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Find the message Strategy – Game: Pass It On Give me two numbers “Make Me The Same”
Relay on Giving the simplest Direction: Match column A with Mechanics which will make my Direction: Mentally change
1. Drill form. Column B to form the message. 1. Form 6 groups with equal statement true. to similar fractions.
Column A Column number of members. How many can you
a. The teacher forms 6 groups B 2. Write on the flash 1) My sum is 17, my do?
with equal number. 1) 5/8 + 3/8 A. 5 cards/sheets the fractions. difference
3/4 Direction: Give the LCD of is one. 1) ½, 1/3 = ___, ____
b. The teacher flashes cards 2) 1 ¾ + 2 ¾ + 1 ¼ B. 8 each pair of fractions. 2) ¾, 1/3 = ___, ____
which contain fractions, e.g.: 2/3 ½ and ¼ 2/3 and ½ 2) My sum is 13, my 3) 1/5, ¼ = ___, ____
6/10, 9/10, 9/18, 2/6, etc. 3) 3 5/9 + 2 1/9 + 3 M. 1 2/3 and 1/6 4/5 and ¾ difference 4) 1/6, 1/5 = ___, ___
3/5 and 9/10 ¼ and 1/6 is 3. 5) 2/3, 3/5 = ___, ___
c. Pupil 1 answers the first 4) 2 1/7 + 3 9/7 + 2 H. 4 ¼ and 9/16 2/5 and 5/6
question, followed by the next 1/7 1/2 3. My sum is 12. my Direction: Mentally change
pupil. This goes on until all the 5) 1 4/12 + 3 2/12 U 8 4/7 3. The teacher flashes the difference to
pupils have answered. cards or sheets. First pupil is 8 Lowest Terms:
6) 5 3/15 + 7 2/15 Y. 12
writes his answer on the
1/3
d. The group with the most board, then goes back. The 4) My sum is 50, my 1) 16/18 = ____
correct answers wins. next pupil waits for the difference 2) 12/20 = ____
teacher to flash the card is 0. 3) 8/12 = _____
___ ___ ___ ___ ____ ___
before he write his answer on 4) 3/15 = _____
___
the board. this continues 5) My sum is 17, my 5) 15/20 = ____
1 2 3 4 5 2 6
until everyone in the group difference
has answered the question. is 13.
The highest scorer group
wins.
2. Review (Balik- A. Find the difference. A. Find the total. Follow-the-Arrow
aral) Write an equation for each A. Find the sum in lowest terms. subtraction of Fraction
short story. 1) 1 6/8 – 7/8 = 1) 1/5 + 2/5 = Puzzle. Do the subtraction
1) 5 7/15 + 2 8/15 + 3 1/15 = 2) 12 ¼ - 4 ¾ = 2) 1 1/6 + 2 ¼ + 2 1/9 = of fraction along the paths
1. rode 5/10 km., walk 2/10 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 = according to the arrows
km., went how far in all? 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 = until you get to the end.
5) Take away 12/13 from 4 5) 6 1/5 + 1 ½ + 2 1/10 =
2. painted 3/8 of the fence B. Complete each table. 3/13= 5 2/5
- 1/2
before lunch, painted 4/8 after B. Do addition of fractions
- -
lunch. How much was painted? Add 5/6 to: B. Subtract 7/9 from the along the path according to 1/4 1/4
following: the arrows until you get to
3. One package weighed 7/16 7 1 8 3 9 the end. You should get to - 1/2
kg. A second package weighed 1/6 3/6 5/6 2/6 9/6 15 3 4/9 20 30 the same final answer.
5/16 kg. How many kilogram in 2/9 6/9 3/9 - -
5/10 5/10
all?
2/5 + 1/4
Add 2/9 to: - 1/2
Reference: + +
1/2
8 13/9 1 4 8/9 Lesson 65, pp.65 5/12
i) 5 2/3 + 6 1/6 + 2 ¾ =
with regrouping. Mechanics:
1) Pupils join the learning
Valuing: What traits did Migui team.
and Ana show in doing their 2) Each team is given a 3) 5 ¼
4) 9 3/5
work? worksheet
- 2 3/5 - 2 7/9
Why? If you were Migui and a) 2 ½ - 1 ¼ = c) 3 7/10 – 2
Ana, would you do the same? ½=
Why? b) 2 ¾ - 1 5/8 = d) 2 3/5 – 1
3/8 =
e) 2 ½ - 1/6 =
3) Discuss:
What are the steps in
finding the LCD?
After finding the LCD,
what is the next step?
What part of the fraction
do you subtract?
What do you do with the
denominator?
What is the final step?
Find the difference. Reduce Add: Find the difference. Direction: Perform the
Find the total. Reduce the answers to simplest forms. indicated
answer to simplest form. 1) 2/4 + 3/10 = 1) 7/15 – 1/5 = operation.
2. Fixing Skills 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) 1/5 + 3/10 + 1/15 = 3) 6 ¾ - 6 ½ = 1) 3/8 + 1/3 =
2) 3/9 + 4/9 + 5/9 = 3) 7 5/16 – 8/16 4) 4 1/5 + 5 1/8 = 4) 8 5/8 – 2 ¼ = 2) 6 3/5 + 1 1/3 =
3) 5 6/12 + 1 7/12 + 2 5/12 = 4) 1 6/10 – 5 8/10 = 5) 4 ¼ + 1/3 + 1/6 = 5) 5 ½ - 2 ¼ = 3) 6 1/6 – 5/9 =
4) 1 11/20 + 2 17/20 + 1 9/20 = 5) 17 1/10 – 7 3/10 = 4) 2 ¼ - 1 ¾ =
5) 1 24/24 + 3 15/24 + 6 2/24 = 5) 9 1/3 – 3 5/6
What are the steps in How do you add dissimilar What are the steps in What are the steps in
adding similar fractions with How do you subtract similar fractions without regrouping? subtracting dissimilar adding dissimilar fractions
regrouping? fractions with regrouping? fractions without with regrouping?
3. Generalization Mention the steps. regrouping? How do we subtract
How do you add similar dissimilar fractions with
fractions with regrouping? regrouping?
Find the total Solve: Direction: Solve for the Solve for the answer. Solve for the answer.
answer
1) Cooking: ¾ cup brown sugar Last month, Arnold weighed to the problem: If your neighbor shared Mark has 5/8 of a pizza
and ¾ cup white sugar. How 37 3/8 kilograms. However, he to you 2/5 of a whole pizza pie. After sharing 1/5 to Luz
many in all? got sick so he now weighs 36 5/8 Mother went to market to pie, and you set aside the and 2/6 to Violy, how much
kilograms. How many kilograms buy 3 1/6 kilos of ground beef 2/6 for your youngest was left to him?
2) Harvest: 3 ¼ cavans of rice, 1 did he lose weight? and 12 1/5 kilos of ground brother and you ate the rest,
C. Application ¾ cavans of corn, and 2 5/8 pork. How many kilos of how much pizza pie did you
cavans of mongo. What is the ground meat did mother buy eat?
total harvest? in all? Is it good to share to
somebody what we have,
like food for example? why?
Evaluation
Find the sum. Reduce the Solve for the difference. Perform the indicated
answer to simplest form, if Solve for the difference. Find the sum. operation.
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) ½ + 2 3/6 =
Formative Test 1) ¼ + ¾ = 2) ½ + 5/8 = 3) 3 7/8 – ½ = 2) 8 5/6 + 3 7/12 + 3 1/5 =
2) 12 3/15 – 2 8/15 = 3) 3 3/8 + 2 ¼ = 4) 6 6/7 – 2 ¼ = 3) 1 3/8 + 3 ¾ =
2) 2/8 + 3/8 + 4/8 = 4) 6 1/3 + 1 1/7 + 3 1/12 = 5) Take away 10/25 from 4) 2 ½ - 1 1/3 =
3) 16 4/17 – 11 9/17 = 5) 1 1/6 + 2 ¼ + 1 1/7 = 15/10, what is the 5) 4 1/3 – 7/8 =
3. 4/12 + 2/12 + 5/12 = difference? _____
4) 12 9/16 – 11 15/16 =
4) 2 1/7 + 3 4/7 + 5 6/7 =
5) 13 6/20 – 3 11/20 =
5) 6 3/16 + 3 9/16 =
A. Find the sum in lowest A. Find the difference. A. Find the total. Follow-the-Arrow sub- A. Find the total.
terms. traction of Fraction Puzzle.
1) 1 6/8 – 7/8 = 1) 1/5 + 2/5 = Do the subtraction of 1) 15 7/9 + 3 5/12 =
1) 5 7/15 + 2 8/15 + 3 1/15 = 2) 12 ¼ - 4 ¾ = 2) 1 1/6 + 2 ¼ + 2 1/9 = fraction along the paths 2) 5 7/8 + 3 4/5 =
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 = according to the arrows until 3) 4 ¾ + 2 ½ + 3 5/8 =
= 4) 1 3/10 decreased by 7/10 = 4) 1 1/10 + 2 1/5 + 3 ½ = you get to the end.
j. Additional 3) 1 5/6 + 2 5/6 + 4 1/6 + 5 5/6 5) Take away 12/13 from 4 3/13 = 5) 6 1/5 + 1 ½ + 2 1/10 =
Activities = B. Answer the following.
for Enrichment B. Do addition of fractions 5 2/5
- 1/2
or B. Complete each table. B. Subtract 7/9 from the along the path according to 1) Take away 3 ½ from 6
Remediation following: the arrows until you get to 1/5.
- -
Add 5/6 to: the end. You should get to 1/4
2) 6 1/8 less 2 4/5 is equal
1/4
the same final answer. to
7 1 8 3 9 15 3 4/9 20 30 3) Subtract 3 8/15 from 7
1/6 3/6 5/6 2/6 9/6 2/9 6/9 3/9 1/9
- 1/2
4) The difference: 9 5/9
2/5 + 1/4 and 6 6/7
- - 5) 6 5/28 minus 3 ¼ = ____
5/10 5/10
Add 2/9 to:
+
+
1/2
5/12
8 13/9 1 4
11/9 8/9 - 1/2
+ 1/6
Reference:
Lesson 65, pp.65
Activity Book in Mathematics 6
Reference:
by Amber De Jesus
Lesson 64, pp.65
Activity Book in Mathematics 6
by Amber De Jesus
Remarks
Reflection
a. No. of learners
for application or
remediation
b. No. 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?