QUARTER II

MATHEMATICS RESOURCE
Week 1 PACKAGE
Subject: MATH Grade Level: 6
Date: _______________ Day: 1
The learner demonstrates understanding of order of operations, ratio
Content Standard
and proportion, percent, exponent and integers.
The learner is able to apply knowledge of order of operations, ratio
Performance Standard and proportion, percent, exponent and integers in mathematical
problems and real-life situations.
Expresses one value as a fraction of another given their ratio and vice
versa. M6NS-IIa-129
Competency
Defines and illustrates the meaning of ratio and proportion using
concrete or pictorial models. M6NS-IIb-131
I. OBJECTIVES
Knowledge: Expresses one value as a fraction of another given their ratio and vice
versa.
Skills: Writes one value as a fraction of another given their ratio and vice versa
in 3 ways.
Attitude: Shows care of one’s health.
II. CONTENT NUMBER AND NUMBER SENSE

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Lesson Guides in Mathematics 6 (ATENEO) pages389
Pages
2. Learner’s 21st Century Mathletes 6, page 78, pages 82-92
Materials Pages Mathematics for Everyday Use pp. 128-130
3. Textbook Pages Liking Mathematics 6, page 122-124
4. Additional Illustrations, Pictures
Materials
5. Learning http://lrmds.deped.gov.ph
Resources (LR) http://depednegor.net
portal
B. Other Learning Discover Math 5 pp. 83-89
Resources www.google.com/search
IV. PROCEDURES
A. Reviewing or Arnold receives ₱1,035.87 from exchanging his dollars into pesos. If he
presenting the new had 22 dollars, what is the exchange rate of a dollar to the Philippine
lesson. currency at that moment. (Answer: ₱47.085)
B. Establishing a Motivation:
purpose for the Assign one boy to count the number of boys and one girl to count the
lesson number of girls inside the classroom.
C. Presenting Guide the pupils to show the relationship of the number of boys to the
examples of the number of girls.
new lesson Ask: How do you write the comparison of the number of boys to the
number of girls using fraction?
Example: Boys: 10 Girls: 15
Comparison of boys to girls using fraction: 10/15
D. Discussing new Ask the following questions:
concepts and Did your mother bring fruits at home?
Preparedpracticing
by: new Possible Answer: YES
NOVES skills
SANGILAN
#1 & SUSAN GUARDIANO
What fruits did mother usually bring?
Modified by: (Answer may vary)
JEREMAE S. DELA LIÑA
What is your favorite fruit?
 MATHEMATICS RESOURCE PACKAGE

Session: 1

Content: Number and Number Sense

DISCUSSIONS:
Ratio is a comparison or the rate of a pair of numbers. It is also an indicated quotient
of two numbers.
ATTACHMENT (A)

Arnold receives ₱1,035.87 from exchanging his dollars into pesos. If he had 22 dollars, what is the
exchange rate of a dollar to the Philippine currency at that moment. (Answer: ₱47.085)

ATTACHMENT (D)
Mrs. Barredo bought two bags of mangoes and three bags of avocados for her family. All bags had the
same number of fruits. How will you compare the number of bags of mangoes to bags of avocados?

ATTACHMENT (E)
Rhoda has some green and blue beads.

Green Beads: Blue Beads:

ATTACHMENT (F)
Give the ratio of each of the following orally.
1) Rectangles to triangles 4) Tennis balls to Basketballs

2) Flowers to leaves

3) Books to crayons

Prepared by:
NOVES SANGILAN & SUSAN GUARDIANO
Modified by:
JEREMAE S. DELA LIÑA
 MATHEMATICS RESOURCE PACKAGE

ATTACHMENT (G)
Father bought a bag of rice and a bag of flour.
What is the ratio of the mass flour to the mass of rice?
What is the ratio of the mass of rice to the mass of flour?
ATTACHMENT (I)
Write the ratio for each of the following in three ways.
1)
is to

2)
is to

3) 4 wins to 2 losses in a basketball

4) 6 weeks to 12 days
5) 30 seconds to 6 minutes
ATTACHMENT (J)
Write the ratio for each of the following in three ways.
1.

2.

REFERENCES
A. DepEd INSTRUCTIONAL MATERIALS:

Marjoseph H. Perez,& et.al.(2016). 21st Century Mathletes

B. BOOKS AND OTHER REFERENCES

Adela C. Villamor, & et al.(1995). Liking Mathematics 6

K to 12 Curriculum Guide Mathematics. (2012). Department of Education,

Philippines

Prepared by:
NOVES SANGILAN & SUSAN GUARDIANO
Modified by:
JEREMAE S. DELA LIÑA
 MATHEMATICS RESOURCE PACKAGE

QUARTER II
Week 1

Prepared by:
NOVES SANGILAN & SUSAN GUARDIANO
Modified by:
JEREMAE S. DELA LIÑA
 MATHEMATICS RESOURCE PACKAGE

Subject: MATH Grade Level: 6

Date: _______________ Day: 2
The learner demonstrates understanding of order of operations, ratio
Content Standard
and proportion, percent, exponent and integers.
The learner is able to apply knowledge of order of operations, ratio
Performance Standard and proportion, percent, exponent and integers in mathematical
problems and real-life situations.
Expresses one value as a fraction of another given their ratio and vice
versa. M6NS-IIa-129
Competency
Defines and illustrates the meaning of ratio and proportion using
concrete or pictorial models. M6NS-IIb-131
I. OBJECTIVES
Knowledge: Reduces ratios to lowest term.
Skills: Writes ratios in simplest form correctly.
Attitude: Shares one’s blessing to other people.

II. CONTENT NUMBER AND NUMBER SENSE

III. LEARNING RESOURCES

A. References
1. Teacher’s Teachers Guide in Elementary Mathematics 6 page 393 and 396
Guide Pages
2. Learner’s 21st Century Mathletes 6 pp.82-92
Materials Pages
3. Textbook Liking Mathematics 6, page 283-
Pages 21st Century Mathletes 6, pages 3-4
4. Additional Illustrations, Pictures
Materials
5. Learning http://lrmds.deped.gov.ph
Resources (LR) http://depednegor.net
portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing or Review:
presenting the new Give the ratio of the following orally.
lesson 1. 4 children to 1 toy= (4:1)
2. 4 men to 2 guavas= (4: 2)
3. 18 boys to 24 girls= (18: 24)
4. 3 balls to 6 children (3:6)
5. 2 tables to 10 chairs (2:10)

Prepared by:
NOVES SANGILAN & SUSAN GUARDIANO
Modified by:
JEREMAE S. DELA LIÑA
 MATHEMATICS RESOURCE PACKAGE

B. Establishing a Motivation:
purpose for the Ask: Did you bring snacks today?
lesson (Answers may vary)
What will you do if one of your classmates doesn’t have snacks?
(Share the food we have.)
Expound that sharing what we have to others is a very good deed and that
God will give more blessings to those who are generous.
Ask: What is your favorite drink for snacks?
(Answers may vary)
Tell them that Calamansi Juice is best for snacks because of its nutritive
value.
C. Presenting Present this problem.
examples of the Mother is preparing Calamansi Juice for her family:
new lesson a) For each glass of Calamansi Juice, 6 pieces of Calamansi are needed.
b) If she makes 3 glasses, how many pieces of Calamansi are needed?
Answer: 18 pieces of calamansi
c) If she makes 5 glasses, how many pieces of Calamansi are needed?
Answer: 30 pieces of calamansi
Analyze the problem by asking the following questions:
a) What is asked in the problem?
The number of calamansi in every glass.
b) What are the given facts?
1 glass, 6 pieces calamansi
3 glasses and 5 glasses
D. Discussing new Illustrate the problem.
concepts and a) Glass: Calamansi:
practicing new
skills #1
b) Glass:

Calamansi:

c)
Glass:

Calamansi:

Prepared by:
NOVES SANGILAN & SUSAN GUARDIANO
Modified by:
JEREMAE S. DELA LIÑA
 MATHEMATICS RESOURCE PACKAGE

Ask: How many pieces of Calamansi are there in a glass of water in a?

(1/6or 1:6)
In b? (3/18 or 3:18)
In c? (5/30 or 5:30)
Ask:
Which of these ratios is expressed in lowest term/simplest form? (1:5)
Why? (There is no common factor except 1)
Explain that ratios can also be simplified using prime factorization,
continuous division method or by diving both terms of the ratio by their
Greatest Common Factor (GCF). Have a quick review on how to find the
GCF.
E. Discussing new Present this illustration and let the pupils write the ratio in simplest form.
concepts and
practicing new
skills #2

What is the ratio of stars and moon?

Answer: 8:6
What is the simplest form of the ratio?
Answer: To solve, follow the following steps:
Step 1: Divide both terms of the ratio 8:6 by the Greatest Common Factor
(GCF) 2 to get 4:3.
Step 2: Since the result 4:3 cannot be divided exactly by a common factor,
therefore, 4:3 is the simplest form of 8:6.
F. Developing Mastery Present a problem with this illustration.
There are 10 guavas and 15 pineapples. What is the ratio of guavas to
pineapples in simplest form?

Answer: The ratio of guavas to pineapples is 10:15. To get the simplest

form, divide both terms of the ratio 10:15 to its GCF 5 (10/5÷5/5=2/1 or
2:1). Therefore, the answer to the problem is 2:1.
G. Finding Study the table below and answer the question after it.
practical Things Quantity Costs
applications of
concepts and skills Notebook 12 ₱15.00
in daily living
Pad paper 20 ₱20.00
Ballpen 25 ₱10.00

Spelling Booklet 15 ₱12.00

Based on the quantity, express the following ratio in simplest form of:

Prepared by:
NOVES SANGILAN & SUSAN GUARDIANO
Modified by:
JEREMAE S. DELA LIÑA
 MATHEMATICS RESOURCE PACKAGE

1. notebook to pad paper

Answer: 12:20=3:5
2. pad paper to spelling booklet
Answer: 20:15=4:3
3. spelling booklet to ballpen
Answer: 15:25=3:5
4. notebook to ballpen
Answer: 12:15=4:5
5. pad paper to ballpen
Answer: 20:25=4:5
H. Making Can a ratio be expressed in simplest form?
Generalizations Yes
and abstractions How will you reduce a ratio to lowest term?
about the lesson Ratios can also be simplified using prime factorization, continuous
division method or by diving both terms of the ratio by their Greatest
Common Factor (GCF).
I. Evaluating learning

1:2
1:2
5:6
9:4
7:6
J. Additional Reduce these ratios in simplest form.
Activities for 1. 10:12= 5:6
application or 2. 9:15= 3:5
remediation 3. 18:24= 3:4
4. 21:27= 7:9
5. 40:50= 4:5
V. REMARKS
VI. REFLECTION
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 remediationof
require additional Learners who earned 80% above
activities for
remediation
C. Did the remedial Yes ___No
lessons work? No. of ____ of Learners who caught up the lesson
learners who have
caught up the lesson
D. No. of learners who ___ of Learners who continue to require remediation
continue to require
remediation
E. Which of my ___ Group collaboration
teaching strategies ___ Games
___ Solving Puzzles/Jigsaw
worked well? Why did ___ Answering preliminary

Prepared by:
NOVES SANGILAN & SUSAN GUARDIANO
Modified by:
JEREMAE S. DELA LIÑA
 MATHEMATICS RESOURCE PACKAGE

these work? activities/exercises

___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method

F. What difficulties did __ Bullying among pupils

I encounter which my __ Pupils’ behavior/attitude
__ Colorful IMs
principal and __ Unavailable Technology
supervisor help me Equipment (AVR/LCD)
solve? __ Science/ Computer/
Internet Lab
__ Additional Clerical works

G. What innovation or Planned Innovations:

localized I __ Localized Videos
__ Making big books from
used/discover which I views of the locality
wish to share with __ Recycling of plastics to be used as Instructional Materials
other teacher? __ local poetical composition

Session: 2

Content: Number and Number Sense

DISCUSSIONS:
Ratios can also be reduced/simplified using prime factorization,
continuous division method or by diving both terms of the ratio by their Greatest
Common Factor (GCF).

ATTACHMENT C
Present this problem:
Mother is preparing Calamansi Juice for her family:
a) For each glass of Calamansi Juice, 6 pieces of Calamansi are needed.
b) If she makes 3 glasses, how many pieces of Calamansi are needed?
c) If she makes 5 glasses, how many pieces of Calamansi are needed?
Analyze the problem by asking the following questions:
a) What is asked?
b) What are the given facts?

ATTACHMENT D
Prepared by:
NOVES SANGILAN & SUSAN GUARDIANO
Modified by:
JEREMAE S. DELA LIÑA
 MATHEMATICS RESOURCE PACKAGE

Illustrate the problem.

a) Glass:

Calamansi:

b) Glass:

Calamansi:

c) Glass:

Calamansi:

ATTACHMENT E
Present this illustration and let the pupils write the ratio in simplest form.

Ask: How many pieces of Calamansi are there in a glass of Water in a?

Prepared by:
NOVES SANGILAN & SUSAN GUARDIANO
Modified by:
JEREMAE S. DELA LIÑA
 MATHEMATICS RESOURCE PACKAGE

ATTACHMENT F
Present a problem with this illustration.

There are 10 guavas and 15 pineapples. What is the ratio of guavas to pineapples in simplest form?

ATTACHMENT G
Study the table below and answer the question after it.

Things Quantity Costs

Notebook 12 ₱15.00
Pad paper 20 ₱20.00
Ballpen 25 ₱10.00
Spelling Booklet 15 ₱12.00
Based on the quantity, express the following ratio in simplest form of:
1. notebook to pad paper 4. notebook to ballpen
2. pad paper to spelling booklet 5. pad paper to ballpen
3. spelling booklet to ballpen
ATTACHMENT I

ATTACHMENT J
Reduce these ratios in simplest form.
1. 10:12= 5:6 2. 9:15= 3:5 3. 18:24= 3:4 4. 21:27= 7:9 5. 40:50= 4:5
REFERENCES

A. DepEd INSTRUCTIONAL MATERIALS:

Marjoseph H. Perez,& et.al.(2016). 21st Century Mathletes

B. BOOKS AND OTHER REFERENCES

Adela C. Villamor, & et al.(1995). Liking Mathematics 6

K to 12 Curriculum Guide Mathematics. (2012). Department of Education,

Philippines

Prepared by:
NOVES SANGILAN & SUSAN GUARDIANO
Modified by:
JEREMAE S. DELA LIÑA
 MATHEMATICS RESOURCE PACKAGE

QUARTER II
Week 1

Subject: MATH Grade Level: 6

Date:
Day: 3
__________________
The learner demonstrates understanding of order of operations, ratio
Content Standard
and proportion, percent, exponent and integers.
The learner is able to apply knowledge of order of operations, ratio and
Performance Standard proportion, percent, exponent and integers in mathematical problems
and real-life situations.
Expresses one value as a fraction of another given their ratio and vice
versa. M6NS-IIa-129
Competency
Defines and illustrates the meaning of ratio and proportion using
concrete or pictorial models. M6NS-IIb-131
I. OBJECTIVES
Knowledge: Differentiates ratio from rate.
Skills: Finds the unit rate correctly.
Attitude: Shows cooperation in doing activities.
II. CONTENT NUMBER AND NUMBER SENSE

III. LEARNING RESOURCES

A. References
1. Teacher’s
Guide Pages
2. Learner’s 21st Century Mathletes 6, page 85
Materials Pages
3. Textbook Liking Mathematics 6, page 122-124
Pages Realistic Math pp. 10-11
4. Additional Illustration, Strips, Pictures
Materials
5. Learning http://lrmds.deped.gov.ph
Resources (LR) http://depednegor.net
portal
B. Other Learning www.google.com/search
Resources
IV. PROCEDURES
A. Reviewing or Review:
presenting the new Express the ratio in lowest term.
lesson 1. 10:4 = 5:2
2. 3:18 = 1:6
3. 5:10 = 1:2
4. 11:44= 1:4
5. 20:25= 4:5

Prepared by:
NOVES SANGILAN & SUSAN GUARDIANO
Modified by:
JEREMAE S. DELA LIÑA
 MATHEMATICS RESOURCE PACKAGE

B. Establishing a Motivation:
purpose for the Show a picture of a bicycle.
lesson
A class of 160 students from 4 rooms 200 examinees in 8 rooms

1 year to 4 months 2 stars to 3 triangles

81 km in 9 liters 20 centavos to 1 peso

eek 300 ml in 15 bottles

6 items to 1 doze Ask: What have you seen in the 40picture?

loaves in 8 hours
(a bicycle)
Do you have a bicycle?
(Answers may vary)
Do you use your bicycle to go to school?
(Answers may vary)
If yes, how many minutes or hours did you spend in going to school using
a bicycle?
(Answers may vary)
So, if your house is 5 kilometers from school and you spent 10 minutes
riding your bicycle, what is the comparison the number of minutes you
spent to the distance of your house?
(Answer: 10 km is to 5 minutes, 10km:5min or 10km/5min)
What is the lowest term?
(Answer: 2:1 or 2/1)
C. Presenting Group Activity:
examples of the Provide strips containing phrase of ratio and rate. Group the class into 2.
new lesson Let Group 1 identify all examples of ratio and Group 2 will get all
examples of rate. Let them paste the phrases to the correct column in the
table provided. Elaborate the importance of cooperation in doing the
activity to get the correct answer.

Ratio (G1) Rate (G2)

1. 5 days to 1 week 1. A class of 160 students from 4 rooms
2. 6 items to 1 doze 2. 200 examinees in 8 rooms
3. 20 centavos to 1 peso 3. 300 ml in 15 bottles
4. 1 year to 4 months 4. 81 km in 9 liters
5. 2 stars to 3 triangles 5. 40 loaves in 8 hours

D. Discussing new Present this illustration showing the difference of ratio and rate.
concepts and
practicing new
skills #1

Prepared by:
NOVES SANGILAN & SUSAN GUARDIANO
Modified by:
JEREMAE S. DELA LIÑA
 MATHEMATICS RESOURCE PACKAGE

Explain the similarity and difference between ratio and rate.

Say: From the activity you made, we can clearly identify that ratio is the
comparison of similar units and rate is the comparison of different units.
And unit rate is a rate whose second term is equal to one.
Present this example to elaborate further.

Ask: How many kilometers can a bicycle travel in 5 hours?

(65 kilometers)
What are the units found in the situation?
(kilometer and hour)
Therefore, what is it, ratio or rate? Why?
(Rate, because the units used are two different units)
And we can easily identify that it is rate if we solve the unit rate, and the
second term is equal to one.
To solve for the unit price, just reduce 65km:5hours to lowest term or
divide both terms with their GCF.

65 km 5 13 km
Rate = ÷ =
5 hours 5 1hour

Or you can simply divide the first term of 65km with its second term 5
hours to get the unit rate.

Rate= 65km ÷ 5hours =

E. Discussing new Present this situation.

concepts and
practicing new skills Joshua scored 168 points in 7 basketball games.
#2 Ask: Give the ratio for the points earned to the number of games.
(Answer: 168 points:7 games)
Solve the rate of the number of points that Mario scored in every game?
(Answer: 168 points ÷ 7 games = 24 points per game)

Prepared by:
NOVES SANGILAN & SUSAN GUARDIANO
Modified by:
JEREMAE S. DELA LIÑA
 MATHEMATICS RESOURCE PACKAGE

F. Developing Mastery Ask the pupils to find the rate.

a) If Luisa can type 440 words in 8 minutes, what is her rate of typing?
(55 words per minute)
b) If 30 green oranges cost ₱100, at what rate are the oranges sold?
(₱10 for 3 oranges)
G. Finding practical Answer the following:
applications of a) An Isuzu vehicle can travel 600 km on 75 liters of gasoline. Write the
concepts and skills in rate of liters of gasoline used to kilometers traveled.
daily living Answer: 10 liters
b) A machine can produce 156 items in 12 minutes. Write the rate of the
number of items produced to the number of minutes.
Answer: 13 items

H. Making What is the difference of ratio to rate?

Generalizations and A ratio is a comparison of two quantities while a rate compares two
abstractions about the quantities that have different but related units.
lesson A unit rate is a rate whose second term is equal to one.
I. Evaluating learning Find the unit rate.
1. 180 kilometers in 3 hours = 60km/hour
2. 70 stools in 2 weeks = 35 stools/week
3. 250 words in 5 minutes = 50 words/min.
4. ₱32 for 8 ballpens = ₱4/ballpen
5. ₱220 for 2 kg of chicken = ₱110/kilo
J. Additional Find the unit rate.
Activities for 1. 12km in 6 minutes
application or Answer: 2km/min.
remediation 2.490m. in 14 seconds
Answer: 35m/second
3.12kg to 4 bags
Answer: 3kg/bag
4.120 students from 5 rooms
Answer: 24students/room
5. 50 pesos for 10 apples
Answer: 5pesos/apple
VII. REMARKS
VIII. REFLECTION
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 remediationof
require additional Learners who earned 80% above
activities for
remediation
C. Did the remedial Yes ___No
lessons work? No. of ____ of Learners who caught up the lesson
learners who have
caught up the lesson
D. No. of learners who ___ of Learners who continue to require remediation
continue to require
remediation
E. Which of my ___ Group collaboration

Prepared by:
NOVES SANGILAN & SUSAN GUARDIANO
Modified by:
JEREMAE S. DELA LIÑA
 MATHEMATICS RESOURCE PACKAGE

teaching strategies ___ Games

worked well? Why did ___ Solving Puzzles/Jigsaw
___ Answering preliminary
these work? activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method

F. What difficulties did __ Bullying among pupils

I encounter which my __ Pupils’ behavior/attitude
__ Colorful IMs
principal and __ Unavailable Technology
supervisor help me Equipment (AVR/LCD)
solve? __ Science/ Computer/
Internet Lab
__ Additional Clerical works

G. What innovation or Planned Innovations:

localized I __ Localized Videos
__ Making big books from
used/discover which I views of the locality
wish to share with __ Recycling of plastics to be used as Instructional Materials
other teacher? __ local poetical composition

Prepared by:
NOVES SANGILAN & SUSAN GUARDIANO
Modified by:
JEREMAE S. DELA LIÑA
 MATHEMATICS RESOURCE PACKAGE

Session: 3

Content:
160 students from Number
4 rooms and Number Sense 200 examinees in 8 rooms 40 loaves in 8 hours

DISCUSSIONS:
1 year to 4 months 2 stars to 3 triangles

681
items What
to
km in 91 liters
doze 20 centavos
is the difference
5 days weekto
toof1 ratio to 1rate?
peso
A ratio is a comparison of two quantities while a rate compares two quantities
that have different but related units.
A unit rate is a rate whose second term is equal to one.

ATTACHMENT (A)
Express the ratio in lowest term.
1. 10:4 = 2. 3:18 = 3. 5:10 = 4. 11:44= 5. 20:25=
ATTACHMENT (B)

ATTACHMENT (C)
Provide strips containing phrase of ratio and rate. Group the class into 2. Let Group 1 identify all
examples of ratio and Group 2 will get all examples of rate. Let them paste the phrases to the correct column
in the table provided. Elaborate the importance of cooperation in doing the activity to get the correct
answer.

Group Activity:

Provide strips containing phrase of ratio and rate. Group the class into 2. Let Group 1 identify all
examples of ratio and Group 2 will get all examples of rate. Let them paste the phrases to the correct
column in the table provided. Elaborate the importance of cooperation in doing the activity to get the
correct answer.

ATTACHMENT (D)
Prepared by:
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Modified by:
JEREMAE S. DELA LIÑA
 MATHEMATICS RESOURCE PACKAGE

ATTACHMENT (E)
Joshua scored 168 points in 7 basketball games.

ATTACHMENT (F)
Ask the pupils to find the rate.
a) If Luisa can type 440 words in 8 minutes, what is her rate of typing?
b) If 30 green oranges cost ₱100, at what rate are the oranges sold?
ATTACHMENT (G)
Answer the following:
a. An Isuzu vehicle can travel 600 km on 75 liters of gasoline. Write the rate of liters of gasoline used to
kilometers traveled.
b. A machine can produce 156 items in 12 minutes. Write the rate of the number of items produced to the
number of minutes.
ATTACHMENT (I)
Find the unit rate.
1. 180 kilometers in 3 hours 4. ₱32 for 8 ballpens
2. 70 stools in 2 weeks 5. ₱220 for 2 kg of chicken
3. 250 words in 5 minutes
ATTACHMENT (J)
Find the unit rate.
1. 12 km in 6 minutes 4. 120 students from 5 rooms
2. 490 m. in 14 seconds 5. 50 pesos for 10 apples
3. 12 kg to 4 bags
REFERENCES

A. DepEd INSTRUCTIONAL MATERIALS:

Marjoseph H. Perez,& et.al.(2016). 21st Century Mathletes

B. BOOKS AND OTHER REFERENCES

Adela C. Villamor, & et al.(1995). Liking Mathematics 6

K to 12 Curriculum Guide Mathematics. (2012). Department of Education,

Philippines

Prepared by:
NOVES SANGILAN & SUSAN GUARDIANO
Modified by:
JEREMAE S. DELA LIÑA
 MATHEMATICS RESOURCE PACKAGE

QUARTER II
Week 1

Prepared by:
NOVES SANGILAN & SUSAN GUARDIANO
Modified by:
JEREMAE S. DELA LIÑA
 MATHEMATICS RESOURCE PACKAGE

Subject: MATH Grade Level: 6

Date: ________________ Day: 4
The learner demonstrates understanding of order of operations, ratio
Content Standard
and proportion, percent, exponent and integers.
The learner is able to apply knowledge of order of operations, ratio and
Performance Standard proportion, percent, exponent and integers in mathematical problems
and real-life situations.
Expresses one value as a fraction of another given their ratio and vice
versa. M6NS-IIa-129
Competency
Defines and illustrates the meaning of ratio and proportion using
concrete or pictorial models. M6NS-IIb-131
I. OBJECTIVES
Knowledge: Identifies two ratios as proportion.
Skills: Writes ratio and proportion correctly.
Attitude: Appreciates the importance of eating vegetables.
II. CONTENT NUMBER AND NUMBER SENSE

III. LEARNING RESOURCES

A. References
1. Teacher’s Teachers Guide in Elementary Mathematics 6 pages 389 and 401
Guide Pages
2. Learner’s 21st Century Mathletes 6, page 89
Materials Pages
3. Textbook
Pages
4. Additional Illustration, Pictures
Materials
5. Learning http://lrmds.deped.gov.ph
Resources (LR) http://depednegor.net
portal
B. Other Learning www.google.com/search
Resources
IV. PROCEDURES
A. Reviewing or Review:
presenting the new Give the unit rate of the following:
lesson 1. 180 kilometers in 3 hours
2. ₱32 for 8 ballpens
3. 70 stools in 2 weeks
4. 12 km in 6 minutes
5. 120 students from 5 rooms

B. Establishing a Motivation:
purpose for the Show a picture of vegetable garden.
lesson

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Ask: What have you seen in the picture?

(a vegetable garden)
Do you have like this at home?
(Answers may vary)
Do you eat vegetables?
(Answers may vary)
What is your favorite vegetable?
(Answers may vary)
Elaborate the importance of eating vegetables.
It is very essential to eat vegetables because this will give nutrients and
energy to your body. Eating vegetables helps you prevent from illnesses.

C. Presenting Present this situation with a picture.

examples of the
new lesson

→For Nora, the ratio of squash to tomato seedlings is 4:6.

→For Mercy, the ratio of squash to tomato seedling is 10:15.
Ask: How many ratios we have formed?
(Answer: 2)
What is the simplest form of Nora’s ratio 4:6?
(Answer: 2:3)
How about Mercy’s ratio 10:15?
(Answer: 2:3)

D. Discussing new Ask: What have you observed with the lowest terms of the two ratios?
concepts and (Answer: they are equal)
practicing new Say: If two ratios have the same simplest form, we can say that the ratios
skills #1 are equal. An equation stating that two ratios are equal is called
proportion.
Another way to write the proportion of Nora and Mercy is
4:6=10:15. The two inner terms (6 and 10) are called means and the two
outer terms (4 and 15) are extremes.
Suppose we take the product of the means (6 x 10 = 60) and the
product of the extremes (4 x 15 = 60). This illustrates the law of
proportion, which states that the product of the means is equal to the
product of the extremes.

Present a problem:

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Modified by:
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Ronald bough 3 pieces of pencils for ₱10. Ruby bought 6 pieces of

pencils for ₱20. Give the ratio of pencils to the amount of money each
child.
Answer: Ronald= 3:10, Ruby: 6:20
Identify if the two ratios are proportion.
Answer: 3:10 = 6:20
Product of means= 10 x 6 = 60
Product of extremes= 3 x 20 = 60
The two products are equal. Therefore, they are proportion (3:10=6:20).
(E. Discussing new Activity: Tell whether the two ratios form a proportion.
concepts and a. 6:14 ? 3:7
practicing new skills Answer: Multiply the means (14 x 3 = 42) and the extremes (6 x 7 = 42)
#2 They have equal products. Therefore, they are proportion.
6:14=3:7
F. Developing Mastery Tell whether the following given ratios are proportion. Write YES or NO.
a. 4/5 and 28/35 (YES)
b. 18:45 and 4:12 (NO)
c. 3:20 and 6:40 (YES)
G. Finding practical Present this problem:
applications of In a basketball game, Mike made 5 shots in 7 tries and Kent made 10
concepts and skills in shots in 14 tries. Give the ratio of Mike’s shots and tries to the ratio of
daily living Kent’s shot and tries. Determine whether the two ratios are proportion.
Answer: 5:7 = 10:14 - Proportion
Means: 7 x 10 = 70
Extremes: 5 x 14 = 70
H. Making What is proportion?
Generalizations and A proportion is a statement of equality between two ratios.
abstractions about the The two inner terms are called means and the two outer terms are called
lesson extremes.
We can say that ratios are proportion if the product of means and extremes
are equal.
I. Evaluating learning Write whether the given pair of ratios are proportional or not. Write = in
the blank if they are. Otherwise ≠.
1) 4 : 8 _______ 16 : 32 (=)
2) 21 : 7 _______3 : 1 (=)
3) 50 : 100 _____250 : 300 (≠)
4) 280 : 18 _____140 : 9 (=)
5) 80 : 100 _____ 60 : 300 (≠)
J. Additional Write whether the given pair of ratios are proportional or not. Write = in
Activities for the blank if they are. Otherwise ≠. Do this in your notebook.
application or 1) 96 : 60 ______ 24 : 15
remediation 2) 7 :15 ______ 20 : 45
3) 36 : 9 ______ 4 : 1
4) 240 : 15 _____300 : 20
IX. REMARKS
X. REFLECTION
A. No. of learners who ___ of Learners who earned 80% above
earned 80% in the
evaluation

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Modified by:
JEREMAE S. DELA LIÑA
 MATHEMATICS RESOURCE PACKAGE

B. No. of learners who ___ ___ of Learners who require additional activities for remediationof
require additional Learners who earned 80% above
activities for
remediation
C. Did the remedial Yes ___No
lessons work? No. of ____ of Learners who caught up the lesson
learners who have
caught up the lesson
D. No. of learners who ___ of Learners who continue to require remediation
continue to require
remediation
E. Which of my ___ Group collaboration
teaching strategies ___ Games
___ Solving Puzzles/Jigsaw
worked well? Why did ___ Answering preliminary
these work? activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method

F. What difficulties did __ Bullying among pupils

I encounter which my __ Pupils’ behavior/attitude
__ Colorful IMs
principal and __ Unavailable Technology
supervisor help me Equipment (AVR/LCD)
solve? __ Science/ Computer/
Internet Lab
__ Additional Clerical works

G. What innovation or Planned Innovations:

localized I __ Localized Videos
__ Making big books from
used/discover which I views of the locality
wish to share with __ Recycling of plastics to be used as Instructional Materials
other teacher? __ local poetical composition

Session: 4

Content: Number and Number Sense

Prepared by:
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Modified by:
JEREMAE S. DELA LIÑA
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DISCUSSIONS:
What is proportion?
A proportion is a statement of equality between two ratios.
The two inner terms are called means and the two outer terms are called extremes.
We can say that ratios are proportion if the product of means and extremes are equal.

ATTACHMENT (B)

ATTACHMENT (C)
Present this situation with a picture.

ATTACHMENT (D)
Present a problem:

Ronald bough 3 pieces of pencils for ₱10. Ruby bought 6 pieces of pencils for ₱20. Give the ratio of pencils
to the amount of money each child. Identify if the two ratios are proportion.
ATTACHMENT (E)
Activity: Tell whether the two ratios form a proportion.
a. 6:14 ? 3:7
ATTACHMENT (F)
Tell whether the following given ratios are proportion. Write YES or NO.
a. 4/5 and 28/35
b. 18:45 and 4:12
c. 3:20 and 6:40
ATTACHMENT (G)
Present this problem:
In a basketball game, Mike made 5 shots in 7 tries and Kent made 10 shots in 14 tries. Give the ratio of
Mike’s shots and tries to the ratio of Kent’s shot and tries. Determine whether the two ratios are proportion.

ATTACHMENT (I)

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Modified by:
JEREMAE S. DELA LIÑA
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Write whether the given pair of ratios are proportional or not. Write = in the blank if they are.
Otherwise ≠.
1) 4 : 8 _______ 16 : 32 (=)
2) 21 : 7 _______3 : 1 (=)
3) 50 : 100 _____250 : 300 (≠)
4) 280 : 18 _____140 : 9 (=)
5) 80 : 100 _____ 60 : 300 (≠)
ATTACHMENT (J)
Write whether the given pair of ratios are proportional or not. Write = in the blank if they are.
Otherwise ≠. Do this in your notebook.
1) 96 : 60 ______ 24 : 15
2) 7 :15 ______ 20 : 45
3) 36 : 9 ______ 4 : 1
4) 240 : 15 _____300 : 20

REFERENCES

A. DepEd INSTRUCTIONAL MATERIALS:

Marjoseph H. Perez,& et.al.(2016). 21st Century Mathletes

B. BOOKS AND OTHER REFERENCES

Adela C. Villamor, & et al.(1995). Liking Mathematics 6

K to 12 Curriculum Guide Mathematics. (2012). Department of Education,

Philippines

Prepared by:
NOVES SANGILAN & SUSAN GUARDIANO
Modified by:
JEREMAE S. DELA LIÑA
 MATHEMATICS RESOURCE PACKAGE

QUARTER II
Week 1

Prepared by:
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Modified by:
JEREMAE S. DELA LIÑA
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Subject: MATH Grade Level: 6

Date: ________________ Day: 5
The learner demonstrates understanding of order of operations, ratio
Content Standard
and proportion, percent, exponent and integers.
The learner is able to apply knowledge of order of operations, ratio and
Performance Standard proportion, percent, exponent and integers in mathematical problems
and real-life situations.
Expresses one value as a fraction of another given their ratio and vice
versa. M6NS-IIa-129
Competency
Defines and illustrates the meaning of ratio and proportion using
concrete or pictorial models. M6NS-IIb-131
I. OBJECTIVES
Knowledge: a. Expresses one value as a fraction of another given their ratio and vice
versa.
b. Reduces ratios to lowest term.
c. Differentiates ratio from rate.
d. Identifies two ratios as proportion.

Skills: Answers question involving ratio, rate, unit of rate and proportion.
Attitude: Follows instructions correctly in answering the test.

II. CONTENT SUMMATIVE TEST

III. LEARNING RESOURCES

A. References
1. Teacher’s Teachers Guide in Elementary Mathematics 6 pages 388-397
Guide Pages
2. Learner’s 21st Century Mathletes 6, page 82-90
Materials Pages
3. Textbook
Pages
4. Additional Illustration, Pictures
Materials
5. Learning http://lrmds.deped.gov.ph
Resources (LR) http://depednegor.net
portal
B. Other Learning TEST QUESTIONAIRE
Resources

IV. PROCEDURES
A. Reviewing or Review:
presenting the new Conduct a review of the lessons on:
lesson a. Expresses one value as a fraction of another given their ratio and vice
Prepared by:
NOVES SANGILAN & SUSAN GUARDIANO
Modified by:
JEREMAE S. DELA LIÑA
 MATHEMATICS RESOURCE PACKAGE

versa.
(Ratio is the comparison of number or quantities. Each of the two
numbers in a ratio is called a term.)

b. Reduces ratios to lowest term.

To reduce ratios to lowest term, divide both terms of the ratio by their
Greatest Common Factor or GCF.)

c. Differentiates ratio from rate.

(Ratio is a comparison of quantities while rate compares quantities that
have different but related units.)

d. Identifies two ratios as proportion.

(An equation stating that two ratios are equal is called proportion. The two
inner terms are called the means and the two outer terms are extremes of
the proportion.)
Sets standards in taking a test.
B. Establishing a Ask: What should you do in taking a test?
purpose for the (AVOID CHEATING)
lesson How will you do it? (By looking at your own paper)
Whenever you’re in doubt, to whom will you address your question? (To
the teacher)
In this case, what does it show? (Being honest)
C. Presenting
examples of the
new lesson
D. Discussing new
concepts and
practicing new
skills #1
(E. Discussing new
concepts and
practicing new skills
#2
F. Developing Mastery
G. Finding practical
applications of
concepts and skills in
daily living
H. Making
Generalizations and
abstractions about the
lesson
I. Evaluating learning A. Write the ratio of the following in 3 ways:
1. 20 minutes to 1 hour
2. 16 days to 2 weeks
3. 3 weeks to 30 days
4. 6 boys to 9 girls
5. 30 apples to 25 mangoes

B. Reduce the following ratios to lowest term.

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Modified by:
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1. 12:20
2. 9: 30
3. 18:48
4. 50:60
5. 10:100

A. Study the table below and answer the questions that follows:
Quantity Item Price
3 folder P7
12 pencil P5
6 bag P10
4 pencil case P30
Based on the quantity, give the ratio and simplest form of the
following ratio of:
a. folder to pencil
b. bags to pencil
c. pencil to pencil case
d. folder to bags
e. pencil case to bag

B. Find the unit rate.

1. Attendance of 360 participants of 12 barangays
2. Class of 384 students from 24 sections
3. 4 800 ml in 16 bottles
4. 144 km. in 3 hours
5. 50 teachers in 5 classrooms
J. Additional
Activities for
application or
remediation

V. REMARKS
VI. REFLECTION
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 remediationof
require additional Learners who earned 80% above
activities for
remediation
C. Did the remedial Yes ___No
lessons work? No. of ____ of Learners who caught up the lesson
learners who have
caught up the lesson
D. No. of learners who ___ of Learners who continue to require remediation
continue to require
remediation
E. Which of my ___ Group collaboration
teaching strategies ___ Games
___ Solving Puzzles/Jigsaw
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NOVES SANGILAN & SUSAN GUARDIANO
Modified by:
JEREMAE S. DELA LIÑA
 MATHEMATICS RESOURCE PACKAGE

worked well? Why did ___ Answering preliminary

these work? activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method

F. What difficulties did __ Bullying among pupils

I encounter which my __ Pupils’ behavior/attitude
__ Colorful IMs
principal and __ Unavailable Technology
supervisor help me Equipment (AVR/LCD)
solve? __ Science/ Computer/
Internet Lab
__ Additional Clerical works

G. What innovation or Planned Innovations:

localized I __ Localized Videos
__ Making big books from
used/discover which I views of the locality
wish to share with __ Recycling of plastics to be used as Instructional Materials
other teacher? __ local poetical composition

ANSWER KEY:
A
1. 20:1
2. 16:2
3. 3:30
4. 6:9
5. 30:25

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1. 3:5
2. 3:10
3. 3:8
4. 5:6
5. 1:10

C.
a. 3:12=1:4
b. 6:12=1:2
c. 12:4=3:1
d. 3:6=1:2
e. 4:6=2:3

D.
1. 30 participants/ barangay
2. 16 students/section
3. 300 ml/bottle
4. 48 km/hour
5. 10 teachers/classroom

REFERENCES

A. DepEd INSTRUCTIONAL MATERIALS:

Marjoseph H. Perez,& et.al.(2016). 21st Century Mathletes

B. BOOKS AND OTHER REFERENCES

Adela C. Villamor, & et al.(1995). Liking Mathematics 6

K to 12 Curriculum Guide Mathematics. (2012). Department of Education,

Philippines

Prepared by:
NOVES SANGILAN & SUSAN GUARDIANO
Modified by:
JEREMAE S. DELA LIÑA