DETAILED LESSON PLAN

DLP No.: 1 Learning Area: Math Grade Level: 6 Quarter: 1 Duration: 50min
Learning
Competency/ies: Adds and subtracts simple fractions and mixed numbers Code: M6NS-Ia-86
without or with regrouping.
Key Concepts /  Similar Fractions are fractions having the same denominators.
Understandings to  To add or subtract similar fractions without regrouping, simply add or subtract the
be Developed: numerator and copy the common denominator. Then simplify the answer.
 When we add or subtract mixed numbers that are similar without regrouping, we add
or subtract the whole numbers first, then the fractional parts and copy the
denominator. Simplify the answer.

1. Objectives
Knowledge Describe similar fraction.
Skills Execute the operation given similar fractions in simple and mixed numbers without
regrouping.
Attitudes Brainstorm answers with the group.
Values Perform social responsibility.
2. Content Adding and subtracting similar fractions in Simple and Mixed Forms without regrouping

3. Learning
Resources/Materi Old worktext, LG pp. 203 – 204
als/Equipment Strips of papers, tapes, pair of scissors
4. Procedures (indicate the steps you will undertake to teach the lesson and indicate the no. of minutes
each
step will consume)
Preparation 1. Drill - Relay
5minutes Give the simplest form:
a. The teacher forms 3 group with equal number.
6 8 3
b. The teacher flashes cards which contains fractions. Ex. , ,
10 12 21
c. Pupil 1 answers the first question, followed by the next pupil. This goes on
until all the pupils have answered.
d. The group with the most correct answers wins.
2. Review
Write an equation for each short story.
1
a. 1st measurement of the cloth m
4
3
2nd measurement of the cloth m
4
2
3rd measurement of the cloth m
4
How many meters in all

3
b. painted 3 of the fence before lunch
8
4
painted 1 after lunch
8
How much was painted?

3
c. m of red ribbon
4
1
m of red ribbon was cut
4
How much red ribbon is left?

3
d. 4 kilo of rice was bought
4
1
2 kilo of rice was cooked
4
How many kilo of rice was left?
Presentation From the short story above (no. 2 – review)
20minutes
Activity 1 – Whole Class Discussion/ Problem Opener
1 3 2
Miqui has 3 pieces of cloth which measures , , meters . How long are
4 4 4
the 3 pieces together?
a. Let the pupils get 4 strips of paper of the same width and length. Let one piece
be the basic length.
b. Ask the pupils to fold the strips into fourths. Label the strips.
Strip A – Fold in 4 equal parts, mark the crease, cut 1 part
Strip B – Fold in 4 equal parts, mark the crease, cut 3 parts
Strip C – Fold in 4 equal parts, mark the crease, cut 2 parts
c. Ask the pupils to tape the part side by side without overlapping. Slide the
taped strips of paper to the basic strip. Make pupils observe the length of the
two tape strips in relation to the basic strip.

d. Guide them to count the total fourths. Write the terms on the board thus;
1 3 2 6
+ + =
4 4 4 4
e. What part of the fraction did you add? (only the numerator)
f. Guide the children to state how to add similar fractions in simple form.
g. Recall the problem about Migui. Are his pieces of cloth enough?

Activity 2
3 4
Allan painted 3 of the fence before lunch and painted 1 after lunch. How
8 8
much was painted?
a. Have a short discussion about the problem.
b. Write the equation they formed from this problem.
3 4
3 +¿ 1 =N
8 8
c. Write the equation in vertical order.
3
3
8
+

4
1
8
N
d. Identify the whole numbers and do the operation, 3+1= 4
e. Then add the fractional part, 3+4 = 7
f. Thus,
3
3
8
+

4
1
8

7
4 is the answer
8

Activity 3

a. Work by pair. Answer the remaining equation above from c to d (no. 2 –

review)
b. Pupils will be given time in pairs to find the answer and present their solution.
c. The teacher will discuss with the class the steps in adding and subtracting
simple and mixed number without regrouping.

Practice
10minutes Activity 1

1. The teacher will form 4 groups with equal number.

2. Let the pupils join their learning team.
 3. Give each group a worksheet.
4. Find the sum and reduce the answer in simplest form.
2 3 5
Group A : + ¿ + =¿
8 8 8

7 8
Group B : 2 + ¿3 =¿
9 9

4 2 1
Group C : −¿ − =¿
5 5 5

5 3
Group D ; 10 −4 =¿
8 8

5. Assign a reporter each group and the teacher will guide the reporter.
6. To generalize, let the pupils answer the questions.
a. How to add/ subtract simple fractions without regrouping?
b. How to add/ subtract mixed fractions without regrouping?

5. Assessment (indicate whether it is thru Observation and/ or Talking/conferencing to learners and/or

Analysis of Learner’s Products and/or Tests)

Add and simplify your answer.

5 11
Written Test 1. + ¿ =¿
16 16
10minutes
9 5
2. 7 +¿ 3 =¿
14 14

8 2
3. 9 +¿ 3 =¿
21 21

Subtract and simplify your answer.

9 8
1. −¿ =¿
12 12

7 3
2. 4 −¿ 2 =¿
15 15

5 3
3. 11 −¿6 =¿
6 6
*The teacher may provide activities for the pupils.
6. Assignment (indicate whether it is for Reinforcement and/or Enrichment and/or Enhancement of
the day’s lesson or Preparation for a new lesson)
Enhancement of In your test notebook.
the day’s lesson Add or subtract. Simplify your answer.
3minutes
2 3 5
1. 6 + 8 + 3 =¿
7 7 7

3 1
2. 24 −¿ 24 =¿
12 12

7 3
3. + ¿ =¿
5 5

7. Wrap-
up/Concluding Close the period by wrapping – up the day’s lesson.
Activity
2 minutes
 NOTED BY:

WILMA S. CASIANO LYN L. MONTECILLO

TEACHER PRINCIPAL