GRADE 1 to 12 School ALMACEN ELEMENTARY SCHOOL Grade Level 6

DAILY LESSON LOG Teacher SARAH S. HERNANDEZ Subject: MATHEMATICS

Date AUG 28-SEP 1, 2023 Quarter 1 – WEEK 1

OBJECTIVES Monday Tuesday Wednesday Thursday Friday

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

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

C. Learning adds and subtracts adds and subtracts simple solves routine and non- solves routine and non-routine
simple fractions and fractions and mixed routine problems involving problems involving addition
Competency/ mixed numbers with or numbers with or without addition and/or subtraction and/or subtraction of fractions
without regrouping regrouping M6NS-Ia-86 of fractions using using appropriate problem
Objectives
M6NS-Ia-86 appropriate problem solving solving strategies and tools.
strategies and tools.
M6NS-Ia-87.3
*adds and subtracts M6NS-Ia-87.3
Write the LC code for each.
*adds and subtracts dissimilar fractions in
similar fractions in simple and mixed numbers
simple and mixed with or without regrouping.
numbers with or without
regrouping
II. CONTENT HOLIDAY Numbers and Number Numbers and Number Numbers and Number Numbers and Number Sense
Sense Sense Sense

III. LEARNING RESOURCES

A. References K-12 MELC- C.G p221 K-12 MELC- C.G p221 K-12 MELC- C.G p221 K-12 MELC- C.G p221

1. Teacher’s Guide

pages

2. Learner’s Materials pages

3. Textbook pages

4. Additional Materials from

Learning Resource (LR) portal

B. Other Learning Resource

III. PROCEDURES

A. Reviewing previous lesson Let’s review! Let’s review! Drill: Giving an addition or Let’s reflect
or presenting the new lesson subtraction sentence that
How will you add and will give and answer to the For the different drills tha we
subtract similar fractions? given fraction. have solve, what have you
Give an example. learn from it?
1. 1/3 + 2/5

2. ¼ - 1/3
B. Establishing a purpose for the Class Game: The boat Your classmates will come What do you usually do Do you have dessert during
is sinking over to your house to play. during your free time? lunch or dinner? What are the
lesson You want you make a usual fruits we eat for dessert?
Group Yourselves into: orange juice for them. Can I have here story problems
you share with the class about how some children
a. 10 spend their free time.
how to prepare an orange
b. 8 juice?

c. 4

C. Presenting examples/ -Based from what we Word Problem Present a problem. From the question above. By
instances of the new lesson have done, what pair, create your own word
fraction is group 1? Jake bought 3 large pizzas. Julia spends her free time problem. After creating the
He ate 1 1/6 pizza for playing piano. Each day students will go around and let
dinner and 1 1/6 for lunch she spends ¾ hour. When their classmates solve their
on Tuesday. How many a visitor came in, she has word problem.
pizzas were left? already played for ¼ hour.
To complete her schedule,
how much longer does she
need to play?

Group 2? Group 1, 2
 and 3? Group 4?

-If you add the fraction

for group 1 and the
fraction for group 2
what operation will you
use?

-If you subtract the

fraction for group 4
from the fraction for
group 1, 2 and 3 what
operation will be used?

D. Discussing new a. 2/4 + 2/4 = ____ Explain and discuss the Let the student share their Guide the learners to create a
word problem. answers and explain it to word problem using the given
concepts and practicing new b. 3/4 – 1/4 = ____ the class. data.
skills #1 c. 3 1/4 + 2 3/4 = _____

d. 5 3/4 – 2 1/4 =
_____

(Discuss the process

in adding and
subtracting similar
fractions in simple and
mixed numbers with or
without regrouping.)
E. Discussing new concepts and Get a 1 Whole Sheet of Explain the answer and Solve and discuss the next Discuss the steps by creating
practicing new skills #2 Paper. Do what you discuss the steps in adding given problem. word problem and how their
teacher will say. and subtracting dissimilar classmates solve it.
[Link] in to half fractions.
2. Fold it again.

How many fourths do

you have?
Add another fold, how
many fourths do you
have now?

What is your thought?

Share it with your
classmates.

F. Developing mastery (leads to Group work activity. Group work activity. Small group Activity. Group work activity.
Formative Assessment 3)
Group the class into 5 1. 2/3 + 3/4 Give different problems for Give the data for creating a
groups and answer the each group. After the time word problem to each group.
following. 2. 2 ¾ + 6 1/2 allotted, the group passes
the activity card to another The presenter from each group
3. 3/4 – 1/6 will present the output after the
team. The process
continues until all teams allotted time.
Add or subtract. 4. 5 1/5 – 2/3
have answered all the set
Simplify the answers if
5. 8 2/3 – 1 7/8 of cards.
necessary.

1. 2/8 + 3/8

2. 5/7 – 3/7
 3. 2 5/6 + 1 1/6

4. 5 4/4 – 1 3/4

5. 5/7 + 1/7

G. Finding practical application What value is showed Have you had a visitor at Why do you use your free If the family having dessert
of concepts and skills in daily when you are sharing home? What do you usually time wisely? during lunch or dinner, what
living things to others? offer to your visitors? Do good trait the family posses? Is
you offer drinks or food to it good to have this trait?
them? Why or why not? Explain.

[Link] generalizations How will you add or What are the steps in How do you solve word How will you create a word
subtract similar adding and subtracting problems? problem involving addition or
and abstractions about the fractions in simple and dissimilar fractions? subtraction of fractions?
lesson mixed numbers with or What are the steps in
without regrouping? solving word problem?

I. Evaluating learning Add or subtract. Add or subtract dissimilar Solve the problems. Create a word problem
Simplify the answer if fraction. Simplify the involving addition or subtraction
necessary. answer if necessary. 1. Dolor had 4 ½ boxes of of fractions using the given
books. She unpacked 2 ½ data.
of the boxes. How many
more does she need to
unpack?
 J. Additional activities for Add or subtract. Add or subtract. Simplify Solve the problems. (5 Create a word problem
application or remediation Simplify the answer if the answer if necessary. different problems) involving addition or subtraction
necessary. of fractions using the given
1. 1/6 + 1/4 Luisa ate 2 ½ guavas and data.
1. 3/12 + 8/12 Eduardo ate 1 ¼ guavas.
2. 3/5 – 1/8 How many guavas in all
2. 9/15 – 6/12 were eaten? Who ate
3. 5 1/4 – 1 3/5
more? By how much?
3. 9 3/5 + 2 4/5
4. 3 1/9 + 4 1/6
4. 7 2/3 – 4 1/3

IV. REMARKS

V. REFLECTION

A..No. of learners who earned

80% in the evaluation

[Link]. 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?