ask pupils what are the things Ask: Ask: lunch. Ask: What can you say about
they can see in a farm.  What are the children doing?  What are the children doing? Ask: the picture? What do you
Ask the characteristics of the  Why is it important for us to  Why is it important for us to  What is your favorite chicken think is the girl doing?
man. exercise? exercise? dish? Why?
 What do you think mother will
cook for lunch?

C. Presenting Examples/Instances of Problem Opener: Problem Opener: Problem Opener: Problem Opener: Let the pupils give a name for
the Lesson Mang Emong harvests crates Carlo can jog 4 23 km in one Carlo can jog 4 23 km in one Michael saved 200 pesos. He the girl in the picture.
of mangoes each day. hour. How far can he jog in 12 hour. How far can he jog in 12 used 12 of it to buy a bag and 12 Ask them to make a
hour? hour? of his remaining money to buy a scenario/situation.
The table shows the record of Let the pupils discuss the steps Let the pupils discuss the steps book. What fraction of his Ask: What are the needed
his harvest. in solving word problems. in solving word problems. money was left? How much was ingredients in making a cake?
Understand Understand left? Out of the given situation, let
 What is the problem asking  What is the problem asking Let the pupils discuss the steps in the pupils create an
you to find? you to find? solving word problems. interesting word problem.
 What are the given  What are the given Understand Let them discuss. What are
information that will help us information that will help us  What is asked in the problem? the things they should
solve the problem? solve the problem?  What are the given facts? consider in creating a word
Plan Plan problem?
 Can you visualize how to go  Can you visualize how to go Plan
through the problem? through the problem?  What are the operations to be
 What strategies can you  What strategies can you used?
How many crates of mangoes suggest to solve this problem? suggest to solve this problem?  What is the correct number
can Mang Emong harvest in sentence?
half an hour? In 4 hours? In 4 Solve Solve
12 hours?  Show the solution.  Show the solution. Solve
 Show the solution.
What operation can we use in Check Check
solving the problem?  Have you checked your  Have you checked your Check
calculations? calculations?  Have you checked your
Elicit from the learners how to  Did you use correctly all  Did you use correctly all calculations?
multiply mixed numbers and important data provided? important data provided?  Did you use correctly all
fractions.  Does the answer make  Does the answer make important data provided?
sense? sense?  Does the answer make sense?
Let the pupils observe what
 Did you look for another way  Did you look for another way  Did you look for another way
happened in every step of the to solve the problem to find to solve the problem to find to solve the problem to find out
solution. out if your answer is correct? out if your answer is correct? if your answer is correct?
D. Discussing New Concepts and Pair work Group work Group work Group work Group work (5 groups)
Practicing New Skills #1 Find the product of the Groups 1 and 2 (using any Groups 1 and 2 (using any Answer the following problems. Make another interesting
following. Reduce the answer to strategy): strategy): What comes next in the given set problem out of the previous
“A garden plot is 5 1/2 meters “A garden plot is 5 1/2 meters of number situation.
simplest form, whenever
long and 2/3 meter wide. What long and 2/3 meter wide. What Ask: What if the girl will bake
possible. is the area of the garden plot?” is the area of the garden plot?” 2 cakes? 3 cakes? How are we
Groups 3 and 4 (using any Groups 3 and 4 (using any going to adjust the
strategy): strategy): ingredients?

“How many cubic meters of “How many cubic meters of

water can a tank 1/2 meter long, water can a tank 1/2 meter long,
1/3 meter wide, and 2 2/3 1/3 meter wide, and 2 2/3
meters high hold?” meters high hold?”

Each group will present their Each group will present their
output in class. output in class.

E. Discussing New Concepts and Solve the following. Write the Think-pair-share Think-pair-share Let each group exchange the
Practicing New Skills #2 answer in simplest form, Answer the problem below. Answer the problem below. problems they made. Group 1
whenever possible. Use different strategies in Use different strategies in will answer the work of group
1) Multiply 2 1//3 by 3/5 . solving. solving. 2, Group 2 will answer the
2) What is 4/5 of 2 1/8 ? 1) A truck was 78 filled with 1) A truck was 78 filled with work of group 3, and so on.
3) Find the product of 1 1/3 x 2 grocery items for delivery. The grocery items for delivery. The
1/2 x 3/5 . driver delivered 23 of this to driver delivered 23 of this to
supermarket. What part of the supermarket. What part of the
truckload of grocery items was truckload of grocery items was
delivered? What part of the delivered? What part of the
truck load was not delivered? truck load was not delivered?

Encourage the pupils to use Encourage the pupils to use

different strategies in solving. different strategies in solving.
Let the pupils share what Let the pupils share what
strategy they used in solving. strategy they used in solving.

F. Developing Mastery Assign a number to every Solve: Solve: Pair work Make a meaningful problem
(Leads to Formative Assessment 3) student in the class. Mang Celso caught 40 1/2 Mang Celso caught 40 1/2 Solve: of the given problem and
Randomly select a pupil or kilograms of fish. He sold 3/4 of kilograms of fish. He sold 3/4 of Ken planted a mongo seed. He solve.
group of pupils to answer a it. How many kilograms it. How many kilograms noticed that the seed grew 1/5 1)
question. of fish did he sell all in all? of fish did he sell all in all? times larger than the previous
Say: All even numbers please week. This week, he measured
stand up the plant and found out that it is
Only pupils assigned to an 10 cm tall. How tall will the plant
even number will stand up and be two weeks from now?
answer a question on their The teacher will guide the pupils
show-me-board. in answering the problem.
 a) All even numbers
b) All multiples of 3
c) Numbers divisible by 4
d) Numbers between 20 and
30
e) Numbers divisible by 5

*Make it sure that all pupils

will be called.
Answer the following. Reduce The plant will grow 2 cm taller,
the answer in simplest form. so it will become 12cm.
1) 5 14 x 27
2) 29 x 7 78 10 X 1/5 = 2
3) What is 12 of 9 13 ?
4) What is the product of 4 During the second week, it will
and 3 25? grow 2 25 cm. After the second
5) What is 34 x 12? week, the height of the plant will
be 14 25 cm.
Add more if necessary.
12 X 1/5 = 12/5 = 2 2/5

The teacher may extend the

problem until the 10th week.

G. Finding Practical Applications of Read, analyze, and solve the Read, analyze and solve the Read, analyze and solve the Read and solve the following Act out.
Concepts and Skills in Daily Living problem below. following problems. following problems. problems. Show your neat and The class will be divided into 4
Mang Jess used 3/4 liters of Show your neat and complete Show your neat and complete complete solution. groups. Each group will be
paint to cover 10 1/2 square solution. solution. 1) Mang Daniel had 4 3/4 given time to create their
meters of wall. How many 1) Aling Maria has 6 2/3 1) Aling Maria has 6 2/3 hectares of land. He used 3/5 in word problem. After the time,
liters of paint is needed to kilograms of malagkit rice. She kilograms of malagkit rice. She planting mango trees, and 14 in they will act out their
cover 12 1/4 square meters of used 3/4 of it and made biko. used 3/4 of it and made biko. planting santol trees. What problem. The remaining
wall? How many kilograms of rice did How many kilograms of rice did fraction of Mang Daniel’s land is groups will guess the problem
she use in making biko? she use in making biko? planted with trees? by writing it on their white
1) Rowena has 1/2 meter of red boards.
2) Josephine’s house is 2 1/4 2) Josephine’s house is 2 1/4 ribbon, 1 2/3 meters of yellow
kilometers away from school. kilometers away from school. ribbon. She used 2/5 of it for her
Carlo’s house is 2/3 as far as Carlo’s house is 2/3 as far as project. How much ribbon did
Josephine. How far is Carlo’s Josephine. How far is Carlo’s she use for her project?
house from the school? house from the school?
 H. Making Generalizations and How do we multiply mixed What are the steps in solving What are the steps in solving What are the steps in solving How do we create word
Abstractions about the Lesson numbers and fractions? word problems? word problems? word problems? problems?
Why is it important to change Why is each step important in Why is each step important in Why is it important to check What are the things to
the mixed number to problem solving? problem solving? your answer? consider in making meaningful
improper form before mathematical word problems?
multiplying?
In what real-life situations can
we apply the concept of
multiplying mixed numbers
and fractions?

I. Evaluating Learning Answer the questions below. Solve the following problems. Solve the following problems. Solve the following problems. Group evaluation.
Write the answer in simplest Let each member of the group
form, whenever possible. 1) A street sweeper can clean 1) A street sweeper can clean 1) Rica can drink 3 1/2 liters of evaluate their own work based
1) If you multiply 5/6 and 3 10 2/3 meters of street in half 10 2/3 meters of street in half water in a day. How many on the rubric given. Let them
4/5, what will you get? an hour. How many meters of an hour. How many meters of liters of water can she drink in discuss how to improve their
2) Find the value of N in the street can he clean if he works street can he clean if he works 5 days if on the 5th day she work.
statement: for only 3/4 of an hour? for only 3/4 of an hour? drank 1/4 liters more? After the each group’s
4/7 x 6 3/5 = N 2) Jules can run 5 2/3 2) Jules can run 5 2/3 2) The laborers can finish discussion, let the pupils
3) If 2/9 x 4 5/8 are multiplied, kilometers in one hour. How kilometers in one hour. How cementing 4/5 kilometer of rewrite their work.
the product is _____. far can he go if he runs for far can he go if he runs for road in a day. How many
only 3/8 of an hour? only 3/8 of an hour? kilometers of road can they
finish if they work for 10 1/2
days?

J. Additional Activities for Application Please refer to Lesson Guide in Solve the following problems. Solve the following problems. Solve the following problems.
or Remediation Elementary Mathematics 5, Show your neat and complete Show your neat and complete Show your neat and complete
pp. 208- 209 solution. solution. solution.
1) A jug contains 4 1/2 liters of 1) A jug contains 4 1/2 liters of 1)
water. How many liters can it water. How many liters can it
hold if it is 2/3 full? hold if it is 2/3 full?

IV. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the
V. REFLECTION students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require additional
activities for remediation

Prepared by: Noted by:

HEIZEL B. QUIJANO SUSANA R. EUGENIO EdD
Teacher III Principal II