School: Union College of Laguna
GRADE ____VI______
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
Write the LC code for each
II. CONTENT
(Subject Matter)
III. Learning Resources
Teacher: Danica O. Calcetas
Teaching Dates and
Time: JUNE (WEEK 1)
MONDAY
The learners demonstrate
understanding of the four
fundamental operations
involving fractions and
decimals.
The learner is able to apply
the four fundamental
operations involving fractions
and decimals in mathematical
problems and real-life
situations.
The learner
 adds and subtracts simple
fractions and mixed
numbers without or with
regrouping and
 Solves routine and non-
routine problems
involving addition and/or
subtraction of fractions
using appropriate
problem-solving strategies
and tools.
[M6NS-Ia-86]; [M6NS-Ia-
87.3].
Addition and Subtraction of
Fractions without
Regrouping
Quipper Study Guide, Unit 1,
Lesson 1.
Grade Level: VI
TUESDAY
The learners demonstrate
understanding of the four
fundamental operations involving
fractions and decimals.
The learner is able to apply the four
fundamental operations involving
fractions and decimals in
mathematical problems and real-
life situations.
The learner
 adds and subtracts simple
fractions and mixed numbers
without or with regrouping and
 Solves routine and non-routine
problems involving addition
and/or subtraction of fractions
using appropriate problem-
solving strategies and tools.
[M6NS-Ia-86]; [M6NS-Ia-87.3].
Addition and Subtraction of
Fractions without Regrouping
Quipper Study Guide, Unit 1,
Lesson 1.
Learning Area: Mathematics
Quarter: 1ST QUARTER
WEDNESDAY THURSDAY
The learners demonstrate
understanding of the four
fundamental operations
involving fractions and
decimals.
The learner is able to apply
the four fundamental
operations involving
fractions and decimals in
mathematical problems and
real-life situations.
The learner
 adds and subtracts
simple fractions and
mixed numbers
without or with
regrouping and
 Solves routine and
non-routine problems
involving addition
and/or subtraction of
fractions using
appropriate problem-
solving strategies and
tools.
[M6NS-Ia-86]; [M6NS-Ia-
87.3].
Addition and Subtraction of
Fractions with Regrouping
Quipper Study Guide, Unit
1, Lesson 2.
FRIDAY
The learners demonstrate
understanding of the four
fundamental operations
involving fractions and
decimals.
The learner is able to apply
the four fundamental
operations involving fractions
and decimals in
mathematical problems and
real-life situations.
The learner
 adds and subtracts
simple fractions and
mixed numbers without
or with regrouping and
 Solves routine and non-
routine problems
involving addition
and/or subtraction of
fractions using
appropriate problem-
solving strategies and
tools.
[M6NS-Ia-86]; [M6NS-Ia-
87.3].
Addition and Subtraction of
Fractions with Regrouping
Quipper Study Guide, Unit 1,
Lesson 2.
A.References
1.Teacher’s Guide Pages Teaching Guide, Unit 1,
Lesson 1, page 2-27
2.Learner’s Materials Pages
3.Textbook Pages Quipper Study Guide, Unit 1,
Lesson 1, pages 5-14
4. Additional Materials from Learning
Resources (LR) Portal)
B.Other Learning Resources
IV.PROCEDURES
A.Review Previous Lessons  Rewriting improper
fractions to mixed
numbers and vice versa
 Simplifying fractions
 Finding the LCD of two
or more fractions
 Changing dissimilar
fractions to similar
fractions
B. Establishing purpose for the Lesson Warm up! Fraction in Action.
C. Presenting examples /instances of the new Activity 1:
lessons Fold It Up!
In this activity, the students
will be able to illustrate how
addition of fractions work by
folding papers.
D. Discussing new concepts and practicing Define and Discover
new skills #1.
E. Discussing new concepts & practicing and Develop and Demonstrate
concern to new skills #2
F.Developing Mastery (Leads to Formative 1. Ask the students to answer
Assesment 3 the following problem items
individually using pen and
paper.
2. Give students enough time
Teaching Guide, Unit 1, Lesson 1,
page 2-27
Quipper Study Guide, Unit 1,
Lesson 1, pages 5-14
 Rewriting improper fractions
to mixed numbers and vice
versa
 Simplifying fractions
 Finding the LCD of two or
more fractions
 Changing dissimilar fractions
to similar fractions
Warm up! Fraction in Action.
Activity 1:
Fold It Up!
In this activity, the students will be
able to illustrate how addition of
fractions work by folding papers.
Define and Discover
Develop and Demonstrate
1. Ask the students to answer the
following problem items
individually using pen and paper.
2. Give students enough time to
answer the problem items.
Teaching Guide, Unit 1,
Lesson 2, page 2-26
Quipper Study Guide, Unit
1, Lesson 2, pages 15-25
 Rewriting improper
fractions to mixed
numbers and vice
versa
 Simplifying fractions
 Finding the LCD of
two or more fractions
 Change dissimilar
fractions to similar
fractions
Warm Up! Drill Time.
Activity 1:
Too Many Parts!
This activity illustrates how
improper fractions are
expressed as mixed
numbers, which are
essential in simplifying
mixed numbers with
improper fractions.
Define and Discover
Develop and Demonstrate
1. Ask the students to
answer the following
problem items individually
using pen and paper.
2. Give students enough
Teaching Guide, Unit 1,
Lesson 2, page 2-26
Quipper Study Guide, Unit 1,
Lesson 2, pages 15-25
 Rewriting improper
fractions to mixed
numbers and vice
versa
 Simplifying fractions
 Finding the LCD of two
or more fractions
 Change dissimilar
fractions to similar
fractions
Warm Up! Drill Time.
Activity 1:
Too Many Parts!
This activity illustrates how
improper fractions are
expressed as mixed numbers,
which are essential in
simplifying mixed numbers
with improper fractions.
Define and Discover
Develop and Demonstrate
1. Ask the students to answer
the following problem items
individually using pen and
paper.
2. Give students enough time

G. Finding Practical Applications of concepts
and skills in daily living
to answer the problem items.
3. Call a random student to
show his or her work on the
board afterward.
4. Let the student share how
he or she comes up with his
or her solution.
5. Inform the student the
accuracy of his answer and
solution, and in the case
when there is some sort of
misconception, lead the
student to the right direction
to find the correct answer.
1. Ask the students to form a
minimum of 2 groups to a
maximum of 5 groups.
2. Each group will answer
problem items 4 and 5. These
questions are meant to test
students’ higher-order
thinking skills by working
collaboratively with their
peers.
3. Give students enough time
to analyze the problem and
work on their solution.
4. Ask each group to assign a
representative to show their
solution on the board and
discuss as a group how they
come up with their solution.
5. Inform the student the
accuracy of his answer and
solution, and in the case
when there is some sort of
misconception, give the
student opportunity to work
with his/her peers to re-
analyze the problem, and
3. Call a random student to show
his or her work on the board
afterward.
4. Let the student share how he or
she comes up with his or her
solution.
5. Inform the student the accuracy
of his answer and solution, and in
the case when there is some sort of
misconception, lead the student to
the right direction to find the
correct answer.
1. Ask the students to form a
minimum of 2 groups to a
maximum of 5 groups.
2. Each group will answer problem
items 4 and 5. These questions are
meant to test students’ higher-
order thinking skills by working
collaboratively with their peers.
3. Give students enough time to
analyze the problem and work on
their solution.
4. Ask each group to assign a
representative to show their
solution on the board and discuss
as a group how they come up with
their solution.
5. Inform the student the accuracy
of his answer and solution, and in
the case when there is some sort of
misconception, give the student
opportunity to work with his/her
peers to re-analyze the problem,
and then lead them to the right
direction to find the correct
answer.
time to answer the problem
items.
3. Call a random student to
show his or her work on the
board afterward.
4. Let the student share
how he or she comes up
with his or her solution.
5. Inform the student the
accuracy of his or her
answer and solution, and in
the case when there is
some sort of
misconception, lead the
student to the right
direction to find the correct
answer.
1. Ask the students to form
a minimum of 2 groups to a
maximum of 5 groups.
2. Each group will answer
problem items 4 and 5.
These questions are meant
to test students’ higher-
order thinking skills by
working collaboratively with
their peers.
3. Give students enough
time to analyze the problem
and work on their solution.
4. Ask each group to assign
a representative to show
their solution on the board
and discuss as a group how
they come up with their
solution.
5. Inform the student the
accuracy of his answer and
solution, and in the case
when there is some sort of
misconception, give the
student opportunity to
work with his/her peers to
to answer the problem items.
3. Call a random student to
show his or her work on the
board afterward.
4. Let the student share how
he or she comes up with his
or her solution.
5. Inform the student the
accuracy of his or her answer
and solution, and in the case
when there is some sort of
misconception, lead the
student to the right direction
to find the correct answer.
1. Ask the students to form a
minimum of 2 groups to a
maximum of 5 groups.
2. Each group will answer
problem items 4 and 5. These
questions are meant to test
students’ higher-order
thinking skills by working
collaboratively with their
peers.
3. Give students enough time
to analyze the problem and
work on their solution.
4. Ask each group to assign a
representative to show their
solution on the board and
discuss as a group how they
come up with their solution.
5. Inform the student the
accuracy of his answer and
solution, and in the case
when there is some sort of
misconception, give the
student opportunity to work
with his/her peers to re-
analyze the problem, and
 then lead them to the right
direction to find the correct
answer.
H. Making Generalizations & Abstractions 1. How do you obtain the LCD
about the lessons of the two fractions?
2. How do you add or
subtract similar fractions?
3. How do you add or
subtract dissimilar fractions?
I.Evaluating Learning Check Your Understanding!
re-analyze the problem, and
then lead them to the right
direction to find the correct
answer.
1. How do you obtain the LCD of 1. How do we simplify
the two fractions? mixed numbers whose
2. How do you add or subtract fractional parts are
similar fractions? improper fractions?
3. How do you add or subtract 2. How do we subtract
dissimilar fractions? mixed numbers if the
fraction part of the
minuend is smaller than the
fraction part of the
subtrahend?
Check Your Understanding! Check Your Understanding!
then lead them to the right
direction to find the correct
answer.
1. How do we simplify mixed
numbers whose fractional
parts are improper fractions?
2. How do we subtract mixed
numbers if the fraction part
of the minuend is smaller
than the fraction part of the
subtrahend?
Check Your Understanding!

J. Additional activities for application or

remediation

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%
C. Did the remedial lessons work? No. of
learners who caught up with the lessons
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked
well? Why did this work?
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
___ of Learners who earned 80% above
___ of Learners who require additional
activities for remediation
___Yes ___No
____ of Learners who caught up the lesson
___ of Learners who continue to require
remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
___ of Learners who earned
80% above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue
to require remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
 Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks
F. What difficulties did I encounter which my __ Bullying among pupils
__ Pupils’ behavior/attitude
principal/supervisor can help me solve?
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__Reading Readiness
__Lack of Interest of pupils
G. What innovations or localized materials did I Planned Innovations:
__ Localized Videos
used/discover which I wish to share with other
__ Making use big books from
teachers? views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
__Fashcards
__Pictures
Prepared by:
Ms. DANICA O. CALCETAS
Class Adviser – V- Sapphire
Noted by:
Mrs. SAHLEE A. GALLARDO
School Administrator
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__Reading Readiness
__Lack of Interest of pupils
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
__Fashcards
__Pictures
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__Reading Readiness
__Lack of Interest of pupils
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be used
as Instructional Materials
__ local poetical composition
__Fashcards
__Pictures
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in doing their
tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__Reading Readiness
__Lack of Interest of pupils
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
__Fashcards
__Pictures
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__Reading Readiness
__Lack of Interest of pupils
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
__Fashcards
__Pictures