School DASMARIÑAS ELEMENTARY SCHOOL Grade SIX

Teacher DANVIE RYAN C. PHI Learning Area MATHEMATICS

Teaching Date June 4, 2018 (Week 1 – Day 1) Quarter FIRST
DAILY LESSON
Time
LOG

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must
be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and
competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and
I. Objective competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the
curriculum guides.

The learner…
A. Content Standards
 Demonstrates understanding of the four fundamental operations involving fractions and decimals.
The learner is able to…
B. Performance Standards  Apply the four fundamental operations involving fractions and decimals in mathematical problems and real-life
situations.
C. Learning Competencies 1) The learner adds simple fractions and mixed numbers without or with regrouping.
or Objectives (Write the (M6NS-Ia-86)
LC Code for each)
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.
II. Content
Adding Simple Fractions and Mixed Numbers
List 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 manipulative materials as well as paper based materials. Hands-on learning promotes
III. Learning Resources concept development.

A. References
1. Teacher’s Guide 21st Century Mathletes 6 (Teacher’s Manual); pp. 3 – 15
Pages
2. Learner’s Materials 21st Century Mathletes 6 (Learner’s Material); pp. 2 – 5
Pages
Math for Life 6; pp. 146 – 147; 152 – 155
3. Textbook pages Mathematics for Everyday Use 6; pp. 81 – 82
21st Century Mathematics 6; p. 134
4. Additional Lesson Guides in Mathematics Grade 6, pp. 212-215
Materials from
Learning Resource
(LR) portal
B. Other Learning Guiding Children’s Learning of Mathematics; pp. 458 – 477
Resources https://www.mathplayground.com/fractions_add.html
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided
by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically
by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw
IV. Procedures conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each
step.

Drill (“Crack the Code” Game)

Mechanics
A. Reviewing previous 1. Form 5 groups with equal number of members.
lesson or presenting the 2. Provide each group a set of letters that they need to crack or decode to reveal the word/s or term for 2 minutes.
new lesson (e.g. R E P O R P M I  I M P R O P E R)
3. When done, each group has to shout the word / term that they had unlocked.
4. The first group who provides the correct answer will be declared the winner.
Ask:
 What makes simple fractions different from mixed numbers?
B. Establishing a purpose  When do we say that a set of fractions is considered similar fractions? dissimilar fractions?
for the lesson
 How do we add similar fractions? dissimilar fractions?
 What is the difference between without regrouping and regrouping when adding fractions?
C. Presenting examples/ What are the standards in viewing a video clip?
instances
Viewing of Video Clips
D. Discussing new  Adding Simple Fractions With Like Denominators
concepts and practicing  Adding Simple Fractions With Unlike Denominators
new skills #1  Adding Mixed Fractions With Like Denominators
 Adding Mixed Fractions With Unlike Denominators
The teacher provides additional examples to pupils to further help them understand the lesson concept by giving
E. Discussing new emphasis on the difference of with regrouping and without regrouping methods.
concepts and practicing
new skills #2
 Using your show-me-board, find the sum.
F. Developing mastery 4 1 2 3 3 4
(Leads to Formative a. + =𝑁 c. + = 𝑁 e. 5 +2 =𝑁
8 8 3 6 10 10
Assessment) b.
4
11 + 14
3
=𝑁
1
d. + 22 = 𝑁
6
5 10 2 8
 Group the class into 5.
 Allot 5 to 10 minutes for this activity.
 Reporting of the group’s output follows.
G. Finding practical o Group 1 – Adding simple fractions without regrouping (similar fractions)
applications of concepts
o Group 2 – Adding simple fractions with regrouping (dissimilar fractions)
and skills in daily living
o Group 3 – Adding mixed numbers without regrouping (similar fractions)
o Group 4 – Adding mixed numbers with regrouping (dissimilar fractions)
o Group 5 – Adding simple fractions and mixed numbers with regrouping (dissimilar fractions)
H. Making generalizations How do we add similar fractions with or without regrouping?
and abstractions about How do we add dissimilar fractions with our without regrouping?
the lesson
Solve for the sum.

3 5 2 3 1 2 5 3
I. Evaluating learning a. + + =𝑁 c. + + = 𝑁 e. + 4 = 𝑁
7 7 7 4 6 3 6 4
6 5 10 1 3 2
b. 2 +8 +5 =𝑁 d. 11 + 8 + 6 = 𝑁
12 12 12 6 4 3

Solve for the value of N.

4 3 2
1. + + =𝑁
9 9 9
6 5 10
2. 4 +2 +8 =𝑁
10 10 10
J. Additional activities for 3.
3 5
+ + =𝑁
1
application 4 6 2
1 3 5
4. 15 + 5 + 3 =𝑁
8 4 12
7 5
5. +7 =𝑁
12 6

Lesson carried. Move on to the next objective.

V. Remarks
Lesson not carried.
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else
needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet
them, you can ask them relevant questions.

Pupils did not find difficulties in answering the lesson.

Pupils found difficulties in answering the lesson.
VI. Reflection Pupils did not enjoy the lesson because of lack of knowledge, skills and interest about the lesson.
Pupils were interested on the lesson, despite of some difficulties encountered in answering the questions asked by
the teacher.
Pupils mastered the lesson despite of limited resources used by the teacher.
Majority of the pupils finished their work on time.
Some pupils did not finish their work on time due to unnecessary behavior.
A. No. of learners who ______ of learners who earned 80% above
earned 80% in the
evaluation.
B. No. of learners who ______ of learners who require additional activities for remediation
require additional
activities for remediation
who scored below.
C. Did the remedial lessons Yes No
work? No. of learners ______ of learners who caught up the lesson
who have caught up
with the lesson.
D. No. of learners who ______ of learners who continue to require remediation
continue to require
remediation.
Strategies used that work well:
Tactile, concrete experiences in math: Using three dimensional objects in math instruction such as geometrical
shapes, coins, or blocks used to form various geometrical shapes.
Think-alouds: using explicit explanations of the steps of problem solving through teacher modeling metacognitive
thought. Ex: Reading a story aloud and stopping at points to think aloud about reading strategies/processes or, in
math, demonstrating the thought process used in problem solving.
Model-lead-test strategy instruction (MLT): 3 stage process for teaching students to independently use learning
E. Which of my teaching strategies: 1) teacher models correct use of strategy; 2) teacher leads students to practice correct use; 3) teacher
strategies worked well? tests’ students’ independent use of it.
Why did these work? Graphic organizers: visual displays to organize information into things like trees, flowcharts, webs, etc.

Other Techniques and Strategies used:

Repetition Carousel
Math games Dyads
Manipulative tools Differentiated Instruction
Pair work Discovery Method
Explicit Teaching / Direct Instruction Lecture Method
 Group Collaboration

Why?
Complete IMs Pupils’ eagerness to learn
Availability of Materials Group member’s collaboration /
Audio Visual Presentation of the lesson cooperation in doing their tasks
Bullying among pupils
F. What difficulties did I Pupils’ behavior/attitude
encounter which my Colorful IMs
principal or supervisor
Unavailable Technology Equipment (AVR/LCD), Science/ Computer/ Internet Lab
can help me solve?
Additional Clerical works
Planned Innovations:
G. What innovation or Contextualized/Localized and Indigenized IMs
localized materials did I Localized Videos
use/discover which I
Making big books from views of the locality
wish to share with other
teachers? Recycling of plastics / other materials to be used as IMs
Creating local word problems