School: AMONTAY ELEMENTARY SCHOOL Grade Level: VI

GRADES 1 to 10 Teacher: GENCEL ANN V. LAZARTE Learning Area: MATHEMATICS

DAILY LESSON LOG Teaching Dates and Time: AUGUST 5 – 9, 2024 (WEEK 2) Quarter: 1ST QUARTER

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.
C. Learning Competencies/Objectives:
Write the LC Code for each M6NS-Ib-90.2 M6NS-Ib-92.2 M6NS-Ib-92.2 M6NS-Ib-93.2
The learner multiplies The learner solves routine The learner solves non- The learner creates
simple fractions and mixed problems involving routine problems involving problems (with reasonable
fractions. multiplication with or multiplication with or answers) involving
without addition or without addition or multiplication without or
subtraction of fractions subtraction of fractions with addition or
and mixed fractions using and mixed fractions using subtraction of fractions
appropriate problem appropriate problem and mixed numbers.
solving strategies and tools solving strategies and tools
correctly. correctly.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.

Multiplying Simple Solving Routine Problems Solves Non-Routine Creating Problems (With
Fractions and Mixed Involving Multiplication Problems Involving Reasonable Answers)
II. CONTENT Fractions with or without Addition or Multiplication with or Involving Multiplication
Subtraction of Fractions without Addition or Without or With Addition
and Mixed Fractions Using Subtraction of Fractions or Subtraction of Fractions
Appropriate Problem and Mixed Fractions Using and Mixed Fractions
Solving Strategies and Appropriate Problem
Tools 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 there is a mix of concrete and
III. LEARNING RESOURCES
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 MISOSA Module Grade 5 MISOSA Module Grade 6 - MISOSA Module Grade 6 -
and 6 - Multiplication of Solving one-step word Solving two-step word
Mixed Numbers and problems on multiplication problems on multiplication
 Fractions of Fractions of Fractions

DLP Grade 5 Module 27 DLP Grade 5 Module 27

Lesson Guide in Lesson Guide in

Elementary Mathematics 5 Elementary Mathematics 5
p217 p217
B. Other Learning Resources Flash Cards Flash Cards Flash Cards
Powerpoint Presentation Powerpoint Presentation Powerpoint Presentation

IV. PROCEDURES
A. Reviewing Previous Lesson or Review game (charade)
Presenting the New Lesson Review: (Using flash Complete the table below Divide the class into 5
cards) Call 4 volunteers who will groups.
serve as the actors.
Ask each group to write as
The pupils will act to show many words as they can,
the following words without related to the following.
saying any words.
a) Addition (e.g. sum of,
Check total, added to, in all)
Plan b) Subtraction (e.g. less,
Solve diminished, deducted,
Understand difference)
Multiplication
The pupils will guess the
product, twice, times)
word.
d) Division (e.g. quotient,
After all the words are divided by)
revealed, ask another pupil All common answers will be
to arrange the words in order. eliminated. The group
with the most number of correct
Let the pupils explain the answers remain
importance of each step. will be the winner.
Let them state what will Original File Submitted and
happen if they missed any Formatted by DepEd Club Member
of the steps. - visit depedclub.com for more
B. Establishing a Purpose for the Lesson Show a picture of kids jogging in a Show a picture of a mother Show a picture of a girl who is
track oval preparing a chicken dish for lunch. baking.
Show a picture of a man Ask: Ask: Ask: What can you say about the
harvesting fruits from a farm.  What are the children doing?  What is your favorite chicken picture? What do you think is the
Ask pupils what are the things  Why is it important for us to dish? Why? girl doing?
they can see in a farm. exercise?  What do you think mother will
Ask the characteristics of the man. cook for lunch?
C. Presenting Examples/Instances of the Problem Opener: Problem Opener: Problem Opener: Let the pupils give a name for the
Lesson Mang Emong harvests crates of Carlo can jog 4 23 km in one hour. Michael saved 200 pesos. He girl in the picture.
mangoes each day. How far can he jog in 12 hour? used 12 of it to buy a bag and 12 Ask them to make a
Let the pupils discuss the steps in of his remaining money to buy a scenario/situation.
The table shows the record of his solving word problems. book. What fraction of his money Ask: What are the needed
harvest. Understand was left? How much was left? ingredients in making a cake?
 What is the problem asking you Let the pupils discuss the steps in Out of the given situation, let the
to find? solving word problems. pupils create an interesting word
 What are the given information Understand problem.
that will help us solve the  What is asked in the problem? Let them discuss. What are the
problem?  What are the given facts? things they should consider in
Plan creating a word problem?
 Can you visualize how to go Plan
through the problem?  What are the operations to be
 What strategies can you suggest used?
to solve this problem?  What is the correct number
sentence?
How many crates of mangoes can Solve
Mang Emong harvest in half an  Show the solution. Solve
hour? In 4 hours? In 4 12 hours?  Show the solution.
Check
What operation can we use in  Have you checked your Check
solving the problem? calculations?  Have you checked your
 Did you use correctly all calculations?
Elicit from the learners how to important data provided?  Did you use correctly all
multiply mixed numbers and  Does the answer make sense? important data provided?
fractions.  Did you look for another way to  Does the answer make sense?
Let the pupils observe what solve the problem to find out if  Did you look for another way to
happened in every step of the your answer is correct? solve the problem to find out if
solution. your answer is correct?

D. Discussing New Concepts and Pair work Group work Group work Group work (5 groups)
Practicing New Skills #1 Find the product of the following. Groups 1 and 2 (using any Answer the following problems. Make another interesting problem
Reduce the answer to simplest strategy): What comes next in the given set out of the previous situation.
“A garden plot is 5 1/2 meters long of number Ask: What if the girl will bake 2
form, whenever possible. and 2/3 meter wide. What is the cakes? 3 cakes? How are we
area of the garden plot?” going to adjust the ingredients?
Groups 3 and 4 (using any
strategy):

“How many cubic meters of water

can a tank 1/2 meter long, 1/3
meter wide, and 2 2/3 meters high
hold?”
 Each group will present their output
in class.
E. Discussing New Concepts and Solve the following. Write the Think-pair-share Let each group exchange the
Practicing New Skills #2 answer in simplest form, Answer the problem below. Use problems they made. Group 1 will
whenever possible. different strategies in solving. answer the work of group 2,
1) Multiply 2 1//3 by 3/5 . 1) A truck was 78 filled with Group 2 will answer the work of
2) What is 4/5 of 2 1/8 ? grocery items for delivery. The group 3, and so on.
3) Find the product of 1 1/3 x 2 1/2 driver delivered 23 of this to
x 3/5 . supermarket. What part of the
truckload of grocery items was
delivered? What part of the truck
load was not delivered?

Encourage the pupils to use

different strategies in solving. Let
the pupils share what strategy
they used in solving.
F. Developing Mastery Assign a number to every student Solve: Pair work Make a meaningful problem of the
(Leads to Formative Assessment 3) in the class. Mang Celso caught 40 1/2 Solve: given problem and solve.
Randomly select a pupil or group kilograms of fish. He sold 3/4 of it. Ken planted a mongo seed. He 1)
of pupils to answer a question. How many kilograms noticed that the seed grew 1/5
Say: All even numbers please of fish did he sell all in all? times larger than the previous
stand up week. This week, he measured
Only pupils assigned to an even the plant and found out that it is 10
number will stand up and answer cm tall. How tall will the plant be
a question on their show-me- two weeks from now?
board. The teacher will guide the pupils in
a) All even numbers answering the problem.
b) All multiples of 3
c) Numbers divisible by 4
d) Numbers between 20 and 30
e) Numbers divisible by 5

*Make it sure that all pupils will be

called.
Answer the following. Reduce the
answer in simplest form.
1) 5 14 x 27 The plant will grow 2 cm taller, so
2) 29 x 7 78 it will become 12cm.
3) What is 12 of 9 13 ?
4) What is the product of 4 and 3 10 X 1/5 = 2
25?
5) What is 34 x 12? During the second week, it will
grow 2 25 cm. After the second
Add more if necessary. week, the height of the plant will
be 14 25 cm.

12 X 1/5 = 12/5 = 2 2/5

 The teacher may extend the
problem until the 10th week.

G. Finding Practical Applications of Read, analyze, and solve the Read, analyze and solve the Read and solve the following Act out.
Concepts and Skills in Daily Living problem below. following problems. problems. Show your neat and The class will be divided into 4
Mang Jess used 3/4 liters of paint Show your neat and complete complete solution. groups. Each group will be given
to cover 10 1/2 square meters of solution. 1) Mang Daniel had 4 3/4 hectares time to create their word problem.
wall. How many liters of paint is 1) Aling Maria has 6 2/3 kilograms of land. He used 3/5 in planting After the time, they will act out
needed to cover 12 1/4 square of malagkit rice. She used 3/4 of it mango trees, and 14 in planting their problem. The remaining
meters of wall? and made biko. How many santol trees. What fraction of groups will guess the problem by
kilograms of rice did she use in Mang Daniel’s land is planted with writing it on their white boards.
making biko? trees?
1) Rowena has 1/2 meter of red
2) Josephine’s house is 2 1/4 ribbon, 1 2/3 meters of yellow
kilometers away from school. ribbon. She used 2/5 of it for her
Carlo’s house is 2/3 as far as project. How much ribbon did she
Josephine. How far is Carlo’s use for her project?
house from the school?

H. Making Generalizations and How do we multiply mixed What are the steps in solving word What are the steps in solving word How do we create word
Abstractions about the Lesson numbers and fractions? problems? problems? problems?
Why is it important to change the Why is each step important in Why is it important to check your What are the things to consider in
mixed number to improper form problem solving? answer? making meaningful mathematical
before multiplying? word problems?
In what real-life situations can we
apply the concept of multiplying
mixed numbers and fractions?

I. Evaluating Learning Answer the questions below. Write Solve the following problems. Solve the following problems. Group evaluation.
the answer in simplest form, Let each member of the group
whenever possible. 1) A street sweeper can clean 10 1) Rica can drink 3 1/2 liters of evaluate their own work based on
1) If you multiply 5/6 and 3 4/5, 2/3 meters of street in half an water in a day. How many liters of the rubric given. Let them discuss
what will you get? hour. How many meters of street water can she drink in 5 days if on how to improve their work.
2) Find the value of N in the can he clean if he works for only the 5th day she drank 1/4 liters After the each group’s discussion,
statement: 3/4 of an hour? more? let the pupils rewrite their work.
4/7 x 6 3/5 = N 2) Jules can run 5 2/3 kilometers 2) The laborers can finish
3) If 2/9 x 4 5/8 are multiplied, the in one hour. How far can he go if cementing 4/5 kilometer of road in
product is _____. he runs for only 3/8 of an hour? a day. How many kilometers of
road can they finish if they work
for 10 1/2 days?

J. Additional Activities for Application or Please refer to Lesson Guide in Solve the following problems. Solve the following problems. Create your own interesting and
Remediation Elementary Mathematics 5, pp. Show your neat and complete Show your neat and complete challenging word problem.
208- 209 solution. solution. Rubrics
1) A jug contains 4 1/2 liters of 1) A rectangular lot is 10 5: Creates a problem clearly with
water. How many liters can it hold 2/3 meters long and 5 complete data.
if it is 2/3 full? 3/8 meters wide. If ½ 4: Creates unclear problem with
meters wide pavement complete data.
 2) Mang Mariano harvested 25 1/2 is place around the lot, 3: Creates a problem with
sacks of palay. He saved 2 /17 of what is the area of the incomplete data.
the sacks. How many sacks of lot not covered by the 2: Attempts to create a problem.
palay did Mang Mariano save? pavement? 1: No work at all.

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 to be done to help the students
V. REFLECTION 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: Checked and Verified by:

GENCEL ANN V. LAZARTE MICAH R. TABANO

Teacher I/ Adviser TIC/ T- III