School: BACONG IBABA ELEMENTARY SCHOOL Grade Level: VI

GRADES 1 to 12 Name of Teacher MARYLOU A. ALVAREZ Learning Area: MATHEMATICS

DAILY LESSON LOG Teaching Dates and Time: JUNE 16 – 20, 2025 (WEEK 1) Quarter: First

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.

The learner adds simple The learner subtracts The learner solves routine and non-routine The learner creates
C. Learning Competencies fractions and mixed simple fractions and problems involving addition and/or subtraction of problems (with
numbers without or with mixed numbers without or fractions using appropriate problem-solving reasonable answers)
regrouping. M6NS-Ia-86 with regrouping. M6NS-Ia- strategies and tools. nvolving addition and/or
86 M6NS-Ia-87.3 subtraction of fractions.
M6NS-Ia-88.3

II. CONTENT Adding Simple Subtracting Simple Solving routine and non-routine problems Creating word problems
Fractions and Mixed Fractions and involving addition and/or subtraction of (with reasonable
Numbers Mixed Numbers fractions using appropriate problem-solving answers) involving
strategies and tools. addition and/or
subtraction of fractions.
III. LEARNING RESOURCES
A. References
1.Teacher’s Guide Pages
2.Learner’s Materials Pages
3.Textbook Pages
4. Additional Materials from Learning Lesson Guides in Lesson Guides in
Resources (LR) Portal) Mathematics Grade 6, Mathematics Grade 6,
pp. 212-215 pp. 223 - 227
B. Other Learning Resources Guiding Children’s Guiding Children’s Guiding Children’s
Learning of Mathematics, Learning of Learning of
pp.458 -477 Mathematics, pp.458 - Mathematics, pp.458 -
https:// 477 477
www.teachingchann
el.org/videos/multiple-
approaches-to-solving-
 problems

IV.PROCEDURES
A. Review Previous Lessons Drill: Activity 1 Game: Family Feud Review addition and Ask the leader of one
(optional depending on (Name That Number!) subtraction of Fractions group to present their
pupils’ need) and Mixed Numbers answers (yesterday’s
Pupils are grouped.
through Fraction Cards. tasks) to the class.
Show fraction card on Each member has to
- reducing fractions to give a fraction or mixed
simplest form number which will
- conversion of improper make the statement
fraction to mixed number true.
and vice versa
1. My sum is 17, my
(Pupils will respond using difference is 1.
their drill boards.) 2. My sum is 13, my
difference is 3.
Activity 2: 3. My sum is 12, my
difference is 8.
Present the following
prompt to the class: 4. My sum is 50, my
difference is 0.
“Draw a picture or model 5. My sum is 17, my
that represents the sum difference is 13
3 3
of and .
5 5
Allow the pupils some
time to draw their
models. Call on some
pupils to show their
models to the class.
Ask: What happens if the
two fraction models are
combined?
What does 6 in the
6
fraction represent,
5
and how does it relate to
the model?
Elicit from the class what
1
1
5 is.
 If no such model was
elicited, guide the pupils
how to represent it using a
number line.
B. Establishing purpose for the Ask pupils, “In what Ask pupils to associate Show connection Group Activity: Inform the class that
Lesson instances in daily living subtraction of fractions between real-world the target for today’s
you encounter addition and/or mixed numbers experiences and Inform the class that lesson is to write
of fractions and mixed to situations in everyday symbols which is the target for today’s interesting and
numbers?” life. essential in enabling lesson is to work on a challenging word
students with the recipe and they have problems for their
Elicit answers from power to make sense to find the total weight classmate to solve
volunteers such as of fractions. of the recipe in grams based on the
buying choice cuts of and the total cost of Cookies Recipe.
chicken with same price, Make them realize that all the ingredients.
1 those who are able to Ask them what they
½ kilo wings, 2 kilo Ask them to work
3 make these already know about
legs, 1 ¾ kilo breast part, connections have together with the creating word problems.
etc. demonstrated lasting other members of the
ability to flexibly use group to find the
their mathematical solution. Let them
knowledge, both use their knowledge
conceptual and of addition, doubling
procedural, to solve and halving to solve
word problems. this problem.
C. Presenting examples /instances Present the following Present the following Present the Present to the class Present the
of the new lessons problem to the class: problem to the class: following problem to the recipe. following problem
1 the class: to the class:
“M “There were 3 melons Cookies Recipe
ang Justo milked his 2 4 (yields 24
“From a piece of yarn 5 “How many cups of dry
1 left for lunch. At dinner cookies) ingredients is needed
two carabaos. He got 3 2 m l o n g , Manny cut
2 time, the family ate 1 to make 12 cookies?”
liters of milk from one 3 1 Ingredients:
a piece m long and
1 melons. What part of the 4 1 and 1/4 cup flour Ask the following
carabao and 4 liters melon was left for the next 1 1/8 tsp. baking soda questions: What are
5 another piece m
meal? 2 1/8 tsp. salt given in the problem?
from the other. How much long and gave it to his 1/2 cup salted What is asked? What
milk did he get in all? Ask: What are given in friends. What part of the butter, softened are the given
the problem? What is yarn was left with him?” 1/2 cup honey conditions/ restrictions
Ask: What are the given? asked? 1 cup chocolate chips in the problem?
What is asked? What Ask the pupils to 1/4 cup white sugar
Guide the students in
number sentence can we analyze the problem by
planning how to solve
use to solve this problem? Procedure:
the problem. Elicit from answering the
Mix flour, baking
 licit from the pupils the the pupils the number following: What is being soda, and salt in a
number sentence that will sentence that will help asked? What are bowl. Mix butter,
help solve the problem: solve the problem: given? sugar, and honey in a
1 1 1 2 separate bowl. Add
3 +4 =? 3 - 1 =N the flour mixture and
2 5 2 3
chocolate chips to this
bowl. Bake at 300° for
Call any volunteers to
18-20 minutes.
show different ways of
solving the problem
through:
- Concrete models
- Pictorial
representations /
drawings / diagrams
- Symbolic
representation
D. Discussing new concepts and Elicit from the pupils how Elicit from the pupils how Group the pupils with 5 Task 1: Let the pupils work
practicing new skills #1. to add dissimilar fractions to subtract dissimilar members each. Instruct collaboratively in
with regrouping. fractions with regrouping. them to choose a Compute the total pairs but make sure
Let them work by 3’s and leader. weight of the recipe in each of them jots
Let them work in pairs to correct each other’s grams using the down the solution
answer. Present the following following conversion: on his/her
answer the following:
problem to the class: notebook.
1 7 1 cup of flour = 125g
3 + 2 =? 1 3
4 10 8 - 3 =? “The Boy Scouts are 1 tsp baking soda = 5g
Call some volunteers
6 4 1 tsp salt = 5g
going on a 20-km hike. to share their
1 cup butter = 227g
1 3 1 1 cup honey = 340g solutions and justify
7 + 2 =? 2 1 After hiking 6 km on
6 4 4 - 1 =? 3 1 cup choco chips = 175g their answers to the
9 3 1 1 cup sugar = 200g class. Check their
the first hour and 5 solutions/ answers.
Call on volunteers to show 2
their answer on the board. 1 km on the second hour,
10 - 7 =?
how far do they still Ask the following
8
have to go?” questions: “How is this
problem similar/
Call on volunteers to
Using lottery, each different from the
show their answer on the
group has to answer the original Cookie
board.
Recipe?” “What
problem with different
happened to the
strategies; bar model, answer (amount of dry
fraction strips, number ingredients) as a
line, drawing, diagram. result of adding the
restriction?”
 Ask them to analyze
the problem by
answering the
following: What is
being asked? What
are given?

Ask the leader to

present their answer to
the class.
E. Discussing new concepts & A Ask the pupils, “What if Present the following Task 2: Inform the pupils that
sk the pupils, “What if
practicing and concern to new skills after dinner time, they problem to the class: when creating word
#2 3 Compute the total problems, they
the next day, he got 2 1 2
4 gave of the remaining of the moviegoers cost of the recipe should always ask
2 9 using the following themselves, “What
2 to a relative who visited are adults. If there are
liters and 5 liters of prices: if?”
5 them, how many melons 95 more children than
milk, how much milk did adults, how many Flour: 500g for ₱50 Let them think how
were left for the next
he get in two days? children are there in the Baking powder: 50g they can modify the
meal? cinema?” for ₱14 problem to create a
Let them answer Salt: 500g for ₱11.50 new one by asking
Let them answer Note: Butter: 227g for ₱106
individually in their (The teacher guides the them, “What attribute/s
notebook. individually in their Honey: 454g for ₱347
students to use box would you want to
notebook. Chocolate chips: change in the problem
model)
290g for ₱285.75 if you are going to
Sugar: 500g for ₱24.25 write your own word
problem?”
- 2 boxes represent
2 Let them write their
adults which is of
9 new problem and
the total number of solution on their
moviegoers notebook.

- 7 Elicit answers such as

box “What if we double the
es represent children recipe, how many cups
7 of each ingredient is
which is of the total needed to have 48
9
number of moviegoers cookies?”

Call volunteers to share

 their word problem and
- 5 boxes represent solution to the class.
the excess no. of
children

Since there are 95

more children, then to
find the no. of person
in each box is:
95 ÷ 5 = 19
Answer:
Thus, the total no. of
children is 19 x 7 boxes
is equal to 133.
F. Developing Mastery (Leads to A. Add. Reduce the A. Rename each Read, analyze, and Think-Pair-Share
Formative Assesment 3 answer to simplest form. mixed number. solve the problem.
Let them describe what
2 ❑ “1/4 of dingdong pack happens when an
1 2
1. + =? 1. 7 = 6 is corn and the rest is attribute of a problem is
4 3 5 5 nuts. 3/5 of the nuts changed to create a
are peanuts and the
new word problem.
3 3 2 ❑ rest are cashew nuts.
2. + =? 2. 3 =2 What fraction of the
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 problem
3 1 with their chosen
4. 6 + 9 =? B. Find the difference.
8 2 Reduce the answer to strategy; bar model,
simplest form. fraction strips, number
7 2 line, drawing, and
5. 23 + 18 =?
12 3 7 1 diagram.
1. - =?
15 5
Ask them to analyze the
6 2 problem by answering
2. - =?
12 24 the following: What is
being asked? What are
3 1 given?
3. 6 - 6 =?
4 2
 1 3
4. 4 - 2 =?
2 4

2 5
5. 5 - 1 =?
3 6

G. Finding Practical Applications of Solve the problem correctly. Solve the problem Ask students to collect word problems involving Let students compile
concepts and skills in daily living 3 correctly. addition and subtraction of fractions and mixed adjusted recipes in their
1. Tina spends hour numbers that are relevant to their everyday life. Fraction Journal for
8 3
1. Roel jogs 3 km while Paste them in their Fraction Journal. future use.
washing the dishes and 4
hour cleaning the kitchen 3
Aries jogs 4 km, how
How many hours does 5
she spend in doing all the much less does Roel jog
chores in the kitchen?
than Aries?
3
2. Rey consumed 2 2. The dry ingredients for
4
2 1
liters of white paint and 1 a pancake recipe is 3
3 7
liters of red paint to repaint 1
cups. If there are 2
the fence. How much paint 2
did he use altogether? cups of flour, how many
cups of other ingredients
are there?

H. Making Generalizations & How do we add How do we subtract How do we solve word
Abstractions about the lessons dissimilar fractions with dissimilar fractions with problems involving
regrouping? or without regrouping? fractions and mixed
numbers? What are the
Adding dissimilar fractions Subtracting dissimilar steps? What are the
with regrouping fractions without different strategies?
To add dissimilar regrouping
fractions with regrouping:
To subtract dissimilar
 Use LCD to write
fractions without
equivalent fractions.
regrouping:
 Add the fractions, then
add the whole numbers.  Use LCD to write
 When the fraction in the equivalent fractions.
sum is an improper  Subtract the
 fraction, change it to a numerators.
mixed number.  Write the difference
 Reduce the answer to over the common
lowest terms whenever denominator.
possible.  Reduce the answer to
lowest terms whenever
possible.
I. Evaluating Learning Complete the pyramid by Subtract. Reduce the Interactive online game Use this table to record
filling in the boxes with answer to lowest terms. on addition and their results.
the sum of the two 3 5 subtraction of fractions
fractions below each box. 1. - =? and mixed numbers Ingridie Weight Total
4 16
including word problems nts Cost

using socrative.com
5 1
2. - =?
6 2 Alternative: QUIZ
BEE (for no internet
3 1 connectivity)
3 1 1 1 3. 9 - 4 =?
1 3 2 4 8 2
4 8 12 10
2 9
4. 12 - 3 =?
5 10

1 4
5. 17 - 11 =?
2 5

J. Additional activities for Please refer to this website for on-line interactive worksheet.
application or remediation http://www.onlinemathlearning.com/fractions-worksheet.html

V. REMARKS

VI. REFLECTION

A.No. of learners who earned 80% in

the evaluation
B. No. of learners who requires
additional acts.for remediation who
scored below 80%
C. Did the remedial lessons work? No.
of learners who caught up with the
lessons
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 encounter
which my principal/supervisor can help
me solve?
G. What innovations or localized
materials did I used/discover which I
wish to share with other teachers?

Prepared by:
MARYLOU A. ALVAREZ
Master Teacher I

Noted:
JULIE ANN C. FIGUERRA, Ph.D
Teacher-In-Charge