Industrial Valley Elementary Grade

School: Grade 6
School /Section:
DAILY LESSON LOG
Teacher: Mrs. Jennifer B. Carreon Subject: Mathematics
Date/Time: June 5, 2017/ Grading 1st Grading
Principal ADORACION A. Checked by:
VALDERRAMA
MONDAY
I. Objective:
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 The learner adds simple fractions and mixed numbers without or with regrouping. ( M6NS-Ia-
Write the LC Code 86)
II. CONTENT (Subject Matter) Adding Simple Fraction and Mixed Numbers
NUMBERS AND NUMBER SENSE
III. LEARNING RESOURCES

A. References
1.Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning Lesson Guides in Mathematics Grade 6 pp. 212-215
Resource (LR) portal
B. Other Learning Resources Guiding Children’s Learning of Mathematics pp. 468-477
IV. PROCEDURES
Drill: Activity 1
Show fraction card on
 reducing fractions to simplest form
 conversion of improper fraction to mixed number and vice versa
Pupils will respond using their drill boards
Activity 2
A. Reviewing previous lesson or Present the following prompt to the class:
3 3
presenting the new lesson  Draw a picture or model that represents the sum of and .
5 5
(Drill/Review/ Unlocking of Difficulties)  Allow pupils same time to draw their models
 Call on some pupils to show their models to the class
 Ask:
o What happens if the two fraction models are combined?
6
o What do 6 in the fraction represent, and how does it relate to the model?
5
1
 Elicit from the class what 1 is.
5
Ask pupils, “In what instances in daily living you encounter addition of fractions and mixed
numbers?
B. Establishing a purpose for the 1
lesson (Motivation ) Elicit answers from volunteers such as buying choice cuts of chicken with the same price, kilo
2
1 1
wings, 2 kilo legs, 1 kilo breast part, etc.
3 4
Present the following problem to the class:
1
Mang Justo milked his two carabaos. He got 3 liters of milk from one carabao and
2
1
4 liters from the other. How much milk did he get in all?
5
C. Presenting examples/ instances of Ask: What are given? What is asked? What number sentence can we use to solve this
the new lesson ( Presentation) problem?
Elicit to the pupils the number sentence that will help solve the problem:
1 1
3 + 4 =?
2 5

Elicit from the pupils how to add dissimilar fractions with regrouping.
Let them work in pairs to answer the following:
D. Discussing new concepts and 1
3 + 2 =?
7

practicing new skills #1 4 10

( Modeling) 1 3
7 + 2 =?
6 4
Call on volunteers to show their answer on the board.
E. Discussing new concepts and 3 2
Ask the pupils, “What if the next day, he got 2 liters and 5 liters of milk, how much milk did
practicing new skills #2 4 3
he get in two days?
( Guided Practice)
Let them answer individually in their notebook.
A. Add. Reduce the answer to simplest form.
F. Developing mastery (Leads to 1
1. +
2

Formative Assessment 3) 4 3

( Independent Practice ) 3 3
2. +
5 10
 3 1 5
3. + +
4 2 8

3 1
4. 6 + 9
8 2

7 2
5. 23 + 18
12 3
Solve the problem correctly.
2 3
1. Tina spends hour washing the dishes and hour cleaning the kitchen. How many hours
G. Finding practical applications of 8 24
does she spend in doing all the chores in the kitchen?
concepts and skills in daily living 3 2
( Application/Valuing) 2. Rey consumed 2 liters of white paint and 1 liters of red paint to repaint the fence. How
4 3
much paint did he use altogether?
How do we add dissimilar fractions with regrouping?
Adding dissimilar fractions with regrouping:
o Use LCD to write equivalent fractions
H. Making generalizations and
o Add the fractions, then add the whole numbers
abstractions about the lesson
o When the fraction in the sum is an improper fraction, change it to a mixed number
( Generalization)
o Reduce the answer to lowest terms whenever possible

Complete the pyramid by filling in the boxes with the sum of the two fractions below each box

I. Evaluating learning

1 1 1 1
1 3 2 4
5 8 12 10

Read and solve.

1. 2/9 of the people on a restaurant are adults. If there are 95 more children than adults, how
many children are there in the restaurant?
2. Gary and Henry brought an equal amount of money for shopping. Gary spent $95 and Henry
spent $350. After that Henry had 4/7 of what Gary had left. How much money did Gary have left
after shopping?
J. Additional activities for application
3. 1/9 of the shirts sold at Peter's shop are striped. 5/8 of the remainder are printed. The rest of
or remediation
the shirts are plain colored shirts. If Peter's shop has 81 plain colored shirts, how many more
( Assignment)
printed shirts than plain colored shirts does the shop have?
4. 1/4 of my trail mix recipe is raisins and the rest is nuts. 3/5 of the nuts are peanuts and the
rest are almonds. What fraction of my trail mix is almonds?
5. Jenny’s mom says she has an hour before it’s bedtime. Jenny spends 3/5 of the hour texting
a friend and 3/8 of the remaining time brushing her teeth and putting on her pajamas. She
spends the rest of the time reading her book. How long did Jenny read?
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
B No. of learners who require
additional activities for remediation
who scored below 80%
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
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/ discover which I
wish to share with other teachers?