School: TANZA ELEMENTARY SCHOOL Grade Level: VI

GRADES 1 to 12 Teacher: JOEL R. CABANGIS Learning Area: MATHEMATICS

DAILY LESSON LOG Teaching Dates and JUNE 11-15, 2018 1st Quarter
Time: Quarter: Wwek 2

DAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

DATE JUNE 11, 2018 JUNE 12, 2018 JUNE 13, 2018 JUNE 14, 2018 JUNE 15, 2018
I. OBJECTIVES
The learner demonstrates understanding of the four fundamental operations involving fractions.
A. Content Standards:
B. Performance Standards: The learner is able to apply the four fundamental operations involving fractions in mathematical problems and real-life situations.

C. Learning M6NS-Ia-87.3
Competencies/Objectives: The learner solves routine
Write the LC Code for each and non-routine problems
CLASSES SUSPENDED HOLIDAY involving addition and/or HOLIDAY CLASSES SUSPENDED
DUE TO INCLEMENT (INDEPENDENCE DAY) subtraction of fractions (Eid'l Fitr) DUE TO INCLEMENT
WEATHER using appropriate problem WEATHER
(BAGYONG DOMENG) solving strategies and (BAGYONG DOMENG)
tools.

Solving routine and non-

routine problems involving
II. CONTENT
addition and/or
subtraction of fractions
using appropriate problem
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
III. LEARNING RESOURCES
there is a mix of concrete 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

B. Other Learning Resources Guiding Children’s Learning

of Mathematics, pp.458 -
477

IV. PROCEDURES
A. Reviewing Previous Lesson Review addition and
or Presenting the New subtraction of Fractions
Lesson and Mixed Numbers
through Fraction Cards.

B. Establishing a Purpose for Show connection

the Lesson between real-world
experiences and symbols
which is essential in
enabling students with
the power to make sense
of fractions.
Make them realize that
those who are able to
make these connections
have demonstrated
lasting ability to flexibly
use their mathematical
knowledge, both
conceptual and
procedural, to solve word
problems.
C. Presenting
Examples/Instances of the Present the following
Lesson problem to the class:

“From a piece of yarn 4/5

m long, Manny cut a piece
1/4 m long and another
 piece 1/2 m long and gave
it to his friends. What part
of the yarn was left with
him?”

Ask the pupils to analyze

the problem by answering
the following: What is
being asked? What are
given?

Call any volunteers to

show different ways of
solving the problem
through:

- Concrete models

- Pictorial representations /
drawings / diagrams

- Symbolic representation
D. Discussing New Concepts
and Practicing New Skills Group the pupils with 5
#1 members each. Instruct
them to choose a leader.

Present the following

problem to the class:

“The Boy Scouts are going

on a 20-km hike. After
hiking 6 1/3 km on the first
hour and 5 1/2 km on the
second hour, how far do
they still have to go?”

Using lottery, each group

has to answer the problem
with different strategies;
bar model, fraction strips,
number line, drawing,
diagram.
 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
and Practicing New Skills Present the following
#2 problem to the class:

“2/9 of the moviegoers

are adults. If there are
9/5 more children than
adults, how many
children are there in
the cinema?”

Note:
(The teacher guides
the students to use
box model)

- 2 boxes represent
adults which is 2/9 of
the total number of
moviegoers

- 7 boxes represent
children which is 7/9 of
the total number of
moviegoers

- 5 boxes represent 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 Read, analyze, and solve

(Leads to Formative the problem.
Assessment 3) “1/4 of dingdong pack is
corn and the rest is nuts.
3/5 of the nuts are
peanuts and the rest are
cashew nuts. What
fraction of the whole
pack are cashew nuts?”
Ask each pupil to
answer the problem with
their chosen strategy; bar
model, fraction strips,
number line, drawing,
and diagram.
Ask them to analyze the
problem by answering
the following: What is
being asked? What are
given?
G. Finding Practical Ask students to collect
Applications of Concepts word problems involving
and Skills in Daily Living addition and subtraction
of fractions and mixed
numbers that are
relevant to their everyday
life. Paste them in their
 Fraction Journal.

H. Making Generalizations and How do we solve word

Abstractions about the problems involving
Lesson fractions and mixed
numbers? What are the
steps? What are the
different strategies?

I. Evaluating Learning Interactive online game

on addition and
subtraction of fractions
and mixed numbers
including word problems
using socrative.com

Alternative: QUIZ BEE

(for no internet
connectivity)

J. Additional Activities for

Application or Remediation

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
V. REFLECTION to be done to help the 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

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 work well? Why did
these work?
F. What difficulties did I
encounter which my principal
or 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:
Mr. Joel R. Cabangis