TRECE MARTIRES CITY

School: ELEMENTARY SCHOOL Grade Level: VI

GODOFREDO M.
Teacher: CATIDIG Learning Area: MATHEMATICS
DAILY LESSON LOG Teaching Dates and NOVEMBER 21-25, 2022 2ND QUARTER-
Time: Quarter: Week 3

I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of factors and multiples and addition
and subtraction of fractions.
The learner demonstrates understanding of improper fractions and mixed
number.
B. Performance The learners should be able to apply knowledge of factors and multiples, and
Standards addition and subtraction of fractions in mathematical problems and real-life
situations.
The learner is able to recognize and represent improper fractions and mixed
numbers in various forms and contexts.
C. Learning Visualizes Subtraction of a Fraction in a Whole Number M4NS-IIf-82.2
Competencies/
Objectives
( Write the Code for
each)

D. OBJECTIVE A. Visualize subtraction of a fraction in a whole number

B. Write the subtraction of a fraction in a whole number

C. Sharing

3. CONTENT Visualizes Subtraction of a Fraction in a Whole Number

( Subject
Matter)

4. LEARNING
RESOURCES
References
1. Teacher’s Guide Teacher’s Guide Pages 150-153 (from DepEd)
pages
2. Learner’s Material Learner’s Material pp. 118-120/DepED
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource LR portal
A. Other Learning
Resources
5. PROCEDURE
A. Reviewing INTRODUCTION
previous lesson or A. Drill
presenting the Subtracting similar fraction
new lesson

B. Review
Renaming a whole number as a fraction.
1 = 2/2, 3/3, 4/4 2 = 1 2/2, 1 3/3, 1 4/4 3 = 2 1/1, 2 2/2, 2 4/4
C. Motivation
 Talk about friendship with neighbors.
Ask: Who among you have friends in your neighborhood?
Have you experienced sharing what you have your friends?
What things do you usually share with them?
How did you feel after sharing something?

B. Establishing a DEVELOPMENT
purpose for the lesson Ervin bought 1 meter of plastic cover for his notebook. He shared his plastic
cover with his classmate and only ¼ meter was left with him. What part of the
plastic cover did Ervin share?
A. Presenting Ask:
examples/instances of What did Ervin buy?
the new lesson What did he do with the plastic cover?
What kind of boy is Ervin? If you were Ervin, will you do the same?
What is asked for in the problem?
How will you solve for the answer to the problem?
B. Discussing new
concepts

C. Continuation of the ENGAGEMENT

discussion of new Father bought 2 kilograms of dragon fruit. He shared 5/8 kilogram to his
concepts (leads to neighbor. How many kilograms of the dragon fruit were left?
Formative Assessment  How will you solve the problem?
2)
 Think of ways on how will you solve the problem?

Pupils will group into five (5). Pupils will draw number line and region to represent
the fraction of a whole number.

Materials:
Manila Paper, pentel pen and crayons

Expected answers:
 D. Developing mastery
(leads to Formative
Assessment 3)

E. Finding practical
applications of concepts
and skills in daily living

(reflective approach)
F. Making generalizations To visualize subtracting a fraction from a whole number, use regions or number
and abstractions about lines.
the lesson

G. Evaluating learning
Draw regions or a number line to find the answer.

H. Additional activities for

application or
remediation

6. REMARKS

7. REFLECTION

A.No. of learners earned

80%in the evaluation.

B . No. of learners who

required additional
activities for
remediation who
 scored below 80%

C. Did the remedial lesson

work? No. of learners
who have caught up
with the lesson.

D. No. of learner 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
used/discover which I
wish to share with
other teachers?