School JANDALAMANON ELEMENTARY Grade SIX

SCHOOL
Teacher ARNEL E. ABESTANO Learning Area MATHEMATICS
Teaching Date August 30, 2023 (Week 1 – Day 2) Quarter FIRST
DAILY LESSON WEDNESDAY
Time
LOG 1:50PM – 2:40PM

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives,
necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be
done for developing content knowledge and competencies. These are assessed using Formative Assessment
I. Objective
strategies. Valuing objectives support the learning of content and competencies and enable children to find
significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

The learner…
A. Content Standards  Demonstrates understanding of four fundamental operations involving fractions.

The learner is able to…

B. Performance  Apply the four fundamental operations involving fractions in mathematical problems and real-life
Standards situations.

Knowledge:
Adds and subtracts similar fractions (M6NS-Ia-86)

Skill:
C. Learning Performs the given tasks individually and by group following the given house
Competencies or rules/standards/guidelines.
Objectives (Write the
LC Code for each) Attitude: /Values Integration
Appreciates the value of life balance between studying and playing.

Subject Integration: MAPEH, English, ESP, ICT, Science, MTB

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the
content can be tackled in a week or two.
II. Content
Adding and Subtracting Similar Fractions
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson
and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper based materials.
III. Learning Resources
Hands-on learning promotes concept development.

A. References
1. Teacher’s Guide Pages 21st Century Mathletes 6 (Teacher’s Manual); pp. 3 – 15
2. Learner’s Materials 21st Century Mathletes 6 (Learner’s Material); pp. 2 – 5
Pages
Math for Life 6; pp. 146 – 147; 152 – 155
Mathematics for Everyday Use 6; pp. 81 – 82
3. Textbook pages
21st Century Mathematics 6; p. 134

4. Additional Materials
from Learning Lesson Guides in Mathematics Grade 6, pp. 212-215
Resource (LR) portal

B. Other Learning https://www.mathplayground.com/tb_fractions/index.html

Resources

IV. Procedures These steps should be done across the week. Spread out the activities appropriately so that students will learn well.
 Always be guided by demonstration of learning by the students which you can infer from formative assessment
activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
learning, question their learning processes, and draw conclusions about what they learned in relation to their life
experiences and previous knowledge. Indicate the time allotment for each step.

Drill (“Pass the Ball” Game)

Mechanics
A music (MATHdali song) will be played while the learners pass a ball to his/her seatmate.
Whenever the music stops, the learner who is holding the ball shall answer the teacher’s question
orally.
A. Reviewing previous
lesson or presenting Ask: (MATHtanong)
the new lesson  What is a fraction?
 What are the different parts of a fraction?
 How do we reduce fractions in lowest terms or in its simplest form?
 How do we change improper fraction to mixed numbers?
 How do we change mixed numbers to improper fraction?

The teacher presents a life scenario of a former student.

4
Anilyn walks of a mile every day to reach Negros Academy, her current school. On one of her
9
3
shortened period of classes, she walks another of a mile to spend some time to play at the park.
9
B. Establishing a purpose
for the lesson/ Then, she went home at the right time so she can help her mother with the household chores. How
Motivation/ Motive many miles did she walk altogether from her house to the park?
Questions

Ask: (Values Integration)

1. What personality does Anilyn have?
2. Is it important to balance our time in studying and playing? Why?

Based on the short selection, answer the following questions.

1. What is asked?
2. What are given?
C. Presenting examples/ 3. How will you solve the problem?
instances 4 3
4. What kind of fractions are and ?
9 9
5. How do we add fractions with the same denominator?

Let the pupils give their answers.

With the help of ICT equipments, the teacher will show some audio visual presentations on the Addition
and Subtraction of Similar Fractions

What are the standards in viewing a video clip? (MATHtandaan)

D. Discussing new Note: Recall the house rules before the presentation begins.
concepts and
practicing new skills #1
Viewing of Video Clips (MATHtalakay)
 Adding Similar Fractions
 Subtracting Similar Fractions
 E. Discussing new The teacher provides additional examples to pupils to further help them understand the lesson concept
concepts and
by giving emphasis on the addition and subtraction of similar fractions.
practicing new skills #2

On a piece of paper, find the sum. (MATHtry Nga)

2 1 2 4 3 1
F. Developing mastery a. + =N c. + =N e. − =N
5 5 7 7 5 5
(Leads to Formative
Assessment)
3 2 1 2
b. − =N d. + =N
6 6 8 8

Group the class into 3.

 Allot 5 to 10 minutes for this activity.
 Reporting of the group’s output follows.
G. Finding practical
applications of o Group 1 – Think creatively of a scenario showing addition of similar fractions.
concepts and skills in o Group 2 – Think creatively of a scenario showing subtraction of similar fractions
daily living o Group 3 – Create a model based on the given situation

Recall the house rules for them to follow while they are performing their activity.

H. Making generalizations
and abstractions about
the lesson
(MATHtandaan)
To add or subtract similar fractions:
1. Add or subtract the numerators
2. Write the sum or difference over the common denominator
3. Simplify or write the answer in lowest term if possible

Solve for the sum or difference. (MATHemaTEST)

3 2 3 1 5 3
a. + =N b. + =N c. − =N
I. Evaluating learning 7 7 4 4 6 6

6 5 5 6
d. − =N e. + =N
12 12 10 10

1 2
J. Additional activities for Jitro has kg of rambutan fruit and his friend Justin gives him an additional kg of the same fruit.
application
3 3
How many kilograms of rambutan does Jitro have in total?

Lesson carried. Move on to the next objective.

V. Remarks Lesson not carried.
VI. Reflection Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What
works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can
provide for you so when you meet them, you can ask them relevant questions.
Pupils did not find difficulties in answering the lesson.
Pupils found difficulties in answering the lesson.
Pupils did not enjoy the lesson because of lack of knowledge, skills and interest about the lesson.
Pupils were interested on the lesson, despite of some difficulties encountered in answering the
questions asked by the teacher.
Pupils mastered the lesson despite of limited resources used by the teacher.
 Majority of the pupils finished their work on time.
Some pupils did not finish their work on time due to unnecessary behavior.
A. No. of learners who ______ of learners who earned 80% above
earned 80% in the
evaluation.
B. No. of learners who ______ of learners who require additional activities for remediation
require additional
activities for
remediation who
scored below.
C. Did the remedial Yes No
lessons work? No. of ______ of learners who caught up the lesson
learners who have
caught up with the
lesson.
D. No. of learners who ______ of learners who continue to require remediation
continue to require
remediation.
Strategies used that work well:
Tactile, concrete experiences in math: Using three dimensional objects in math instruction such as
geometrical shapes, coins, or blocks used to form various geometrical shapes.
Think-alouds: using explicit explanations of the steps of problem solving through teacher modeling
metacognitive thought. Ex: Reading a story aloud and stopping at points to think aloud about
reading strategies/processes or, in math, demonstrating the thought process used in problem
solving.
Model-lead-test strategy instruction (MLT): 3 stage process for teaching students to independently
use learning strategies: 1) teacher models correct use of strategy; 2) teacher leads students to
practice correct use; 3) teacher tests’ students’ independent use of it.
Graphic organizers: visual displays to organize information into things like trees, flowcharts, webs,
E. Which of my teaching etc.
strategies worked well?
Why did these work? Other Techniques and Strategies used:
Repetition Carousel
Math games Dyads
Manipulative tools Differentiated Instruction
Pair work Discovery Method
Explicit Teaching / Direct Instruction Lecture Method
Group Collaboration

Why?
Complete IMs Pupils’ eagerness to learn
Availability of Materials Group member’s collaboration /
Audio Visual Presentation of the lesson cooperation in doing their tasks
Bullying among pupils
F. What difficulties did I Pupils’ behavior/attitude
encounter which my Colorful IMs
principal or supervisor
can help me solve? Unavailable Technology Equipment (AVR/LCD), Science/ Computer/ Internet Lab
Additional Clerical works
Planned Innovations:
G. What innovation or Contextualized/Localized and Indigenized IMs
localized materials did I Localized Videos
use/discover which I
Making big books from views of the locality
wish to share with
other teachers? Recycling of plastics / other materials to be used as IMs
Creating local word problems
 Prepared by:

ARNEL E. ABESTANO

Adviser/Teacher I

Checked and Observed by:

ROSELITO A. JANDOMON RONAVIC D. BALDADO

Head Teacher III Master Teacher I