FINAL Week 4 MATH - FS Lesson Plan
FINAL Week 4 MATH - FS Lesson Plan
FINAL Week 4 MATH - FS Lesson Plan
ESSENTIAL
THEME Subtheme Thematic Competency
QUESTION
Myself Emotion How do I manage my Recognize one’s emotions and their effects.
emotions?
Numbers and The learners The learners is able to M6NS-Ia87.3 Solves routine and
Number Sense : demonstrate apply the four non-routine problems
Fractions understanding of the fundamental involving addition
four fundamental operations involving and/or subtraction of
operations involving fractions and fractions using
fractions and decimals in appropriate problem
decimals. mathematical solving strategies and
problems and tools.
real-life situations.
Solves routine or
M6NS-Ib92.2 non-routine problems
involving
multiplication
without or with
addition or
subtraction of
fractions and mixed
fractions using
appropriate problem
solving strategies and
tools.
Solves routine or
M6NS-Ic97.2 non-routine problems
involving division
without or with any of
the other operations
of fractions and mixed
fractions using
appropriate problem
solving strategies and
tools.
Preliminaries
At the end of a 1-hr synchronous lesson, the pupils will be Four-Step Method of Problem-Solving
able to:
Step 1: Understand the problem
C1: Solve word problems involving addition, subtraction, ● What is asked in the problem?
multiplication, and division of fractions; ● What are the given facts?
A2: Demonstrate how to solve word problems involving ● Visualize the problem using the part-whole/bar
fractions in real-life situations; and model.
P3: Apply the four-step method of problem-solving and - The part whole model is a way of
part-whole model. representing the relationship between a
‘whole’ and its component parts.
Materials: References:
PPT Grade 6 Mathematics Textbook
Instructional Materials
Learning Activities
Directions:
1. Each group will choose their buzz sounds
(ex. meow meow)
2. To determine who will get to answer first,
the teacher will ask a trivia question about
mathematics. The first group to shout
their buzz sounds gets to play.
3. The chosen group will then choose a
letter. Each letter has a corresponding
M
prize point and question. The group
should answer the question correctly to
acquire the points.
4. Some of the letters also contain
Motivate power-ups.
- 2x points
- 3x points
- Choose again
5. The group with the highest acquired
points will win the game and will acquire
additional 5 points on top of their current
points.
6. The most behaved group will also get 5
points.
Trivia Questions:
PHILIPPINE NORMAL UNIVERSITY
INSTITUTE OF TEACHING AND LEARNING
Grade 6 MATH
E
papers, the groups will cut bars that will 1
correspond to the given facts on the
➢ 5 4
kg - total amount of corn
problems assigned to them. The groups 3
➢ 2 kg - amount of corn fed to
will then glue it to their bond papers. (the 4
teacher will give an example) chickens
Explore 4. Their output does not necessarily need to ● Visualize the problem using the
be correct because it will be used and part-whole/bar model.
checked on the Innovate part of the *insert bar*
session.
5. Sample problem: Sam bought 2 ½ kg of Step 2. Plan what to do.
sugar from one shop and 6 2/3 kg of sugar ● What operation will you use?
from the other shop. How much sugar did ➢ subtraction
he buy in all? ● What is the equation?
1 3
➢ 5 −2 = 𝑁
Group 1: 4 4
PHILIPPINE NORMAL UNIVERSITY
INSTITUTE OF TEACHING AND LEARNING
Grade 6 MATH
3
2 4
×2 =𝑁
3 11 2 22 2 11
= 2 4
×2 = 4 × 1
= 4
÷ 2
= 2
11 1
= 2
𝑜𝑟 5 2
PHILIPPINE NORMAL UNIVERSITY
INSTITUTE OF TEACHING AND LEARNING
Grade 6 MATH
1
= 5 2
1
● Rigor spent 5 2
h doing his
Mathematics project..
GROUP 2
7
1. Jackie had 15 10
m of yarn and May
1
had 13 4
m for their home economics
project. Who has a longer piece of
yarn? By how many meters?
7 1
15 10
− 13 4
= 𝑁
7 1 14 5 9
= 15 10
− 13 4
= 15 20
− 13 20
= 2 20
9
= 2 20
● Jackie had a longer yarn and it is
9
longer by 2 m.
20
1 9 5 9 14
= 13 4
+ 2 20 = 13 20 + 2 20
= 15 20
14 2 7
= 15 20
÷ 2 = 15 10
7
= 15 10
1
2. After her party, Lorena had 5 4
trays of
cassava cake left over. Each of her three
cousins took home the same amount
of leftover cassava cake. How many
trays of cassava cake did each cousin
take home?
1
5 4
÷3 =𝑁
1 1 3 21 1
= 5 4
÷ 3 = 5 4 ÷ 1 = 4 × 3 =⇓
21 1 7 1 7 3
= 4
× 3 = 4 × 1 = 4 𝑜𝑟 1 4
3
= 14
3
● Each cousin took home 1 trays of
4
cassava cake.
Class Discussion
Four-Step Method of Problem-Solving
From a
1
16
4
m of fabric, Mrs. Aragon used 8
5
8
m
Discuss 1
for the bedroom curtains and 4 m for the
2
kitchen curtains. How many meters of fabric are
left?
1 5 1
➢ 16 4
−8 8
+ 4 2
=𝑁
1 5 1
16 4
− 88 + 42 =𝑁
5 1 5 4 9 1
= 8 8 + 4 2 = 8 8 + 8 8 = 12 8 𝑜𝑟 13 8
1 1 2 1 1
= 16 4 − 13 8 = 13 8 − 13 8 = 3 8
1
= 38
1
● Mrs. Aragon had 3 m of fabric left.
8
Guided Practice
Example No. 2 (Multiplication)
➢ 10 fairy costumes
● Visualize the problem using the
part-whole/bar model.
*insert bar*
1
2 8
× 10 = 𝑁
PHILIPPINE NORMAL UNIVERSITY
INSTITUTE OF TEACHING AND LEARNING
Grade 6 MATH
1 17 10 17 5
= 2 8
× 10 = 8 + 1 = 4
× 1
17 5 85 1
= 4
× 1 = 8 𝑜𝑟 21 4
1
= 21 4
1
● To make all the costumes, 21 4
m of red
cloth is needed.
Guided Practice
Example No. 3 (Division)
1
The ABM Trucking Services has to deliver 7
5
metric tons of rice to Metro Manila. If each delivery
1
truck can be loaded with 1 metric tons of rice,
5
how many trucks will be needed to deliver the
rice?
1 1
7 5
÷15 = 𝑁
1 1 36 6 36 5
= 75 ÷15 = 5 ÷ 5
= 5
× 6
6 1
= 1
× 1 = 6
PHILIPPINE NORMAL UNIVERSITY
INSTITUTE OF TEACHING AND LEARNING
Grade 6 MATH
= 6
1
● Six trucks are needed to deliver 7 5
metric tons of rice.
GROUP 4
1
1. Martha is 13 2
years old. Jenny is
3
11 4
years old. How much older is
Martha than Jenny?
1
➢ 13 2
yrs old - Martha’s age
3
➢ 11 4
yrs old - Jenny’s age
● Visualize the problem using the
part-whole/bar model.
*insert bar*
1 3
13 2
− 11 4
= 𝑁
1 3 14 5
= 13 2
− 11 4
= 13 4
− 11 4
=⇓
54 47 7 3
= 4
− 4 = 4
𝑜𝑟 1 4
3
= 14
3
● Martha is 1 yrs old older the Jenny..
4
1
2. Arthur and Michael went on a 9 2
h
bicycle tour. They stopped and rested
1
every 1 4
h. How many times did they
stop to rest?
1 1
9 2
÷1 4
= 𝑁
1 1 19 5 19 4
= 9 2
÷14 = 2 ÷ 4 = 2
× 5
=⇓
19 2 38 3
= 1
× 5 = 5 𝑜𝑟 7 5
3
= 75
● The total number of stops Arthur and
Michael made during their bicycle tour
3
is 7
5
.
5
1. Nick has to work
6
10
h in 3 days for a
3
fastfood chain. He worked 3 h on
4
2
monday and 4 h on Tuesday. How much
A
3
more time does he need to work on
Wednesday?
1
2. Zeus rides 3 2
km to school. Paulo rides
Assess half as far. How far does Paulo ride to
school?
4
3. Annie plans to use 19 5
cups of flour to
make 6 loaves of bread. How much flour
will she use for each loaf?