Mathematics Vi e

MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Determine the greatest common factor (GCF) of 2 or more numbers.
Value:
Teamwork
II. LEARNING CONTENT

Skill:
Determining the GCF of 2 or more numbers.
Reference:
Materials:
BEC-PELC II F.1.6
Enfolding Mathematics VI
fish cutouts, improvised aquarium and fishing rod
III. LEARNING EXPERIENCE

A. Preparatory Activities
1. Drill - Mental Computation
Drill on identifying prime and composite numbers.
Strategy: fishing
Materials: fish cut outs, improvise aquarium and fishing rod
Mechanics: A pupil be asked to catch fish which has a number pasted on it. The child
identifies if the number is prime or composite.
2. Review:
Give the prime factorization of:
a. 18 =
b. 27 =
c. 24 =
3. Motivation:
Tree different candies are to be put into candy bags so that the bags contain equal
amounts of candies of the same kind. There are 180, 240 and 300 of the different kinds of
candies respectively. Each candy has to got into a candy bag, that is, there must be no left
over candies. How many candy bags that could be filled? How many candies will there be in
a each bag? Can you think of away of getting the answer to this problem? Let us analyze the
problem. Since there should be no candies left over, the number of candies. This means that
the number of candy bags must be a factor of 180, 240 and 300. Let us work with simpler
numbers first.
B. Developmental Activities
1. Presentation
a. Factor Lists
A pupil will be asked to give a composite number less than 30, and give its factors.
Another pupil will be asked to give another number with its factors.
b. Prime Factorization
Discuss how to get the prime factors of a given number using the factor tree.
2. Fixing Skills: Write the GCF of the following sets of numbers.
a. 2 and 6
b. 5 and 20
c. 8 and 24
d. 8 and 56
3. Generalization
What are the methods of finding GCF of given numbers? Which method do you like
best? Why? Could these methods be used to find the GCF of 3 or more numbers?
IV. EVALUATION
Find the GCF of each set of numbers.
1. 98, 147
2. 20, 75
3. 30, 35
4. 66, 110
5. 18, 24, 54
V. ASSIGNMENT
Find the GCF of each set of numbers.
1. 210, 231
2. 420, 504
3. 50, 75, 100, 125
4. 35, 63
5. 75, 45
MATHEMATICS VI
Date: ___________
Determine the least common multiple (LCM) of 2 or more numbers
Value:
Confidence

Skill:
Determine the LCM of 2 or more numbers
Reference:
BEC-PELC II F.1.7
Materials:
chart, activity card
1. Review
Activity Puzzle
Complete the puzzle by giving the prime factorization of the numbers in the clue
2. Motivation:
Ask pupils if they have friends. Let them tell what they do with their friends.
1. Presentation
Activity:
1. Present a dialogue
2. Answer the following:
a. What did Mr. Santos want to give to the boys?
b. What do you think they would do with the seedlings?
c. What benefit do we get from this activity
d. What do you call the number 36, the least number visible by 12 and 9?
2. Fixing Skills:
a. 21, 15
Find the LCM by listing the multiples

b. 12, 10
c. 16, 20
d. 12, 10
3. Generalization
To determine the LCM with a set of numbers, list down all the multiples of the numbers
and get the least common multiple. Can this procedure be used to get the LCM of three or
more numbers?
IV. EVALUATION
Determine the LCM of each pair of numbers using the listing method.
1. 10 and 25
2. 20 and 50
3. 42 and 48
4. 20 and 45
5. 24 and 18
V. ASSIGNMENT
Find the LCM and GCM of each pair of number.
1. 15 and 30
2. 21 and 45
3. 16 and 24
5. 12 and 32
4. 8 and 12
MATHEMATICS VI
Date: ___________
Name the fraction or mixed number described by a shaded region, set or point on the number line
Value:
Cooperation

Skill:
Name the fraction or mixed number described by a shaded region, set or point on the
number line
Reference:
PELC II G.1
Materials:
Math Textbook, magazines, newspapers, scissors, glue, bond paper
1. Mental Computation Drill:
Solving for the GCF/LCM of a set of numbers
a. 10, 15, 20
b. 38, 9, 54
c. 36, 57
2. Review: Determine the LCM of the each pair of numbers
a. 8 and 12
b. 15 and 35
c. 12 and 9
d. 12 and 16
3. Motivation:
a. show illustration of figures
b. Ask the following figures
1. Which region shows a fraction whose value is less than 1? Name the fraction.
2. Which region shows a fraction whose value is equal to 1? Give the fraction.
3. Which region shows a fraction whose value is greater than 1? Name the fraction.
1. Presentation
Activity:
1. Ask the students to cut out articles in newspapers or magazines that show a fraction or
mixed number.
2. Ask them to make a collage of these articles on bond paper.
3. Ask them also to highlight with a marker the fractions or mixed numbers in the articles.
4. Discuss the value of cooperation with a learning partner. Illicit from the pupils how best
they could show cooperation in everything they do in school and the effect of it in the
task at hand.
2. Fixing Skills: Look at the figure.
1. Look at the figure.
a. Give two fractions to tell what part of the rectangular region is shaded red.
b. Give two fractions to tell what part of the rectangular region is shaded blue.
c. What part of the region is not shaded?
d. Give two fractions to describe the part of the region that lies to the left of the red line.
2. What fraction names point B?
3. Generalization
What is fraction? What does the numerator of the fraction tell? What are the kinds of
fraction we discussed? How do we name fractions give shaded regions, sets and number line?
IV. EVALUATION
Write the fraction of the shaded part
1.
2.
a. Write an improper fraction for the shaded part.
b. Write a mixed number for the shaded part.
V. ASSIGNMENT
Illustrate/draw the following fractions
3/8
6/5
3 2/3
8/12
12/5
MATHEMATICS VI
Date: ___________
Rename fractions as decimals and vice versa.
Value:
Helpfulness

Skill:
Renaming fractions as decimals and vice versa.
Reference:
BEC-PELC II G.2
Materials:
10 x 10 grid, flashcards
1. Drill: Use of flashcards
Give the fraction for the given situation.
1. 2 boys out of 15 boys (2/15)
2. P3.00 out of P100 (3/100)
3. 7 red marble out of 30 marbles (7/30)
4. 30 marbles out of 30 marbles (30/30)
5. 3 parts of a square equally divided into 8 (3/8)
2. Review:
Check up of assignment
3. Motivation:
How many of you have gone to the market? Tell the class this situation.
Liza and their mother went to market to buy some fish. They asked for kg. of fish. The
seller put two fish on the scale and it reads 0.71 kg. Did they have enough of what they asked
for?
Who help mother in our story? What kind of a child is Liza? If you were Liza, would you
also help your mother at home? How?
1. Presentation
Activity: Use of a Grid
1. Use the 10 by 10 grid in Activity
2. Ask pupil to shade or color certain small square.
Example: color/shade 7 grids
How many grids are shaded of the 100 parts? (7/100). Guide them to see that 7/100
can also be written as decimal (0.07). Lead them to see how it is done.
3. Continue the activity until the pupil can answer succeeding questions with ease.
2. Fixing Skills:
a. 15/20
Change to decimals
b. 4/5
c. 7/12
d. 9/20
e. 15/40
3. Generalization
How do you change fraction to decimals? How do you change decimals to fractions?
IV. EVALUATION
Rename the decimals as fractions.
1. 0.7
2. 0.16
3. 0.03
4. 7.24
5. 4.005
V. ASSIGNMENT
Rename as fractions or decimals.
1. 5/8
2. 0.001
3. 12 7/50
4. 50.8
5. 2 17/500
MATHEMATICS VI
Date: ___________
Solve for the missing term in a pair of equivalent fractions
Value:
Care for the body

Skill:
Forming and solving for the missing term in a pair of equivalent fractions
Reference:
BEC-PELC II G.3.3-3.4
Materials:
strips of paper, fraction bars, activity cards
1. Drill: Naming fractional parts
E.g. 50 pupils in a class
1. 30 are boys (30/50)
2. 20 are girls (20/50)
3. 15 girls have shoes (15/20)
4. 7 pupils are absent (7/50)

5. 43 pupils are absent (43/50)
2. Review:
What bigger number can divide equally the given pair of number.
a. 5
b. 14
c. 16
10
42
24
3. Motivation:
Find a partner. Look for a body parts which come in pairs. Does each pair have the same
function? Discuss the functions? What do you think will happen of one of the pair will be
damage? How will you take care of your body parts so they can function well?
1. Presentation
Activity: Working by learning team.
Give activity card for each group to work on.
1) 1 = _
2) 16 = 2
3) 2 = 4
4) 100 = _
3 6
3
5
1000 10
2. Fixing Skills:
1) 2 = _
3 9
Solve for the missing term

2) 6 = __
3) 5 = 25
7 28
9
4) _ = 63
9 81
5) __ = 3
12 6
5) 40 = 16
20
3. Generalization
How do we solve for the missing term in an equivalent fraction?
IV. EVALUATION
Solve for the missing term
1) 2 = _
2) 40 = 4
4 8
50
3) 9 = 3
4
4) 1 = 9
2
5) _ = 20
5 25
V. ASSIGNMENT
Use the number in the box to write an equivalent fractions. You can use a number more than once.
8
12
1. 3/12
14
2
2. 2/6
1
3
4
18
3. 6/12
4. 6/7
5. 4/8
MATHEMATICS VI
Date: ___________
Reduce fractions to lowest terms
Value:
Sharing a fraction of a time to help

Skill:
Reduce fractions to lowest terms
Reference:
BEC-PELC II G-5
Materials:
flashcards
1. Drill: Finding Equivalent Fractions
Activity Partner Hunting
a. Teacher prepare on small cards 2 sets of fractions that are equivalent
b. Divide the class into two teams with 10 players each. A player in the team is given a
fraction card.
c. At the signal Go, each player in the team looks for a fractional equivalent to what
he/she is holding from among his/her teammates.
d. The first team to finish partner-hunting falls in line with their partners
e. The team with the higher score wins.
2. Review: Solving the missing term in a pair of equivalent fractions
3=n
_ = 20
4 = 24
5=_
4 16
5 25
3
6 30
1. Presentation
Look at this fraction.
12 ( 1, 2, 3, 6, 12 )
15 ( 1, 2, 3, 6, 12 )
a.
b.
c.
d.
What are the fractions fo 12? ( 1 x 12, 3 x 4, 6 x 2)

What are the factors of 15? ( 1 x 15, 3 x 15 )
What is the largest number that is a factor of 12 and also a factor of 15? (3)
Divide the numerator and the denominator by the GCF 3.
12 3
4
15 3
5
2. Practice Exercises:
List the factor of the numerator and the denominator. Encircle the greatest common factor.
1. 8 ( 1, 2, 4, 8)
9 ( 1, 2, 3 , 4 , 6, 12)
2. 2/4
3. 3/9
4. 5/9
5. 9/16
3. Generalization
When is a fraction is lowest terms? How do you reduce fraction to lowest terms?
IV. EVALUATION
Determine whether the fraction is in lowest terms. Write Yes or No.
1. 3/5
2. 2/6
3. 4/10
4. 5/12
5. 21/28
V. ASSIGNMENT
Write each fraction in lowest terms.
1. 9/12
2. 24/32
3. 25/65
5. 10/16
4. 4/10
MATHEMATICS VI
Date: ___________
Change mixed numbers to improper fractions and vice-versa
Value:
Helpfulness

Skill:
Changing mixed numbers to improper fractions and vice-versa
Reference:
BEC-PELC II G.6
Materials:
Math Textbooks, real objects, drawing, flashcards
1. Mental Computation
Strategy: Tapping Game Reducing fraction to lowest term
1. Teachers prepares on flashcards with fractions to be changed to lowest terms.
2. The class is divided into 2 groups. The first player for each group stays in front.
3. The first player is determined by a toss coin.
4. The teacher raises a flashcard and the first player gives the lowest term of the fraction.
5. A correct answer will earn a point for the group. The group that scores more wins.
2. Review: Use flashcards. Give the missing term
1. 3 = 1
2. 20 = 10
3. 1 = __
5
36
4
8
4. 4 = _
3 9
5. 9 = 3
12
1. Presentation
Strategy: Use a problem opener
1. How many flowers are there? How many groups of 3 are there? So we can also write
it as 10/3 which is equal to 3
2. What part of the group is a flower?
3. How many groups are there?
4. What part of a group is the flower?
5. How many wholes are there? (3) What part of the group is the left over? (1)
6. How do you write a fraction for this? (3 )
7. How many 1/3 are there?
8. What fraction can you write for this?
2. Fixing Skills: Write an improper fraction for each mixed number
1. 2 1/6 = ( 2 x 6 ) + 1 = 13/6
4. 6 4/6
2. 3 2/4
5. 7
3. 5 2/8
3. Generalization
How is improper fractions changed to mixed number? How is mixed change to improper
fractions?
IV. EVALUATION
Write as a mixed number.
1. 9/5
2. 10/3
3. 7/3
4. 13/4
5. 15/2
V. ASSIGNMENT
Express fraction in lowest term
1. 54/8
2. 40/12
3. 57/8
4. 38/4
5. 37/9
MATHEMATICS VI
Date: ___________
Estimate fractions close to 0, 1/2 , 1
Value:
Respectfulness and Helpfulness

Skill:
Estimate fractions close to 0, 1/2 , 1
Reference:
PELC II G.7
Materials:
flashcards, strips of paper, numberline
1. Drill: Identifying fractional parts.
2. Review: Rounding Numbers using flashcards

a. P0.21
b. P0.89
c. P3.75
d. P2.36
3. Motivation:
Have you ever help an elderly person carry her heavy load? For example a woman
coming from the market with 3 bags of groceries? Will it lighten the load if you help her
carry 2 bags for her? How does it feel to help a person?
1. Presentation
Activity:
Game Where do you belong
1. Teacher prepares fractions on flashcards.
She divides the board in 3 parts and write
0
1
2. Any number of players
3. Teacher holds up a fraction.
4. The players estimate if the fraction is close 0, , or 1.
5. The player goes to where the fraction is close to. If his estimation is wrong he gets out of
the game.
6. The player/s who stay in the game win.
2. Fixing Skills:
a. 3/5
State whether the fraction is close to 0, , 1.

b. 2/3
c. 1/5
d. 5/7
e. 5/11
3. Generalization
What is the reference point to estimate fractions close to 0, or 1?
IV. EVALUATION
Indicate if the fraction is close to 0, , 1.
1. 1
2. 6
3. 2
7
8
16
4. 4
5
V. ASSIGNMENT
Use numberline to estimate the fractions close to 0, , 1.
1. 7
2. 2
3. 3
4. 9
8
2
5
12
5. 1
3
5. 2
14
MATHEMATICS VI
Date: ___________
Find the least common denominator (LCD) of a set of fraction
Value:
Fairness

Skill:
Find the least common denominator (LCD) of a set of fraction
Reference:
BEC-PELC II G.8
Materials:
flashcards, show me board
1. Activity Individual Work using Show Me Board. Give the LCM orally.
a. 6 and 7
b. 4 and 12
c. 6 and 8
d. 4 and 12
1. Presentation
Activity: Find the LCD of , , 1/6.
1. What are the denominators?
2. Get the multiples of each denominator.
3. What smallest number can be found in the list? (12)
a. 2/5
b. 1/6 3/8
c. 4/7
2. Fixing Skills:
a. , 5/6
Find the LCD

b. 5/6, 6/7, 3/4
c. 2/8, 5/16, 3/18
d.
e. 9 and 18
4/7
d. 1/3, 1/5, 3/6
3. Generalization
What are the methods of finding LCD?
IV. EVALUATION
Find the LCD
1. 5/9,
V. ASSIGNMENT
Find the LCD
1. 3/6, 5/18, 2/3
2. 4/9, 2/6, 2/3
2. , 7/8
3. , 2/3
3. 2/6, 1/3,
4. 2/3, 1/5, 5/6
4. 4/9, 1/6
5. 2/3, 1/7
5. 4/5, , 3/4
MATHEMATICS VI
Date: ___________
Order fractions in simple and mixed forms in ascending or descending order using different methods
Value:
Confidence

Skill:
Order fractions in simple and mixed forms in ascending or descending order using
different methods
Reference:
BEC-PELC II. G.10
Materials:
strips of paper, activity cards, flashcards, drawings
Change the following fractions to lowest term.
a. 2/4
b. 6/15
c. 10/18
d. 21/36
e. 18/24
2. Motivation:
How do you usually arrange name of pupils in a record? Why do we usually do it? How
about numbers, how do we usually write it? Why? Can we also write the reserve way?
1. Presentation
a. Activity: Small Group Activity
Sample Activity Cards. Order from greatest to least. 5 7/8, 5 5/6, 5
Exercise 1: Order the fractions from least to greatest.
1. 2/3, 2/9, 2/7, 2/5
2. , 1/8, , 1/3
3. 5/7, 5/6, 5/12, 5/9
Exercise 2: Order the fractions from greatest to least.
1. 1/9, 13/14, 4/9
2. , 5/8, 2/5
3. 4/5, 4/7,
b. Make a report on the work of each group.
c.
Discuss.
d. Guide the pupils for some learning insights.
2. Fixing Skills: Order the fraction in descending order:
a. 6 , 6 2/3, 7 1/10, 5 2/3
b. 12 7/11, 12 , 13 1/11
c. 1 2/6, 1 3/6, 1 4/6
3. Generalization
What are the different ways of ordering fractions? What should be the basis in ordering
fractions in ascending orders? Descending order?
IV. EVALUATION
Arrange the fractions in ascending order
1. 2/5, 1/3, 4/8
3. , 2/3, 5/9
2. 5/8, , 2/3
4. 8 , 5 2/5, 7
V. ASSIGNMENT
Arrange the fractions in descending order.
1. 4/12, 4/9, 4/10, 4/7
2. , 1/5, 1/10
5. 8 1/8, 2 1/8, 6 1/8
3. 2/3, 5/6, 4/9
4. 4/5, , 7/10
5. 5/6, 7/8, 13/6
MATHEMATICS VI
Date: ___________
Solve mentally word problems involving fractions
Value:
Wise use of time

Skill:
Solving mentally word problems involving fractions
Reference:
BEC-PELC G. II, 11.1
Materials:
Math Textbook
Game - Who are you
a. Form 4 team with equal members
b. Teacher flashes cards for pupils to answer.
c. The first pupil tries to answer the question or condition flashed. Each member takes turns
to satisfy the condition. The team with the most correct answers is declared the winner.
2. Review: Check up of assignment
Reduce the following to lowest term:
a. 2/4
b. 6/8
c. 10/15
d. 10/6
e. 15/30
2. Motivation:
1. Presentation
Activity: Problem Opener
Lito spends 1 hours gardening and 1 hours cleaning the yard on Saturday and
Sunday. How many hours of the day does he spend profitably?
a. What are the things you must look into the problem before solving it?
b. What is asked in the problem?
c. What facts are given?
d. Can you solve the problem mentally? Reduce your answer to lowest term.
e. What profitable things does Lito do on weekends?
2. Fixing Skills: Write your answer on your Show Me Board
1. My sum is 5/6. What fraction could we be?
2. I am a whole number and a fraction. What am I?
3. I am dividend into 12 equal parts. You take 9 parts out of me. What names can you give
me?
4. What my total and 6/8. Simplify my name?
5. I am the number 1. Name me as a fraction. How many names can you give me?
3. Generalization
How do you solve problem mentally?
IV. EVALUATION
1. Father had 40 4/8 meters of wire. He used 10 2/8 meters to fence his rectangular garden. How
much wire was left?
2. The first swimmer to reach the finish line was timed 58 4/10 seconds while the last swimmer was
64 8/10 seconds. What was the difference in time?
3. The first set of a volleyball game was finished 45 7/10 minutes. The second set was finished in 35
5/10 minutes. How much longer did it take to finish the first set than the second set?
V. ASSIGNMENT
Make 5 word problems in fractions that can be solved mentally.
MATHEMATICS VI
Date: ___________
Visualize addition and subtraction of fractions.
Value:
Being physically fit

Skill:
Visualizing addition and subtraction of fractions
Reference:
BEC-PELC II. H.1
Materials:
strips of paper, fractions chart, cutouts
1. Mental Computation Group Activity:
Wheres My Other Pair?
Match the slippers below with its pair on the box so that the fraction written on it is in its
lowest terms.
2. Review: Check up of assignment
3. Motivation:
Give each group sets of fractions written on flashcards. Let them group each set to similar
or dissimilar fractions.
Examples: , , 5/7
, 3/5, 4/7
3/8, 1/8, 6/8
1. Presentation
Activity: Group Activity - Present a Word Problem
Jose jogs regularly. He jogged 1/5 km then he saw a friend. He jogged another 3/5 km
then he stopped for a while. How many kilometers have he jogged?
a. What does Jose do regularly?
b. What is asked in the problem?
c. What are the given facts?
d. What operation is needed to solve the problem?
e. What is the number sentence?
f. How can you solve the problem using your fraction chart
2. Practice Exercises: Show how to add.
a. 1/6 + 1/6
b. 1/3 + 1/3
c. + 1/4
d. +
3. Generalization
How do you visualized addition and subtraction of fractions
IV. EVALUATION
Show the sum of:
1. + 2/4
2. 3/8 + 1/8
3. 1 + 1
4. 3/9 + 1/9 + 2/9
V. ASSIGNMENT
How many can you do mentally? Record your score.
1. 1/6 + 3/6 + 1/6
3. 4/15 3/15
2. 3/10 + 2/10 + 5/10
4. 1/9 + 5/9
5. 3/4 +
5. 5/20 + 3/20 + 7/20
MATHEMATICS VI
Date: ___________
Estimate in sum in simple and mixed forms
Value:
Kindness to animals

Skill:
Estimating the sum in simple and mixed forms
Reference:
BEC-PELC II H.2
Materials:
flashcards
Drill on Estimating Fractions Close to 0, or 1
Activity Where do I Belong?
Materials: 3 sets of 10 flashcards with fractions in simple and mixed forms; 3 cards each
having 0, , 1
Mechanics:
1. Form 3 teams. Three pupils will be assigned to hold the cards, 0, 1/2 , or 1. They stand in
front of the class.
2. Distribute the 3 sets of cards to each team.
3. Ask the members of each team to line up on the post where their fraction belong.
4. The class will process the responses.
2. Motivation:
1. Presentation
Activity- Working In Pairs
Complete each statement. Use each fraction in the circle once.
1. 8/10 + ____ is about 2
2. ___ + _____ is about 2
3. ___ + 11/13 is close to 2
4. ___ + ____ is about 1
Have each pair of pupils work collaboratively to discover and identify the addends that
will result to the sum close to the given answers.
2. Fixing Skills: Estimate the sum.
a. 7/8 + 3/7
c. 6/7 + 8/9
b. + 4/5 + 1 7/8
d. + 11/12
e. 12/13 + 6/7
3. Generalization
How do you estimate the sum of fractions in simple and mixed forms?
IV. EVALUATION
Estimate the sum.
1. + 15/16 =
2. 3/5 + 9/10 =
V. ASSIGNMENT
Estimate the sum
1. 4/9 + 5/8 + 35
2. 4 7/9 + 5 2/10
3. 8/15 + 9/10
4. 6 5/9 + 2 7/9
5. 3 1/8 + 10 3/5 + 9 9/10 + 12 6/6
3. 3/20 + 5/9 =
4. 6 1/10 + 7 =
5. 6 11/12 + 8 1/8 =
MATHEMATICS VI
Date: ___________
Estimate difference of fractions in simple and mixed forms.
Value:
Thoughtfulness

Skill:
Estimate difference of fractions in simple and mixed forms.
Reference:
BEC-PELC II.H.2
Materials:
flashcards with fractions in simple and mixed forms
1. Drill Mental Computation
Estimating Fraction Close to 0, , 1
Activity - Fishing
Materials: 3 sets of 8 flashcards with fractions in simple and mixed forms which are color
coded (4 colors)
3 big cards each having 0, , 1
Mechanics:
1. From 3 teams. Each leader of the team gets 1 of the 3 big having 0, , 1.
2. Have each member of the team get a card fastened on the board that will be close to the
figure (0, , 1) printed on the big card.
3. The class will process the answer of each team.
2. Review:
Estimate the sum to the nearest whole number
a. 5/12 + 10/18
b. 1/3 + 1/12
c. 14/15 + 1/20
d. 7/9 + 1/18
3. Motivation:
Do you ever have the experience of measuring a ribbon? For a bow tie?
Who have seen the bow and tie of a ribbon?
1. Presentation
Activity: Tie a Ribbon
Roda has 2 9/10 m of ribbon to tie a gift for mothers birthday. If she cuts 7/8 m to tie he
pig tails, about how long will be left for the birthday gift?
1. Answer the questions:
a. Who has 2 9/10 m of ribbon?
b. Why does Rhoda have to put ribbon on the gift?
c. Why did Rhoda cut 7/8 m from the 2 9/10m?
2. Lead the pairs of pupils to analyze and solve the problem.
a. Help them see what happened when Rhoda cut 7/8m form 2 9/10m?
b. Let them think aloud such as:
2 9/10 7/8 =
3 1 = 2, close to 2 m
2. Fixing Skills: Estimate the difference

a. 6 4/9 7/8 =
b. 7/8 - =
c. 1 - 9/12 =
d. 3 1/6 2
3. Generalization
How do you estimate the difference of fractions in simple and mixed forms?
IV. EVALUATION
Estimate the difference.
1. 6 - 3 =
2. 14 /15 1/8 =
3. 1 3/8 7/9 =
4. 5 7/9 1/6 =
5. 4 1/3 6/7 =
V. ASSIGNMENT
Choose the fractions/mixed forms in the rectangle to complete the equations to have estimated
difference.
2 9/10
2/9
3 8/9
1. - 6 8/9 = 0
2. 5 1/9 - = 2
8
7 1/16
3. - 4/5 = 1
9 1/5
5
4. 6 8/9 - = 5
2 14/15
10/13
5. - 10/12 = 3

Mathematics Vi e

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Mathematics Vi e

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MATHEMATICS VI

II. LEARNING CONTENT

III. LEARNING EXPERIENCE

Give the prime factorization of:

II. LEARNING CONTENT

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II. LEARNING CONTENT

II. LEARNING CONTENT

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II. LEARNING CONTENT

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Solve for the missing term

Sharing a fraction of a time to help

II. LEARNING CONTENT

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II. LEARNING CONTENT

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II. LEARNING CONTENT

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5. 5/6, 7/8, 13/6

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II. LEARNING CONTENT

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II. LEARNING CONTENT

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II. LEARNING CONTENT

II. LEARNING CONTENT

2. Fixing Skills: Estimate the difference

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