WLP Q4 G6 W2

Republic of the Philippines
Department of Education
Region III – Central Luzon
Schools Division of Tarlac Province
Gerona South District
SAN JOSE ELEMENTARY SCHOOL
Gerona, Tarlac
WEEKLY LEARNING PLAN
Quarter First Grade Level 6

Week 1 Learning Area MATH
MELCs adds and subtracts simple fractions and mixed numbers without or with regrouping (M6NS-Ia-86)
solves routine and non-routine problems involving addition and/or subtraction of fractions using appropriate problem-solving strategies and tools, (M6NS-Ia-87.3)
creates problems (with reasonable answers) involving addition/or subtraction of fractions. (M6NS-Ia-88.3)
Day Objectives Topic/s Classroom-Based Activities Home-Based Activities
1 Add similar fractions in Adding Similar Fractions A. Review of the lesson Answer the Learning Tasks
simple or mixed forms with in Simple or Mixed Write an equation for each short story. found in MATH 6 SLM for
regrouping. Forms with Regrouping Quarter 1.
1. rode 5/10 km., walk 2/10 km., went how far in all?
2. painted 3/8 of the fence before lunch, painted 4/8 after lunch. How much Write you answeres on your
was painted? Notebook/Activity Sheets.
3. One package weighed 7/16 kg. A second package weighed 5/16 kg. How
many kilogram in all? Learning Task No. 1:
B. Establishing the purpose for the lesson (This task can be found on page
C. Presenting example/instances of the new lesson ____)
Migui needs 3 ¼ meters to make a seat cover for his car. He has 3 pieces of
cloth which measures ¼, ¾, and 2/4 meters respectively. Do you think these
are enough?
D. Discussing new concepts and practicing new skill #1

Activities
a. Act. 1- Whole Class Discussion
The teacher presents the problem about Migui. “Migui has 3 pcs. of cloth
which measure ¼, ¾, and 2/4. How long are the 3 pieces together?
1) Let the pupils get 4 strips of paper of the same width & length. Let 1 piece
Key Stage 1 Template Created by DepEdClick as per DepEd Order No. 17, s. 2022
be the basic length.
2) Ask the pupils to fold the strips into fourths:
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.
3) Ask the pupils to tape the parts side by side without overlapping. Slide the
taped strips of paper to the basic strip. Make pupils observe the length of the
two strips.
4) Guide them to count the total fourths. On the board, thus:
¼ + ¾ + 2/4 = 6/4
5. How many wholes do you have? (1)How many fourths left? (2/4) Hence,
¼+3/4+2/4=
6/4=1 2/4 or 1 ½.
6) What part of the fraction did you add? (only the numerator)
7) Guide the children to state how to add similar fractions in simple form.
E. Discussing new concepts and practicing new skill #2

b. Act.2 - Problem Opener with the Whole Class
Materials: strips of paper
Mechanics:
1) Present a problem
Ana is a seamstress. Someone ordered a complete set of beddings. She
went to the store to buy the cloth she needed. In one store, 1 5/8 meters. How
many meters of cloth did she buy in all?
(Have a short discussion about the problem.)
2) Into how many parts is each whole divided in the given problem?
a) First Given – 3 wholes and 1 part of eight
b) Second Given – 2 wholes and 3 parts of eight
c) Third Given – 1 whole and 5 parts of eight
3) Fold the parts of every given, put a crease on the divisions, and let them
cut the fractional part. Tape the fractional parts. Tell the pupils to compare
with a whole. They must see that 1/8 + 3/8 + 5/8 = 9/8, so it is a whole and
1/8.
4) Write the equation: 3 1/8 + 2 3/8 + 1 5/8 =

Add the fractional part 1 + 3 + 5 = 9, how many eighths? (9)
Add the wholes 3 + 2 + 1 = 6
Hence: 3 1/8 + 2 3/8 + 1 5/8 = 6 9/8
Since there is a whole in 9/8, change this to mixed number.
Thus, 9/8 = 1 1/8 so 6 + 1 1/8 = 7 1/8
5) Discuss with the class the steps in adding mixed fractions with regrouping.
Valuing: What traits did Migui and Ana show in doing their work?
Why? If you were Migui and Ana, would you do the same? Why?
F. Developing Mastery
(Lead to Formative Assessment)
Find the total. Reduce the answer to simplest form.
1) 7/10 + 1/10 + 9/10 =

2) 3/9 + 4/9 + 5/9 =
3) 5 6/12 + 1 7/12 + 2 5/12 =
4) 1 11/20 + 2 17/20 + 1 9/20 =
5) 1 24/24 + 3 15/24 + 6 2/24 =
G. Finding practical application of concepts and skill in daily living

Find the total
1) Cooking: ¾ cup brown sugar and ¾ cup white sugar. How many in all?
2) Harvest: 3 ¼ cavans of rice, 1 ¾ cavans of corn, and 2 5/8 cavans of
mongo. What is the total harvest?
H. Generalization
What are the steps in adding similar fractions with regrouping?
How do you add similar fractions with regrouping?
I. Evaluating Learning
Find the sum. Reduce the answer to simplest form, if necessary.
1) ¼ + ¾ =
2) 2/8 + 3/8 + 4/8 =
3. 4/12 + 2/12 + 5/12 =
4) 2 1/7 + 3 4/7 + 5 6/7 =
5) 6 3/16 + 3 9/16 =
2 Subtract similar fractions Subtracting Similar A. Review of the lesson Learning Task No. 2:
in simple and mixed forms Fractions in Simple or . Complete each table.
with regrouping. Mixed Forms with (This task can be found on page
Regrouping Add 5/6 to: ____)
7 1/6 1 3/6 8 5/6 3 2/6 9 9/6 File created by DepEdClick
Add 2/9 to:

8 13/9 1 11/9 4 8/9
B. Establishing the purpose for the lesson

C. Presenting example/instances of the new lesson
What do you call a small amount of food eaten between meals?
____ ____ ____ ____ ____

1 2 3 4 5
Rename the given whole numbers as fractions as suggested by the numbers at
the left of the equality sign.
1) 1 = __/4 2) 2 = ___/8
3) 1 = __/6 4) 2 = ___/4
5) 3 = __/3
6=A 8=C 9=K 16

=N 4=S
Activities
a. Activity 1 - Whole Class Activity
Materials: strips of paper,
pair of scissors
Mechanics:
1) Present the problem:
A family bought a pie for their merienda. They divided the pie into 8
equal parts. After each of them had eaten his share, 5/8 of it was left. When
they came home, mother gave 3/8 to their house help. The rest was kept in
the refrigerator. What part of the pie was kept?
Discuss the problem.
2) Ask every pupil to get a strip of paper. fold the strip into 8 equal parts.
Mark the crease, label the parts into unit fraction. Cut the 3/8 from the whole
to show that 5/8 was left.
3) Remove or cut the 3/8 given to the house help. How much was left? Guide
the children that what was left is 2/8; hence 5/8 – 3/8 = 2/8. Guide them to see
that we only subtract the numerators.
4) How do we subtract similar fractions?

b. Activity 2 - Whole Class Activity –
Problem Opener
Materials strips of paper

Mechanics:
1) Present a problem situation.

Mother has 3 ¼ cup of milk. She used 1 ¾ from it. How much milk was
left?
2) Discuss the problem.
3) Ask the pupils to present the given data by strips of papers. Into how many
parts are the wholes divided? What is the fractional part?
Can you take away ¾ from ¼?
Why?
Ask the pupils what they need to do. (Borrow 1 piece and cut into 4ths, so you
now have 4/4 + ¼ = 5/4) hence,
3¼ = 2 5/4
- 1¾ = - 1¾
------------- --------------
1 2/4
Change 2/4 to lowest terms = ½, so 1 2/4 = 1 ½.
4) Lead the pupils to make a generalization on how to subtract mixed

numbers with regrouping.
Find the total. Reduce the answer to simplest form.
Find the difference. Reduce answers to simplest forms.
1) 11 17/20 – 6 19/20 =
2) 5 8/15 – 4 10/15 =
3) 7 5/16 – 8/16
4) 1 6/10 – 5 8/10 =
5) 17 1/10 – 7 3/10 =
Solve:
Last month, Arnold weighed 37 3/8 kilograms. However, he got sick so he

now weighs 36 5/8 kilograms. How many kilograms did he lose weight?
H. Generalization
How do you subtract similar fractions with regrouping? Mention the steps.
Solve for the difference.
1) 4 3/12 – 2 7/12 =
2) 12 3/15 – 2 8/15 =
3) 16 4/17 – 11 9/17 =
4) 12 9/16 – 11 15/16 =
5) 13 6/20 – 3 11/20 =
3-5 Add or subtract dissimilar Adding or Subtracting A. Review of the lesson Learning Task No. 3:
fractions in simple or mixed Dissimilar Fractions in Follow-the-Arrow subtraction of Fraction Puzzle. Do the subtraction of
forms with regrouping. Simple or Mixed Forms fraction along the paths according to the arrows until you get to the end. (This task can be found on page
Rename a given fraction to with Regrouping ____)
its equivalent fraction.
Show hospitality to
visitors/ Keep left-over foods
for economy.
- -
1/4 - 1/2 1/4
5 2/5
You have a visitor. You want to offer him some pineapple juice. What
things do you need to make the juice? Explain.

a. Activity 1 – Problem Opener -1
Whole Class Activity
Materials: strips of paper
Mechanics:
1) Present a story problem:
Pipoy has a visitor. He served his visitor pineapple juice. He mixed 2/3
glass of sweetened pineapple juice and ½ glass of water. How much is the
mixture?
Valuing: Have you had a visitor at home? What do you usually offer to your
visitors? Do you offer them drinks or food? Why or why not?
2) Discussions:
a) What are the given data?
b) What will you solve for?
c) How do you solve the problem?
d) Write the equation.
3) Represent the data by paper folding.

a) Fold one strip into 3rds, put a crease, and label each part. Show 2/3.
b) Fold another strip into halves, put a crease, label each part. Show ½.
4. Guide the children to see:
2/3 is equal to 4/6
½ is equal to 3/6, so 4/6 and 3/6 is equal to 7/6. In 7/6, there is a whole and
1/6, so 7/6 = 1 1/6.
5) Discuss the steps in adding…

b. Activity 2 – Problem Opener 2
Whole Class Activity
Mechanics:
1) Present a word problem in a chart:
There was 1 ½ melon left for dinner. At dinner time, the family ate 2/3
parts from the melon. How many part of the melon was left for the next meal?
2) Discussions
a) What are the needed information?
b) How do we solve the problem?
c) Write the equation:
1 ½ - 2/3 = N
3) What kind of fractions are the given ones?
4) guide the pupils to get the equivalent fractions, hence:

2/3 =(2/3, 4/6, 6/9, 8/12…)
1/2 = (1/2, 2/4, 3/6, 4/8… )
5) Lead the pupils to think of 1 ½ now as 6/6 and 3/6; 2/3 as 4/6.
So: 1 ½ = 1 3/6 = 6/6 +3/6 = 9/6
- 2/3= - 4/6 = - 4/6
5/6
5) What good trait does the family possess? Explain.
Direction: Perform the
indicated operation.
1) 3/8 + 1/3 =
2) 6 3/5 + 1 1/3 =
3) 6 1/6 – 5/9 =
4) 2 ¼ - 1 ¾ =
5) 9 1/3 – 3 5/6
Solve for the answer.
Mark has 5/8 of a pizza pie. After sharing 1/5 to Luz and 2/6 to Violy,
how much was left to him?
H. Generalization
What are the steps in adding dissimilar fractions with regrouping?
How do we subtract dissimilar fractions with regrouping?.
Perform the indicated operation.
1) ½ + 2 3/6 =
2) 8 5/6 + 3 7/12 + 3 1/5 =
3) 1 3/8 + 3 ¾ =
4) 2 ½ - 1 1/3 =
5) 4 1/3 – 7/8 =
Prepared by:
MARIO D. NOOL, JR
Teacher III/ Adviser
Checked by:
JULETA S. TIPAY
OIC-School Head

Gerona, Tarlac

MELCs Solves problems involving direct proportion, partitive proportion, and inverse proportion in different contexts such as distance, rate, and time using appropriate strategies and
tools. M6NS-IIc-134
1 Solves problems involving The Concept of Ratio A. Review of the lesson Answer the Learning Tasks
direct proportion, partitive and Proportion Conduct a drill on finding the missing term in a proportion. Use flash found in MATH 6 SLM for
proportion, and inverse cards and have pupils Quarter 1.
proportion in different answer orally.
contexts such as distance, rate, 3:x = 6:10 Write you answeres on your
and time using appropriate 3:4 = 27:x Notebook/Activity Sheets.
strategies and tools. x:9 = 12:18
Learning Task No. 1:
What do you do during weekends? (This task can be found on page
____)
Present this problem:
Roy and Al sell newspapers on weekends to earn extra money. For every 3
newspapers that Roy sells, Al sells 5. If Roy sold 15 newspapers, how many
did Al sell?
Analyze the problem.
a) What is being asked?
b) What are given?
c) Illustrate the problem.

Illustrate the problem using blocks.
Explain the illustration.
Set up a proportion.
ROY 3 15
Al 5 N
Roy : Al = Roy : Al
3:5 = 15:N
Explain that the proportion is called a direct proportion. The quantities change
in the same direction. As the number of newspapers that Roy sells
increases, the number of newspapers that Al sells also increases.

Work in groups.
Solve:
The sign on the store window says “Magazine for sale, buy 3, take 2.” How
many magazines must I buy if I want to take 10 magazines for free?
Have pupils show their solution on the board. Check if they were able to
write the proportion correctly.
Work in pairs:
At the school canteen:

a) 3 pieces of pad paper cost 45 cents.
21 pieces of pad paper cost _____.
b) 4 colored pencils cost 25.
12 colored pencils cost _____.
c) 2 boiled bananas cost 3.50.
10 boiled bananas cost _____.

Solve the problems.
a) A motorist travels 275 km in 5 hours. How far can he travel in 9 hours at
the same speed?
Proportion: __________
Answer: __________
b) Two buses can transport 130 people. How many buses are needed to
transport 780
pupils?
Proportion: __________
Answer: __________
H. Generalization
What are the steps in solving problems involving direct proportion.
What must you remember when setting a direct proportion?
1. At the rate of 3 items per 100, how much will 12 items cost?
Proportion: ______________
Answer: ______________
2) A car travels 72 km on 8 litres of gasoline. At the same rate, about how far can it
travel on 11 litres of gasoline?
Proportion: ______________
Answer: ______________
3) The ratio of duck eggs to chicken eggs in an egg store is 2:7. If there are 312 duck
eggs in the store, how many chicken eggs are there?
Proportion: ______________
Answer: ______________
4) The ratio of men to women working for a construction company is 10:3. If there
are 21 women in the construction company, how many men are there?
Proportion: ______________
Answer: ______________
5.) The ratio of the areas of 2 squares is 1:4. The area of the smaller square is 36 cm2.
How
long is each side of the bigger square?
Proportion: ______________
Answer: ________________
2 Solves problems involving The Concept of Ratio A. Review of the lesson Learning Task No. 2:
direct proportion, partitive and Proportion Drill:
proportion, and inverse Find the hidden message. What’s hello in the Hawaiian language? Give the (This task can be found on page
proportion in different missing ____)
contexts such as distance, rate, element to form a proportion. Write in the blanks the letters that correspond to File created by DepEdClick
and time using appropriate the answer.
strategies and tools. (See Lesson Guide in Mathematics 6 pp. 287)
What is a direct proportion?

How would you set up the proportion?
Identify the missing information in the following problems.
a) Joel bought a sandwich in the canteen. Chris also bought 3 sandwiches.
How much did
Chris pay?
b) One hundred sixty-five boys and two hundred eighty-four girls attended the
parade. (Let
the pupils explain their answers.)

Present the problem:
Joy and Dale are twins. They always share their things equally. Even their
mother
gave them the same amount of anything, whether money, toys, candies, and
others. But
one day, their father gave them 5 chocolates, 2 chocolates for Joy and 3
chocolates for
Dale.
Dale.
1) What do you think each of the girls felt?
2) Why did their mother give them things equally?
3) If you were one of the girls, what will you do?
4) Is it alright to have the same amount of things as your other siblings? Why?

Joy and Dale found out that there are things that can not be shared equally. So
one
day, their mother gave them 150 so that the ratio is 2:3, 2 parts for Dale and 3
parts for
Joy. How much did each girl receive?
1) What is asked in the problem?
2) What are the given facts?
3) How can we find the answer?
Visualize the problem in solving it.

Work in groups:
The Glee Club and the Dance Club are auditioning members for the
forthcoming stage presentation. All interested pupils must see Miss Ruby
Hilario for the audition on Monday 1:00 P.M. at Rm 25.
After one week, 72 pupils were accepted. The Glee Club and the Dance
Club agreed that the ratio of participants is 4;5 respectively. How many pupils
were chosen for each club?
Illustrate the relationship.
Work in pairs:
Analyze and solve each problem.

1) Two numbers are in the ratio 5:3. If the sum is 88, find the 2 numbers.
2) The ratio of chairs to tables is 2:7. There are 180 chairs and tables in a
party. How
many are there of each kind?
3) The sum of two numbers is 215. If the ratio is 2:3, find the larger number.

Solve the given problems.
1) The salary of two workers is in the ratio 3:4. They received 12,250.00. How much
did
each worker receive?
2) The ratio of men to women at a college is 7 to 5. How many women students are
there if
there are 350 men?
3) The ratio of Math books to other books in a class is 8 to 5. How many Math books
are there
if there are 247 books in all?
4) Three boys sold garlands in the ratio of 2:3:4. Together they sold 225
garlands. How many garlands did each boy sell?
H. Generalization
How do you solve word problems involving partitive proportion?
What are the processes involved?
Read and analyze, then solve the problems.
1) The ratio of cats to dogs is 6:5. There are 495 dogs and cats in a certain
barangay.
a) How many cats are there?
b) How many dogs are there?
2) Three numbers are in the ratio 2:5:7. If their sum is 504, what are the three
numbers?
a) first number
b) second number
c) third number
3-4 Solves problems involving The Concept of Ratio A. Review of the lesson Learning Task No. 3:
direct proportion, partitive and Proportion Drill:
proportion, and inverse Have a drill on finding the missing term in a proportion. (This task can be found on page
proportion in different Let the pupils answer these orally: ( Use flashcards) ____)
contexts such as distance, rate,
and time using appropriate Recall the steps in solving problems involving direct proportion. Find out if
strategies and tools. the pupils
have mastered the skill in setting up a direct proportion through a game.
1) Group pupils into 3.
2) Flash these sample problems
in a card for them to answer.
3) The first group to give the correct answer is given a point.
4) The group with the most number of correct answers wins.
Sample Problems:
a) 10 pieces of polvoron sell for 3 pesos
40 pieces of polvoron sell for _____
b) During recess, the ratio of pupils to teachers eating in the canteen is 7:3. If
84 pupils eat
in the canteen, how many teachers eat in the canteen?
c) Four out of 5 pupils buy buko juice every day. How many of the 350 pupils
buy buko
juice?

Have you visited some of the places that care for the physically handicapped,
aged, orphans, etc. Why are these places important?

Present the problem:
I have enough money for a vacation of 12 days if I spend 500 a day. For how
many days will my money last if I decide to spend only 400 a day.
Each group solves the problem and presents the solution to the whole class.
Analyze the problem:
a) What is asked?
b) What are given?
c) How can we solve the problem? Elicit possible solutions.
Since the pupils are not yet familiar with this type of proportion, explain what
an
inverse proportion is. Show how an inverse proportion is set up. Lead the
pupils to
see how an inverse proportion differs from a direct proportion.
Present the solution in the class.

An orphanage has enough bread to feed 30 orphans for 12 days. If 10 more
orphans are added, how many days will the same amount of bread last?
Guide the pupils in setting up the inverse proportion after analyzing the
problem.

b. Activity 2 – Problem Opener 2
Work in groups.
Analyze and solve the problems:

1) If 4 farmers can plow a 3-hectare land in 6 days, how long will 8
farmers do it?
2) Twelve painters can paint a building in 10 days. How many painters are
needed to paint
it in 6 days?
Work in pairs:
1)If 8 men can build a house in 90 days, in how many days can 20 men
working under the
same conditions as the 8 men build the house?

Solve the problem:
1)A carpenter working 8 hours a day could finish a piece of work in 6 days.
How many days
could he finish a similar piece of work by working 10 hours a day?
H. Generalization
What is an inverse proportion?
How does it differ from a direct proportion?
How do we set up an inverse proportion?
Set the following proportions and solve.
1) A stock of food is enough to feed 50 persons for 14 days. How many days
will the food last if 20
more persons will be added?
2) Four equal pumps can fill a tank in 42 minutes. How long will 6 pumps of
the same kind fill the
tank?
3) If 3 farmers can plow a field in 4 days, how long will 6 farmers do it?
4) Five sewers can finish 200 children’s dresses in 8 days. How many days
will it take 10 sewers to
finish the same number of children’s dresses?
5 Solves problems involving The Concept of Ratio Weekly Summative Test Weekly Summative Test
direct proportion, partitive and Proportion
proportion, and inverse
proportion in different
contexts such as distance, rate,
and time using appropriate
strategies and tools.
Prepared by:
MARIO D. NOOL, JR
Checked by:
JULETA S. TIPAY
OIC-School Head
Gerona, Tarlac

MELCs Adds and subtracts decimals and mixed decimals through ten thousandths without or with regrouping. M6NS-Id-106.2
Solves 1 or more steps routine and non-routine problems involving addition and/or subtraction of decimals and mixed decimals using appropriate problem-solving strategies
and tools. M6NS –Id-108.2
Creates problems (with reasonable answers) involving addition and/or subtraction of decimals and mixed decimals. M6NS – Id – 109.2
1 Adding and Subtracting Addition and A. Review of the lesson Answer the Learning Tasks
Decimals and Mixed Subtraction of Find the sum or difference: found in MATH 6 SLM for
Decimals Through Ten Decimals and Mixed 1) 0.421 + 0.002 = Quarter 1.
Thousandths without Decimals Through Ten 2) 12.21 + 9.18 =
regrouping Thousandths without 3) 0.77 – 3.12 = Write you answeres on your
regrouping 4) 1.24 – 0.123 = Notebook/Activity Sheets.
5) 5.55 – 0.64 =
Present a simple story. (This task can be found on page
____)
Andeng does not easily throw things or objects like paper bags, plastic
spoons and forks, pieces of strings or ribbons, Christmas or birthday wrappers,
and others. She neatly stores them in a box or cabinet for future use.
 What does Andeng do with the used things or objects?
 What kind of girl is she?
 Do you also recycle things/objects? Why?

Problem Opener.
One day, Precious, Andrea’s younger sister needed 4 pieces of ribbon for her
project. Linda gave her yellow, pink, blue, and red ribbons with lengths 0.2 m,
0.48m,0.3m and 0.15m respectively. How long are the yellow and blue ribbons
if put together?
When Precious compared the red and pink ribbons which is longer? By how
much?

Let pupils write this on their “ Show Me Board”. Let them discuss/explain the
placement of decimal points and what place value should be added first, second
and so on…
0.2 m
+ 0.3 m
0.5 m

Work in Pair.
Find the sum or difference.
1) 0.23 + 0.72 =______
2) 0.002 + 0.234 + 0.3141 = ________
3)0.4213 + 0.031 + 2.1122 = ________
4) 0.0925 – 0.033 = ____
5) 0.5571 – 0.1032 = ___
Perform the indicated operation
1. 0.234 2. 0.3234
+ 0.503 + 0.23
3. 0.2134 4. 0.2039
+ 0.1102 - 0.0237
5. 8.2648
- 2.1435
Solve:
1) How much more than 7.13 is 9.99?
2) Take away 1.5125 from 10.7899
3) Find the sum of 11.424 and 98.455
4) Selling boiled corn. Mang Obet walked 2.5 km to Alfonso Market then 4.2
km around the town before taking rest. How many kilometers had he walked?
5) Cardo will give 23.75 kg of mangoes and 11.25 kg of chicos to his aunts.
How many more kilogram are the mangoes than the chicos?
H. Generalization
Let the pupils determine on how to add/subtract decimals through ten
thousandths without regrouping.
1. Write the decimals in column then perform the indicated operation.
2. 1) 0.31 + 0.42 + 0.16 = N
3. 2) 0.13 + 0.0002 + 0.1002 = N
4. 3) 161.4676 – 20.1035 = N
5. 4) 16.021 decreased by 13.9452 is ________
6. 5) Take away 2.3145 from 12.6276
2 Adding and Subtracting Addition and A. Review of the lesson Learning Task No. 2:
Decimals and Mixed Subtraction of Mental Computation Drill on Adding/Subtracting decimals through Ten
Decimals Through Ten Decimals and Mixed Thousandths Without Regrouping. (This task can be found on page
Thousandths without Decimals Through Ten ____)
regrouping Thousandths without B. Establishing the purpose for the lesson File created by DepEdClick
regrouping What will you do if you receive excess change from the amount/goods you
bought?

Marianne bought a kilo of mango at Php 45.50 and pineapple at Php 35.00. Is it
right to receive a change of Php 29.50 at her Php 100.00? Why?

 What does the problem ask for?
 What are the given facts?
 What operations are needed to solve the problem?
 How much change did she get? Is it the right amount?
 If you were given an excess change what will you do?
 Is it good to eat fruits? Why?
 What good character traits does the problem show?

Solve the missing number:
1. ____ + 0.362 = 0.841
2. 0.56 + ____ = 0.9365
3. ____ - 0.4553 = 0.189
4. 0.743 - _____ = 0.58
5. 0.8644 – 0.3729 = ___
Find the sum/difference vertically.
1. 0.2356 + 0.1156 = N
2. 0.7651 + 0.3346 = N
3. 6.2785 + 11.1543 = N
4. 0.9623 – 0.3478 = N
5. 0.721 – 0.4625 = N

Solve these problem
Dennis went to Ayala Mall in Tagaytay because he wants to buy shorts costing P 150. If
he saved P 35.50 last week and P 47.25 this week, how much more will he save?
H. Generalization
How do you add/subtract decimals through ten thousandths with regrouping?
Find the sum/difference
1) 0.1361 + 0.13 + 0.3462 = N
2) 0.556 + 0.1762 + 0.4417 = N
3) 0.923 – 0.05621 = N
4) Add 0.1352 to the sum of 0.3416 and 0.1235
5) Subtract 0.3286 from 0.7584.
3 Solving 1 or more steps Solves 1 or more steps A. Review of the lesson Learning Task No. 3:
routine problems routine and non-routine Drill on addition and subtraction using drill cards.
involving addition problems involving What is the first thing to do in answering word problems? (This task can be found on page
and/or Subtraction of addition and/or ____)
decimals and mixed decimals subtraction of decimals B. Establishing the purpose for the lesson
using and mixed decimals Do you help others in need? Why? Is it good to help others?
appropriate problem using appropriate C. Presenting example/instances of the new lesson
solving strategies and problem-solving Read and analyze the problem
tools strategies and tools.
M6NS –Id-108.2 Jose and Wally went to a book store. Wally found a good book which cost Php
120.00 and Php 99.50. He only had Php 1500.00 in his purse but he wanted to
buy the book very much.Jose offered to lend her some money. How much will
Jose give to Wally to buy the book?

1.What is asked in the problem?
2. What are the given facts?
3. What operations are needed to solve the problem?
4. What is the hidden question?
5. What is the number sentence needed to solve the problem?
6. What did Jose do after knowing that Wally has only Php 150.00 ?
7. Is it good to help others? How do you feel after helping other people?

Read and analyze word problem.
Lani and Sol went to a book fair. Lani found 2 good books which cost P 45.00
and P 67.50. She only had P 58.00 in her purse but wanted very much to buy
the books. Sol offered to give her money. How much will Sol give for Lani to
be able to buy the books?
1. The word problems asked for
2. The problem needs
3. The operation to be used is _______________
4. The number sentence is
Solve this problem using AGONSA steps.
Brgy. San Juan is divided into 5 puroks. Each purok agreed to collect certain
amount from the households for the incoming San Juan Fiesta. Purok 1
collected Php 985.50, Purok II collected Php 1050.00. Purok III collected Php
785.00. Purok IV collected Php 875.00 and Purok V collected Php 5000.00
How much bigger is the collection of Purok V than that of the other 4 puroks?
1. What is asked?
2. What are the given facts?
3. What operations to be used?
4. What is the number sentence?
5. What is the solution to the problem?
6. What is the answer? Label your answer.

Work by Pair.
Solve this problem following the steps in solving word problems.
The Samahang Kabataan agreed to share by distributing tickets to the motorists.

The president collected Php 255.75, the treasurer collected Php 275.50 and the
other officers collected Php 495.75. If they spend Php 150.00 for printing
tickets, how much were left to be shared to their barrio fiesta?
H. Generalization
What are the important steps in solving two to three steps word problems in
addition and subtraction of decimals?
Solve the Problem using AGONSA steps.
Barangay Maligaya is 28.5 km from the town proper. In going there, Ricardo
traveled 12.75 kilometers by jeep, 8.5 km by tricycle, and the rest by hiking.
How many kilometers did Ricardo hike?
4 Creating problems (with Creates problems (with A. Review of the lesson Weekly Summative Test
reasonable answers) involving reasonable answers) What are the steps in solving problems involving addition and subtraction of
addition and/or subtraction of involving addition decimals?
decimals and mixed decimals. and/or subtraction of
decimals and mixed B. Establishing the purpose for the lesson
decimals. During break time, Marie buys boiled Kamote worth P 3.25. Pandan juice for
P6.50 and Pancake that cost P 10.25. How much change must he get if his
money is P 50.00

Post the jumbled sentences/phrases written on strips of Cartolina and let the
pupils read it.

Arrange the phrases/sentences to form a word problems.
Answer

Divide the class into 3 groups. Provide each group an envelope with activity
inside it. Arrange the problem given.
Group 1
Carl is making an assignment for mathematics he spent 15.48 min.How many
hours did he spent in all? While science spent 25.34 min.
Group 2
5 Weekly Summative Test Weekly Summative Test
Prepared by:
MARIO D. NOOL, JR
Checked by:
JULETA S. TIPAY
OIC-School Head
Gerona, Tarlac
Quarter Second Grade Level 6

MELCs Performs the basic operations on integers. (M6NS-IIh-155)
1 Performing addition on Perform addition on A. Review of the lesson Answer the Learning Tasks
integers integers Compare the following integers by writing the symbol > or on the line. found in MATH 6 SLM for
1. +13 _____ +8 Quarter 1.
2. -6 _____ -2
3. +7 _____ -15 Write you answeres on your
4. -1 _____ +9 Notebook/Activity Sheets.
5. +4 _____ - 4
Mrs. Reyes bought fruits that cost P 700.00 from a wholesaler and sold them in (This task can be found on page
her fruits stand. On Monday, her sales is P800.00 and on Tuesday, P500.00. But ____)
on Wednesday, she lose P400.00 because some of the fruits are already rotten.
Considering the sales of fruits for the three days, did Mrs. Reyes gain or lose
profit?

Considering the sales of Mrs. Reyes on the three days, ask the pupils to
represent the gain and loss using integers. To determine the total sales means to
combine the gains and loss.
• How are we going to combine the gain and loss?
• What is the total sale of fruits of Mrs. Reyes?
• How can we determine if Mrs. Reyes gained or lost money from selling
her fruits?

Deepening
Let the pupils determine how to combine integers by studying the given
examples below:
1. ( +4 ) + ( +3)= ( +7)
2. (-4) + ( -3)= ( -7)
See Guide Mathletes 6 p. 51-52

Discuss Explore in their 21st Century Mathletes 6 Textbook pp. 152- 155.
Have a Pair Activity to answer the following:
1. 1. ( -21)+ ( +5)
2. (+47) + (+16)
3. (-72) + (- 38)
4. (-10) + (+87)
5. (+15) + (-56) + (-9)

Group Activity
Use the 4 step plan to solve the problem.
Mt. Everest, the highest elevation in Asia, is 29 028 feet above sea level. The
dead sea, the lowest elevation, I 1 312 foot below sea level. What is the sum of
these two elevations?
H. Generalization
How do we add integers with the same signs?
How do add integers with different signs?
1. Add the following integers.
2. (-25) + ( +17)
3. (+73) + (-29)
4. (-89) + ( -103)
5. (+ 194) + (+57)
6. (-217)+ ( +104)
2 Performing subtraction on Perform subtraction on A. Review of the lesson Learning Task No. 2:
integers integers Drill: Give the opposite of each given integer.
1. +10 (This task can be found on page
2. -7 ____)
3. -23 File created by DepEdClick
4. +18
5. -45
Review: Give the sum of the given pair of integers.
1. (+120) + (-135)
2. (-191) + (-83)
3. (-72)+ (+ 240)

The temperature in Baguio City was 12 ⁰Celsius in the morning. It dropped
to 8⁰Celsius in the evening. What is the difference between these temperatures?

To get the difference between the two temperatures, we need to subtract
8⁰Celsius from 12⁰Celsius.
What is the equation representing this situation?
Subtracting Integers is adding the opposite of the subtrahend to the minuend.
 Show a video clip on Subtracting Integers

Discuss Mathletes 6 Textbook Explain pp. 158-160
Subtract the following Integers
1. (-8) – (-7)=
2. (+11)- (+8)=
3. (-13) –(+13)=
4. (+9) – (-4) =
5. (+5) – (-5) =

Use the 4-step plan to solve the problem.
Marga is in a plane that is flying 12 500 ft above the ground while Renz is in a
submarine that is located 450ft below the sea level. What is the distance between the
locations of Marga and Renz?
H. Generalization
What do we mean by subtracting an integer?
How do we subtract integers?
Subtract the following integers.
1. (-50) – (+28)=
2. (+19) – (-75)=
3. (-18) – (-12)=
4. (+23)- ( +62)=
5. 0 – (+33)=
3 Performing multiplication on Perform multiplication A. Review of the lesson Learning Task No. 3:
integers on integers Drill: Perform multiplication on each pair of numbers.
1. 12 and 4 (This task can be found on page
2. 7 and 3 ____)
3. 15 and 9
Review:
Determine if the following pairs of integers have like signs or unlike signs.
1. (+7) and (-12)
2. (-4) and ( -9)
3. (-5) and (-30)
After a community campaign on reducing waste, the amount of garbage
in Rita’s household decreased by 2 kg per day. By how much will their garbage
decrease after 6 days? What is the average reduced waste by each person in
Rita’s household if there are four of them in the family?

Ask the following questions.
What integer will represent the decrease in garbage in a day?
Cont. refer to Mathletes 6 Teachers Manual p.57

Show a video clip on multiplying and dividing integers.

Discuss the content on pages 166-171 of their Mathletes Textbook
Pair Activity.
Find the product.
1. (-8) x (-2)
2. (+3) x (-4)
3. (-5) x (+9)
Find the quotient.
1. (-25) ÷ (+5)
2. (+21) ÷ (-3)
3. ( -18) ÷ (+ 6)

Use the 4-step plan to solve the problem.
Mrs. Tan supports a charity for the children by deducting P350.00 every
month from her bank account. What is her total deduction in a year? How much
money will the charity receive in 5 years?
H. Generalization
How do we multiply and divide integers with the same signs?
How do we multiply and divide integers with different signs?
Perform the indicated operation.
1. (-12) x (+15)
2. (-4) x (-13)
3. (+9) x (+ 13)
4. (-14) x (+2)
5. (+24) X (-3)
6. (+ 144) ÷ ( - 8)
7. (- 72) ÷ ( + 18)
8. (-350) ÷ (-7)
9. (+ 120) ÷ (+ 5)
10. (-81 ) ÷ (+3)
4 Performing Perform Division on A. Review of the lesson Weekly Summative Test
division on integers integers Have a quick review on multiplying integers:

Present to the pupils the discussion on how to divide integers. (See power point
presentation)

Show video clip on how to divide integers

Divide the pupils into 5 groups. Let them answer the problems on the slides.
Prepared by:
MARIO D. NOOL, JR
Checked by:
JULETA S. TIPAY
OIC-School Head
Gerona, Tarlac
Quarter Third Grade Level 6

MELCs solves word problems involving measurement of surface area of a cube and a rectangular prism. M6ME-IIIj-94
1 solving word problems involving solves word problems A. Review of the lesson Answer the Learning Tasks
measurement of surface area of a involving measurement of Drill: Match column A with column B found in MATH 6 SLM for
cube and a rectangular prism. surface area of a cube and Column A Column B Quarter 1.
a rectangular prism. 3-D shape Surface Area
formula Write you answeres on your
Rectangular surface area Notebook/Activity Sheets.
prism =6s2
sphere surface area Learning Task No. 1:
=2πr2+2πrh
cylinder surface area (This task can be found on page
=4πr2 ____)
cube surface area
=πrs+πr2
cone surface area
=2lw+2lh+wh
Review:
Present a simple story.
Show the video of finding the surface area of a cube and a rectangular prism

Present the ff. problem in the class:
How many square decimeter of cardboard will be needed if the box measures 3
dm long, 2 dm wide, and 0.5
dm high? Answer the following questions:
1. What is asked?
2. What are given?
3. What operation will be used?
5. What is the solution?
6. What is the answer?

Analyze the problem and study the answer to the questions. Find the surface
area of a cube having a side or edge of 3 cm.
Know:
• What is asked? The surface area of a cube. • What are given? 3 cm –
measure of the side of a cube.
Plan:
• What operation will be used? multiplication • What is the number sentence?
S² x 6 = n
Solve:
• What is the solution? S² x 6 = n
(3 cm) ² x 6 = n 9 cm² x 6 = n
54 cm² = n
• What is the answer? The surface area of a cube is 54 cm².
Check:
• How do you check your answer? You can change the order of factors.
Check:
6 x 5² = n 6 x (3) ² = n 6 x 9 cm² = n
54 cm² = n

Group Activity:
How many square centimeters of wood is needed to make a crate if the
measurement is 52 cm long, 30 cm wide and 25 cm deep including the top and
base?
1.What is asked?
(Number of square centimeter of wood needed to make a crate.)
2. What are given? (52 cm long, 30 cm wide, 25 cm deep.)
3. What operation will be used? (Multiplication and addition. )
(2LW + 2LH + 2WH = n )
(2 LW + 2LH + 2WH = n 2 (52 x 30) + 2(52 x 25) + 2(30 x 25) = n 2(1,560)
+ 2(1,300) + 2(750) = n 3,120 + 2,600 + 1,500 = n
7,220 cm²)
( There are 7,220 cm² of wood needed to make a crate. )
Read and analyze the ff. problems:
1.Find how many square decimeter of cardboard is needed to make a cubical
soda cracker box measuring 2.5 dm on each edge.
1. What is asked?
2. What are given?
2.A wooden box measures 8 dm long, 6 dm wide and 4 dm high. What is the
surface area of the box?
3. A company is deciding which box to use for their merchandise. The first box
measures 8 inches by 6.25 inches by 10.5 inches. The second box measures 9
inches by 5.5 inches by 11.75 inches. Which box required more material to
make?
4. Find the number of square centimeters of wrapping paper needed to cover a
shoe box 25cm by 15cm by 20cm.
5. A room measures 5m by 4m by 3.5m. How many square meters of wallpaper
are needed to cover the four walk?

Read and complete the statements below.
1. A building is a rectangular prism that is 205m tall. Its base is 90m by 35m.
What is the surface area of the building?
a. The problem asked for ____
b. The given are _____
c. The number sentence is _____
d. The solution and answer is _____
2. Chloe wants to wrap a present in a box for Sarah. The top and bottom of the
box is 8 in. by 3 in., the sides are both 3 in. by 2 in. and the front and back are 8
in. by 2 in. How much wrapping paper will Chloe need to wrap the present?
3.Tara made a rectangular fence around her rose so it would not get hurt by her
dog. She put a fence around the rose that was 4 ft long, 2 ft wide, and 3 ft high.
How much material did she use to make her fence?
4. A gymnasium is 45 ft long, 30 ft wide, and 14 ft high. The school is painting
the four walls and the ceiling of the gym. Find the area of the painted parts of
the gym.
5. A closed rectangular subdivision
water tank, 7 m by 5 m by 3 m is to be painted all over. How much surface is to
be painted?
H. Generalization
The following are the steps in solving word problems involving measurement of
surface area:
A. Know and understand the problem. 1. What is asked?
2. What are given?
3. What is the word clue and what operation to be used?
B. Plan for the solution.
C. Carry out the number sentence?
1. Solve the number sentence
D. Look back and check.
1. Find out if you answered the problem correctly. Here are the formulas for the
surface area of:
1. Rectangular prism SA = 2LW + 2LH + 2WH
2. Cube SA = 6e² or 5² x 6
1. Read and analyze the problem. Answer the questions below.
2. 1.)The edge of a crate measures 10 meters long, 12 meters wide, and 15 meters
high. What is the surface area of the crate?
3. 2.) Trey and Matt each have a rectangular prism. The base of Trey’s prism is 4 cm
by 7 cm and has a height of 12 cm. The base of Matt’s prism is 6 cm by 10 cm and
has a height of 3 cm. Whose rectangular prism will require more material to
construct?
4. 3.) A library has an aquarium in the shape of a rectangular prism. The base is 6 ft
by 2.5 ft. The height is 4 ft. How many square feet of glass was used to build the
aquarium?
5. 4.) Marley bakes a rectangular cake that is 9 inches wide, 13 inches long and 2
inches high. She removes the cake from the pan to frost it. How many square
inches of frosting does she need?
6. 5. A cube has a side of 10cm. What is its surface area?
7. 6. Marley bakes a rectangular cake that is 9 inches wide, 13 inches long and 2
inches high. She removes the cake from the pan to frost it. How many square
inches of frosting does she need?
2 solving word problems involving solves word problems A. Review of the lesson Learning Task No. 2:
measurement of surface area of a involving measurement of Drill:
cube and a rectangular prism. surface area of a cube and Divide the class into 5 groups. (This task can be found on page
a rectangular prism. c)Teacher flashes a figures w/ dimensions ____)
d)Each group compute the correct answer (with label) File created by DepEdClick
e)The first group to get the correct answer gets 1 point.
f)The group with the most number of points wins.
Review:
1.The surface area of this cube is 96 square units. What is its edge length?
2.A rectangular subdivision water tank, 7 m by 5 m by 4 m, is to be painted al
over. How much surface is to be painted?
3.Find the total surface area of a cube with 35 cm edges.
4. Find the surface area of a rectangular prism which is 45 cm long, 36 cm
wide, and 2.24 cm high.
5. One side of a cube measures 43.6 cm. Solve for its surface area.

Show the video of finding the surface area of a cylinder and a pyramid

1.John works in a company that makes tents. His boss assigned him to design tents for
mountaineers. He need to keep them light. To decide what fabrics are acceptable to
mountaineers, he needs to know the amount of fabric it takes to construct tent like the
one at the right. How much fabric is required to construct this tent?
1.Understand:
a. What is asked? The measure of fabric required to construct the tent.
b. What are the given facts?
2. Plan:
a. which formula(s) shall we use to solve the problem?
3. Solve:
a. Show your computation
4. Check:
(Discuss the answer to the problem on page279-280)
 Group Activity: Answer the ff. problem.
About how much metal was used to make this tuna can? Use π= 3.14
1. Understand:
a. What is asked?
b. What are the given facts?
2. Plan:
3. Solve:
4. Check:
(Discuss the answer to the problem on page 280-281 of Mathletes Textbook)

Group Activity: Group members solve the following problems together. They
write the formula, solve for the answer and label on a piece of paper.
1.A cylindrical milk can has a diameter of 14 cm and a height of 22 cm. What
is the area of the material of which it is made?
2.A pyramid has a square base of side 24 cm and the height of each triangular
face is 16 cm. Find the surface area of the pyramid.
3.Find the surface area of the square pyramid whose base side is 4 cm and the
slant height of the pyramid is 6 cm.
Solution:
The side of the square is 4 cm
The slant height of the pyramid is 6 cm.
Surface area of a square pyramid = Area of base + 2SL square units
where, S is the base side length and L is the slant height of pyramid
Area of the base = (4 ×× 4) = 16
=> Area of the base is 16 cm2
Surface area of a square pyramid = 16 + (2 ×4 × 6)
= 16 + 48
= 64
The surface area of the square pyramid is 64 cm2
Answer the ff. problems:
A cosmetics company that makes small cylindrical bars of soap wraps the bars
in plastic prior to shipping. Find the surface area of a bar of soap if the diameter
is 5 cm and the height is 2 cm. Use 3.14 for π.
The lateral area of a cylinder is 94.2 cm2 . The height is 6 cm. What is the
radius?
Find the surface area of the square pyramid whose base side is 5 m and the slant
height of the pyramid is 8 m.
Solution:
The side of the square is 5 m
The slant height of the pyramid is 8 m
Surface area of a square pyramid = (Area of base + 2 ×× base side length ××
slant height of pyramid) square units
Area of the base = (5 ×× 5) = 25
=> Area of the base of pyramid = 25 cm2
Surface area of a square pyramid = 25 + (2 ×× 5 ×× 8)
= 25 + (2 ×× 40)
= 25 + (80)
= 105
The surface area of the square pyramid is 105 m2

A. Analyze the problem by answering the given question.
1. How much aluminum is needed to make a cylindrical can if the radius of the base is
8 cm and the height is 12cm?
1. What is asked?
2. What are given?
2. A cylindrical building has a reading of 24 meters and a height of 40 meters. Find its
surface area.
3. How much aluminum is needed to make a cylindrical can if radius of the base is 5cm
and the height is 15cm?
H. Generalization
surface area:
2. What are given?
surface area of:
1. Cylinder: SA = 2πr2 + 2πrh
2. Pyramid: SA= S2 + 4sh/2 cm2
Read and analyze the problem. Answer the questions below.
1.Diana wants to make several cans with a diameter of 6 inches and a height of
8 inches. She is going to cut the cans from a sheet of metal that has an area of
2,675 in2 . How many can she make?
2. Mrs. Quinay made a cylindrical pencil holder. It has a height of 5 in and a
diameter of 3 in. How much material does she need to make her pencil holder?
3. Find the surface area of the square pyramid whose base side is 6m and the
slant height of the pyramid is 8m.
4.Tommy and Ethan each have a cylinder. Tommy’s cylinder has a diameter of
6 inches and a height of 8 inches. Ethan’s cylinder has a diameter of 8 inches
and a height of 6 inches. Whose cylinder has a larger surface area? Use 3.14 for
π.
5. Clayton wants to make a cylindrical case that will fit a bass drum with a
height of 14 in. and a diameter of 24 in. What is the surface area of the case?
Use 3.14 for π.
6.Find the surface area of the square pyramid whose base side is 6m and the
slant height of the pyramid is 10m.
3-4 solving word problems involving solves word problems A. Review of the lesson Learning Task No. 3:
measurement of surface area of a involving measurement of Drill: Write the formula or equation then solve the surface area of the following
cube and a rectangular prism. surface area of a cube and space figures. (This task can be found on page
a rectangular prism. ____)
Review:
1.A pyramid has a square base of side 15 cm and a height of 14 cm. Find the
surface area of the pyramid.
2.Find the surface area of a square pyramid if the length of one side of the base
is 2.4 m and the height of the triangular face is 4.9 m.
3.The radius of the circular base of a cylindrical tank is 0.7 m and its height is 5
m. Find its surface area.

Show the video of finding the surface area of sphere and a cone.

A closed cone model made of tin, has a radius of 6cm and a slant height of
10cm. find the amount of material used in making the cone.
1.Understand:
a. What is asked? What are the given facts?
2. Plan:
3. Solve:
4. Check
Let the group answer the problem.
Solution:
r=6cm, s=10cm
S.A. = πr2 + πrs
= 3.14(62) + 3.14(6)(10) cm2
113.04 + 188.4 cm2
=301.44 cm2
The material used in making the model cone is 301.44 cm2

Group activity:
Suppose you want to produce basketballs with 4.89 dm. radius. What is the
least amount of rubber you would need if you want to produce 20 basketballs?
Use π= 3.14
3. Understand:
c. What is asked?
d. What are the given facts?
4. Plan:
3. Solve:
4. Check:
(Discuss the answer to the problem on page 280)

Group Activity:
Answer the ff. problem
1.The base of a cone is 16cm in diameter and the slant height of the curved
surface is 18cm. find its surface area.
2.Find the surface area of a plastic ball of radius 15cm.
Solution:
r=15cm
S.A.= 4πr2
=4(3.14)(152)
=2 826 cm2
The surface area of the plastic ball is 2 826 cm2
Read and analyze the ff. problems:
1.A milk can has a radius of 4 cm and a height of 11 cm. How much tin was
used in making it?
2.A closed cone model has a radius of 7 cm and a height of 12 cm. Find the
amount of material used in making the cone?

Read each word problem carefully.
1.The surface area of a square pyramid is 340 cm2 and each side of its base is
10cm. what is the height of each triangular face?
2.What is the area of a sphere whose radius is 24cm?
3.Find the surface areas of the ff.
a. A softball with a radius of 4cm
b. A volleyball w/ a radius of 8cm
c. A basketball with a radius of 10.8cm.
H. Generalization
surface area:
2. What are given?
surface area of:
1. Sphere: SA=4πr2
2.Cone: SA= 2πr2 + 2πrh
Read and analyze the problem. Answer the questions below.
1. A conical tent has a radius of 6m and the slant height is 5 cm. find the
area of the canvas used for making it.
2. The base of the cone has a diameter of 18 inches. Its slant side is 12cm.
what is its surface area?
3. A ball has a radius of 16cm. what is its surface area?
4. What is the surface area of a cone with a diameter of 16cm and a height
of 22cm?
5. Find the surface area of a cone with height 8cm and radius of base 3cm.
Prepared by:
MARIO D. NOOL, JR
Checked by:
JULETA S. TIPAY
OIC-School Head

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Republic of the Philippines

WEEKLY LEARNING PLAN

Quarter First Grade Level 6

Day Objectives Topic/s Classroom-Based Activities Home-Based Activities

D. Discussing new concepts and practicing new skill #1

E. Discussing new concepts and practicing new skill #2

Materials: strips of paper

4) Write the equation: 3 1/8 + 2 3/8 + 1 5/8 =

1) 7/10 + 1/10 + 9/10 =

G. Finding practical application of concepts and skill in daily living

2) 2/8 + 3/8 + 4/8 =

3. 4/12 + 2/12 + 5/12 =

4) 2 1/7 + 3 4/7 + 5 6/7 =

Add 2/9 to:

B. Establishing the purpose for the lesson

____ ____ ____ ____ ____

6=A 8=C 9=K 16

Discuss the problem.

4) How do we subtract similar fractions?

Materials strips of paper

1) Present a problem situation.

2) Discuss the problem.

4) Lead the pupils to make a generalization on how to subtract mixed

Last month, Arnold weighed 37 3/8 kilograms. However, he got sick so he

D. Discussing new concepts and practicing new skill #1

3) Represent the data by paper folding.

5) Discuss the steps in adding…

3) What kind of fractions are the given ones?

4) guide the pupils to get the equivalent fractions, hence:

5) What good trait does the family possess? Explain.

Republic of the Philippines

WEEKLY LEARNING PLAN

Quarter First Grade Level 6

Day Objectives Topic/s Classroom-Based Activities Home-Based Activities

D. Discussing new concepts and practicing new skill #1

E. Discussing new concepts and practicing new skill #2

At the school canteen:

G. Finding practical application of concepts and skill in daily living

What is a direct proportion?

C. Presenting example/instances of the new lesson

D. Discussing new concepts and practicing new skill #1

Visualize the problem in solving it.

Analyze and solve each problem.

G. Finding practical application of concepts and skill in daily living

B. Establishing the purpose for the lesson

C. Presenting example/instances of the new lesson

Present the solution in the class.

D. Discussing new concepts and practicing new skill #1

E. Discussing new concepts and practicing new skill #2

Analyze and solve the problems:

G. Finding practical application of concepts and skill in daily living

WEEKLY LEARNING PLAN

Quarter First Grade Level 6

C. Presenting example/instances of the new lesson

D. Discussing new concepts and practicing new skill #1

E. Discussing new concepts and practicing new skill #2

C. Presenting example/instances of the new lesson

D. Discussing new concepts and practicing new skill #1

E. Discussing new concepts and practicing new skill #2

G. Finding practical application of concepts and skill in daily living

D. Discussing new concepts and practicing new skill #1

E. Discussing new concepts and practicing new skill #2