FINAL Week 4 MATH - FS Lesson Plan

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PHILIPPINE NORMAL UNIVERSITY

INSTITUTE OF TEACHING AND LEARNING


Grade 6 MATH
Lesson Plan on Numbers and Number Sense : Fractions

Prepared by: LEGASPI, Aloven Cyrel M.


Date of Implementation: Oct. 24, 2023

ESSENTIAL
THEME Subtheme Thematic Competency
QUESTION

Myself Emotion How do I manage my Recognize one’s emotions and their effects.
emotions?

CONTENT, STANDARDS, AND COMPETENCIES

CONTENT CONTENT PERFORMANCE CODE COMPETENCIES


STANDARDS STANDARDS

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

Topic: Numbers and Number Sense :


Fractions
PHILIPPINE NORMAL UNIVERSITY
INSTITUTE OF TEACHING AND LEARNING
Grade 6 MATH

Objectives: Key Ideas:

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.

Step 2: Plan what to do.


● What operation will you use?
● What is the equation?

Step 3: Solve the problem.


● Show how the solution is done.

Step 4: Look back


● Check your answer.

Materials: References:
PPT Grade 6 Mathematics Textbook
Instructional Materials

Learning Activities

Teacher’s Activity Pupil’s Response

Activity #1: Recall and Review

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

1. What shape has two pairs of congruent Answers:


sides and four right angles? 1. Rectangle
2. A ________ is a part of a whole. 2. Fractions
3. It is the branch of mathematics that deals 3. Geometry
with shapes, angles, dimensions and sizes 4. Product
of a variety of things we see in everyday 5. Angle
life.
4. What do you call the final result after
multiplying the multiplicand and
multiplier?
5. What do you call a figure which is formed
by two rays or lines that share a common
endpoint?

Fraction Questions: Answers:


8 2 9
A.
10
+ 20 = 𝑁 (5 points) A.
20
1 3 4
B.
5
+ 5 = 𝑁 (10 points) x2 B.
5
8 2 2
C.
10
− 5 = 𝑁 (10 points) C.
5
7 1 5
D.
8
− 4 = 𝑁 (5 points) D.
8
3 3 9
E.
4
× 8 = 𝑁 (15 points) Choose Again E.
32
8 1 2
F.
12
× 5 = 𝑁 (15 points) F.
15
9 1 6
G.
15
÷ 4 = 𝑁 (5 points) x3 G. 2 15
1 4 1
H.
3
÷ 6 = 𝑁 (20 points) H.
2

Activity #2: Exploring the Part-Whole Model GROUP 1


1
Directions:
1. Andres had 5 4
kg of corn. He used
1. Each group will be asked to bring an oslo 3
paper/bond paper and colored papers. As
2 4
kg to feed his chickens. How many
well as glue and scissors. kilograms of corn are left?
2. Each group will be given two word
problems each that will analyze. Step. 1. Understand the problem.
3. For each word problem, the groups will be ● What is asked in the problem?
tasked to visualize the problem using the ➢ the amount of corn left
part-whole model. Using the colored ● What are the given facts?

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

1 3 Step 3. Solve the problem.


1. Andres had 5 4
kg of corn. He used 2 4
kg to feed his chickens. How many 1 3
kilograms of corn are left? 5 4
−2 4
= 𝑁
3
2. Rigor spent 2 4
h preparing his Science = 5
1 3 21
−24 = 4 − 4 = 4
11 10
4
report. He spent twice that much time 10 2 2 1
doing his Mathematics project. How long = 4
𝑜𝑟 2 4 ÷ 2 = 2 2
did Rigor spend doing his Mathematics 1
project? = 22
1
Group 2 ● Andres had 2 kg of corn left.
2
7
1. Jackie had 15 10
m of yarn and May had
Step 4. Look back.
1 3 1 3 2 5
13 4
m for their home economics project. = 2 +2 = 2 + 2 = 4
4 2 4 4 4
Who has a longer piece of yarn? By how 5 1
many meters? = 4 4
𝑜𝑟 5 4
1 1
2. After her party, Lorena had 5 4
trays of = 5 4
cassava cake left over. Each of her three
cousins took home the same amount of 3
leftover cassava cake. How many trays of 2. Rigor spent 24 h preparing his
cassava cake did each cousin take home? Science report. He spent twice that
much time doing his Mathematics
Group 3: project. How long did Rigor spend
3 3 doing his Mathematics project?
1. A 1 4
kg of fish weighed 1 16
kg after it
was cleaned. How much does the Step. 1. Understand the problem.
decrease in weight of the fish decrease? ● What is asked in the problem?
2. Olivia took out glasses and poured juice ➢ number of hours Rigor spent
from the pitcher. The capacity of each doing his Mathematics project
3 ● What are the given facts?
glass is liter. If there was enough juice
10 3
for 6 glasses, how much juice was ➢ 2 4
h - Rigor spent preparing
there?Olivia took out glasses and poured his Science report
juice from the pitcher. The capacity of
3 ➢ 2
- number of times the time
each glass is 10 liter. If there was enough he spent on Math is more than
juice for 6 glasses, how much juice was Science
there? ● Visualize the problem using the
part-whole/bar model.
Group 4: *insert bar*
1 3
1. Martha is 13 years old. Jenny is 11
2 4 Step 2. Plan what to do.
years old. How much older is Martha than ● What operation will you use?
Jenny? ➢ multiplication
1 ● What is the equation?
2. Arthur and Michael went on a 9 2
h
3
bicycle tour. They stopped and rested ➢ 2 4
×2 =𝑁
1
every 1 4
h. How many times did they
Step 3. Solve the problem.
stop to rest?

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..

Step 4. Look back.


3 3 11 11 22 2 11
= 2 4
+24 = 4
+ 4
= 4
÷ 2
= 2
11 1
= 2
𝑜𝑟 5 2
1
= 52

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?

Step. 1. Understand the problem.


● What is asked in the problem?
➢ who has longer yarn and by
how many meters
● What are the given facts?
7
➢ 15 10
m - the length of yarn
Jackie had
1
➢ 13 4
m - the length of yarn
May had
● Visualize the problem using the
part-whole/bar model.
*insert bar*

Step 2. Plan what to do.


● What operation will you use?
➢ subtraction
● What is the equation?
7 1
➢ 15 10
− 13 4
= 𝑁

Step 3. Solve the problem.

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

Step 4. Look back.


PHILIPPINE NORMAL UNIVERSITY
INSTITUTE OF TEACHING AND LEARNING
Grade 6 MATH

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?

Step. 1. Understand the problem.


● What is asked in the problem?
➢ the number of trays of cassava
cake each of Lorena’s cousin
took home
● What are the given facts?
1
➢ 5 4
- number of trays of
cassava cake left after party
➢ 3 - number of Lorena’s cousin
● Visualize the problem using the
part-whole/bar model.
*insert bar*

Step 2. Plan what to do.


● What operation will you use?
➢ division
● What is the equation?
1
➢ 5 4
÷3 =𝑁

Step 3. Solve the problem.

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.

Step 4. Look back.


3 3 3 7 3 21
= 1 4
×3 = 1 4
× 1
= 4
× 1
= 4
21 1
= 4
𝑜𝑟 5 4
1
= 54
PHILIPPINE NORMAL UNIVERSITY
INSTITUTE OF TEACHING AND LEARNING
Grade 6 MATH

continuation of answers on INNOVATE part

Class Discussion
Four-Step Method of Problem-Solving

Step 1: Understand the problem


● What is asked in the problem?
● What are the given facts?
● Visualize the problem using the
part-whole/bar model.
- The part whole model is a way of
representing the relationship
between a ‘whole’ and its
component parts.

Step 2: Plan what to do.


● What operation will you use?
● What is the equation?

Step 3: Solve the problem.


● Show how the solution is done.

Step 4: Look back


● Check your answer.

D Example No. 1 (Addition and Subtraction)

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?

Step. 1. Understand the problem.


● What is asked in the problem?
➢ the length of the fabric left
● What are the given facts?
1
➢ 16 4
m - total length of the fabric
5
➢ 8 8
m - length used for bedroom
curtains
1
➢ 4 2
m - length used for kitchen
curtains
● Visualize the problem using the
part-whole/bar model.
*insert bar*

Step 2. Plan what to do.


● What operation will you use?
➢ addition and subtraction
● What is the equation?
PHILIPPINE NORMAL UNIVERSITY
INSTITUTE OF TEACHING AND LEARNING
Grade 6 MATH

1 5 1
➢ 16 4
−8 8
+ 4 2
=𝑁

Step 3. Solve the problem.

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

Step 4. Look back.


1 1 2 1
= 13 8
+3 8
= 16 8
𝑜𝑟 16 4
1
= 16 4

Guided Practice
Example No. 2 (Multiplication)

The Gentle Moves Dance Troupe needs costumes


1
for its production. The group needs 2 8
m of red
cloth for each fairy costume. If there are 10 fairies
among the dancers, how much red cloth is
needed for making the fairy costumes?

Step. 1. Understand the problem.


● What is asked in the problem?
➢ the amount of red cloth for 10 fairy
costumes
● What are the given facts?
1
➢ 2 8
m - for each fairy costumes

➢ 10 fairy costumes
● Visualize the problem using the
part-whole/bar model.
*insert bar*

Step 2. Plan what to do.


● What operation will you use?
➢ multiplication
● What is the equation?
1
➢ 2 8
× 10 = 𝑁

Step 3. Solve the problem.

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.

Step 4. Look back.


1 1 1 1 1 1
= 2 8
+2 8
+ 2 8
+ 2 8
+ 2 8
+2 8
1 1 1 1 85 1
2 8
+ 2 8
+ 2 8
+2 8
= 8
𝑜𝑟 21 4
1
= 21 4

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?

Step. 1. Understand the problem.


● What is asked in the problem?
➢ the number of trucks needed to
deliver the rice
● What are the given facts?
1
➢ 7 5
metric tons of rice for delivery
1
➢ 1 5
metric tons of rice per truck
● Visualize the problem using the
part-whole/bar model.
*insert bar*

Step 2. Plan what to do.


● What operation will you use?
➢ division
● What is the equation?
1 1
➢ 7 5
÷1 5
= 𝑁

Step 3. Solve the problem.

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.

Step 4. Look back.


1 6 6 36 1
= 6× 1 5
= 1
× 5
= 5
𝑜𝑟 7 5
1
= 7 5

Activity #3: Expand It! GROUP 3


3 3
Directions:
1. A 1 4
kg of fish weighed 1 16
kg after
1. Using the word problems and part-whole it was cleaned. How much does the
models given and created in the Explore decrease in weight of the fish
part of the session, the group will now decrease?
apply the four-step method of problem
solving to solve the problems assigned to Step. 1. Understand the problem.
them. ● What is asked in the problem?
2. Each group will be given a chance to ➢ the amount of weight the fish
choose one problem out of two to decreased after cleaning
complete and present in front of the class. ● What are the given facts?
3. The groups will be graded using the 3
rubrics below:
➢ 1 4
kg - weight of fish before
cleaning
3
Criteria 3 2 1 ➢ 1 16
kg - weight of fish after
cleaning
Cooperation All Most of the Some of the
members members members ● Visualize the problem using the
participate participate participated part-whole/bar model.
d in the d in the in the *insert bar*
activity. activity. activity.

I Correctness All the


steps are
completed
and is
Most of the
steps are
completed
and is
Some of the
steps are
completed
and is
Step 2. Plan what to do.
● What operation will you use?
➢ subtraction
● What is the equation?
Innovate correct. correct. correct.
3 3
➢ 1 4
−1 16
= 𝑁
Presentation The group’s The group’s The group’s
work was work was was not
presented presented clearly
clearly and clearly. presented. Step 3. Solve the problem.
with
confidence.
3 3
1 4
−1 16
= 𝑁
Group 1: 3 3 12 3 9
1 3
= 1 4
−1 16
= 1 16
− 1 16
= 16
1. Andres had 5 4
kg of corn. He used 2 4 9
kg to feed his chickens. How many
= 16
kilograms of corn are left? 9
● The fish decreased kg after
3 16
2. Rigor spent 2 4
h preparing his Science cleaning.
report. He spent twice that much time
doing his Mathematics project. How long Step 4. Look back.
did Rigor spend doing his Mathematics 3 9 12 4 3
project?
= 1 16
+ 16
= 1 16
÷ 4
=1 4
3
Group 2
= 1 4
PHILIPPINE NORMAL UNIVERSITY
INSTITUTE OF TEACHING AND LEARNING
Grade 6 MATH

7 2. Olivia took out glasses and poured


1. Jackie had 15 10
m of yarn and May had
juice from the pitcher. The capacity of
1 3
13 4
m for their home economics project. each glass is
10
liter. If there was
Who has a longer piece of yarn? By how enough juice for 6 glasses, how much
many meters? juice was there?
1
2. After her party, Lorena had 5 4
trays of
Step. 1. Understand the problem.
cassava cake left over. Each of her three ● What is asked in the problem?
cousins took home the same amount of ➢ the total amount of juice
leftover cassava cake. How many trays of ● What are the given facts?
cassava cake did each cousin take home? ➢ 6 - number of glasses
3
Group 3: ➢ liter - capacity of each
10
3 3
1. A 1 kg of fish weighed 1 kg after it glass
4 16 ● Visualize the problem using the
was cleaned. How much does the part-whole/bar model.
decrease in weight of the fish decrease? *insert bar*
2. Olivia took out glasses and poured juice
from the pitcher. The capacity of each Step 2. Plan what to do.
3
glass is liter. If there was enough juice ● What operation will you use?
10
➢ multiplication
for 6 glasses, how much juice was there?
● What is the equation?
3
Group 4: ➢
10
× 6= 𝑁
1 3
1. Martha is 13 2
years old. Jenny is 11 4
years old. How much older is Martha than Step 3. Solve the problem.
Jenny?
1 3
2. Arthur and Michael went on a 9 2
h × 6= 𝑁
10
bicycle tour. They stopped and rested 3 6 3 3 9 4
1 = 10
× 1 = 5
× 1
= 5
𝑜𝑟 1 5
every 1 4
h. How many times did they
4
stop to rest? = 15
4
● The are was a total of 1 liters of juice,
5

Step 4. Look back.


4 9 6 9 1 3 1
= 1 5
÷6 = 5
× 1
= 5
× 6
= 5
× 2
3 1 3
= 5
× 2 = 10
3
= 10

GROUP 4
1
1. Martha is 13 2
years old. Jenny is
3
11 4
years old. How much older is
Martha than Jenny?

Step. 1. Understand the problem.


● What is asked in the problem?
➢ the difference between
Martha’s and Jenny’s age
● What are the given facts?
PHILIPPINE NORMAL UNIVERSITY
INSTITUTE OF TEACHING AND LEARNING
Grade 6 MATH

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*

Step 2. Plan what to do.


● What operation will you use?
➢ subtraction
● What is the equation?
1 3
➢ 13 2
− 11 4
= 𝑁

Step 3. Solve the problem.

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

Step 4. Look back.


3 3 6 2 3
= 11 4
+1 4
= 12 4
÷ 2
= 12 2
3 1
= 12 2
𝑜𝑟 13 2
1
= 13 2

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?

Step. 1. Understand the problem.


● What is asked in the problem?
➢ the number of times Arthur
and Michael went for a stop
● What are the given facts?
1
➢ 9 2
h - total hours of their
bicycle tour
1
➢ 1 4
h - hour interval of their
rests
● Visualize the problem using the
part-whole/bar model.
*insert bar*
PHILIPPINE NORMAL UNIVERSITY
INSTITUTE OF TEACHING AND LEARNING
Grade 6 MATH

Step 2. Plan what to do.


● What operation will you use?
➢ division
● What is the equation?
1 1
➢ 9 2
÷1 4
= 𝑁

Step 3. Solve the problem.

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
.

Step 4. Look back.


3 1 38 5 190 10
= 7 5
×14 = 5
× 4
= 20
𝑜𝑟 9 20
10 10 1
= 9 20
÷ 10 = 9 2
1
= 9 2

Activity 4#: Work Alone (5 points each)

Directions: On a one whole sheet of pad paper,


use the four-step method and part-whole model
in solving each problem.

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?

Activity 5#: Assignment (5 points each)

Directions: On a one whole sheet of pad paper,


use the four-step method and part-whole model
in solving each problem.
PHILIPPINE NORMAL UNIVERSITY
INSTITUTE OF TEACHING AND LEARNING
Grade 6 MATH

1. A restaurant cook bought 10 bags of


2
potatoes. She used 2 3
bags the first day
3
and 3 4
bags the second day for her
cooking. How many bags of potatoes were
left for the third day?
3
2. Mother uses 1 4
cups of sugar in making
a banana cake. If she wants to make 6
banana cakes, how many cups of sugar
will she need?
3
3. Mario has 18 m of brick wall to cement.
4
If he has to cement it in 3 days, how many
meters of wall will be cemented a day?

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