Grades 6 School AC FAUSTINO ELEMENTARY SCHOOL Grade SIX

Daily Teacher JEFFREY P. GRIJALVO Subject MATHEMATICS

Lesson Log September 11-15, 2023

Teaching Dates and
HILIGAYNON (6:50 – 7:40 am) Grading Period 1st Quarter
Time MARANAO (8;30 – 9:20 am)
IFUGAO (11:10 – 12:00 noon)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

September 11, 2023 September 12, 2023 September 13, 2023 September 14, 2023 September 15, 2023

I. OBJECTIVES

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

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

C. Learning Competencies (Day 1) - divides simple fractions. (M6NS-Ic-96.2.1)

(Day 2) - divides mixed fractions (M6NS-Ic-96.2.2)

(Day 3) - solves routine involving division without any of the other operations of fractions using appropriate problem-solving strategies and tools. (M6NS-Ic-97.2.1)

(Day 4) - solves routine problems involving division with any of the other operations of mixed fractions using appropriate problem-solving strategies and tools
(M6NS-Ic-97.2.2)

(Day 5) - solves non-routine problems involving division without or with any of the other operations of mixed fractions using appropriate problem-solving strategies
and tools (M6NS-Ic-97.2.3)

II. CONTENT

Multiplication / Division of Fractions and Mixed Numbers

Solving Routine Problems Involving Division with any other operations of Fractions and
A. Subject Matter
 Mixed Fractions Using Appropriate Problem Solving Strategies and Tools

III. LEARNING
RESOURCES

Curriculum Guide 6, Curriculum Guide 6, Curriculum Guide 6, Curriculum Guide 6, DBOW Curriculum Guide 6,
A. References DBOW Mathematics, DBOW Mathematics, DBOW Mathematics, Mathematics, Facebook, DBOW Mathematics,
Facebook, Youtube Facebook, Youtube Facebook, Youtube Youtube Facebook, Youtube

Teachers Guide and Pupils Mathematics Self- Mathematics Self- Mathematics Self- Mathematics Self-Learning Mathematics Self-
Materials (pages) Learning Module (SLM) Learning Module (SLM) Learning Module (SLM) Module (SLM) Learning Module (SLM)

DO_Q1_MATH_GRADE6 DO_Q1_MATH_GRADE6 DO_Q1_MATH_GRADE6 DO_Q1_MATH_GRADE6_ DO_Q1_MATH_GRADE

_ MODULE1_LESSON2 _ MODULE1_LESSON2 _ MODULE1_LESSON2 MODULE1_LESSON2 6_ MODULE1_LESSON2
page 16 page 19-23 page 19-23 page 19-23 page 19-23

GRADE 6 MATH Q1 W2 GRADE 6 MATH Q1 W3

MULTIPLICATION OF DIVIDE SIMPLE
FRACTION - Google FRACTIONS AND MIXED
Drive FRACTIONS - Google
Drive

B. Other Learning TV, Powerpoint TV, Powerpoint TV, Powerpoint TV, Powerpoint TV, Powerpoint
Resources Presentation, Notebooks Presentation, Notebooks Presentation, Teacher- Presentation, Teacher- Presentation, Teacher-
made worksheets, made worksheets, made worksheets,
Notebooks Notebooks Notebooks

IV. PROCEDURES

A. Preliminary Activities Picture Equation: (Review Group Game: The class

of multiplying fractions) Group Activity: The class will be divided into 5
will be divided in groups Collaborative Activity: Give a group activity to the
 Students will be grouped The class will be divided class (see DLP Creating groups. Each group will
into 5. Each group will be with five members. As a into 10 groups. Each group Problemreview) Ask the make a problem similar to
given set of pictures group, they will answer will be given a worksheet following questions: the one posted by the
illustrating various questions given by the to recall the concept of teacher. After making
teacher involving division 1. How do you find the
fractions. What the pupils division of fractions and activity? the problem, each group
of fractions. The group
will do is to find the its application in problem will exchange their work
who will get the highest 2. What did you consider in
pictures of fractions that score will be declared the solving. (Worksheet No. and answer the problems
arranging the phrases? 3.
will give the indicated winner. 4) Note: You can limit the made by the other group.
What can you say about the
product when multiplied. 1. 6/8 ÷ 2/5 number of groups “Mark makes decorative
problems formed?
2. 5 7/8 ÷ 3/5 candles. He has 3 2/3 kg
3. 9 1/6 ÷ 5 4. Do you think it is easy to of wax at home and buys
4. 10 / 2 ÷ 4 1/4 make problems? 5 1/4 kg more. If he uses
Example: 2/ 3 𝑥 ¾
3/7 kg of wax for each
5. 7/15 ÷ 3 1/5
candle, how many candles
can he make in all?”

B. Establishing Purpose of Ask the learners: 1. How Post a problem and Ask the learners: Inform the class that the Facilitate the processing
the Lesson did you arrive with your instruct the learners to target for today’s lesson is of the pupils’ works.
1. How do we divide
answer in each one? solve it using any method. to write interesting and
fractions? (cite various
“There were 10 1/2 loaves challenging word problems
2. How do we multiply examples given different
of bread which were for their classmates to
fractions and mixed types of fractions, ex.
equally shared with 21 solve. Ask them what they
numbers? Dividing whole number by
street children. What already know about
a fraction; a fraction by
3. In what instances do part of the bread did creating word problems.
another fraction etc.)
we need to divide each child get?” Call for
fractions and mixed volunteers to solve the 2. How do we solve word
numbers? problem on the board. problems?
Allow the students to
explain their work and
compare it with the
others.

C. Presenting Give an overview on Introduce Polya’s 4 steps in Give a new set of To facilitate the Introduce another way
Examples/Instances of the dividing fractions through solving problems: 
New Lesson video presentation. Direct Understand the problem
solution: What is asked? What are
the given?  Devise a plan
What operation to be
used? What is the number
(https://youtu.be/hTIQ
sentence?  Carry out the
dRqh7eg) Using bar plan What is the complete
model: solution?  Look back and
evaluate the solution Check
if the answer is correct.
(https://youtu.be/4aOV Note: You may also show
pcBHeNM) the solution using bar
mode
problems (combination of presentation of the lesson, of crafting word
different operations) and refer to the attached DLP problems, this time given
ask the pupils to analyze (“During the lesson” part). the mathematical
and differentiate it from sentences.
other problems they have
encountered.
1. Mother gave 2/7 of a
cake to her sister and 1/5
to her father. If she will
divide the remaining cake
to her 3 children, what
part of the cake will each
get? 2. Mike drank 1/2
glass of milk at
breakfast, 2/3 glass at
lunch and 4/5 glass at
dinner. If he has one
bottle of milk which is
good for 6 glasses, will it
last for 4 days?

D. Discussing New Concepts Think-pair-share: Using Think-pair-share: Two (2) Triads: The class will be Collaborative activity: Give Collaborative Activity:
and Practicing New Skills bar models, divide the problems will be posted divided into group of this problem as an exercise Post mathematical
#1 following fractions. and will be solved by the three. Each group will be (problem that was already statements on the board
pupils in pairs. (refer to provided with a task card. presented to them which the class will try
1. 8 ÷ 1/2
DLP Gr. 6 Module 40 pp. 6 (Worksheet No. 5) before): Mikka did 2/13 of to form word problems
2. 5/6 ÷ 3 – 7) a load of laundry on about.
Thursday and 5/13 of a
3. 4/6 ÷ 1/3 1. 5 3/4 ÷ 4
load of laundry on Friday.
If she will still do laundry 2. 3 5 7 ÷ 2 3
4. 3 1/2 ÷ 1/3
on Saturday and Sunday,
5. 1/5 ÷ 2 1/5 what part of the remaining Write on the board the
E. Discussing New Concepts Collaborative Activity:
and Practicing New Skills The class will work on this
#2 activity in groups. “Follow
Me” Complete instruction
and activity sheets could
be found in BEAM LG Gr.
6 Module 10 pp. 22-28
F. Developing Mastery
(Leads to Formative
Assessment 3)
Collaborative Activity: After the activity, the laundry will each day have? problems that the pupils
Give a task card that teacher will ask the pupils may think. Then
each group will solve. their insights and volunteers will solve each
(Refer to Worksheet experiences while doing problem on the board.
2 – Let’s Investigate) the task.
A rubric on how the
work of the pupils be
graded will also be
provided. (from BEAM
LG Gr. 6 Module 10 pp.
32)
Individual Activity: In Individual Activity: Let Individual Activity: Let
their notebook, let the the pupils solve the the pupils do the
pupils solve these following individually. 1. following individually.
problems. Margarita solicited 10
1. Write a problem
2/3 litres of paint for the
1. Shane has a piece of similar to “Don Antonio
Brigada Eskwela. Their
rope that is 7 4/5 meters has 7 7/8 hectares of
City Mayor gave their
long. If he cuts it into land. His wife has 2/3 of
school another 7 2/5
pieces that are each 3/5 what he has. If they will
litres of paint. If each
of a unit long, how many divide their lands among
classroom needs 2 3/7
pieces does he have? their 7 children, what
litres, how many
part will each child
2. Dawn is making pan classrooms can be
have?”
cakes for her friends. painted?
Each pan cake requires 4 2. Write a story problem
2. Rona has 20 1/2 meters
1/3 table spoon of flour. that shows: 3 5/7 ÷ 4/5 =
of cloth, she uses 2/3 of
If she has 10 friends, do �
it for a girls’ dress. The
you think 43 1/2 spoons
remaining cloth will be
of flour is enough?
used for a baby dress. If
Explain.
each dress needs 4/5
meters, how many baby

G. Finding Practical
Application of Concepts and
Skills in Daily Living
H. Making Generalizations
and Abstractions about the
Lesson
I. Evaluating Learning
dress can Rona make?
Ask: In your everyday Ask the students if the Ask: From all the Ask: If you will relate to
life, how can the concept problems they encounter activities that we had, a song your experience in
of dividing fractions be during the lesson really aside from the concept of creating word problems,
helpful to you? Explain do happen in real-life. dividing fractions, what what would it be and
the reason of saying so. other ideas do you think why?
are useful in our daily
lives?
“How do we divide a whole Let the pupils recall and Encourage the pupils to Let the pupils discuss to Let the pupils discuss to
number by a fraction? a generalize the steps in identify the techniques the class the points to the class the points to
fraction by another solving word problems. and strategies they remember when creating remember when creating
fraction? a mixed number applied in order to solve word problems. word problems.
1. Understand the
by a fraction? a mixed the problems the quickest
problem
number by a whole? mixed way possible aside from
numbers? a Fraction by a 2. Devise a plan the steps you’ve given
mixed number? them.
3. Carry out the plan
4. Look back and evaluate
the solution
Create a problem similar
to this: “Martin is a long
Find each quotient.
distance runner. He can
1. 5/8 ÷ 2/3 run a mile at a consistent
pace of 8 2/5 minutes.
2. 3 1/3 ÷ 2/5 How many miles can he
run in 1 1/3 hours if he
3. 5 3/5 ÷ 4
keeps that pace?”
4. 4 1/2 ÷ 2 1/3
5. 7/9 ÷ 2 3/4
J. Additional Activities for Make a journal stating Make a poster showing Write a paragraph
Applications and what you have learned and real-life situations of explaining your
Remediations how you will apply the solving word problems experience in creating
concept of division of about fractions. word problems and
fraction inside your home. discuss its importance to
your daily life.

V. REMARKS

VI. REFLECTIONS

A. Number of Learners who IFUGAO: ____ IFUGAO: ____ IFUGAO: ____ IFUGAO: ____ IFUGAO: ____
earned 80% in the
MARANAO: _____ MARANAO: _____ MARANAO: _____ MARANAO: _____ MARANAO: _____
evaluation
HILIGAYNON: _____ HILIGAYNON: _____ HILIGAYNON: _____ HILIGAYNON: _____ HILIGAYNON: _____

B. Number of Learners who

IFUGAO: ____ IFUGAO: ____ IFUGAO: ____ IFUGAO: ____ IFUGAO: ____
required additional MARANAO: _____ MARANAO: _____ MARANAO: _____ MARANAO: _____ MARANAO: _____
activities for remediation
(Scored below 80% in the HILIGAYNON: _____ HILIGAYNON: _____ HILIGAYNON: _____ HILIGAYNON: _____ HILIGAYNON: _____
evaluation)