School: Biong Elementary School Grade Level: VI

GRADES 1 to 12 Teacher: DENMAR C. ROMERO Learning Area: MATHEMATICS
DAILY LESSON LOG Teaching Dates and Time: JUNE 3 - 7, 2019 (WEEK 1) Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNES DAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standards The learner demonstrates understanding of the four fundamental operations involving
involving fractions.

B. Performance Standards The learner is able to apply the four fundamental operations involving fractions in mathematical problems and real-life situations.

The
The  learner  adds
adds  simple
simple   The
The  learner  subtracts
subtracts   The
The  learner  solves
solves  routine
routine  and
and  non-routine The
The  learner  creates
creates  
C. Learning Competencies fractions and 
fractions  and mixed
mixed   simple fractions
simple  fractions  and 
and  problems involving
problems  involving  addition
addition  and/or  subtraction
subtraction  of  problems  (with
problems
numbers  without
numbers without  or  with
with   mixed  numbers
mixed numbers  without
without  or  fractions  using
fractions using  appropriate
appropriate  problem
problem-solving
-solving reasonable  answers)
reasonable answers)  
regrouping. M6NS-Ia-86 with
with  regrouping. M6NS- strategies  and
strategies and  tools. nvolving  addition
nvolving addition  and/or 
Ia-86 M6NS-Ia-87.3 subtraction  of  fractions.
subtraction
M6NS-Ia-88.3

II. CONTENT   Adding Simple

Adding  Subtracting Simple
Subtracting  Solving routine
Solving  routine  and
and  non-routine
non-routine  problems Creating word
Creating  word  problems
Fractions and 
Fractions  and Mixed Fractions  and
Fractions involving  addition
involving addition  and/or  subtraction
subtraction  of  (with  reasonable
(with
Numbers Mixed  Numbers
Mixed fractions  using
fractions using  appropriate
appropriate  problem
problem-solving
-solving answers)  involving
answers)
strategies  and
strategies and  tools. addition  and/or 
addition
subtraction  of  fractions.
subtraction
III. LEARNING RESOURCES
A. References
1.Teacher’s Guide Pages
2.Learner’s Materials Pages
3.Textbook Pages
4. Additional Materials from Learning Lesson Guides in Lesson Guides in
Resources (LR) Portal) Mathematics Grade 6, Mathematics Grade 6,
pp. 212-215 pp. 223 - 227
B. Other Learning Resources Guiding Children’s
Guiding  Children’s   Guiding  Children’s
Guiding Children’s   Guiding Children’s
Guiding  Children’s  
Learning  of  Mathematics,
Learning Learning  of  
Learning Learning  of  
Learning
pp.458  -477
pp.458 Mathematics,  pp.458
Mathematics, pp.458   Mathematics,  pp.458
Mathematics, pp.458  
h tt p s ://
:/ / ww w. tte
e ac hin
hi ngcha -477 -477
nn el.or g /v i de os /m u lt iple-
app ro a ch es-to-solving-
probl ems
 

IV.PROCEDURES
A. Review Previous Lessons Drill:  Activity
Drill: Activity  1  Game:  Family
Game: Family  Feud
Feud   Review addition
Review  addition  and
and    Ask the
 Ask  the  leader  of  one
one  
(optional  depending
(optional  depending  on (Name That
(Name  That  Number!)
Number!)   subtraction  of  Fractions
subtraction Fractions   group  to
group to  present
present  their  
pupils’  need)
pupils’ and
and  Mixed
Mixed  Numbers
Numbers   answers  (yesterday’s
answers (yesterday’s  
Pupils  are
Pupils are  grouped.
grouped.  
through  Fraction
through Fraction  Cards. tasks)  to
tasks) to  the
the  class.
Show fraction
Show  fraction  card
card  on 
on  Each  member  has 
Each has to 
to 
- reducing
reducing  fractions
fractions  to give  a fraction
give fraction  or  mixed

-simplest
simplest   form
conversion
conversion   of  improper   number  which
make the 
make 
which  will
will  
the statement
statement  
fraction  to 
fraction to mixed
mixed  number  
true.
and
and  vice
vice  versa
1. My 
My sum
sum  is 
is 17, 
17, my 
my 
(Pupils will
(Pupils  will  respond
respond  using
using   difference  is 
difference is 1.
their  drill
drill  boards.) 2. My 
My sum
sum  is 
is 13, 
13, my 
my 
difference
fference  is 3.
Activity  2:
Activity 3. My 
My sum
sum  is 
is 12, 
12, my 
my 
difference  is 
difference is 8.
Present the 
Present  the following
following  
prompt  to 
prompt to the 
the class: 4. My 
My sum
sum  is 
is 50, 
50, my 
my 
difference  is 
difference is 0.
“Draw  a picture
“Draw picture  or  model
model   5. My  sum  is 17, 
My sum 17, my 
my 
that
that  represents
represents  the 
the sum difference  is 
difference is 13
3 3
of     and .
5 5
 Allow the 
 Allow  the pupils
pupils  some
some  
time 
me to 
to draw their  
draw  thei
models. Call 
Call on 
on some
some  
pupils  to 
pupils to show
show  their  
modells to 
mode the class.
to the 
 Ask: What 
What happens
happens  if  the 
the 
two fractiion 
two  fract modells are
on mode are  
combined?
What  does
What does  6 inin  the
6
fraction  
fraction   represent,
represent,  
5
and
and  how
how  does
does  it
it  relate
relate  to 
to 
the
the  model?
Elicit  from
Elicit from  the 
the class
class  what
what  
  1
1   is.
5
If  no 
no such modell was
such  mode was  
elicited, guide
elicited,  guide  the 
the pupils
pupils  
 

how  to 
how to represent
represent  it it  using
using  a
number  line.
line.
B. Establishing purpose for the  Ask  pupils,
 Ask pupils,  “In 
“In what
what    Ask pupils
 Ask  pupils  to 
to associate
associate   connectiion
Show connect
Show  on   Group  Activity:
Group the  class 
Inform the
Inform  ass that
that  
Lesson instances  in
instances in  daily
daily  living
living   subtraction  of  fractions
subtraction fractions   between  real-world
between real-world   the
the  target
target  for  today’s
today’s  
you 
you encounter  addition
addition   and/or  mixed
mixed  numbers
numbers   experiences  and
experiences and   Inform  the
Inform the  class
class  that
that   lesson  is 
lesson is to
to  write
write  
of  fractions
fractions  and 
and mixed
mixed   to 
to situations
situations  in
in  everyday symbols  which
symbols which  is 
is  the
the  target
target  for  today’s
today’s   interesting  and
interesting and  
numbers?” life. essentiial in enab
essent enabliling
ng   lesson  is 
lesson is to
to  work
work  on
on  a challlleng
cha engiing
ng  word
word  
students  with 
students with the
the   rec
reciipe
pe  and
and  they
they  have
have   problems for  their  
problems 
Elicit answers
Elicit  answers  from
from   power  toto  make
make  sense
sense   to
to  find
find  the
the  total
total  weight classmate  to
classmate to  solve
solve  
volunteers  such
volunteers such  as
as   of  fractions. of  the
the  recipe
recipe  inin  grams based  on
based on  the
the  
buying  choice
buying choice  cuts
cuts  of   and
and  the
the  total
total  cost
cost  of   Cookies  Recipe.
Cookies
chicken  with
chicken with  same
same  price,
price,   Make them
Make  realilize
them  rea ze  that all 
all the
the  ingredients.
1 those  who
those who  are
are  able
able  toto    Ask them
 Ask  them  what
what  they
they  
½ kililo
o wings,
ngs,  2    kililo
o make  these
make these    Ask them
 Ask  them  to to  work
work  
3 already  know
already know  about
about  
legs,  1 ¾ kilo
legs, kilo  breast
breast  part, connections  have
connections have   together  with 
with the the   creating  word
creating word  problems.
etc. demonstrated  lasting
demonstrated lasting   other  members
members  of  the
ability  to
ability to  flexibly
flexibly  use
use   group to  f ind
group  to nd  the
the  
theiir  mathemat
the mathematiical cal  solution. Let 
Let them
them  
knowledge,  both
knowledge, both   use
use  their  knowledge
knowledge  
conceptual and
conceptual  and   of  addition,
addition,  doubling
doubling  
procedural,  to
procedural, to  solve
solve   and
and  halving
halving  to
to  solve
solve  
word  problems.
word this
this  problem.
C. Presenting examples /instances Present the 
Present  the following
following   Present the 
Present  the following
following   Present  the
Present the   Present  to
Present to  the
the  class
class   Present the
Present  the  
of the new lessons problem  to 
problem to the 
the class: problem  to 
problem to the 
the class: following  problem
following problem  to the
the  recipe. following  problem
following problem  
  1 the  class:
the to
to  the
the  class:
“ “There  were
“There were  3   Cookies  Recipe
Cookies Recipe  
Mang  Justo
Mang Justo  milked
milked  his 
his  2 “From  a piece
“From piece  of  yarn (yields 24
(yields  24  
4 “How many
“How  many  cups
cups  of  dry 
dry 
two
two  carabaos.
carabaos.  He
He  got
got  3 melons left 
left for  lunch.
lunch.   At 
At   m long, cookiies)
cook ingredients  is
ingredients is  needed
needed  
1 dinner  time,
time,  the 
the family
family  ate 
ate  5
  liters
liters  of  milk 
milk from
from   to 
to make
make  12
12  cookies?”
2 1   2   melons.
melons.  What
What  part Manny
Manny 
1  cut 
cut a piece Ingredients:
  1 3   m long 
long and 
and  1 and
and  1/4
1/4  cup
cup  flour    Ask the
 Ask  the  following
following  
one
one  carabao
carabao  andand  4   4 1/8
1/8  tsp. 
tsp. baking
baking s soda
oda   questions:  What
questions: What  are
are  
5 of  the 
the melon
melon  was 
was left
left  for  
  1 1/8
1/8  tsp. 
tsp. salt
liters  from the 
liters the other.
other.  How
How   the 
the next 
next meal? another  piece
piece     given  in
given in  the
the  problem?
problem?  
2 1/2
1/2  cup
cup  salted
salted   What  is 
What is asked?
asked?  What
What  
much  milk 
much milk did
did  he
he  get
get  in
in  
all?  Ask: What
 Ask:  What  are
are  given
given  in in   m long and 
and gave
gave  it 
it to 
to  butter,  softened
butter, are
are  the
the  given
given  
the 
the problem?
problem?  What
What  is  is  his
his  friends.
friends.  What
What  part
part  of  1/2
1/2  cup
cup  honey conditions/  restrictions
conditions/ restrictions  
the 
the yarn
yarn  was 
was left 
left with
with   1 cup
cup  chocolate
chocolate  chips
chips  
 Ask:  What
 Ask: What  are
are  the 
the given?
given?   asked? in
in  the
the  problem?
him?”
What  is 
What is asked?
asked?  What
What   Guide  the 
Guide the students
students  in in   1/4
1/4  cup
cup  white
white  sugar 
number  sentence
sentence  can 
can we planning  how
planning how  to 
to solve
solve    Ask  the
 Ask pupilils
the  pup s to
to  
use 
use to to solve
solve  this 
this problem? the 
the problem. Elicit 
Elicit from
from   Procedure:
the 
the pupils
pupils  the 
the number   analyze the 
the problem
problem  by Mix
Mix  flour,
flour,  baking
baking  
answering  the
answering the   soda,  and
soda, and  salt
salt  in
in  a 
licit from the pupils the sentence  that 
sentence that will
will  help
help  
following:  What
following: What  is 
is being bowl.  Mix 
bowl. Mix butter,
butter,  
 

number sentence that will solve  the 

solve the problem: asked?  What
asked? What  are
are   sugar,  and
sugar, and   honey
honey  inin  a 
help solve the problem:   1   2 given? separate bow
separate  bowll. Add 
 Add 
3   -  1   = N the
the  flour  mixture
mixture  and
and  
  1   1 2 3
3  +4   =? chocolate  chips
chocolate chips  to
to  this
2 5
bowll. Bake
bow Bake  at
at  300°
300°  for 
Call
Call  any
any  volunteers
volunteers  to 18-20  minutes.
18-20
show different
show  different  ways
ways  of 
solving  the
solving the  problem
problem  
through:
- Concre
Concrete te  models
models  
- Pictor
Pictorial
ial
representations  / 
representations
drawings  / diagrams
drawings
- Symbolic 
Symbolic 
representation
D. Discussing new concepts and Elicit  from
Elicit  from   the 
the  pupils
pupils   how Elicit  from
Elicit from  the 
the pupils
pupils  how
how   Group  the
Group the  pupils
pupils  with 
with 5  Task  1:
Task Let
Let  the
the  pupils
pupils  work
work  
practicing new skills #1. to
to   add 
add  dissimilar   fractions to 
to subtract
subtract  dissimilar   members  each.
members each.  Instruct collaboratively in
collaboratively  in  
Compute  the
Compute the  total
total  
with
with  regrouping. fractions 
fractions
Let 
Let them   with
 them with 
work 
work    regrouping.
by
by  3’s 
3’s and 
and  them
them  to
to  choose
leader. choose  a  weight of  the
weight  the  recipe
recipe  in pairs   of 
pairs
each
each  but
but   make
make 
 them
them   sure
 jots
 jots  
Let
Let  them
them  work
work  in
in  pairs
pairs  to 
to  correct  each
correct each  other’s
other’s   grams  using
grams using   the
the   down  the
down the  solution
solution  
answer. Present the
Present the  following
following   following  conversion:
following on
on  his/her  
answer  the 
the following:
problem  to
problem to  the
the  class: notebook.
  1   7 1 cup 
cup of  flour  = 125g
125g  
3   +  2   =  ?  1   3
4 10 8   -  3   = ? 1 tsp
tsp  baking
baking  soda
soda  = 5g 
5g 
6 4
“The  Boy 
“The Boy Scouts
Scouts  are
are   Callll  some
Ca vollunteers
some  vo unteers  
1 tsp
tsp  salt
salt  = 5g
going on
going  on  a 20-km
20-km  hike.
hike.   to
to  share
share  their  
1 cup 
cup butter  = 227g
227g  
  1   3   1 sollut
so utiions
ons  and  justify 
and  justi fy 
7   +  2   = ?  2   1  After  hiking
hiking  6   1 cup 
cup honey
honey  = 340
340g g
6 4 4   -  1   =  ? 3 1 cup 
cup choco
choco  chips
chips  = 175g their  answers
answers  to to  the
the  
9 3 km
km  on the 
the first
first  hour  and 1 cup 
cup sugar  = 200g class.  Check
class. Check  their  
  1
Call
Call  on 
on volunteers
volunteers  to 
to show 5   km
km  on
on  the 
the   solutions/  answers.
solutions/
their  answer  on 
on the 
the board.   1 2
10   -  7   = ? second hour,
second  hour,  how
how  far  do  Ask the
 Ask  the  following
following  
8
they 
they still
still  have
have  to 
to go?” questions:  “How
questions: “How  is 
is this
problem  similar/
problem similar/  
Call
Call  on 
on volunteers
volunteers  to 
to 
Using  lottery,
Using lottery,  each
each   different  from
different from  the
the  
show  their  answer  on 
show on the 
the 
group has
group  has  toto  answer  the or igina
nall Cook
Cookiie 
board.
problem  with 
problem with different
different   Recipe?”  “What
Recipe?” “What  
happened  to
happened to  the
the  
strategies;  bar  model,
strategies; model,  
answer  (amount
(amount  of  dry
fractiion
fract on  str ips,
ps,  number   ingred
ngrediients)
ents)  as
as  a 
line,
line,  draw
drawiing,
ng,  diagram. result of  adding
result  adding  the
the  
restriction?”
 Ask  them
 Ask them  to
to  analyze
analyze  
 

the
the  problem
problem  by
by  
answering  the
answering the  
follllow
fo owiing: What  is
ng:  What
being  asked?
being asked?  What
What  
are  given?
are

 Ask  the
 Ask the  leader  to
to  
present  their  answer  to
present to  
the
the  class.
E. Discussing new concepts &  A  Ask the 
 Ask  the pupils,
pupils,  “What
“What  if   Present  the
Present the  following
following   Task  2:
Task Inform the
Inform  the  pupils
pupils  that
that  
sk 
sk the 
the pupils,
pupils,  “What
“What  if  
practicing and concern to new skills after  dinner  time,
time,  they
they   problem  to
problem to  the
the  class: when  creating
when creating  word
word  
#2 the
the  next
next  day, 
day, he 
he got 
got 2 Compute  the
Compute the  total
total   problems,  they
problems, they  
1 2
3 gave  
gave   of  the 
the  the  moviegoers cost 
  of  the cost of  the
the  recipe
recipe   shoulld always
shou ways  ask 
ask 
  2 9
using  the
using the  following
following   themselves,  “What
themselves, “What  
4 are
are  adults.
adults.  If  there
there  are
are  
remaining  to a 
remaining a relative
relative   prices: if?”
  2 95
95  more children
more  chil dren  than
than  
liters  and 
liters and 5   liters
liters  of  who visited
who  visited  them,
them,  how
how  
adults,  how
adults, how  many
many   Flour:  500g
Flour: 500g  for  ₱50
₱50   Let
Let  them
them  think
think  how
how  
5 many  melons
many melons  were
were  left 
left  children
chil dren  are there  in the
are  there the   Baking
Baking  powder:
powder:  50g
50g   they can 
can modify
modify  the
the  
milk, how
milk,  how  much
much  milk 
milk did 
did 
he 
he get 
get in
in  two
two  days? for  the 
the next
next  mea
meall? cinema?” for ₱14 
₱14  problem  to
problem to  create
create  a 
Salt:  500g
Salt: 500g  for  ₱11.50
₱11.50   new  one
new one  byby  asking
asking  
Let 
Let them
them  answer   Note: Butter:  227g
Butter: 227g  for  ₱106
₱106  
Let
Let  them
them  answer   (The  teacher  guides
(The guides  the them,  “What
them, “What  attribute/s
indi
ndividuall
dually
y in  thei
their   Honey:  454g
Honey: 454g  for  ₱347 would  you
would you  want
want  to
to  
ind
ndiividuall
duallyy in  thei
their   students  to 
students to use 
use box 
box 
notebook. Chocolate  chips:
Chocolate chips:   change  in the
change probllem
the  prob em  
notebook. model)
290g  for  ₱285.75
290g if  you
you  are
are  going
going  to
to  
Sugar:  500g
Sugar: 500g  for  ₱24.25 wr ite
te  your  own
own  word
word  
problem?”
- 2 boxes
boxes  represent
represent  
2 Let
Let   them
them   write
write   their 
adults  which
adults which  is 
is   
9 new   problem
new problem   and
of  the
the  total number  of  solution  
solution on
on   their 
moviegoers notebook.

-  7 boxes
boxes  represent
represent   Elicit  answers
Elicit answers  such
such  asas  
7 “What if  we
“What  doublle the
we  doub the  
children which 
which is 
is    recipe,  how
recipe, how  many
many  cups
cups  
9
of  the
the  total
total  number  of   of  each
each  ingredient
ingredient  is 
is 
moviegoers needed  to
needed to  have
have  48
48  
cookies?”

Call
Call   volunteers
their  volunteers 
word  problem
word  to
to  share
problem  share 
and   
 and
-  5 boxes
boxes  represent
represent  
the
the  excess
excess  no.
no.  of   solution to
solution  to  the
the  class.
 

children
chil dren

Since there
Since  there  are
are  95
95  
more  children,
more children,  then
then  to
to  
f ind
nd  the
the   no.
no.  of  person
person  
in
in  each
each  box
box  is:
95
95  ÷ 5 =  19
Answer:
Thus,  the
Thus, the  total
total  no.
no.  of  
children  is 
children is 19
19  x 7 boxes
boxes  
is 
is equal
equal  to
to  133.
F. Developing Mastery (Leads to  A.
 A.   Add.
 Add.  Reduce
Reduce  the 
the   A.
 A.   Rename
Rename  each
each   Read,  analyze,
Read, analyze,  and
and   Think-Pair-Share
Formative Assesment 3 answer  to 
to simplest
simplest  form. mixed 
xed number. solve  the
solve the  problem.
Let
Let  them
them  describe
describe  what
what  
  2   ❑
“1/4 
“1/4 of  dingdong
dingdong  pack happens  when
happens when  anan  
1 2
1.   +    = ? 1. 7   =  6   is 
is corn
corn  and
and  the
the  rest
rest  is 
is  attribute  of  a problem
attribute problem  is 
is 
4 3 5 5
nuts.  3/5 
nuts. 3/5 of  the
the  nuts
nuts   changed  to
changed to  create
create  a 
are
are  peanuts
peanuts  and
and  the
the  
new  word
new word  problem.
2. 3   + 3   = ? 2. 3   2   =2  ❑   rest
rest  are
are  cashew
cashew  nuts.
nuts.  
5 10 3 3 What  fraction
What fraction  of  the 
the 
whole  pack
whole pack  are
are  
cashew  nuts?”
cashew
3 1   9   ❑
3.   +    + 3. 6   =  5  
4 10 16 16
 Ask each
 Ask  each  pupil
pupil  to
to  
5
  = ? answer  the
the  problem
problem  
8
B.
B.   Find
Find  the 
the difference.
difference.   with 
with their  chosen
chosen  
Reduce  the 
Reduce the answer  to 
to  strategy;  bar  model,
strategy; model,  
  3   1 simplest  form.
simplest
4. 6   +  9   = ? fraction  strips,
fraction strips,  number  
8 2
7 1 line, drawing,
line,  drawing,  and
and  
1.   -    =  ? diagram.
  7   2 15 5
5. 23   +  1 8  
12 3
 Ask them
 Ask  them  to
to  analyze
analyze  the
=  ? 6 2 problem  by
problem by  answering
answering  
2.   -   = ?
12 24 the
the  following:
following:  What
What  is 
is 
being  asked?
being asked?  What
What  are
are  
  3   1 given?
3. 6   -  6   = ?
4 2

  1   3
4. 4   -  2   =
2 4
 

  2   5
5. 5   -  1   =  ?
3 6

G. Finding Practical Applications of Solve  the 

Solve the problem
problem  correctly. Solve
Solve  the
the  problem
problem    Ask students
 Ask students  to
to  collect
collect  word
word  problems
problems  involving Let
Let  students
students  compile
concepts and skills in daily living addition  and
addition and  subtraction
subtraction  of  fractions
fractions  and
and  mixed adjusted recipes
adjusted  recipes  in
in  their 
1. 
1.  Tina
Tina  spends
spends   3   correctly.  
correctly.  numbers  that
numbers that  are
are  relevant
relevant  toto  their  everyday
everyday  life. Fraction  Journal
Fraction Journal  for 
8   3
1.   Roel
1. Roel  jogs 
 jogs 3   km 
km  Paste  them
Paste them  in in  their  Fraction
Fraction  Journal. future  use.
future
hour washing 
washing the 
the dishes
dishes   4

and   3
while Aries 
Aries jogs 
 jogs 4  
hour  cleaning
cleaning  the 
the kitchen
kitchen   5
How  many
How many  hours
hours  does
does   km, 
km, how
how  much
much  less
less  does
does  
she 
she spend
spend  in
in  doing
doing  all
all  the 
the 
Roel  jog 
Roel  jog than
than  Aries?
 Aries?
chores  in
chores in  the 
the kitchen?
  3 2. The 
The dry
dry  ingredients
ingredients  for 
2. Rey consumed 2   a pancake 
pancake recipe
recipe  is
is  3
4
liters of white paint and 1 1
2   cups. If there are
  liters of red paint to 7
3
  1
repaint the fence. How 2  
much paint did he use 2
altogether? cups of flour, how many
cups of other ingredients
are there?

H. Making Generalizations & How  do

How do  we 
we add 
add  How  do
How do  we 
we subtract
subtract   How  do
How do  we
we  solve
solve  word
word  
Abstractions about the lessons dissimilar  fractions
fractions  with
with   dissimilar  fractions
fractions  with
with   problems involving
problems  involving  
regrouping? or  without
without  regrouping? fractions  and
fractions and  mixed
mixed  
numbers?  What
numbers? What  are
are  the
the  
 Adding d issimilar fra fr a ctio ns S ubt  ra
r a cti ng d is similar r    steps?  What
steps? What  are
are  the
the  
wi  th
th re g rou
ro up i ng frac io
t  io ns w ithout 
different strategiies?
fferent  strateg
To add 
add dissimilar   reg ro upi  nng 
fractiions 
fract ons with  regroupiing:
th regroup
To subtract
subtract  dissimilar 
 Use
 Use  LCD
LCD  to 
to write
write  
fractions  without
fractions without  
equivalent  fractions.
equivalent
regroupiing:
regroup
 Add
 Add  the  fractiions,
the fract ons,  then
then  
add
add  the 
the whole
whole  numbers.  Use
 Use  LCDLCD  to to wr ite 
te 
 When
 When  the  fractiion 
the fract the  equivalent
on in the  equivalent  fractions.
sum  is 
sum is an 
an improper    Subtract
 Subtract  the the 
 

fraction, change
fraction, change  it
it  to 
to a  numerators.
mixed 
xed number.  Wr ite  the difference
te the  fference  
 Reduce
 Reduce  the 
the answer  to 
to  over  the 
the common
common  
lowest  terms
lowest terms  whenever   denominator.
possiible.
poss  Reduce
 Reduce  the the answer  to 
to 
lowest
owest  terms
terms  whenever  
possible.
I. Evaluating Learning   Complete the
Complete  the  pyramid
pyramid  by
by   Subtract.  Reduce
Subtract. Reduce  thethe   Interactive 
Interacti ve on
onliline game   Use this table to record
ne  game
filling  in
filling in  the
the  boxes
boxes  with
with   answer  toto  lowest
lowest  terms. on
on  addition
addition  and
and   their results.
the  sum
the sum  of  the
the  two
two   3 5 subtractiion
subtract fractiions
on  of  fract ons  
fractiions
fract ons  bebellow
ow  each
each  box. 1.   -    = ? and
and  mixed
mixed  numbers
numbers   Ingridie Weight Total
4 16 nts Cost
inc
ncllud
udiing
ng  word
word p robllems
 prob
using  socrative.com
using
5 1
2.   -   = ?
6 2 Alternative:  QUIZ
Alternative: QUIZ  
BEE (for  no
BEE  no  internet
internet  
  3   1 connectivity)
3 1  1  1 3. 9   -  4   =  ?
1 3   2 4 8 2
4 8 12 10

  2   9
4. 12   -  3  
5 10
= ?

  1   4
5. 17   -  1 1  
2 5
=  ?

J. Additionaloractivities
application for
remediation P ltease 
ht tease /w w
p :/ /w refer 
w. o nto 
toli  nthi
them
is awebs
websi
th le aite 
te
rn infor 
rn g  .con-li
on-
omline
/ne 
fr a icnteracti
fra nteract -wive 
tio ns -w ve
or kworksheet.
sh ee t.
t. htm l

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?
F. What difficulties did I encounter
which my principal/supervisor
principal/supervisor can help
me solve?
G. What innovations or localized
materials did I used/discover which I
wish to share with other teachers?