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 4-8, 2018 1st Quarter
Time: Quarter: Week 1

DAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

DATE JUNE 4, 2018 JUNE 5, 2018 JUNE 6, 2018 JUNE 7, 2018 JUNE 8, 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-86 M6NS-Ia-86

Competencies/Objectives: The learner adds simple The learner subtracts
Write the LC Code for each fractions simple fractions without or
FIRST DAY DIAGNOSTIC DIAGNOSTIC without or with with regrouping.
ORIENTATION TEST TEST regrouping.

II. CONTENT Adding Simple Fractions Subtracting Simple

Fractions

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 Lesson Guides in
from Learning Resource Mathematics Grade 6, pp.
(LR) portal 212-215
B. Other Learning Resources Guiding Children’s Learning
of Mathematics, pp.458 -
477
https://www.teachingchann
el.org/videos/multiple-
approaches-to-solving-
problems
IV. PROCEDURES
A. Reviewing Previous Lesson Drill: Activity 1
or Presenting the New (optional depending on
Lesson students’ need)
Show fraction card on
- reducing fractions to
simplest form
Pupils will respond using
their drill boards.
Activity 2:
Present the following
prompt to the class:
“Draw a picture or model
that represents the sum of
3/5 and 6/5.
Allow the pupils some
time to draw their models.
Call on some pupils to
show their models to the
class.
Ask:
- What happens if the two
fraction models are
combined?
- What does 9 in the fraction
9/5 represent?
What does 5 in the fraction
9/5 represent?
Lesson Guides in
Mathematics Grade 6,
pp. 223 - 227
Guiding Children’s
Learning of
Mathematics, pp.458
- 477
Game: Family Feud
(Name That Number!)
Students are grouped.
Each member has to give a
fraction or mixed number
which will make the
statement true.
1. My sum is 17, my
difference is 1.
2. My sum is 13, my
difference is 3.
3. My sum is 12, my
difference is 8.
4. My sum is 50, my
difference is 0.
5. My sum is 17, my
difference is 13.
B. Establishing a Purpose for Ask pupils, “In what
the Lesson instances in daily living you
encounter addition of
fractions ?
Elicit answers from
volunteers such as buying
choice cuts of chicken with
same price, 3/8 kilo wings,
2/8 kilo legs. How many
kilos did you have?
C. Presenting Present the following
Examples/Instances of the problem to the class:
Lesson “Mang Justo milked his
two carabaos. He got 1/5
liters of milk from one
carabao and 4/5 liters
from the other. How much
milk did he get in all?
Ask: What are the given?
What is asked? What
number sentence can we
use to solve this problem?
Elicit from the pupils the
number sentence that will
help solve the problem:
1/5 + 4/5 = ?
D. Discussing New Concepts Elicit from the pupils
and Practicing New Skills how to add similar
#1 fractions with regrouping.
Let them work in pairs to
answer the following:
3 1/4 + 2 7/10= ?
7 1/6 + 2 3/4= ?
Call on volunteers to
show their answer on the
board.
E. Discussing New Concepts Ask the pupils, “What if
Ask pupils to associate
subtraction of fractions
to situations in everyday
life.
Present the following
problem to the class:
“There were 1/8 melons
left for lunch. At dinner
time, the family ate 3/8
melons. What part of the
melon was left for the
next meal?
Ask: What are given in
the problem? What is
asked?
Guide the students in
planning how to solve
the problem.
Elicit from the pupils
the number sentence
that will help solve the
problem:
1/8 – 3/8 = N
Elicit from the pupils
how to subtract similar
fractions with
regrouping.
Let them work by 3’s
and correct each other’s
answer.
8/9 – 3/9
4/9 – 6/9
10/12 – 7/12
Call on volunteers to
show their answer on the
board.
Ask the pupils, “What if
 and Practicing New Skills the next day, he got 3/5
#2 liters and 2/5 liters of
milk, how much milk did
he get in two days?
Let them answer
individually in their
notebook.
F. Developing Mastery A. Add. Reduce the answer
(Leads to Formative to simplest form.
Assessment 3) 1. 1/4 + 2/4
2. 3/10 + 3/10
3. 3/6 + 1/6 + 5/6
4. 3/8 + 5/8
5. 7/12 + 2/12
G. Finding Practical Solve the problem
Applications of Concepts correctly.
and Skills in Daily Living 1. Tina spends 3/8 hour
washing the dishes and
1/8 hour cleaning the
kitchen. How many hours
does she spend in doing all
the chores in the kitchen?
2. Rey consumed 3/4 liters
of white paint and 2/4
liters of red paint to
repaint the fence. How
much paint did he use
altogether?
after dinner time, they
gave 1/2 of the
remaining to a relative
who visited them, how
many melons were left
for the next meal?
Let them answer
individually in their
notebook.
A. answer the following
and get the simplest
form.
1. 2/5 = 4/5
2. 2/9 = 2/9
3. 6/10 = 2/10
4. 7/12 – 1/12
5. 1/4 – 2/4
Solve the problem
correctly.
1. Roel jogs 3/9 km while
Aries jogs 4/9 km, how
much less does Roel jog
than Aries?
2. The dry ingredients for
a pancake recipe is 3/7
cups. If there are 2/7
cups of flour, how many
cups of other ingredients
are there?
H. Making Generalizations and How do we add similar
Abstractions about the fractions with regrouping?
Lesson To add similar fractions
with regrouping:
Add the fractions
When the fraction in the
sum is a proper fraction,
add the numerator and
copy the same
denominator
Use LCD to write
equivalent fractions.
Reduce the answer to
lowest terms whenever
possible.
I. Evaluating Learning Find the sum. Reduce the
answer to simplest form.
1. 7/15 + 6/15
2. 4/12 + 2/12
3. 3/4 + 2/4
4. 4/8 + 2/8
5. 5/14 + 7/14
J. Additional Activities for Please refer to this website for on-line interactive
Application or Remediation worksheet.
http://www.onlinemathlearning.com/fractions-
worksheet.html
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?
How do we subtract
similar fractions with
regrouping?
To subtract similar
fractions with regrouping:
subtract the fractions
When the fraction in
the sum is a proper
fraction, get the
difference of the
numerator and copy the
same denominator
Use LCD to write
equivalent fractions.
Reduce the answer to
lowest terms whenever
possible.
Subtract. Reduce the
answer to lowest terms.
1. 3/6 – 1/6
2. 5/9 – 1/9
3. 3/8 – 4/8
4. 12/15 – 3/15
5. 11/12 – 4/12
 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