School: DON MATIAS ES Grade Level: VI

GRADES 6 Teacher: CRISTINA R. BONODE Learning Area: MATH

DAILY LESSON
LOG Teaching Dates and Time: JULY 29 – AUGUST 2, 2024 (WEEK 1) Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of the four fundamental operations involving fractions and decimals.

B. Performance Standards The learner is able to apply the four fundamental operations involving fractions and decimals in mathematical problems and real-life situations.

C. Learning Competencies
The learner adds and subtracts simple fractions and mixed numbers without or with regrouping, solves routine and non-routine problems involving addition and/or
subtraction of fractions using appropriate problem solving strategies and tools, and creates problems (with reasonable answers) involving addition/or subtraction of
fractions.
II. CONTENT WEEKLY TEST & CATCH-UP
(Subject Matter) FRIDAY
Adding Similar Fractions Subtracting Similar Fractions in Adding Dissimilar Fractions in Subtracting Dissimilar Fractions in
in Simple or Mixed Forms Simple or Mixed Forms with Simple or Mixed Forms without Simple or Mixed Forms without
with Regrouping Regrouping Regrouping Regrouping
III. Learning Resources
A.References
1.Teacher’s Guide Pages
2.Learner’s Materials Mathematics 6, pp.203- Mathematics 6, pp.207-211 Mathematics 6, pp.212-215 Mathematics 6, pp.216-219
Pages 207 Activity Book in Mathematics 6, pp. M6NS-Ia-86 M6NS-Ia-86
Activity Book in 65
Mathematics 6, pp. 65
3.Textbook Pages
4. Additional Materials SLM, POWER PRESENTATION, VIDEO LESSON
from Learning Resources
(LR) Portal)
B.Other Learning Strips of paper, scissors,Scotch tape
Resources Flash cards/Sheets,Activity Sheets
IV.PROCEDURES
A.Review Previous Lessons
Mental Computation Mental Computation Mental computation

Find the message Strategy – Game: Pass It On Give me two numbers which
Relay on Giving the Direction: Match column A with Mechanics will make my statement true.
simplest form. Column B to form the message. 1. Form 6 groups with equal
number of members. 1) My sum is 17, my difference
a. The teacher forms 6 Column Column B 2. Write on the flash is one.
groups with equal A cards/sheets the fractions.
number. 1) 5/8 + A. 5 3/4 Direction: Give the LCD of 2) My sum is 13, my difference
3/8 each pair of fractions. is 3.
b. The teacher flashes 2) 1 ¾ + B. 8 2/3 ½ and ¼ 2/3 and ½
cards which contain 2¾+1 2/3 and 1/6 4/5 and ¾ 3. My sum is 12. my difference
fractions, e.g.: 6/10, ¼ 3/5 and 9/10 ¼ and 1/6 is 8
9/10, 9/18, 2/6, etc. ¼ and 9/16 2/5 and 5/6
3) 3 5/9 M. 1
4) My sum is 50, my difference
+ 2 1/9 +
c. Pupil 1 answers the 3. The teacher flashes the is 0.
3
first question, followed cards or sheets. First pupil
4) 2 1/7 H. 4 1/2
by the next pupil. This writes his answer on the 5) My sum is 17, my difference
+ 3 9/7 +
goes on until all the board, then goes back. The is 13.
2 1/7
pupils have answered. next pupil waits for the teacher
5) 1 4/12 U 8 4/7
to flash the card before he
+ 3 2/12
d. The group with the write his answer on the board.
most correct answers 6) 5 3/15 Y. 12 1/3 this continues until everyone in
wins. + 7 2/15 the group has answered the
question. The highest scorer
group wins.
___ ___ ___ ___ ____ ___
___
1 2 3 4 5 2
6
B. Establishing purpose for A. Find the difference. A. Find the total.
the Lesson Write an equation A. Find the sum in lowest terms.
for each short story. 1) 1 6/8 – 7/8 = 1) 1/5 + 2/5 =
1) 5 7/15 + 2 8/15 + 3 1/15 = 2) 12 ¼ - 4 ¾ = 2) 1 1/6 + 2 ¼ + 2 1/9 =
1. rode 5/10 km., walk 2) 6 1/8 + 2 5/8 + 3 3/8 + 1 1/8 = 3) 4 1/6 – 3 5/6 = 3 ¼ + 2 ¼ + 1 1/12 =
2/10 km., went how far 3) 1 5/6 + 2 5/6 + 4 1/6 + 5 5/6 = 4) 1 3/10 decreased by 7/10 = 4) 1 1/10 + 2 1/5 + 3 ½ =
in all? 5) Take away 12/13 from 4 5) 6 1/5 + 1 ½ + 2 1/10 =
B. Complete each table. 3/13= B. Do addition of fractions along
2. painted 3/8 of the the path according to the arrows
fence before lunch, Add 5/6 to: B. Subtract 7/9 from the until you get to the end. You
painted 4/8 after lunch. following: should get to the same final
How much was 7 1/6 1 3/6 8 5/6 3 2/6 9 9/6 answer.
painted? 15 2/9 3 4/9 20 30 3/9
6/9
3. One package
weighed 7/16 kg. A Add 2/9 to: 2/5
second package
weighed 5/16 kg. How 8 13/9 1 11/9 4 8/9
many kilogram in all? Reference:
 Lesson 65, pp.65
Activity Book in Mathematics 6
by Amber De Jesus

C. Presenting examples What do you call a small amount

/instances of the new of food eaten between meals? Josie is good at How many of you have
lessons Migui needs 3 ¼ cooking. Every Saturday, brothers and sisters? Do you
meters to make a seat ____ ____ ____ ____ she sees to it that she share anything with them? When
cover for his car. He ____ bakes some cake. you give something to somebody
has 3 pieces of cloth 1 2 3 4 5 Josie would like to bake some what happen to the things you had
which measures ¼, ¾, Rename the given whole numbers plain cake and pineapple before? (Wait for some
and 2/4 meters as fractions as suggested by the sponge cake. She uses only responses)
respectively. Do you numbers at the left of the equality small amount of oil. For the What do you feel when you
think these are sign. plain cake, she needs ¼ cup share something to others?
enough? and 3/8 cup for the sponge Explain.
1) 1 = __/4 2) 2 = ___/8 cake. How many cups of oil
3) 1 = __/6 4) 2 = ___/4 does she need in all?
5) 3 = __/3

6=A 8=C
9=K 16 = N
4=S

D. Discussing new Activities Activities Activities

concepts and practicing a. Act. 1- Whole Class a. Activity 1 - Whole Class Activity a. Activity 1 – Whole Class a. Activity 1 – problem Opener
Discussion Materials: strips of paper, Activity
new skills #1.
The teacher pair of scissors Materials: Strips of papers, tapes Materials: strips of paper,
presents the problem Mechanics: Mechanics: pair of scissors
about Migui. “Migui has 1) Present the problem: 1) The teacher poses: “ Josie Mechanics:
3 pcs. of cloth which A family bought a pie for their needs ¼ cup oil for a plain cake,
measure ¼, ¾, and 2/4. merienda. They divided the pie 1) Present the problem:
and 3/8 cup for pineapple cake.
How long are the 3 into 8 equal parts. After each of Erwin had half a melon. He cut
How many cups of oil are
pieces together? them had eaten his share, 5/8 of it the half melon into 2 and ate one
was left. When they came home, needed?” part. The other part he left will be
1) Let the pupils get 4 mother gave 3/8 to their house 2) Discussions about the for his younger brother Eric. What
strips of paper of the help. The rest was kept in the problem. part of the melon did Eric get?
same width & length. refrigerator. What part of the pie 3) Ask pupils to get 2 strips of
Let 1 piece be the basic was kept? paper to represent the given 2) Discussions
length. data.
2) Ask the pupils to fold Discuss the problem. 4) Let pupils compare ¼ and 3/8 3) State the subtraction sentence
the strips into fourths: sa to the number of divisions. ½ - ¼ = N. Let the pupils do the
Strip A – Fold in 4 2) Ask every pupil to get a strip of Make some observations. activity with guidance of the
equal parts, mark the paper. fold the strip into 8 equal 5) Tape the strips end to end teacher
crease, cut 1 part. parts. Mark the crease, label the without overlapping.
 Strip B – Fold in 4 parts into unit fraction. Cut the 3/8 6) Guide the pupils to discover 4) Through paper folding,
equal parts, mark the from the whole to show that 5/8 that: ¼ is equal to 2/8 represent ½ then fold again so
crease, cut 3 parts. was left. 3/8 is equal to 3/8 you have now 4ths. How many
Strip C – Fold in 4 hence, ¼ = 2/8, Thus, 3+2=5 and fourths? Hence, ½ becomes 2/4
equal parts, mark the 3) Remove or cut the 3/8 given to the denominator 8., therefore so ½ - ¼ = ¼.
crease, cut 2 parts. the house help. How much was the answer is 5/8
3) Ask the pupils to left? Guide the children that what 7. Discuss the steps in finding the 5) Let the pupils cut ¼ from ½.
tape the parts side by was left is 2/8; hence 5/8 – 3/8 = How many remained for Eric?
sum.
side without 2/8. Guide them to see that we
overlapping. Slide the only subtract the numerators. 6) Discuss the steps.
taped strips of paper to
the basic strip. Make 4) How do we subtract similar b. Activity 2 – Problem Opener 7) What trait did Eric show?
pupils observe the fractions? Materials: Fraction kit,
length of the two strips. strip of paper b. Activity 2 – Working in Pairs
4) Guide them to count Mechanics: Materials: strips of paper,
the total fourths. On the scissors
board, thus: 1) Present a problem Mechanics:
¼ + ¾ + 2/4 = 6/4
5. How many wholes 1) Form a pair. Ask to bring out
do you have? (1)How Josie needs 3 ¼ cups of flour strips of paper.
many fourths left? (2/4) for the plain cake and 2 1/3 cups 3) Solve the subtraction sentence
Hence, ¼+3/4+2/4= b. Activity 2 - Whole Class Activity for the pineapple sponge cake. through paper folding:
6/4=1 2/4 or 1 ½. – How many cups of flour does she
6) What part of the Problem Opener need in all? a) ¾ - 1/8 =
fraction did you add? b) ½ - 1/8 =
(only the numerator) Materials strips of paper c) ½ - 1/6 =
2) Discussions
7) Guide the children to Mechanics: d) 7/8 – ¾ =
state how to add similar 3) Use strips of paper to present e) 1/5 – 1/10 =
fractions in simple form. 1) Present a problem situation. the data. For 3 ¼ strips with all
8) Recall the problem Mother has 3 ¼ cup of milk. the strips folded in fourths. Then 4) Let the pupils discuss with each
about Migui. Are his She used 1 ¾ from it. How much cut ¼ from the 4th strip. For 2 1/3 partner the strips they are doing to
pieces of cloth enough? milk was left? strips, with all the strips folded get the difference.
into 3rds. From the third strip,
b. Act.2 - Problem 2) Discuss the problem. cut 1/3. 5) Represent the number
Opener with the Whole 4) Ask pupils to fold the fourths sentence by drawing the number
Class 3) Ask the pupils to present the and the thirds so that they will line:
given data by strips of papers. Into have equal size of sections.
Materials: strips of how many parts are the wholes Guide the pupils to discover that: Number Line - A
paper divided? What is the fractional
part? 1/3 and ¼ can be folded
Mechanics: Can you take away ¾ from ¼? into 12ths.
1) Present a problem Why? 0 ¼ 2/4 ¾ 1 5/4 6/4 7/4
1/3 = 4/12 and ¼ = 3/12
Ana is a Ask the pupils what they need to 2
6) Guide them that they can add
seamstress. Someone do. (Borrow 1 piece and cut into
ordered a complete set 4ths, so you now have 4/4 + ¼ = the fractions by changing them to Number Line - B
of beddings. She went 5/4) hence, similar fractions.
to the store to buy the 7) discuss the steps in finding
cloth she needed. In 3¼ = 2 5/4 equivalent fractions.
one store, 1 5/8 meters. - 1¾ = - 1¾
How many meters of ------------- -------------- c. Activity 3 – Cooperative work 1 2 3 4 5 6 7 1
cloth did she buy in all? 1 2/4 Material: Worksheet 9 10 11 12 13 14 15 2
(Have a short Change 2/4 to lowest terms = Mechanics: __ __ __ __ __ __ __
discussion about the ½, so 1 2/4 = 1 ½. 1) Group the class by 4s. __ ___ __ __ __ __ __
problem.) 2) Give worksheet to each 8 8 8 8 8 8 8
4) Lead the pupils to make a group. (For time management, 8 8 8 8 8 8 8
2) Into how many parts generalization on how to subtract the teacher may distribute the
is each whole divided in mixed numbers with regrouping. items among the groups, e.g.
the given problem? Number line A shows ¾.
Group I = Items a & b only, for
a) First Given – 3
Group II, items c & d only, etc.)
wholes and 1 part of Number line B shows that ¾ is
eight equal to 6/8.
Find the sum:
b) Second Given – 2 Thus, 3/4 = 6/8
wholes and 3 parts of a) 1/3 + 1/5 = - 1/8 = 1/8
eight c. . Strategy 3 – My seatmate, My b) ¾ + 1/8 + 1/5 = ____
c) Third Given – 1 partner in learning c) 3 1/3 + ½ = 7/8
whole and 5 parts of d) 5 1/12 + 3 ½ = 6) Discuss with the pupils the
eight Direction: With your seatmate, find e) 1 1/8 + 2 1/3 + 6 1/6 = steps in subtracting dissimilar
the difference in each item. f) 2 1/5 + 2 1/15 + 3 2/6 = fractions without regrouping.
3) Fold the parts of g) 2 ½ + 2 1/3 + 6/1/6 = 7) Guide them to state the steps
h) 1 1/9 + 2 1/5 + 3 1/15 =
every given, put a Pair 1) 4 2/7 – 1 5/7 = using the LCD.
i) 5 2/3 + 6 1/6 + 2 ¾ =
crease on the divisions, j) 6 1/5 + 1 ½ + 2 1/10 =
and let them cut the Pair 2) 4 1/10 – 2 7/10 = Activity 3 – Working in Groups
fractional part. Tape the Material: worksheet
fractional parts. Tell the Pair 3) 3 1/15 – 2 4/15 = Mechanics:
pupils to compare with 1) Pupils join the learning team.
a whole. They must see Pair 4) 11 5/9 – 3 7/9 = 2) Each team is given a worksheet
that 1/8 + 3/8 + 5/8 = a) 2 ½ - 1 ¼ = c) 3 7/10 – 2 ½ =
9/8, so it is a whole and Pair 5) 18 3/5 – 6 4/5 = b) 2 ¾ - 1 5/8 = d) 2 3/5 – 1 3/8 =
1/8. e) 2 ½ - 1/6 =
Pair 6) 23 7/18 – 18 17/18 = 3) Discuss:
4) Write the equation: 3 What are the steps in finding
1/8 + 2 3/8 + 1 5/8 = the LCD?
After finding the LCD, what is
Add the fractional part the next step?
1 + 3 + 5 = 9, how What part of the fraction do
many eighths? (9) you subtract?
What do you do with the
Add the wholes 3 + 2 + denominator?
1=6 What is the final step?

Hence: 3 1/8 + 2 3/8 +

1 5/8 = 6 9/8

Since there is a whole

in 9/8, change this to
mixed number.

Thus, 9/8 = 1 1/8 so 6 +

1 1/8 = 7 1/8
 5) Discuss with the
class the steps in
adding mixed fractions
with regrouping.

Valuing: What traits did

Migui and Ana show in
doing their work?
Why? If you were Migui
and Ana, would you do
the same? Why?
a.
E. Discussing new
Find the difference. Reduce answers Add: Find the difference.
concepts & practicing Find the total. Reduce the to simplest forms.
and concern to new answer to simplest form. 1) 7/15 – 1/5 =
1) 2/4 + 3/10 =
skills #2 1) 11 17/20 – 6 19/20 =
2) 7/12 + ¼ =
2) 6/12 – 2/24 =
1) 7/10 + 1/10 + 9/10 = 2) 5 8/15 – 4 10/15 = 3) 6 ¾ - 6 ½ =
2) 3/9 + 4/9 + 5/9 = 3) 7 5/16 – 8/16 3) 1/5 + 3/10 + 1/15 = 4) 8 5/8 – 2 ¼ =
3) 5 6/12 + 1 7/12 + 2 5/12 4) 1 6/10 – 5 8/10 = 4) 4 1/5 + 5 1/8 = 5) 5 ½ - 2 ¼ =
= 5) 17 1/10 – 7 3/10 = 5) 4 ¼ + 1/3 + 1/6 =
4) 1 11/20 + 2 17/20 + 1
9/20 =
5) 1 24/24 + 3 15/24
+ 6 2/24 =
F.Developing Mastery
(Leads to Formative What are the How do you add What are the steps in
Assesment 3 steps in adding How do you subtract similar dissimilar fractions without subtracting dissimilar fractions
similar fractions with fractions with regrouping? regrouping? without regrouping?
regrouping? Mention the steps.

a. How do
you add
similar
fractions with
regrouping?
G. Finding Practical
Find the total Solve: Direction: Solve for the answer Solve for the answer.
Applications of
to the problem:
concepts and skills in 1) Cooking: ¾ cup brown Last month, Arnold weighed 37 3/8 If your neighbor shared to you 2/5
daily living sugar and ¾ cup white kilograms. However, he got sick so he Mother went to market to buy 3 of a whole pizza pie, and you set aside
sugar. How many in all? now weighs 36 5/8 kilograms. How 1/6 kilos of ground beef and 12 the 2/6 for your youngest brother and
many kilograms did he lose weight? 1/5 kilos of ground pork. How you ate the rest, how much pizza pie
a. 2) Harvest: 3 ¼ many kilos of ground meat did did you eat?
cavans of rice, 1 ¾ mother buy in all? Is it good to share to somebody
cavans of corn, what we have, like food for example?
and 2 5/8 cavans why?
of mongo. What
is the total
harvest?
H. Making
Generalizations & What are the steps How do you add dissimilar What are the steps in subtracting
Abstractions about the in adding similar How do you subtract similar fractions without regrouping? dissimilar fractions without
fractions with fractions with regrouping? Mention regrouping?
lessons
regrouping? the steps.
I.Evaluating Learning
Find the sum. Reduce the Solve for the difference.
answer to simplest form, if Solve for the difference. Find the sum.
necessary. 1) 4/5 – 1/3 =
1) 4 3/12 – 2 7/12 = 1) 1/5 + 1/9 + 1/6 = 2) 2/5 – 3/10 =
1) ¼ + ¾ = 2) 12 3/15 – 2 8/15 = 2) ½ + 5/8 = 3) 3 7/8 – ½ =
2) 2/8 + 3/8 + 4/8 = 3) 3 3/8 + 2 ¼ = 4) 6 6/7 – 2 ¼ =
3. 4/12 + 2/12 + 5/12 =
3) 16 4/17 – 11 9/17 = 5) Take away 10/25 from 15/10, what
4) 6 1/3 + 1 1/7 + 3 1/12 =
4) 2 1/7 + 3 4/7 + 5 6/7 = 4) 12 9/16 – 11 15/16 = 5) 1 1/6 + 2 ¼ + 1 1/7 = is the difference? _____
5) 6 3/16 + 3 9/16 = 5) 13 6/20 – 3 11/20 =
J. Additional activities A. Find the total. Follow-the-Arrow sub-traction of
A. Find the sum in lowest A. Find the difference. Fraction Puzzle. Do the subtraction of
for application or terms. 1) 1/5 + 2/5 = fraction along the paths according to
remediation 1) 1 6/8 – 7/8 = 2) 1 1/6 + 2 ¼ + 2 1/9 = the arrows until you get to the end
1) 5 7/15 + 2 8/15 + 3 1/15 2) 12 ¼ - 4 ¾ = 3 ¼ + 2 ¼ + 1 1/12 =
= 3) 4 1/6 – 3 5/6 = 4) 1 1/10 + 2 1/5 + 3 ½ = 5
2) 6 1/8 + 2 5/8 + 3 3/8 + 1 4) 1 3/10 decreased by 7/10 = 5) 6 1/5 + 1 ½ + 2 1/10 = 2/5
1/8 = 5) Take away 12/13 from 4 3/13 = - 1/2
3) 1 5/6 + 2 5/6 + 4 1/6 + 5 B. Do addition of fractions along
5/6 = the path according to the arrows - 1/4
B. Subtract 7/9 from the following: until you get to the end. You
B. Complete each table. should get to the same final - 1/4
answer.
Add 5/6 to: 15 3 4/9 20 30
2/9 6/9 3/9 - 1/2
7 1/6 1 3/6 8 5/6 2/5 -
+ 1/4 5/10

+ - 5/10
1/2 - 1/2
+
Add 2/9 to: 5/12

8 13/9 1 11/9

+ 1/6
V.REMARKS
VI. Reflection
A.No. of learners who
earned 80% in the
evaluation
B. No. of learners who
requires additional
acts.for remediation who
scored below 80%

Prepared by :
CRISTINA R. BONODE
Teacher III Checked by:
TERESA B. ESPAÑOL
Master Teacher II
Noted:

WEBELIN N. SALCEDO
Head Teacher III