DAILY LESSON PLAN TEMPLATE

SCHOOL GRADE 6
NAME Emmanuel Sano SUBJECT Mathematics
DATE June 26, 2023 QUARTER 3

I. OBJECTIVES At the end of the lesson, the learners should be able to:
A. Content Add similar fractions accurately
Standards
B. Performance
Standards Enumerate the steps in adding similar fractions.

C. Learning
Competencies/
Objectives Solve word problems involving addition of similar fractions.

II. CONTENT Addition of Similar fractions

III. LEARNING
RESOURCES
A. REFERENCES
1. Teacher’s Guide
Pages The New Mathematics Adventure 6 by Francisco B. Tabifranca Jr.

2. Learner’s
Materials Pages
3. Textbook Pages
4. Additional
Materials from the
Learning byjus.com/math/linear-functions
Resource (LR)
Portal.

Science
B. INTEGRATIONS
Music
ICT
C. Strategies
IV. PROCEDURES
Teacher’s Activity Pupil’s Activity
Preparation
1. Prayer Let us all stand up and let us pray.

2. Greetings Good morning Grade 6 pupils! Good morning

Teacher,
good morning
classmates!

None

3. Checking of Who are the absent for today?

Attendance

4. Passing of Very good.

Assignment Do we have any assignments?

A. Motivation Before we start our class, let us first listen to a

song that I have prepared for you.
 Are you ready? yes sir.

What is the song all about? It is all about

fraction

According to what we have watch earlier, in Numerator

fraction, what is the number that represent as a
part of a whole?

Good. The whole.

How about the denominator?

Very good. I think our

What do you think is our lesson for today? lesson for today
as all about
fraction.
You have an idea.
Adding Similar Fraction

What are fraction?

Fractions, in mathematics, are represented as a

numerical value, which defines a part of whole. A
fraction can be a portion or section of any quantity
out of a whole, where the whole can be a number
a specific value, or a thing.

What is similar fraction?

Similar Fractions are fractions that have the same

denominators. For example, 5/15, 3/15,17/15 and
B. Establishing a purpose 31/15 are similar fractions.
for the lesson.
How to add similar fraction?

In adding similar fractions, we have these steps

to be followed.
1. Add the numerators
1+2=3
6 6
2. Copy the same denominator
1+2=3
6 6 6
3. Reduce the sum to lowest terms whenever
possible
1 + 2 = 3 or 1
6 6 6 2
Answer:
Example:
1. 5/6
1. 1 + 4 = 2. ¾
6 6 3. 2/3
2. 4 + 2 =
8 8
3. 3 + 3 =
9 9
C. Presenting Observe the picture.
examples/instancing of the
new lesson.
 Girl
skateboarding.

What can you see in the picture? Man reading

Yes, Rya? newspaper.

Very Good! What else Nathan? Girl with a dog.

Right! What else Ashera? Yes sir.

Very Good!

Did you notice this man jogging?

This is Jose. Every day he jogs at the park. Jose

wanted to know the total kilometer he run on that
day. Let us help him solve his problem.

Problem #1:

Jose jogs regularly. He jogged 1/6

km then he saw a friend. He jogged another
2/6 km then he stopped for a while. How
many kilometers have he jogged?

In answering word problems, there are five steps

that you must follow.
Kilometers Jose
Steps in Answering Word Problem: jogged.

1. What is asked in the problem? 1/6 and 2/6 km

2. What are the given facts? Addition

3. What operation is needed to solve the 1/6 + 2/6 = N

problem?

4. What is the number sentence?

Jose jogged ½
5. What is the Solution? kilometers.

6. Write a conclusion.
D. Discussing new Problem #2.
concepts and practicing
new skills#1. Juan is Jose’s friend. He also jogs
regularly. Juan jogged 1/8 km. He saw a
dog and jogged another 3/8 km. How many
 kilometers did he jogged?
Kilometers Juan
What is asked, Geraldine? jogged.

1/8 and 3/8 km

What are given, Michelle?

Addition
What operation is needed to solve the problem,
Joshua?

1/8 + 3/8 = N
What is the number sentence, Renz?

Correct! 1/8 + 3/8 = 4/8

Write the solution, Clint. or 1/2.

Excellent! Juan jogged for

What is conclusion, Mike? ½ kilometer.

Very good.

Activity: Practice Makes Perfect (Group Activity)

E. Developing Mastery
(That leads to Formative Direction: Solve the following problem.
Assessment)
Frieda bought a length of pink taffy from the store.
She cut off 2/14 of the taffy give to her friend
Rita and 5/14 to give to her friend Ricky. How
much of the pink taffy did Frieda give away?

1. What is asked in the problem?

2. What are the given?
3. What operation is needed to solve the
problem?
4. What is the Number sentence?
5. Write the solution.
6. Write a conclusion.
Activity: Make it Real!

Direction: Solve the following problem.

F. Finding Practical 1. Mario likes chocolate. One day she bought a
Applications of Concepts chocolate and ate 5/8 of it in the morning and 2/8
and skills in daily living in the evening. How much part of the chocolate
has she eaten?
2. Sophia completed 2/5 of her homework before
going out to play. She did 1/5 of her homework
after the play. How much homework did she
complete altogether?
In what instances of your daily life allows you to
add fraction?
G. Making generalization
and abstraction about the Based from our discussion earlier, what are the
lesson. five steps in solving word problem?

Very Good! Please repeat Nathan.

Good job!
H. Evaluating learning Assessment:
Direction: Refer to the problem below. Answer the
 following questions. Write only the letter of the
correct answer.

Answer:
David distributed 19/24 apples in his class and
gave 2/24 to his friend Richard. What fraction of
apple he gave away in all?

1. What is asked in the problem?

A. Addition
B. Apples
C. The total apples he gave away.
D. The number of friends that receive apples.
2. What are given?
A. 19/24 and 2/24 apples
B. Apples.
C. The total number of Richard’s friends.
D. The total number of his classmates.
3. What operation is needed to solve the
problem?
A. Subtraction
B. Addition
C. Multiplication
D. Division
4. What is the number sentence?
A. ¼ + 1/3 = N
B. 91/42 + 2/42 = N
C. 19/24 + 2/24 = 2
D. 10/14 + 12/ 14 = N
5. Write the solution.
A. 21/24
B. 24/21
C. 7/8
D. 8/7
6. Write a conclusion.
A. The fraction of apple he gave away in all is
21/24 apples.
B. The fraction of apple he gave away in all is
24/21 apples.
C. The fraction of apple he gave away in all is
8/7 apples.
D. The fraction of apple he gave away in all is
7/8 apples.

I. Additional Activities for Assignment:

application or remediation.
Answer “Keep Moving” on page 99 on your book.

V. REMARKS
VI. REFLECTION
J. No. of learners who earned 80% in the evaluation
K. No. of learners who require additional activities
for remediation
L. Did the remedial lessons work? No. of learners
who have caught up with the lesson
M. No. of learners who continue to require
remediation
N. Which of my teaching strategies worked well?
Why did these work?
O. What difficulties did I encounter which my
principal or supervisor can help me solve?
 P. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?

Prepared by:
Emmanuel D. Sano
Math Teacher