School: E.G.

MONTILLA ELEMENTARY SCHOOL Grade Level: VI

GRADES 1 to 10 Teacher: MRS. JUSTINA M. BUTCON 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/Objective M6NS-Ib-90.2 M6NS-Ib-92.2 M6NS-Ib-92.2 M6NS-Ib-93.2
s: The learner multiplies The learner solves routine The learner solves non- The learner creates
Write the LC Code for simple fractions and mixed problems involving routine problems involving problems (with reasonable
each 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
III. LEARNING RESOURCES
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
from Learning MISOSA Module Grade 5 MISOSA Module Grade 6 - MISOSA Module Grade 6 -
Resource (LR) portal 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 Flash Cards Flash Cards Flash Cards
Resources Powerpoint Presentation Powerpoint Presentation Powerpoint Presentation

IV. PROCEDURES
A. Reviewing Previous Review game (charade)
Lesson or Presenting the Review: (Using flash Complete the table below Divide the class into 5
New Lesson 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
Let the pupils explain the correct 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
of the steps. Member - visit depedclub.com
for more
B. Establishing a Purpose Show a picture of kids jogging Show a picture of a mother Show a picture of a girl who is
for the Lesson in a track oval preparing a chicken dish for baking.
Show a picture of a man
Ask: lunch. Ask: What can you say about
harvesting fruits from a farm.
 What are the children doing? Ask: the picture? What do you
Ask pupils what are the things
 Why is it important for us to  What is your favorite chicken think is the girl doing?
they can see in a farm.
exercise? dish? Why?
Ask the characteristics of the  What do you think mother
man. will cook for lunch?

C. Presenting Problem Opener: Problem Opener: Problem Opener: Let the pupils give a name for
Examples/Instances of Mang Emong harvests crates Carlo can jog 4 23 km in one Michael saved 200 pesos. He the girl in the picture.
the Lesson of mangoes each day. hour. How far can he jog in 12 used 12 of it to buy a bag and Ask them to make a
The table shows the record of hour? 12 of his remaining money to scenario/situation.
his harvest. Let the pupils discuss the steps buy a book. What fraction of his Ask: What are the needed
in solving word problems. money was left? How much was ingredients in making a cake?
Understand left? Out of the given situation, let
 What is the problem asking Let the pupils discuss the steps the pupils create an
you to find? in solving word problems. interesting word problem.
 What are the given Understand Let them discuss. What are the
information that will help us  What is asked in the problem? things they should consider in
solve the problem?  What are the given facts? creating a word problem?
Plan
 Can you visualize how to go Plan
through the problem?  What are the operations to be
How many crates of mangoes  What strategies can you used?
can Mang Emong harvest in suggest to solve this problem?  What is the correct number
half an hour? In 4 hours? In 4 sentence?
12 hours? Solve
 Show the solution. Solve
What operation can we use in  Show the solution.
solving the problem? Check
 Have you checked your Check
Elicit from the learners how to calculations?  Have you checked your
multiply mixed numbers and  Did you use correctly all calculations?
fractions. important data provided?  Did you use correctly all
Let the pupils observe what  Does the answer make important data provided?
happened in every step of the sense?  Does the answer make sense?
solution.  Did you look for another way  Did you look for another way
to solve the problem to find to solve the problem to find out
out if your answer is correct? if your answer is correct?
D. Discussing New Concepts Pair work Group work Group work Group work (5 groups)
and Practicing New Skills Find the product of the Groups 1 and 2 (using any Answer the following problems. Make another interesting
#1 following. Reduce the answer to strategy): What comes next in the given problem out of the previous
simplest form, whenever “A garden plot is 5 1/2 meters set of number situation.
possible. long and 2/3 meter wide. Ask: What if the girl will bake 2
What is the area of the garden cakes? 3 cakes? How are we
plot?” going to adjust the
Groups 3 and 4 (using any ingredients?
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 Solve the following. Write the Think-pair-share Let each group exchange the
and Practicing New Skills answer in simplest form, Answer the problem below. problems they made. Group 1
#2 whenever possible. Use different strategies in will answer the work of group
1) Multiply 2 1//3 by 3/5 . solving. 2, Group 2 will answer the
2) What is 4/5 of 2 1/8 ? 1) A truck was 78 filled with work of group 3, and so on.
3) Find the product of 1 1/3 x 2 grocery items for delivery. The
1/2 x 3/5 . driver delivered 23 of this to
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 Solve: Pair work Make a meaningful problem of
(Leads to Formative student in the class. Mang Celso caught 40 1/2 Solve: the given problem and solve.
Assessment 3) Randomly select a pupil or kilograms of fish. He sold 3/4 Ken planted a mongo seed. He 1)
group of pupils to answer a of it. How many kilograms noticed that the seed grew 1/5
question. of fish did he sell all in all? times larger than the previous
Say: All even numbers please week. This week, he measured
stand up the plant and found out that it
Only pupils assigned to an is 10 cm tall. How tall will the
even number will stand up and plant be two weeks from now?
answer a question on their The teacher will guide the
 show-me-board. pupils in answering the
a) All even numbers 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 plant will grow 2 cm taller,
the answer in simplest form. so it will become 12cm.
1) 5 14 x 27
2) 29 x 7 78 10 X 1/5 = 2
3) What is 12 of 9 13 ?
4) What is the product of 4 During the second week, it will
and 3 25? grow 2 25 cm. After the second
5) What is 34 x 12? week, the height of the plant
will be 14 25 cm.
Add more if necessary.
12 X 1/5 = 12/5 = 2 2/5

The teacher may extend the

problem until the 10th week.

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

H. Making Generalizations and How do we multiply mixed What are the steps in solving What are the steps in solving How do we create w
 Abstractions about the Lesson numbers and fractions? word problems? word problems? problems?
Why is it important to change Why is each step important in Why is it important to check What are the things
the mixed number to problem solving? your answer? consider in making m
improper form before mathematical word
multiplying?
In what real-life situations can
we apply the concept of
multiplying mixed numbers
and fractions?
I. Evaluating Learning Answer the questions below. Solve the following problems. Solve the following problems. Group evaluation.
Write the answer in simplest Let each member of
form, whenever possible. 1) A street sweeper can clean 1) Rica can drink 3 1/2 liters of evaluate their own w
1) If you multiply 5/6 and 3 10 2/3 meters of street in half water in a day. How many on the rubric given.
4/5, what will you get? an hour. How many meters of liters of water can she drink in discuss how to impr
2) Find the value of N in the street can he clean if he works 5 days if on the 5th day she work.
statement: for only 3/4 of an hour? drank 1/4 liters more? After the each group
4/7 x 6 3/5 = N 2) Jules can run 5 2/3 2) The laborers can finish discussion, let the p
3) If 2/9 x 4 5/8 are multiplied, kilometers in one hour. How cementing 4/5 kilometer of rewrite their work.
the product is _____. far can he go if he runs for road in a day. How many
only 3/8 of an hour? kilometers of road can they
finish if they work for 10 1/2
days?

J. Additional Activities for Application Please refer to Lesson Guide in Solve the following problems. Solve the following problems. Create your own int
or Remediation Elementary Mathematics 5, Show your neat and complete Show your neat and complete and challenging wor
pp. 208- 209 solution. solution. problem.
1) A jug contains 4 1/2 liters of 1) A rectangular lot is 10 Rubrics
water. How many liters can it 2/3 meters long and 5 5: Creates a problem
hold if it is 2/3 full? 3/8 meters wide. If ½ with complete data
meters wide 4: Creates unclear p
2) Mang Mariano harvested 25 pavement is place with complete data
1/2 sacks of palay. He saved around the lot, what 3: Creates a problem
2 /17 of the sacks. How many is the area of the lot incomplete data.
sacks of palay did Mang not covered by the 2: Attempts to creat
Mariano save? pavement? problem.
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
V. REFLECTION 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.
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?

JUSTINA M. BUTCON
Teacher Noted and checked by:

ELMER G. BUTCON
School Principal