Math LP

June 04,2012
Monday
B.
SCHOOL OPENING
I. To enroll pupils in the grade
To orient pupils about school rules and
regulations
II. Enrolment/Orientation
Attentiveness
III. 1. Enrolling pupils in the grade
2. Introducing some rules and regulations in the
school.
a. Proper haircut
b. Wearing of school uniform; school ID
etc
c. Maintaining proper hygiene
d. Proper use of school facilities like CR,
canteen, library etc
3. Teaching the opening & closing
prayer.
IV. Memorization of such rules &
regulations
V. Find out the school organization
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June 05,2012
Tuesday
I. Be acquainted with
a. different school personnel
b different school facilities
II. Orientation of Classes
Attentiveness
III. Procedure
A. Opening Prayer
To be led by a pupil
Activities
a. Introducing the different school
personnel
- principal
- guidance counselor
- librarian
- school custodian
- Teachers
- School helpers
b. Different school facilities
- Principals Office
- Guidance room
- Library
- Clinic
- Canteen
- HE & IA Building
IV. Evaluation
Match column A with column
B. Write the letters only.
1.
2.
3.
4.
5.
a.
b.
c.
d.
e.
Column A
School custodian
Librarian
Principal
Guidance counselor
Clinic Teacher
Column B
John Bagarinao
Renato Panis
Rosalia L. Morit
Lumen Perez
Luisa Cabintoy
V. Assignment
Make a copy of the national
anthem , Panatang makabayan,
Panunumpa sa watawat &
Panunumpa ng Batang Las
Piero in your notebook
June 06,2012
Wednesday
June 07,2012
Thursday
PHYSICAL EXAMINATION
Vision
I. Measures pupils vision using the Snellens chart
II. Administering the Vision Accuracy Examination
Value: Accuracy
III. A. Preparation
-naming different shapes
B. Setting of standards
C. Administering the Vision Accuracy
Examination
NUTRITIONAL STATUS
I. Measures pupils height,weight and ages
II. Physical Examination
Value: Accuracy
III. A. Preparation
-preparing an info card
C. Measuring the pupils height, weight and ages
IV. Evaluating the nutritunal status of the pupils
IV. Evaluating the vision accuracy by using the

distance rate in the chart
POSTURE
I. Evaluates pupils posture using the legend
A,B,C,D and E
Hearing
I. Measures pupils hearing accuracy using the
click-pen method
II. Administering the Hearing Accuracy and Ear
Examination
Value: Accuracy
III. A. Preparation
-sing a song
C. Administering the Hearing Accuracy and
ear examination
IV. Evaluating the hearing accuracy by using

the click-pen method
II. Posture
Accuracy
III. A. Preparation
Sing a song
C. Evaluating pupils posture using the legend
A,B,C,D and E
IV. Evaluation
Legend
A- Grossly abnormal
B- Awkward standing and sitting position
C- Some degree of awkwardness which
subject tries to correct consciously
D- Aesthetically and functionally good
E- Very well standing, well poised
June 08,2012
Fridays
II. Diagnostic Test

Test Paper
Honesty
Vision
Value: Accuracy
III. A. Preparation
Examination
IV. Reminding pupils activities for the

2nd day of testing
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June 12,2012
Tuesday
Hearing
click-pen method
Examination
Value: Accuracy
III. A. Preparation
-sing a song
ear examination

June 11,2012
Monday
DIAGNOSTIC TEST
(DAY 2)
I. Measure students skills and
knowledge
through
Achievement Test
Division
II. Diagnostic Test

Test Paper
Honesty
III. Procedure
a. Preparation of the pupils and
the needed materials for the test
b. Giving standards in taking the
test
c. Distribution of test questionnaires
d. Test Proper
e. Retrieval of test papers & answer
sheets
3rd day of testing
DIAGNOSTIC TEST
(DAY 1)
knowledge
through
Achievement Test
III. Procedure
A. Preparation of the pupils and
B. Giving standards in taking the
test
C. Distribution of test questionnaires
D. Test Proper
E. Retrieval of test papers & answer
sheets
Division
Final
Final
June 15,2011
Wednesday
June16-17,2011
Thursday - Friday
DIAGNOSTIC TEST
(DAY 3)
CALIFORNIA READING TEST
knowledge through Division Final
Achievement Test
I. Answer a 161-item word recognition and

comprehension test under time limit
following the rules and standards in having
a diagnostic test
II. Diagnostic Test

Test Paper
Honesty
II. California Reading Test for Primary and

Intermediate
Aim: for the preparation of the Regional
Reading Profiles of Grades II VI pupils
answer sheets; CRT questionnaires
Honesty
III. Procedure
A. Preparation of the pupils and
B. Giving standards in taking the
test
C. Distribution of test questionnaires
D. Test Proper
E. Retrieval of test papers & answer
sheets
checking & recording of the diagnostic
results
CHECKING OF TEST RESULTS
I. To check and get the results of the pretest
III. Preliminary Activities

A. Motivation
Class are you ready now to take a
reading test?
test
B. Preparation of answer sheets

C. Giving of standards in having a
reading test ability test
D. Distribution of questionnaires
E. Explanation of directions before
administering the test under time limit
II. Checking and Recording of Diagnostic

Test results
Obedience
IV. Test Proper
III. Procedure
A. Distribution of the answer sheets
V. Checking of Papers
ii.
Checking of answer
sheets
C. Getting the frequency of score & errors
IV. Evaluating diagnostic test results
V. Review for a remedial lesson
June 22,2011
Wednesday
June 20,2011
Monday
HOLIDAY
(Jose Rizal 150th Birthday)
NUTRITIONAL STATUS
I. Measures pupils height,weight and ages
II. Physical Examination
Value: Accuracy
June 21,2011
Tuesday
Vision
III. A. Preparation
-preparing an info card
C. Measuring the pupils height, weight and ages
IV. Evaluating the nutritunal status of the pupils

Value: Accuracy
POSTURE
III. A. Preparation
Examination
I. Evaluates pupils posture using the legend

A,B,C,D and E

III. A. Preparation
Sing a song
C. Evaluating pupils posture using the legend
A,B,C,D and E
Hearing
click-pen method
Examination
Value: Accuracy
III. A. Preparation
-sing a song
ear examination

II. Posture
Accuracy
IV. Evaluation
Legend
A- Grossly abnormal
B- Awkward standing and sitting position
C- Some degree of awkwardness which
subject tries to correct consciously
D- Aesthetically and functionally good
E- Very well standing, well poised
June 18 ,2012
MONDAY
MATH VI
I. Cognitive: Identify numbers from 100,000

through millions/billions
Psychomotor: Read and write numbers from
100,000 through million/billions
Affective: Practice carefulness in writing
numbers through millions/billions
II. Identifying Numbers from 100,000 through
Millions/Billions
Writing Numbers from 100,000 through
Millions/Billions
BEC-PELC IA 1.1
Math 6 Textbook
Flashcards, Charts
III. Learning Experience
A. Preparatory Activities
1. Drill
Let pupils wear the tag with
numbers 0 to 9 and form them into
3 to 6 digit numbers
2. Review
Pick out some numbers less than
100 000 from a set posted on the
houses
45,489
123,421 24,832
436,849
89,432 94,673
86,475
643,971 147,988
99,999
3. Motivation
Singing Math Song
B. Developmental Activities
1. Presentation
Traffic in Metro Manila is heavy
because nearly one-half of the
2,904,487 vehicles in the country
are registered here.
What is the given number?
How do we read it? Write it?
presenting number in a place
value chart:
How many periods are there in one
million? How many digits
are found in one billion?

2. Guided Practice
Activity 1
Put (/) if the number is in millions
and (X) if it is in billions:
__1. 6,386,798
__2. 3,392,836
__3. 9,364,589,231
Activity 2
Write the ff. in figures:
__4. Two million, two hundred fifty
thousand, ten
__5. Five hundred thirteen million,
nine hundred fourteen thousand, two
hundred fifty two.
3. Generalization
How do you identify a number if
it is in millions or billions?
Million has 3 periods. It may
contain 7 up to 9 digits. Billion
has 4 periods. It may contain 10
up to 12 digits
4. Application
Write the ff. in words:
a. 5,000,432
b. 6,750,896,017
c. 2,000,000,015
d. 1,199,824
e. 12,315,723
IV. Evaluation
Write T if it is thousands, M for millions
and B for billions
__1. 6,034.597
__2. 145,683,184
__3. 206,342,982,001
__4. 425,653
__5. 52,756,912
V. Assignment
Write the ff numbers in words:
1. 450,187,402
2. 2,247,364,869
3. 310,463
4. 9,181,009
5. 816,346,951,853
==================================
June 19,2012
TUESDAY
MATH VI
If the number that comes before the

number of the place value to be
rounded is greater than 5; round up
add 1 to the number to be rounded
then change the other succeeding
numbers to zero
I - Round numbers to the nearest specified place

value
4. Practice Exercises
Answer Ex. 1 p.13 A & B
Challenges in Math 6
II - Rounding Numbers to the Nearest Hundred

Millions
PELC 1.1.3 p.1
Living with Math 6 pp. 10-13
5. Fixing Skills
Answer Ex.1 p.13 C & D
Challenges in Math 6
III - Learning Activities

A. Preparation
1. Drill
Flashcards on Addition facts
2. Review
Expressing Hindu-Arabic to Roman
Numerals & vice versa
B. Lesson Proper
1. Motivation
Do you still remember the rules
rounding off numbers? Why do you
think is it important for us to know
how to round off numbers?
2. Presentation
Presenting charts about rounding off:
Nearest hundreds
589 600 547 500
375 400
335 300
Nearest thousands:
6,700 7,000
6,430 6,000
9,800 10,000
8,290 8,000
3. Generalization
It the number that comes before
the number of the place value to be
rounded is less than 5; round down.
copy the same number in the place
value to be rounded then change the
other succeeding numbers to zero.
IV - Evaluation
Round the ff numbers to the nearest
specified place value. The underlined digit is the
place value to be rounded to:
1. 785,367,890
2. 912,007,613
3. 561,918,109
4. 811,342,561
5. 213,112,516
6. 897,567,453
7. 476,987,034
8. 143,745,809
9. 587,365,109
10. 345,987,645
V - Assignment
Answer exercise D numbers 6-10 p. 9
Skill Sharpener in Elementary Math 6
2. Presentation
I V X L
C
D
M
Roman
Numeral
1 5 10 50 100 500 1000
HinduArabic
3. Comparison & Abstraction

A. VI (V=5, I=1) = 6
B. IV (I=1, V=5) = 4
C. III = 3 XXX = 30
CCC = 300
MMM = 3000
D. X = 10,000
M = 1,000,000
A. When do we use the process of addition
& subtraction?
B. What are the roman numerals that can be
used repeatedly? How many times can we
use it?
C. What does the bar on top of a roman
numeral mean? What process is involve?
June 20,2012
WEDNESDAY
4. Generalization
* When a roman numeral of bigger
value comes before a numeral of smaller
value, we add
* When a roman numeral of bigger
value comes after a numeral of smaller
value, we subtract
* The numerals I, X, C & M can be
used repeatedly three times
* A bar on top a roman numeral
means the value of that numeral is to be
multiplied by 1000
MATH VI
I - Express Hindu-Arabic to Roman Numeral
And vice-versa
II - Expressing Hindu-Arabic to Roman
Numerals and Vice-versa
PELC III 6.6.2 p.7
Math in Everyday Life 6 pp.6-8;
Charts, Flashcards
A. Preparation
1. Drill
Flashing cards
subtraction facts
on
addition
&
2. Review
Reading & writing numbers in
words & in figures ( Pls. refer to
charts)
B. Lesson Proper
1. Motivation
Can you name other ways
of writing numbers? Do youknow that
the letters of the alphabet can be used to
represent numbers?
5. Practice Exercise
Answer Ex. B & C p. 4 Math in Everyday
Life 6
6. Fixing Skills
Answer Ex 2 p.5 Skill Sharpener in Elem.
Math 6 (Pls refer to chart for the exercise)
IV - Evaluation
A. Write the ff. in Roman Numerals:
1. 22,356
2. 155,621
3. 278
4. 146
5. 16
B. Write the ff in Hindu-Arabic:
1.
2.
3.
4.
5.
MCXXII
CMLXII
MCMXCVII
VCCCLXVII
VIDCCXXXV
2. Presentation
10,003
+ 12,312
12,183
34,496
V - Assignment
Answer Ex. C & D p. 5 Skill Sharpener in
Elem. Math 6 (Pls refer to chart for the
assign)
In this equation, can you tell

the different parts of an addition
equation
What symbol did we use to
represent
the
mathematical
operation?
3. Generalization
To add numbers without
regrouping, start adding from the
ones place up to the leftmost or
highest place value possible of the
given number. Align the digits in
the sum with the addends.
June 21,2012
THURSDAY
MATH VI
I - Add 5 or more digit numbers with 5 or more
addends with sums through billions without
regrouping
Answer Ex. A nos. 1-5 Math in
Everyday Life 6
5. Fixing Skills
Answer Test you Skills p. 5
Math for Everyday Use 6
II - Comprehension of Addition
Addition of 5 or More Addends with Sums
through billions without Regrouping
PELC B.1.1.2 p.1
Living with Math 6 pp. 20-25; Math for
Everyday Use 6 pp.5-6
Cleanliness
IV - Evaluation
Find the sum of the following
1) 21,010
2) 23,001 3) 20,110
12,311
13,110
12,413
+ 13,021
+ 21,300
+ 12,122
30,530
10,003
20,011
20,112
32,311
21,203

A. Preparation
1. Drill
Writing Roman Numerals to HinduArabic and vice-versa
2. Review
Rounding numbers to its specified
place value
4) 341,210
100,300
+ 221,111
100,112
B. Lesson Proper
1. Motivation
Do you know the parts of a
simple addition equation? Can you
name them? Do you still remember
how to add numbers without
regrouping?
5) 301,210
112,131
+ 300,001
112,211
V - Assignment
Answer Ex. 6 nos. 6-10 Math in Everyday
Life 6 p.6
can. Afterwards, teacher checks and

counts the correct answers
e. Repeat the same process with the other
operations
f. The group with the most number of
correct answer wins
2. Motivation
Let the pupils name the different
presidents of the Phil. From Aguinaldo
to Arroyo
b. Ask: What expression describes Emilio
Aguinaldo? Ask the same question with
the other presidents
c. Why should we remember our past
presidents?
d. If we use expressions to describe the
presidents, we also use expression in
Mathematics, to describe relationships
between numbers and the operations
being used
a.
June 22,2012
FRIDAY
MATH VI
6:50 - 7:40
VI-Two
11:00 12:00
VI-Eight
I - Define Expression
Translate
word
phrases
to
numerical
expressions
Write the correct numerical expressions
Appreciate good deeds of past presidents
II - Defining Expressions
Translating Mathematical Phrases to Expressions
BEC PELC A.1.1.1
Charts, stopwatch, pictures of Phil Presidents
Nationalism
III - Learning Experiences
1. Preparatory Activities
1. Drill on giving terms and phrases
that refer to Addition, Subtraction,
Multiplication or Division
a. Divide the class into 2 groups
b. Teacher gives an operation, say
addition
c. Each member of all the groups
simultaneously goes to the board and
writes a term or phrase that refers to the
given operation
d. Within 2 minutes, each group has to
write as many terms or phrases as they
3. Developmental Activities
Please refer to Math Lesson Guide
on p. 2-3
4. Application
Please refer to Math Lesson Guide
on p.3
IV - Evaluation
Please refer to Math Lesson Guide on
p. 3
V - Assignment
Write five (5) examples of mathematical
phrases with their corresponding translation
to numerical expressions
II.
July 01,2011
FRIDAY
MATH VI
6:50 - 7:40
VI-Two
11:00 12:00
VI-Eight
I - Give the meaning of equation, exponent and

base
Evaluate an expression involving exponents
Write simple equations
II - Giving the meaning of Equation, Exponent
and Base
Evaluate an expression involving exponents
Write simple equations
BEC PELC A.1.1.1
Charts, roulette, Math for Everyday Use txt
Math 6 Lesson Guide
Drill on Multiplication
1. Presentation
Rhoda has to sew a tablecloth 9
dm by 9 dm for their square-shaped
table in the living room in preparation
for Christmas. Express how big is the
area of the tablecloth
Answering Guide questions:
I.
Who has a new tablecloth?
What is the shape of their

table?
III.
Where will she use the
tablecloth?
IV.
Where is the table placed?
V.
Why does Rhoda need to
sew a tablecloth for their
table?
VI.
If you were Rhoda, will you
also have to sew a
tablecloth? Why?
Answering questions about the problem
a) What is the mathematical phrase
used in the problem?
What expression can this be?
b) What number sentence best fits
to the problem?
c) What makes your sentence true?
What sign is used to show that
your sentence is true?
d) If the sentence is true, what is
its other name? Are the two
quantities equal?
e) Write the equation about the
problem
f) Rename the 81 as a product of 9
x9
g) In the problem, how big is the
tablecloth to be sewed by
Rhoda?
h) Write the exponential notation
about the problem
2. Fixing Skills
Complete the equation
a) 18- __ = 5 + 6 d) 96-__ = __ +24
__ = 11
72 = 72
b) 9 / __ = 6 / __ e) 5 x __= 28 +__
c) 2 x __ = 12 - __
3. Generalization
What is an equation? exponent?
base?
4. Application
Write the equation for the problems.
Make your equation true
a. Mang Sixto plans to have a rectangular
terrace 3m by 4m. After a while, he changes
his plan. He thinks of having the maximum
perimeter possible.
b. A germ splits into 2 at a certain size with
such situation the germ will have 6 splitting.
c. An order from a certain food chain for value

meal costs P60 with P3 VAT and a delivery
fee of P10 each. The five friends made an
order.
IV - Evaluation
Complete the equation to make the
statement true:
1) P150 - __ = P65
2) __3 = 3 x 9
27 = __
3) 9 x __ = __ x 27
54 = 54
4) 96 / __ = 16 x __
5) 91 / __ = 6 + __
13 = 13
V Assignment
July 04,2011
MONDAY
MATH VI
6:50 - 7:40
VI-Two
11:00 12:00
VI-Eight
I - Evaluate an expression with two different

operations without exponents and parenthesis
grouping symbols
Write a solution in evaluating an expression
II - Evaluating an Expression with Two Different
Operations Without Exponents and Parenthesis/
Grouping Symbols
BEC PELC A.1.1.3
Charts; flashcards, Math textbook
1. Drill
Game on Naming the Word
Expression
Mechanics:
a. Form 4 groups
b. The
teacher
flashes
numerical
expression. Each group makes decision
within 60 seconds for their answer.
c. One
number
of
each
group
simultaneously goes to the boards and
writes the word expression.
d. The teacher checks the answer. The

group having the most number of
correct answer wins
2. Review
Stating the equation
Mechanics:
a. Form 4 groups
b. The teachers flashes the situation
c. Each group thinks aloud and decides
within 60 seconds for their answers
d. The teacher checks the answer. The
group with the most correct number of
correct answer wins.
3. Motivation
Ask the pupils about the occupation
of their parents. Let them tell how they
help their parents earn a living
1. Presentation
Use of Role Play in a Sari-Sari Store
(Please refer to Math 6 Lesson
Guide
on pp. 23-24 for details)
2. Fixing Skills/Practice Exercise
Evaluate the Expression:
a. 8 + 4 / 2
b. 5 x 8 /4
c. 65 91 / 7
d. 72 / 3 x 8
e. 67 + 33 / 25
3. Generalization
How do we evaluate an
expression with two different operations
w/out
exponents
and
parenthesis/grouping symbols?
C. Application
Write an expression about the problems.
Then evaluate the expression
1. In a certain eatery, there are 5 glass
racks having 24 glasses and 8 left over
The answer says she has 130 glasses in
all. Is she right? Why?
2. Tickets for children in a carnival costs
P150. A teacher of a class of 48 pupils
gets for the whole class but only 43
buys. Is it right for the teacher to say
that she has P6,350 for the tickets of
the children? Why?
time according to the number drawn

IV - Evaluation
Evaluate the following expressions:
1. 4 x 3 + 8
6. 7 x 8 + 130
2. 84 / 3 x 4
7. 195 / 3 x 5
3. 76 8 + 5
8. 3 + 83 - 73
4. 53 + 7 20
9. 76 8 x 9
5. 3 x 5 / 25
10. 90 x 5 / 75
2. Review
Mechanics:
1) Form 4 groups
2) The teacher flashes the card with
expression to be evaluated
3) Each group evaluates within 60
seconds the expression flashed by
the teacher.
4) One member of each group
simultaneously goes to the board &
writes the solution.
5) The teacher and the class process the
answers of the groups. The group
having the highest number of
correct answers wins.
V - Assignment
Evaluate the following expressions
1. 8 x 15 - 9
2. 44 + 56 / 7
4. 76 + 3 x 9
5. 27 8 / 4
6. 3 x 8 / 6
3. Motivation
Have you ever used marbles in
your games? After using the marbles,
where do you place them?
July 06,2011
WEDNESDAY
MATH VI
6:50 - 7:40
VI-Two
11:00 12:00
VI-Eight
I - Evaluate an expression with two different

operations with exponents and parenthesis/grouping
symbols
II - Evaluating an Expression with Two Different
Operations with Exponents and Parenthesis/
Grouping Symbols
BEC PELC II. A 1.1.3
Flashcards; illustrations; counters; charts
1. Drill on giving expressions
Mechanics:
1. Form 4 groups. Ask each leader to
draw the rolled paper
2. The leader having drawn number 1
opens the problem and reads a loud
3. Each group decides within 60 seconds
4.One member of each group
simultaneously goes to the board and
writes the numerical expression
5. The teacher together with the class
check the answer
6. The other leaders follow one at a
1. Presentation
A. Activity 1 Use of Counters
Guide pp 16-17 for details)
2. Practice Exercises/ Fixing Skills
Evaluate the expressions
A) (32 + 3) x 23
B) (18 14)3 + 42
C) (82 + 7) - 12
D) (8 + 82 ) / 24
E) (36 90 / 52
3. Generalization
How do we evaluate an
expression
with
two
different
operations,
with
exponents
and
parenthesis/grouping symbols
C. Application
Write an expression about the
problem. Then evaluate the expression:
Maria has specialized square box for match
boxes. She keeps 3 sets of boxes with 4
match box on its side and 9 more. Is she
right telling her husband that thet have 21
match boxes?
IV - Evaluation
Evaluate the following expressions
1) (80 + 220) / 102
2) (2 + 32) x 5
3) (25 15)3 + 42
4) 8 + (5 3)5
5) (8 x 3)3 - 42
V - Assignment
Write an expression for the problem.
Then evaluate
Joshua, a son of a hardware store owner
has to record the number of small bulbs they
have. He finds that they specialized square
holders for small bulbs. He has to record 4
groups of holders with 5 bulbs on its side and 9
more bulbs. He reports to his father that they
have 100 bulbs. Why must Joshua be wrong?
6) The group with the most number of

correct answer wins
1) Presentation
Activity 1 Completing the Evaluation
Guide on p.31 for the details of the
activity)
2) Practice Exercises/Fixing Skills
Evaluate the following expressions:
a)
(114 4) x (12 / 4)2 + 3
b) 16 + 82 / (4 + 4)
c)
(36 6) x (3 x 4)2 + 7
d) 122 x 30 + (890 /2)
e)
62 x 23 + (400 / 2)
3) Generalization
How do we evaluate an expression
with more the two operations with
exponents and parenthesis/grouping
symbols?
July 07,2011
THURSDAY
MATH VI
6:50 - 7:40
VI-Two
11:00 12:00
VI-Eight
I. Evaluate an expression with more than 2

operations with exponents and parenthesis/
grouping symbols
II. Evaluating an Expression with more than 2
Operations with Exponents and Parenthesis/
Grouping Symbols
BEC PELC II. A 1.1.4
Math textbooks, flashcards, charts
III. Learning Experiences
1) Drill
Activity 1 - Evaluating the Expression
Mechanics:
1) Form 4 groups of pupils
2) The teacher flashes the card with
expression
3) The pupils are given 60 seconds to
evaluate the expression with the
group.
4) One member of each group
simultaneously goes to the board
writes the answer
5) The teacher checks the answer
C. Application
Write an expression about the problem.
Then evaluate:
Rolly helps his father arrange the baked
cheese cakes placed in a specialized square
box. He has arranged 5 groups of 8
cheesecakes on its side and 3 sets of 7 cakes
placed on a tray in a display cabinet.
He tells his father that he has arranged 341
cheesecakes. Must he be right? Why?
IV. Evaluation
Evaluate the following expression
1. (9 2) + (32 x 21)
2. (18 + 14) / (6 + 2)
3. 36 / 22 + 4 x (4 2)
4. (36 6) + [(3 x 42) + 7]
5. [(144 / 12) 2 x 3)] / 3 x 6
V. Assignment
Write an expression for the problem. Then
evaluate the expression:
Andrei has specialized square holders of small
boxes of staple wires. He keeps 5 groups of
holders with 4 small boxes on its side and 3
sets of 3 small boxes placed in plastic bag. He
says, he has 89 small boxes of staple wires.
Must he be right? Why?
simultaneously goes to the board and writes

the answer
3. The teacher checks the answer
4. The group having the highest number
of correct answer wins and takes the prize
2. Motivation
Have you ever been to the market?
What do you see in the market?
July 08,2011
FRIDAY
MATH VI
6:50 - 7:40
VI-Two
11:00 12:00
VI-Eight
I. Evaluate an expression with more than two

operations without exponents and parenthesis/
grouping symbols
Write the evaluation of an expression
II. Evaluating an Expression with More Than
Two Operations Without Exponents and
Parenthesis/Grouping Symbols
BEC PELC II A.1.1.4
Flashcards; charts; play money; counters
Helping Parents at home/Honesty
1. Drill/Review
Evaluating Expression with 2 Different
Operations Without Exponents and
Parenthesis/Grouping Symbols
Activity 1 Winner Takes All
Mechanics:
1. Form 4 groups
2. The teacher flashes the cards
3. The group of pupils are given 60 seconds
to decide on evaluating the given expression
2. A member of each group
1. Presentation
a. Activity 1 Use of Counters in
Acting Out (Pls. refer to Math 6
Lesson Guide on pp 36-37 for the
details of the activity)
b. Activity 2 Word Problems
(Pls. refer to Math 6 Lesson Guide
on p.37 for the details of the
activity)
2. Practice Exercises/Fixing Skills
a. 1200/200 x 4 8 + 9
b. 60 + 48 /2 x 4
c. 12 + 19 x 16/4 7
d. 35/5 x 8 7 + 9
e. 6 x 24 48/12 + 75
f.
C. Application
Write an expression about the problem.
Then evaluate
Manuel has 6 boxes of chalk having
100 pieces each and 7 boxes of colored
chalk to his 4 fiends. He says that he has
3210 pieces of chalks. Must he be wrong?
Why?
IV. Evaluation
Evaluate the following expression:
1) 2 x 80 9 / 3 + 8
2) 60 + 48 / 2 x 5
3) 4 x 15 + / 5 + 6 4
4) 7 x 9 / 3 7 + 8
5) 6 x 4 + 7 8 / 2
V. Assignment
Write an expression for the problem. Then
Evaluate the Expression
Sixto had 90 leaves of pad paper. He sold
leaves to his classmate. When he went home,
his father bought 4 90 leaves of pad paper
He was very happy and said, I have 112 leaves
of pad paper. Must he be right? Why?
D
T
W
I
C
E
Q
A
I
S
U
M
R
M
U
D
F F E R E N
T A D D E N
H L E S S S
R U T I
M E
I
S D I
V I
I
N U S E O
O T I
E N T
E X P O N E
What words were you able
Give the meaning of each word
1. Presentation
Study the rules in the order of
July 11,2011
MONDAY
MATH VI
6:50 - 7:40
VI-Two
11:00 12:00
VI-Eight
I - Evaluate an expression with more than two

operations with or without exponents and
parenthesis/grouping symbols
II - Evaluating an Expression with More than two
Operations with or without exponents and
Parenthesis/grouping symbols
BEC PELC A.1.1.4
Charts; flashcards
1. Review
Place a parenthesis in the equation
so that each equation will be a true
statement. Work in pairs or groups
1} 16 7 +8 11 = 1
2) 3 x 5 4 = 3
3) 18 / 6 x 3 = 1
4) 16 7 + 8 = 17
5) 12 / 2 + 4 = 2
Motivation\
Do you like to go hunting? Lets
have a word hunting game. Encircle the
words diagonally, horizontally or vertically
2.
C E
D S
R M
S A
D E
U A
R E
N T
to form?
operation
Rules in the Order of Operations

a. First, perform the operations within each
pair of grouping symbols. (parenthesis,
brackets and braces) beginning with the
innermost pair
b. Second, simplify the expression with
exponents
c. Third, perform multiplication and
division as they occur from left to right
d. Fourth, perform addition and subtraction
as they occur from left to right
2. Fixing Skills
Simplify the expressions below and
Solve:
a.
32 / 2 x 22
b. 6 / 2 + 1 x 4
c. (15 6) + (4 1) x 23
d. 3 x [3 + 2 x (10 3)]
e. 12 + 3 x {3 x [4 + (9 8) 2]
3}
3. Generalization
What rule would you follow in
evaluating expressions with more than two
operations? State the rules
C. Application
Draw a diagram/figure for the
problem and then solve the length of a
rectangle is 3 meters more than its width.
If the perimeter is 54 metres, what are its
dimensions?
IV - Evaluation
Simplify and solve:
1. 63 / 7 + 5 + 22 6 + 3
2.
6 + (2 x 7 + 52)
3.
3 x ( 4 + 82 ) 8
4. 37 + 3 x 2 / 6
5. 14 / 2 3 + 2 x 2
I. Solve 2 to 3 step word problems involving

whole numbers
V - Assignment
Answer the following questions
1. 10127 is one followed by how many zeros?
2.
Find (x2)2 if x = 3
3.
If your calculator does not have an exponent
key, can you use the definition of the
exponent in 23 + 3 = 2 x 2 x 2 + 3? How?
II. Applying the Order of Operations in Solving 2

to 3 Step Word Problems
BEC PELC II A.1.2, 1.2.1, 1.2.2, 1.3
Math textbooks, drill boards, chart
1. Drill
Perform the indicated operations
a) (12 + 3) 7 = N
b) 4 (6 + 8) = N
2. Review
Answering the assignment on the board
July 12,2011
TUESDAY
MATH VI
6:50 - 7:40
VI-Two
11:00 12:00
VI-Eight
I. Measure students skills and knowledge about

the past lessons
II. Short Quiz No. 1
Order of Operations; Evaluating Expressions
Charts; Test Notebook
Honesty
III. Procedure
1. Preparation
2. Standards for taking the test
3. Test Proper
4. Checking
5. Recording
3. Motivation
What do you like to be when you
grow up? Who wants to be a business
man/businesswoman? What do you
need to establish a business? (Unlock
the meaning of capital and erchandise
1. Presentation
Read and study the problem below
Mr. Fajardo put up a capital coming
from the following:Bank P 250,000.
Private P 100,000.00 Personal Money
P150,000.00
The cost of the merchandise he
bought was P 365,273.00. How much was
left
from his capital? Ask: Where did
Mr. Fajardo get his capital? How much was
the merchandise he bought? What can you
say about Mr. Gonzales? Why do you say
so?
2. Fixing Skills
Please refer to math 6 lesson guide
p.48 for the discussion. Do the
activity in groups
IV. Test Notebook
3. Generalization
What are the steps to follow in solving 2 3 steps
word problems? What is the first thing you need to
know? Why?
July 13,2011
WEDNESDAY
MATH VI
6:50 - 7:40
VI-Two
11:00 12:00
VI-Eight
C. Application
Analyze and solve the problem below
A movie earned P5,470,568.00 in 27

theaters in Manila and P2,0005,971 in 161 movie
houses in other parts of the country. Combining 2
months amounts, what was the average
IV. Evaluation
Read the problem below and do we what
The girl scout troop no. 131 collected 150 kg of rice
on the 1st week and 110 kg on the 2nd week. Troop
no. 250 collected 98 kg and 100 kg on the 1 st and 2nd
week respectively. If the rice they collected will be
distributed equallyamong 20 families of Muliguin
and 23 families of Poctol, how many kg should
each each family receive?
V. Assignment
Mr. Canela had P4,500.00 for food;
P750.00 for transportation and P275.00 For other
expenses and divided the rest among his 5 brothers.
How much was the share of each?
July 14,2011
THURSDAY
MATH VI
6:50 - 7:40
VI-Two
11:00 12:00
VI-Eight

whole numbers
Apply the order of operations in solving 2 to
3 step word problems
BEC PELC II A.1.2, 1.2.1, 1.2.2, 1.3
Cooperation
1. Drill
Flashcards about division facts not
Mastered
2. Review/Checking of assignments
Call to pupil volunteers to solve the
assignment on the board
1. Motivation
a. Ask the pupils if they still remember
the 5-step guide questions in solving
word problems?
c. Call a pupil to enumerate the 5-step
guide questions while teacher writes
them as it is given one by one by the
pupil
2. Presentation
Shiela bought 4 dozen roses. She
prepared 5 vases of roses with 9 flowers
in each vase.
How many flowers
remained?
a. Call a pupil to read the problem
b. Ask questions about the problem:
- Who bought flowers?
- How many dozen of roses did she
bought?
- How many vases did she prepare?
- How many roses does each vase
contain?
- Can you give the 5-step guide
questions to solve this problem?
c. Ask the pupils to solve the problem
on their drill boards
d. Call a pupil to explain the solution
on how he/she obtained the answer
3. Generalization
What are the steps in solving 2 to
3 step word problems?
C. Application
Group the pupils into 2
1st group: Analyze and solve
Shey bought a kilo of oranges for
P87.50 and a kilo of lanzones for P60.00.
How much did she get if she gave a P500
bill?
2nd group: Analyze and solve
A farmer harvested 7 baskets of mangoes
with 55 mangoes in each basket, how many
mangoes did he harvest?
- Ask the pupils to solve the problem. Call
a volunteer to solve the problem on the
board while others do it on their drill boards.
Have them explain how they obtain their
answer
IV. Evaluation
There are no numbers given in the following
problems. Tell which operation/s would you
use to solve each problem:
1) The boy scouts hiked __ km. Then they
hiked __ km more. How far did they hike?
2) After gaining __ kg, Rico weighed __ kg.
What was his former weight

3)How many pupils should be accommodated
equally in __ shuttle buses if there are __
pupils?
4) __ hectares of land are planted with rice.
__ cavans of rice can be harvested per
hectare. How many cavans in all can be
harvested?
5) There are __ hamburgers in each box.
When I counted the hamburgers, there
Were __ in all. How many boxes of
Hamburgers were there?
V. Assignment
Review about lesson in Decimals
July 15,2011
FRIDAY
MATH VI
6:50 - 7:40
VI-Two
11:00 12:00
VI-Eight

whole numbers
Apply the order of operations in solving 2 to
3 step word problems
BEC PELC II A.1.2, 1.2.1, 1.2.2, 1.3
Cooperation
1. Drill
Flashcards about division facts not
Mastered
2. Review/Checking of assignments
Call to pupil volunteers to solve the
assignment on the board
1. Motivation
a. Ask the pupils if they still remember
the 5-step guide questions in solving
word problems?
d. Call a pupil to enumerate the 5-step

guide questions while teacher writes
them as it is given one by one by the
pupil
2. Presentation
Shiela bought 4 dozen roses. She
prepared 5 vases of roses with 9 flowers
in each vase.
How many flowers
remained?
e. Call a pupil to read the problem
f. Ask questions about the problem:
- Who bought flowers?
- How many dozen of roses did she
bought?
- How many vases did she prepare?
- How many roses does each vase
contain?
- Can you give the 5-step guide
questions to solve this problem?
g. Ask the pupils to solve the problem
on their drill boards
h. Call a pupil to explain the solution
on how he/she obtained the answer
3. Generalization
What are the steps in solving 2 to
3 step word problems?
C. Application
Group the pupils into 2
1st group: Analyze and solve
Shey bought a kilo of oranges for
P87.50 and a kilo of lanzones for P60.00.
How much did she get if she gave a P500
bill?
2nd group: Analyze and solve
A farmer harvested 7 baskets of mangoes
with 55 mangoes in each basket, how many
mangoes did he harvest?
- Ask the pupils to solve the problem. Call
a volunteer to solve the problem on the
board while others do it on their drill boards.
Have them explain how they obtain their
answer
IV. Evaluation
There are no numbers given in the following
problems. Tell which operation/s would you
use to solve each problem:
1) The boy scouts hiked __ km. Then they
hiked __ km more. How far did they hike?
3) After gaining __ kg, Rico weighed __ kg.
What was his former weight
3)How many pupils should be accommodated

equally in __ shuttle buses if there are __
pupils?
4) __ hectares of land are planted with rice.
__ cavans of rice can be harvested per
hectare. How many cavans in all can be
harvested?
5) There are __ hamburgers in each box.
When I counted the hamburgers, there
Were __ in all. How many boxes of
Hamburgers were there?
V. Assignment
Review about lesson in Decimals
July 18,2011
MONDAY
MATH VI
6:50 - 7:40
VI-Two
11:00 12:00
VI-Eight
I. Identify the value/place value of a digit in a

given decimal
Read and write decimals through ten
Thousandths
II. Identifying the Value/Place Value of a Digit in
a Given Decimal
Reading and Writing Decimal through Ten
Thousandths
BEC PELC II.B.3, 3.1
Charts; Place value chart, flashcards
1. Drill/Review: Brothers/Sisters, Where
Are You?
-different cards bearing number phrases
fractions and decimals will be given to the
pupils.
-At the signal of GO by the teacher, the
pupils will go around to find the value of
the
number
phrase/fraction/decimal
he/she is holding-the 1st set of pupils to
find their brother/sister wins
2. Motivation
When you see 5, what does it mean
to you? How about .5? Do we read it

simply as point 5? Is there a way of
reading it correctly?
1. Presentation
Activity 1 Pair Share
1. Put chips w/ numbers 0 9 inside
boxes with labels of place value
of decimal numbers
2. Teacher will ask a question, the
group that can answer correctly
will be the first to go in front.
3. He/she should pick a chip
4. His/her partner will do the following:
a) read the number
b) write the number in symbols
and in words
c) identify place value and
value
5. A point will be given to a group
with the correct answer
6. The teacher, then, repeat steps 2-5
7. The group with the most number of
points wins the game
2. Fixing Skills
Activity: Number Heads Together
Think Pair Square
(Group Work)
3. Generalization
How do you read decimal numbers?
How do you read the decimal point?
How do you know the value and place
value of each digit in a given decimal?
C. Application
Mens gymnastics is divided into
compulsory events and optional events. In
1984, the USA team members won the gold
medal. Their score in optional events was
296.0391. In compulsory events they scored
259.3127 points
1) Read: 296.0391 259.3127
2) Write each decimal in words
3) Identify the value/place value of each
digit
IV. Evaluation
Write the following decimals in words then
identify the value and place value of the
underlined digit
Value
1)
2)
3)
4)
5)
we breath in every activities we

engage in?
1. Presentation
Activity 1 - PAIR SHARE
a) Activity cards will be put face
down,
b) Leaders of each group will pick an
activity card
c) They have to work on the following:
Write the number in:
* Standard form
* Expanded form
Place Value
3.2741
43.0018
135.30
656.8743
300.003
V. Assignment
Form 5 decimal numbers out of digits 1 to 9 then
identify the value of each digit.
2. Fixing Skills
A) Write the decimal in standard form
1. ninety-three thousandths
2. seventeen ten thousandths
3. twenty-nine and nine hundred
forty-three ten thousandths
4. six and five thousand four ten
thousandths
5. three and nine hundred fortyfour ten thousandths
B) Write the decimal in expanded
form
1) 6.5327
4) 0.0345
2) 0.0081
3) 3.1065
July 19,2011
TUESDAY
MATH VI
6:50 - 7:40
VI-Two
11:00 12:00
VI-Eight
I. Write decimals through ten thousandths in

different notations standard and expanded
notation
3. Generalization
How do you write decimals in
standard form? Expanded form? What
are the two ways of writing decimals in
expanded notation?
II. Writing Decimals through Ten Thousandths in

Different Notations Standard and Expanded
Notation
BEC PELC II.B.3.3
Place value chart, drill boards, charts,
C. Application
Write the decimal in expanded form
1) 0.842
2) 39.476
3) 851.827

1. Drill
2. Review: Pair Share
a) Provide each group with activity
cards
b) Task: Fill in the missing numbers
to complete the expanded notation
of the given numbers:
Ex. 5,392 = (5 x _) + (3 x _) +
(9 x _) + (2 x _)
c) Have them explain how they come
up with their answers
3. Motivation
Do you know the amount of air
IV. Evaluation
Write the following decimals in the table
provided below
1) forty-five thousandths
2) twenty-five ten thousandths
3) thirty four and nine hundred thousandths
4) seven and three thousand five ten
thousandths
5) five and nine hundred fifty two ten
thousandths
No
Standard Notation
Expanded form
Fractional
form
Exponential form
1
2
3
4
5
V. Assignment
Write the decimals in standard form
1) five thousand six hundred thirty eight ten
thousandths
2) twenty eight and seven thousand two
hundred thirteen ten thousandths
Write the decimals in expanded form
3) 3.5968
4) 325.1927
5) 47.813
August 06, 2012
MONDAY
MATH VI
6:40 - 7:30
VI-Two
7:30 8:20
10:20 11:10
VI-Five
VI-Seven
I. Round decimals through ten thousandths

Tabulate data in the chart
II. Rounding Decimals through Ten Thousandths
BEC PELC II.B.5
Charts; Activity cards
1. Drill
a) Call 21 volunteer pupils and group
them into 3
b) Provide each group with number
cards from 0-5 and a decimal point
c) Each group will form the number
described by the situation given by
the teacher
d) The first group to form the number
correctly wins the game
Valuing: Who do you think will offer first
a handshake after the game?
Why? If you were the winner/
loser in a game, what will you
do? Why?
2. Review: Relay Game
Identifying Place Value of Underlined
Digit
a) Teacher will prepare decimal
number cards with an underlined
digit
b)
As the teacher flashes the cards, the
1st pupil in a row will write
c) his/her answer on a piece of paper as
the groups answer sheet
d) He/She then pass it to his/her team
mate next to him for his answer to
the number flashed by the teacher
e) As soon as the last pupil in a row had
written his/her answer, he/she then
submit their answer sheet to the
teacher fro checking
f) The group with the most number of
correct answer wins.
3. Motivation
What percent is the molecules of
carbon dioxide is present in the earths
atmosphere?
1. Presentation
a) Provide 5 decimal number cards to
each group
b) Tasks: List down numbers closest to
the given decimal numbers
c) Give an explanation for your
answers
d) What are the rules in rounding off
numbers?
e) Have each group present their work
to the class
2. Fixing Skills
Round off 29.8492 to the nearest :
a) Tenths ___
b) Ones ___
c) Hundredths ___
d) Thousandths ___
e) Tens ___
3. Generalization
How do you round off decimal
numbers? What are the rules in rounding off
decimal numbers?
C. Application
Round the following to the nearest ten ```
thousandths:
1) 85.42998
4) 15.39485
2) 0.92432
3) 6.00549
5) 299.83994
IV. Evaluation
A) Round the following to its underlined digit:
1) 6.8497
4) 29.0434
2)
2.0825
5) 0.8943
3)
62.842
V. Assignment
Write down possible numbers closest to:
1) 2.38425
4) 5.2358
2) 0.56893
5) 0.86302
3) 2.96425
August 07, 2012

TUESDAY
MATH VI
6:40 - 7:30
VI-Two
7:30 8:20
10:20 11:10
VI-Five
VI-Seven
I. Estimate sums and differences of whole

numbers and decimals
II. Estimating Sums and Differences of Whole
numbers and Decimals
BEC PELC II. C.1
Charts, counters
1. Drill: Rounding Off
2. Review: Matching Game
a) Provide the following cards to each
group
Tenths
Hundredths
Thousandths
Ten
thousandths
Ones
b) Teacher flashes decimal number and
its rounded off number
Ex. 84.815 = 84.8 = tenths
c) The group will identify the place

value the number is rounded to by
flashing the card
d) The group with the most number of
correct answer wins
3. Motivation
You were asked by your mother to
buy some groceries after class. Without
computing, how would you know that the
money given to you is enough or not?
Why?
1. Presentation Role Playing
Ex. Andrei has P12,720 in his savings
account. He wants to buy an amplifier
and speakers while they are on sale. The
amplifier cost P9,889.99 and the
speakers cost P915.50. About how
2. Fixing Skills
Round to the nearest tenths and solve
1) 18.95
2) 129.235
3) 9.2875
- 9.25
+ 16.41
- 6.834
4) 989.15
+ 451.85
5) 12.027
- 9.0567
3. Generalization
How do you find the estimated sums
and differences of whole numbers and
decimals?
C. Application
Solve the following:
1) PJ bought 2.5 kg of lanzones. She
found out that her brother brought
home 1.75 kg of lanzones. Her
family ate around 2.75 kg. About
how many kg of lanzones were left?
2) Mother bought 4.75 kg of fish. She
cooked 1.25 kg for escabeche and
roasted 1.5 kg of fish for their family
gathering.. About how mnay kg of fish
were uncooked?
3) Ralf has P250 for his daily allowance.
He spent P95.50 for fare and P75.75
For food and saved the rest. About
How much is his savings?
IV. Evaluation
Arrange the ff in column. Round off to the

nearest hundredths, then find the estimated
sums and difference
1) 36.5 + 18.91 + 55.41 = N
2) 7.13 + 8.57 + 23.09 = N
3) 8.941 8.149 = N
4) 639.27 422.30 = N
5) 873.22 + 128.55 + 456.19 = N
V. Assignment
Analyze and solve
1) Father gave mother three thousand pesos
for the different bills due for payment.
Electric bill P1,792.58; water bill
P874.44; telephone bill P422.83. About
How much will be left of the amount given
by father?
2) Kyla ran 3.75 km and PJ ran 7.09 km.
About how much farther did PJ ran?
3) Tony weighs 58 36 kg and Andrei weighs
43.85 kg. About how much more does Tony
weighs?
August 07, 2012
TUESDAY
MATH VI
6:40 - 7:30
VI-Two
7:30 8:20
10:20 11:10
VI-Five
VI-Seven
I. Add and subtract whole numbers and decimals

Write addends in column correctly
II. Adding and Subtracting Whole Numbers and
Decimals
BEC PELC II.C.2
1. Drill
Game: Guess and check
a) Group the class in pairs
b) Teacher flashes an activity card
Ex. 5.684 + 2.795
c) Player 1 for each group will give the
estimated answer mentally
d) Player 2 checks the answer by
solving it using pencil and paper
e) The group with the most number of
correct answer wins
2. Review
Checking of assignment: Call pupil

volunteers to solve the assignment on
the board while others check their
work
3. Motivation
Present the following on the board:
85.03 + 105 + 16.005 28.79 = N
Ask: What is the fastest way of
solving the problem? Why?
1. Presentation Matching Game
Mechanics:
a) Divide the class into 2 groups
b) First group will be given problem
cards
c) Second group will be holding the
answer cards
d) The pupils raise the card they are
holding when the teacher gives the
go signal
e) Pupils should toy to find their partner
by pairing the problem card with the
correct answer card
f) Have the pair read and solve the
problem on the board to check if
their cards match
g) Teacher emphasizes the processes
involved in the problem
Valuing: stress on the wise use of resources
like money.
Avoid extra expenditures
Buy only things that are really needed
2. Fixing Skills
1) 0.16
2) 37.21
+ 15.56
- 19
3) 32.857
+ 19.63
4) 285
5) 95.2
- 18.295
- 27.58
3. Generalization
How do we add/subtract decimals
through ten thousandths without
regrouping?
C. Application
Write in column, then solve
1) 39 + 18.9 15.6 = N
2) 89 29.341 + 14 = N
3) 62.5 + 3.96 + 93 = N
4) 30.1 + 120 97.639 = N
5) 19.61 8.75 + 2.95 = N
Decimals through Ten Thousandths

Without Regrouping
IV. Evaluation
Solve the problems:
1) Add 82.839 to the difference of 189
and 158.84
2) The sum of 15.16, 97 and 16.82 is __
3) Add the difference of 25 and 16.82
to the sum of 43 and 18.28
4) What is 215 added to the difference of
56.23 and 42.136?
5) The difference of 65 and 47.982 added
to 612 is __?
V. Assignment
Study for a short quiz on ordering and
rounding off decimals
July 27,2011
WEDNESDAY
MATH VI
6:50 - 7:50
VI-Two
7:50 8:50
10:10 11:10
VI-Eight
VI - Nine
I. Add/Subtract decimals through ten thousandths

with regrouping
Write the sum/difference through ten thousandths
correctly
II. Adding/Subtracting Decimals through Ten
Thousandths
BEC PELC II.C.3
Charts; Flashcards
1. Drill Mental Computation (Flashcards)
Round the following:
a) 3.456 nearest hundredths
b) 43.7658 nearest thousandths
c) .0087 nearest ten thousandths
d) 4.312 nearest tenths
e) 9.02027 nearest ten thousandths
2. Review Flashcards Adding/Subtracting
1. Presentation: Present the lesson thru
the following:
a. Word Problem
Andrei, a neighbor, came home one
afternoon with a problem: From the
sum of 0.2784 and 0.5869, subtract
0.38854.
a) Guide the pupils in analyzing the
problem by asking the following
questions:
What is being asked?
What are the given facts?
What operations will be
used?
b. Square Grouping
What is the answer when 9.8546 is
added to the difference of 8.2504
and 5.9897?
1) Have each group discuss the
following questions:
a) What is asked in the
problem?
b) What operations will be
used?
c) What
is
the
number
sentence?
d) Ask a volunteer to solve the
problem on the board and let
him/her explain his/her
answer
2. Generalization
How do you add/subtract decimals
through
ten
thousandths
with
regrouping?
C. Application
Find the Sum/Difference:
1) 0.3564
2) 0.41
3) 0.1459
+ 0.13
+ 0.644 + 0.2736
0.2834
0.1567
0.3273
4) 0.5323
- 0.1485
IV. Evaluation
5) 0.7436
- 0.247
Write the number sentence then solve:

1) Subtract 0.2758 from 0.7289
2) Add 0.1352 to the sum of 0.3416
and 0.1235
3) Add 0.3793 to the difference of
0.8496 and 0.4567
4) Subtract 0.4358, from the sum of
0.5147 and 0.3977
5) Subtract the sum of 0.2514 and
0.3897 from 0.8331
V. Assignment
Solve for the missing number
1) __ + 0.362 = 0.814
2) 0.56 + __ = 0.9365
3) __ - 0.4533 = 0.189
4) 0.743 - __ = 0.58
5) 0.8644 0.3729 = __
July 28,2011
THURSDAY
MATH VI
6:50 - 7:50
VI-Two
7:50 8:50
10:10 11:10
VI-Eight
VI - Nine
I. Add/Subtract decimals through ten thousandths

with regrouping
Write the sum/difference through ten thousandths
correctly
II. Adding/Subtracting Decimals through Ten
Thousandths
BEC PELC II.C.3
Charts; Flashcards
1. Drill Mental Computation (Flashcards)
Round the following:
f) 3.456 nearest hundredths
g) 43.7658 nearest thousandths
h) .0087 nearest ten thousandths
i) 4.312 nearest tenths
j) 9.02027 nearest ten thousandths
2. Review Flashcards Adding/Subtracting
Decimals through Ten Thousandths

Without Regrouping
1. Presentation: Present the lesson thru
the following:
a. Word Problem
Andrei, a neighbor, came home one
afternoon with a problem: From the
sum of 0.2784 and 0.5869, subtract
0.38854.
a) Guide the pupils in analyzing the
problem by asking the following
questions:
What is being asked?
What operations will be
used?
b. Square Grouping
What is the answer when 9.8546 is
added to the difference of 8.2504
and 5.9897?
1) Have each group discuss the
following questions:
e) What is asked in the
problem?
f) What operations will be
used?
g) What
is
the
number
sentence?
h) Ask a volunteer to solve the
problem on the board and let
him/her explain his/her
answer
2. Generalization
How do you add/subtract decimals
through
ten
thousandths
with
regrouping?
C. Application
Find the Sum/Difference:
1) 0.3564
2) 0.41
3) 0.1459
+ 0.13
+ 0.644 + 0.2736
0.2834
0.1567
0.3273
4) 0.5323
- 0.1485
IV. Evaluation
5) 0.7436
- 0.247
Write the number sentence then solve:

1) Subtract 0.2758 from 0.7289
3) Add 0.1352 to the sum of 0.3416
and 0.1235
3) Add 0.3793 to the difference of
0.8496 and 0.4567
4) Subtract 0.4358, from the sum of
0.5147 and 0.3977
5) Subtract the sum of 0.2514 and
0.3897 from 0.8331
V. Assignment
Solve for the missing number
1) __ + 0.362 = 0.814
5) 0.56 + __ = 0.9365
6) __ - 0.4533 = 0.189
7) 0.743 - __ = 0.58
5) 0.8644 0.3729 = __
g) The group will identify the place

value the number is rounded to by
flashing the card
h) The group with the most number of
correct answer wins
3. Motivation
You were asked by your mother to
buy some groceries after class. Without
computing, how would you know that the
money given to you is enough or not?
Why?
1. Presentation Role Playing
Ex. Andrei has P12,720 in his savings
account. He wants to buy an amplifier
and speakers while they are on sale. The
amplifier cost P9,889.99 and the
speakers cost P915.50. About how
July 25,2011
MONDAY
2. Fixing Skills
Round to the nearest tenths and solve
1) 18.95
2) 129.235
3) 9.2875
- 9.25
+ 16.41
- 6.834
MATH VI
6:50 - 7:50
VI-Two
7:50 8:50
10:10 11:10
VI-Eight
VI - Nine
I. Estimate sums and differences of whole

numbers and decimals
II. Estimating Sums and Differences of Whole
numbers and Decimals
BEC PELC II. C.1
Charts, counters
1. Drill: Rounding Off
2. Review: Matching Game
e) Provide the following cards to each
group
Tenths
Hundredths
Thousandths
Ten
thousandths
Ones
f) Teacher flashes decimal number and
its rounded off number
Ex. 84.815 = 84.8 = tenths
4) 989.15
+ 451.85
5) 12.027
- 9.0567
3. Generalization
How do you find the estimated sums
and differences of whole numbers and
decimals?
C. Application
1) PJ bought 2.5 kg of lanzones. She
found out that her brother brought
home 1.75 kg of lanzones. Her
family ate around 2.75 kg. About
how many kg of lanzones were left?
2) Mother bought 4.75 kg of fish. She
cooked 1.25 kg for escabeche and
roasted 1.5 kg of fish for their family
gathering.. About how mnay kg of fish
were uncooked?
3) Ralf has P250 for his daily allowance.
He spent P95.50 for fare and P75.75
For food and saved the rest. About
How much is his savings?
IV. Evaluation
Arrange the ff in column. Round off to the

nearest hundredths, then find the estimated
sums and difference
1) 36.5 + 18.91 + 55.41 = N
6) 7.13 + 8.57 + 23.09 = N
7) 8.941 8.149 = N
8) 639.27 422.30 = N
9) 873.22 + 128.55 + 456.19 = N
V. Assignment
Analyze and solve
1) Father gave mother three thousand pesos
for the different bills due for payment.
Electric bill P1,792.58; water bill
P874.44; telephone bill P422.83. About
How much will be left of the amount given
by father?
2) Kyla ran 3.75 km and PJ ran 7.09 km.
About how much farther did PJ ran?
3) Tony weighs 58 36 kg and Andrei weighs
43.85 kg. About how much more does Tony
weighs?
July 26,2011
TUESDAY
MATH VI
6:50 - 7:50
VI-Two
7:50 8:50
VI-Eight
10:10 11:10
VI - Nine
I. Add and subtract whole numbers and decimals

Write addends in column correctly
II. Adding and Subtracting Whole Numbers and
Decimals
BEC PELC II.C.2
1. Drill
Game: Guess and check
f) Group the class in pairs
g) Teacher flashes an activity card
Ex. 5.684 + 2.795
h) Player 1 for each group will give the
estimated answer mentally
i) Player 2 checks the answer by
solving it using pencil and paper
j) The group with the most number of
correct answer wins
2. Review
Checking of assignment: Call pupil
volunteers to solve the assignment on

the board while others check their
work
3. Motivation
Present the following on the board:
85.03 + 105 + 16.005 28.79 = N
Ask: What is the fastest way of
solving the problem? Why?
1. Presentation Matching Game
Mechanics:
h) Divide the class into 2 groups
i) First group will be given problem
cards
j) Second group will be holding the
answer cards
k) The pupils raise the card they are
holding when the teacher gives the
go signal
l) Pupils should toy to find their partner
by pairing the problem card with the
correct answer card
m) Have the pair read and solve the
problem on the board to check if
their cards match
n) Teacher emphasizes the processes
involved in the problem
Valuing: stress on the wise use of resources
like money.
Avoid extra expenditures
Buy only things that are really needed
4. Fixing Skills
1) 0.16
2) 37.21
+ 15.56
- 19
3) 32.857
+ 19.63
4) 285
5) 95.2
- 18.295
- 27.58
5. Generalization
How do we add/subtract decimals
through ten thousandths without
regrouping?
C. Application
Write in column, then solve
1) 39 + 18.9 15.6 = N
6) 89 29.341 + 14 = N
7) 62.5 + 3.96 + 93 = N
8) 30.1 + 120 97.639 = N
9) 19.61 8.75 + 2.95 = N
IV. Evaluation
Solve the problems:
1) Add 82.839 to the difference of 189
and 158.84
6) The sum of 15.16, 97 and 16.82 is __
7) Add the difference of 25 and 16.82
to the sum of 43 and 18.28
8) What is 215 added to the difference of
56.23 and 42.136?
9) The difference of 65 and 47.982 added
to 612 is __?
V. Assignment
Study for a short quiz on ordering and
rounding off decimals
FIRST PERIODICAL TEST

6:30 7:00 Preparation of Testing Materials
7:00 8:00 MATHEMATICS VI-3
MATHEMATICS VI-1
EPP VI-6;VI-3;VI-1
I. Discuss points missed in the test
II. A. Remedial Lesson
B. Following Directions
III. Procedure
A. Returning of Test Papers
B. Setting standards when having a remedial
lesson
* Observe silence; Be attentive*
C. Discussing points missed in the test
D. Giving remedial teaching for items missed
in the test
IV. Evaluating the pupils test results
=======================
=====================
I. Read the questions silently with understanding

answer the questions correctly and honestly
II. A. First Periodical Test
B. Please see questionnaires and answer
sheets of pupils
C. Honesty
III. Procedure
A. Preliminary Activities
1. Preparation of materials for the test
- ballpens; answer sheets
2. Rules to be observed when taking the
test
- read and understand the questions
- no cheating and no making of
unnecessary noise
B. Test Proper
Please see questionnaires and answer
sheets of pupils
C. Checking of Answer Sheets
C. Recording of Scores and Frequency of
Errors
IV. Prepare/Study for the Next Lesson
Aug 17,2009
Monday
Math in Everyday Life 6 pp.150-152

Charts; Flashcards
1. Drill: Adding and Subtracting
Decimals
2. Review: Identify the Operation
Involved in a problem
a) Ralf bought a pair of
pajamas, a pair of socks and
a t-shirt. How much did he
spend?
b) Kyla bought a dress and a
Skirt. How much change did
she receive from a P500 bill?
3. Motivation
Recall the steps in solving
word problems. Provide one step
word problems involving addition
and subtraction of decimals. Write
the number sentence and solve.
1. Presentation
Present a problem:
Kyla and PJ went to a book
fair. Kyla found 2 good books
which cost P45.00 and P67.50. She
only had P58.00 in her purse but
wanted very much to buy the books.
PJ offered to give her money. How
much did PJ share to Kyla?
July 29,2011
FRIDAY
3. Generalization
What are the important steps in problem
solving? How do we solve 2-3 step word
problems on addition
/subtraction of decimals?
MATH VI
6:50 - 7:50
VI-Two
7:50 8:50
10:10 11:10
VI-Eight
VI - Nine
I. Solve 1-to 2 step word problems

involving addition and subtraction of
decimals
II. Solving 2-3 Step Word Problems
Involving Addition and Subtraction of
Decimals
BEC PELC II.C.6.2
C. Application
1) Divide the class into groups
2) Let each group create their own 2-3
step
word
problems
involving
addition/subtraction of decimals. Let
sthem make at least 3 problems and
write it on a piece of manila paper to be
presented later on in class
3) Presentation of problems per group
IV. Evaluation
Write the number sentence and solve:
1) Brgy. Maligaya is 28.5 km from the town

proper. In going there, Andrei traveled
12.75 km by jeep, 8.5 km by tricycle,and
the rest by hiking. How many km did he
hike?
2) Mang Caloy cut four pieces of bamboo.
piece was 0.75 meter; the second was 2.278
meters, the third was 6.11 and the fourth was
6.72 meters. How much longer were the 3 rd
and 4th pieces put together than the 1 st and 2nd
pieces put together?
3) Shiela filled the basin with 2.95 liters of
water. Her brother used 0.21 liter when he
washed his hands and her sister used 0.8
liter when she washed her face. How much
water was left in the basin?
V. Assignment
Analyze and solve the following:
1) A boy walks 1.437 km to school. While his
friend walks 1.043 km. How much farther
does one boy walk than the other?
2) Mang Obet harvested 437.025 kg of camote
last year. This year his harvest was
503.8252 kg. How much more was his
harvest this year than last year?
3) Moather bought a bag for P720.50 and a
pair of shoes for P900. How much change
did she get for her P2,000?
4) A man bought a lot for P50,250.75. He
sold it for P55,000. How much did he gain?
August 08, 2012

WEDNESDAY
MATH VI
6:40 - 7:30
VI-Two
7:30 8:20
10:20 11:10
VI-Five
VI-Seven
I. Estimate products of whole numbers and

decimals
II. Estimate Products of Whole Numbers and
Decimals
PELC II.D-1
Charts; number cards (whole numbers and
decimals)

1. Mental Computation
Rounding Whole Numbers and Decimals
Relay Game:
2. Review
Estimating Sum/Difference ( Use of
Flashcards)
Round to the nearest whole number and
estimate the sum/difference:
1) 7.82 + 2.35
2) 7.82 2.35
3) 9.15 + 3.84
4) 9.15 3.84
3. Motivation
Presenting a problem:
Andrei bought 5 notebooks at P38.95
each. About how much did he pay in
all?
1. Presentation
a. Ask the following questions:
1) What are given?
2) What is being asked?
3) Do we need an exact answer or
just an estimate to solve the
problem? Why do you think so?
4) What is the number sentence?
5) How do we estimate products of
whole numbers and decimals?
b. Explain step-by-step the process of
estimating products of whole
numbers and decimals. If possible,
extract this from the pupils or have
them do the explaining
c. Discuss the importance of
estimation and its practical
applications in real life. Elicit
examples of situations where
estimation is needed.
2. Generalization
How do you estimate the products of
whole numbers and decimals?
C. Application
Give an equation and ask a pupil to give
the new or rounded numbers and the
estimated product. If the child is correct, he
now gives a new equation and calls on a
classmate to answer. This goes on until all
the pupils has been called upon to answer

and give an equation.
IV. Evaluation
Estimate each product by rounding the
multiplicand
1) 22.7 x 0.08 = N
6) 27.97 x 8 = N
2) 4.3 x 0.9 = N
7) 8.213 x 0.9 = N
3) 4.53 x 0.77 = N
8) 4.075 x 0.7 = N
4) 6.28 x 0.58 = N
9) 49.91 x 8.7 = N
5) 78.5 x 102 = N
10) 59.2 x 0.65 = N
V. Assignment
Read and solve the following:
1) Weng runs 4.8 km every morning. About
how many kilometers does she run each
week?
2) In 6.75 x 8.56, if both factors are rounded to
the nearest whole number, will the estimate
be greater or smaller than the actual product
August 08, 2012

WEDNESDAY
MATH VI
6:40 - 7:30
VI-Two
7:30 8:20
10:20 11:10
VI-Five
VI-Seven
I. Multiply up to 3-digit factors by 1-to-2 digit

factors of whole numbers and decimals with or
without regrouping
II. Multply up to 3-Digit Factors by 1-2 Digit
Factors
BEC PELC II.D.2
Charts; Flashcards
1. Drill Flashcards on multiplication facts
least mastered
2. Review
Estimate the cost:
1) 2 kilos of tomatoes at P8.50 perkilo
2) 31 meters of cotton dress materials at
P49.95 per meter
3) 90 bananas at P0.85 each
3. Motivation
Andreis hobby is collecting
butterflies. One Saturday, after doing all his
home-work, he went to the fields and
collected some butterflies. He loves to see
the different
shapes and colors of the
butterflies.
1. Presentation
Present the lesson thru the following:
a. Acivity 1
A hobbyist loves to collect different kinds of
butterflies. In one of his framed collection,
he mounted 12 butterflies of one specie with
the same length and same width. If one
butterfly weighs 0.43 gram, what is the total
weight of the butterflies?
Discussion:
Analysis of the problem
Addition sentence: 0.43 + 0.43 + 0.43 + 0.43
+ 0.43 + 0.43 + 0.43 + 0.43 + 0.43 + 0.43 +
0.43 + 0.43
Multiplication Sentence: 0.43 x 12 = N
a) What are the steps in multiplying whole
numbers and decimals?
0.43 multiplicand
x 12 multiplier
.86
43
a. grams is the total weight of the
butterflies
e. Provide other examples.
1) 0.235 multiplicand (3 dec. places)
x 57 multiplier (0 dec. places)
1645
1175
13.395 product (5 dec. places)
2) 0.163 multiplicand (3 dec. places)
x 38 multiplier (0 dec. places)
1304
489
6.194 product (5 dec. places)
2. Review
Answering of the assignment
Call pupil volunteers to answer the
assignment on the board. Have them
explain how they got their answer.
2. Fixing Skills
Find the product
1) 0.432 x 23
2) 0.83 x 35
3) 0.914 x 6
4) 0.7 x 46
5) 0.132 x 54
3. Generalization
How do you multiply decimals and
whole numbers?
C. Application
The butterfly collector measures the wings of a
butterfly. It has a length of 0.79 dm. If the 25
butterflies have the same length of wings, what is
the total length of all the wings
IV. Evaluation
Find the product:
1) 0.67 x 24
2) 34 x 0.293
3) 65 x 0.518
4) 0.92 x 57
5) 0.39 x 74
V. Assignment
Multiply the following:
1) 0.57 x 24
2) 0.442 x 26
3) 65 x 0.179
4) 0.392 x 78
5) 0.827 x 18
3. Motivation
Andrei bought a dozen doughnuts
worth P9.95 each. He gave these to some
street children whom he saw begging for
food. How much did he pay for the
doughnuts?
What good trait did Andrei
show? Have you had the same
experience? How did you feel?
1. Presentation
a) Present the lesson by discussing the
problem
1) What is asked?
2) What are the given facts?
3) What operation is needed to solve
the problem?
4) What is the equation or the
number sentence?
5) Discuss the step-by-step solution
to the problem
6) Discuss the importance of
showing helping others in need,
even in small ways
7) Give more examples
2. Fixing Skills
Find the product of the following
(Work in pairs)
1) 0.0003
2) 0.52
3) 0.004
x
0.4
x 0.13
x 0.2
August 09, 2012

THURSDAY
MATH VI
6:40 - 7:30
VI-Two
7:30 8:20
10:20 11:10
VI-Five
VI-Seven
I. Multiply decimals up to the hundredths place

II. Multiplying Decimals Up to the Hundredths
Place
PELC II.D.3
Charts; Flashcards; Number cards
III. Learning ExperiPences
1. Drill
4) 0.025
x 0 .008
5) 0.057
x 0.29
C. Application
The general PTA of a school held a fundraising activity for their scholarship and
utilities maintenance projects. After
auditing, the auditor announced that they
earned P25,536.75. The President said
that they will put aside twenty five
percent of it for the scholarship project.
The treasurer multiplied their earnings by
0.25 to know how much will be put aside

1) How much will they have for their
scholarship project?
2) About how many pupils can they help
this school year with that amount?
How much will each pupil receive as
educational aid? Explain your answer
3) Do you think the GPTA officers are
wise in including a scholarship
project in their project? Why?
IV. Evaluation
Find the product of the following. Show your
solution:
1) 0.38 x 0.64 = N
2) 0.75 x 0.48 = N
3) 0.59 x 0.37 = N
4) 0.27 x 0.93 = N
5) 0.83 x 0.55 = N
V. Assignment
Solve for what is being asked:
1) The product of 0.85 and itself is __?
2) What is the product of 0.97 and the next odd
number?
3) Multiply 0.79 to the difference of 0.93 and
0.26
4) Multiply 0.86 to the sum of 0.37 and 0.28
5) 0.47 times the difference of 0.81 and 0.26 is
__?
August 04,2011
THURSDAY
MATH VI
6:50 - 7:50
VI-Two
7:50 8:50
10:10 11:10
VI-Eight
VI - Nine
I. Multiply mixed decimals by mixed decimals

II. Multplying Mixed Decimals by Mixed
Decimals
BEC PELC II. D.4
Charts; problem cards; number cards
1. Checking of assignment

assignment on the board. Let them explain
how they come up with their answer
2. Review
Multiplying decimals
hundredths place
up
to
the
3. Motivation Problem Opener

Kianna weighs 46.15 kg. Alissandra
weighs 1.06 times as much as Kianna.
If you were Kianna, how would you
know how heavy Alissandra is?
1. Presentation
Activity 1: Present the lesson by
discussing the problem:
1) What is asked?
3) What operation is needed to solve
the problem?
4) What is the equation or the
number sentence?
5) Discuss the step-by-step solution
to the problem
Activity 2 Cooperative Learning
Problems:
1) If gasoline costs P17.68 per liter, how
much does 10.5 liters costs?
2) Shiela works 4.5 hours a day. If her
hourly rate is P67.45, how much is she
paid a day?
Group leaders will go to the board and
explain their work
Activity 3 Discovery
1) Pupils will have to answer the following
questions after observing the exercises
presented by the teacher. Present the
following on the board
a) 7.4
b) 9.21
c) 2.83
x 3.8
x .46
x 5.7
592
5526
1981
222
3684
1415
2812
42386
16131
b. How mnay decimal places are there in
the factors?
c. What will you do to plot the decimal
point correctly?
d. If there are no enough digits in the
product, what will you do?
2. Fixing Skills
Solve for the product of the following:

a) 2.07
b) 48.12
c) 9.24
x 3.82
x 5.50
x 14.63
3. Application
1) Find the cost of 7.5 meters of cloth at
P67.45 a meter
2) Mangoes cost P65.50 a kilogram. How
much will 8.5 kilograms cost?
3) A lot has an area of 154.6 sguare
meters. How much will it cost if one
square meter is P1,800.75?
C. Application
How do you multiply mixed decimals by
mixed decimals? How do you put the
decimal point?
IV. Evaluation
Solve for the product of the following:
1) 72.08
2) 8.056
3) 59.17
x 6.9
x 7.4
x 2.04
4) 83.52
x 2.4
5) 2.56
x 7.22
V. Assignment
Analyze and solve:
a) If an architech makes a drawing to scale so
that 1 cm represents 4.25 m, what distance is
represented by 7.5 cm?
b) What is the areaof a rectangle with a
length of 9.75 cm and a width of 6.35 cm?
August 05,2011
FRIDAY
MATH VI
6:50 - 7:50
VI-Two
7:50 8:50
10:10 11:10
VI-Eight
VI - Nine
I. Multiply decimals by 10, 100 and 1000

II. Multiplying Decimals by 10, 100 and 1000
BEC PELC II. D.5
Charts; Flashcards
1. Drill Use of flashcards
Solve for N orally:
35 x 10 = N
35 x 100 = N
35 x 1000 = N
42 x 10 = N
42 x 100 = N
42 x 1000 = N
2. Review
A. Checking of assignment
. assignment on the board. Let them
explain how they come up with their
answer.
1. Presentation
a. Activity 1
Present this table on a chart and let
pupils observe a pattern:
Decimals
x 10
x 100 X 1000
0.8
8
80
800
0.75
7.5
75
750
0.394
3.94
39.4
394
1.204
12.04
120.4 1240
3.0615
30.615
306.15 30615
What have you observe in multiplying a decimal
by 10, 100, and 1000? Do you see any pattern?
b. Activity 2
Look at the following:
0.7568
0.7568
0.7568
x 10
x 100
x 1000
7.568
75.68
756.8
What do you notice in the number of zeros in the
factors and the movement of the decimal point ?
Do you see a pattern?
2. Fixing Skills
Find the product of the following:
a. 27.835 x 10 = N
b 259 x 100 = N
a. 35.68125 x 1000 = N
b. 9.0573 x 1000 = N
c. 0.3612 x 100 = N
3. Generalization
How do you multiply decimal numbers
by 10, 100 and 1000? What have you
observed in the pattern of movement of the
decimal point with regards to the
multiplier?
C. Application
a. Mang Obet, a balut vendor bought 1000
new duck eggs at P4.85 each. How
much did he pay for the eggs?
b. A certain company gave out television

sets in a grand raffle. Each TV set costs
P17896.75.
How much did the
company spend for 100 TV sets?
c. A bag of salt weighs 2.7 kilograms.
How much will 100 bags of salt weigh?
IV. Evaluation
Complete the table:
Decimals
x 10
1) 8.4216
2) 0.95364
3) 23.4567
4) 1.70859
5) 180.493
x 100
45 x 100 = N
45 x 1000 = N
72 x 100 = N
72 x 1000 = N
2. Review
answer.
x 1000
1. Presentation
a. Activity 1
Decimals
x 10
x 100 X 1000
0.9
9
90
900
0.15
1.5
15
150
0.486
4.86
48.6
486
0.204
2.04
20.4
240
8.0615
80.615
806.15 80615
V. Assignment
Perform the indicated operation:
1. 10 x (1.34 + 7.6) = N
2. (3.7 x 8.11) x 100 = N
3. 1000 x (35.601 + 28.12) = N
4. (7.113 2.03) x 1000 = N
5. (25.123 11.2) x 100 = N

by 10, 100, and 1000? Do you see any pattern?
b. Activity 2
0.7568
0.7568
0.7568
x 10
x 100
x 1000
7.568
75.68
756.8
August 08,2011
MONDAY
MATH VI
6:50 - 7:50
VI-Two
7:50 8:50
10:10 11:10
VI-Eight
VI - Nine
I. Multiply decimals by 10, 100 and 1000

II. Multiplying Decimals by 10, 100 and 1000
BEC PELC II. D.5
Charts; Flashcards
Solve for N orally:
45 x 10 = N
72 x 10 = N
2. Fixing Skills
a. 27.835 x 10 = N
b 259 x 100 = N
d. 35.68125 x 1000 = N
e. 9.0573 x 1000 = N
f. 0.3612 x 100 = N
3. Generalization
How do you multiply decimal
numbers
by 10, 100 and 1000? What
have you observed in the pattern of
movement of the decimal point with regards
to the multiplier?
C. Application

P17896.75.
How much did the
IV. Evaluation
Complete the table:
Decimals
x 10
1) 3.2103
2) 0.95364
3) 3.3456
4) 1.41326
5) 134.682
x 100
x 1000
V. Assignment
1. 10 x (1.34 + 7.6) = N
2. (3.7 x 8.11) x 100 = N
3. 1000 x (35.601 + 28.12) = N
4. (7.113 2.03) x 1000 = N
5. (25.123 11.2) x 100 = N
August 09,2011
TUESDAY
MATH VI
6:50 - 7:50
VI-Two
7:50 8:50
10:10 11:10
VI-Eight
VI - Nine
I. Solve word problems involving multiplication

of decimals including money
II. Solving Word Problems Involving
Multiplication of decimals Including Money
BEC PELC II.D.8.2
Charts; Drill boards
1) Drill_ Mental Computation
2) Review Square Share

3) Motivation
What are the steps in solving word
problems? Why do you have to analyze the
word problem before the final answer?
How do you know that your answer is
correct.
1. Presentation
Activity 1- Group Activity
1) Teacher prepares word problems
involving multiplication of decimals
Ex. Cris spends P35.50 for his baon
everyday. How much does he
spend in one school week?
2) Each group will be given cartolina
strips to write the following:
a) What is asked?
b) What are the given facts?
c) What is the equation or number
sentence?
d) Solution and answer
3) The first pupils to tap the board will
answer, followed by ther member of his
group. A point will be given if they give
the correct answer.
4) Other group can steal if the given
answer is wrong
5) After the game, teacher will give
emphasis on solving word problems involving
multiplication of decimals including money.
Valuing: Give emphasis on being thrifty
since the lesson involves money.
2. Fixing Skills
1) A contractor finished 0.25 of a highway in 5 days. If the highway is 60.8
km long, what part of the highway
was finished?
2) Andrei works 40 hours a week. If his
hourly rate is P150.25; how much is he
paid a week?
3. Generalization
What are the steps in solving word
problems? How do you translate a problem
into a number sentence or equation?
C. Application
Group Activity
Translate the following problems into an

equation then solve:
1)
If 1 meter of cloth costs P72.95, how
would 6.5 meters costs?
2)
Mang Miling, a ballot vendor bought
120 new duck eggs at P3.85 each. How
much did he pay for all the eggs?
3) A cone of ice cream costs P16.25, how
much in all did the 8 children spend for
ice cream?
IV. Evaluation
Analyze and solve:
1) A can of powdered milk has a mass of
0.645 kg. What is the mass of 12 cans of
milk
2) Shiela bought a residential lot with an area
of 180.75 sq. m. at P4550.75 per sq. m.
How much did she pay for the lot?
3) The rental for a van is P3,500.00 a day.
What will it cost you if you rent it for 4.5
days?
V. Assignment
Read each problem. Analyze then solve:
1) A carpet costs P172.85 per sq. m. If you
to buy 7.5 sq. m. of carpet, how much will
you pay?
2) A vendor has 96 red and blue balloons. If
0.625 of the balloons are red, how many of
the balloons are red?
August 10,2011
WEDNESDAY
MATH VI
6:50 - 7:50
VI-Two
7:50 8:50
10:10 11:10
VI-Eight
VI - Nine
I. Multiply decimals by 0.01, 0.01 and 0.001

II. Multiplying Decimals by 0.01, 0.01 and 0.001
BEC PELC II. D.5
Charts; Flashcards
Solve for N orally:
45 x 10 = N
72 x 10 = N
45 x 100 = N
72 x 100 = N
45 x 1000 = N
72 x 1000 = N
2. Review
answer.
1. Presentation
a. Activity 1
Decimals
x 0.1
x 0.01
X 0.001
0.9
0.09
0.009
0.0009
0.15
0.486
0.204
8.0615
by 0.1, 0.01, and 0.001? Do you see any
pattern?
b. Activity 2
7568
7568
7568
x 0.1
x 0.01
x 0.001
756.8
75.68
7.568
2. Fixing Skills
a. 27.835 x 0.1 = N
b 259 x 0.01 = N
g.
35.68125 x 001 = N
h.
9.0573 x 0.001 = N
i.
0.3612 x 0.01 = N
3. Generalization
How do you multiply decimal
numbers
by 0.1, 0.01 and 0.001? What
have you observed in the pattern of
movement of the decimal point with regards
to the multiplier?
C. Application

P17896.75.
How much did the
IV. Evaluation
Complete the table:
Decimals
x 0.1
1) 3.2103
2) 0.95364
3) 3.3456
4) 1.41326
5) 134.682
x 0.01
x 0.001
V. Assignment
1. 0.1 x (1.34 + 7.6) = N
6. (3.7 + 8.11) x 0.01 = N
7. 0.001 x (35.601 + 28.12) = N
8. (7.113 2.03) x 0.001 = N
9. (25.123 11.2) x 0.01 = N
August 22,2011
MONDAY
MATH VI
6:50 - 7:50
VI-Two
7:50 8:50
10:10 11:10
VI-Eight
VI - Nine
I.
Estimate quotients of whole numbers and
decimals
II. Estimating Quotients of Whole Numbers and
Decimals
BEC PELC II. E.1
Charts, Flashcards
1. Drill Mental Computation
2. Review Pick Me Up (Rounding
Numbers)
3. Motivation
What do carpenters do before buying
materials for building a house? Would
it be alright to estimate the needed
materials ahead of time? Why?
1. Presentation
Activity 1
1) Divide the class into groups
2) Distribute word problems for each
Group
3) Ask the groups to give the estimate
quotient by rounding off and by
using compatible numbers
4) Have them answer the following:
a) What word in the problem
denotes estimation?
b) Which problems can easily be
estimated by rounding off?
c) Which problems can easily be
estimated by using compatible
numbers?
d) What is you estimate quotient
for each problem?
Activity 2 Working in Pairs
1) Distribute equations on estimating
quoatients
2) Have the pair work on the given
equations on estimation by using
a. Rounding Off
b. Compatible Numbers
Ask: Which technique is best for estimating
quotients?
Which technique gives
reasonable estimates?
Estimate the quotient of the ff:
1) 625/1.25
2) 735/2.5
3) 225/7.5
4) 875/12.5
5) 48/1.2
3. Generalization
How do you estimate quotient? What are
compatible numbers?
C. Application
Estimate the ff. using a) rounding
off; b) using compatible numbers
a) 87.5/7.3
b) 67/0.8
c) 978/8.8
d) 872/4.42
e) 17.85/9
digit number divisors. Place the cards

facedown on top of teachers table.
c) Call a member of each group in front
d) Let player 1 pick the topmost card.
He/she reads aloud the equation on the
card and solves for the quotient. If
his/her answer is correct, his/her group
gets a point. If not, the other player
gets to steal.
IV. Evaluation
Estimate the quotient of the ff using
by rounding off:
by compatible numbers
a) 4308/61.75
a) 4308/61.75
b) 559.8/185
b) 559.8/185
c) 1019/51.5
c) 1019/51.5
d) 968/88.75
d) 968/88.75
e) 19785/30.8
e) 19785/30.8
.
V. Assignment
Analyze and solve:
1. Rhoda has P75. She wants to give her
nieces P12.50 each. How many nieces of
Rhoda will be able to receive that amount?
2. Bing has a ribbon 125 dm long. How many
pieces of ribbon 2.5 dm long can be cut
from it?
August 23,2011
TUESDAY
MATH VI
6:50 - 7:50
VI-Two
7:50 8:50
10:10 11:10
VI-Eight
VI - Nine
I. Divide 2-5 digit whole numbers by 1-2 digit

using decimals
II. Dividing 2-5 Digit Whole Numbers by 1-2
Digit Decimal
BEC PELC II.E.2.1
Charts, FlashcardS
1. Drill Use of Flashcards
GAME: Division of Whole Numbers
b) Prepare a set of cards with equations
on division of 3-4 digit numbers by 1
2. Review Checking of Assignment

assignment on the board. Let them
answer.
3. Motivation
How does your family earn a living?
Does your mother help your father earn
for your family? If so, why? What
good will it do to your family?
1. Presentation
a. Activity 1 Present a word problem
Aling Linda sews table cloth to sell.
She uses 0.6 meters of linen for every table
cloth she makes. How many table cloths
can she make out of 18 m of linen?
Ask the following questions:
1) What is being asked in the
problem?
3) What operation will you use to
solve the problem?
4) Give the number sentence or
equation
5) Teacher will explain to the class
how to solve for the problem
2. Generalization
How do we divide whole numers by
decimals?
To divide whole numbers by decimals:
a) Move the decimal point of the divisor
to the right to make it a whole number
and so with the dividend as many palces
as you move in the divisor.
Place the decimal point directly above
the decimal point of the dividend. We
are actually multplying both the divisor
and dividend by 10 or by 100
b) Divide just like dividing whole
numbers.
C. Application
Find the quotient of the following:
1) 756 / .09 2) 94 / 0.12 3) 391 / 0.17
4) 146 / 0.4
5) 399 / 0.3
IV. Evaluation
1) 756 / 0.9 2) 3514 / 0.7 3) 64 / 0.4
4) 993 / 0.03
5) 714 / 0.7
V. Assignment
Solve for the quotient of the following:
1) 968 / 0.8
2) 120 / 2.57
3) 90.4 / 2.8
4) 138 / 0.06
5) 2119 / 0.13
When miltplying decmals by 10,

100
& 1000, what do we do with the
decimal point? To what direction do we
move the decimal point?
1. Presentation
Activity 1
a) Study the following set of equations
SET A
SET B
450 / 10 = 45
2.8 / 10 = 0.28
450 / 100 = 4.5
2.8 / 100 = 0.028
450 / 1000 = 0.45
2.8 / 1000 = 0.0028
b) What d you notice in each set? Is
there a a pattern?
c) Elicit the pattern from the students
d) Discuss the rules/steps in dividing
whole numbers or decimals by 10,
100 and 1000
e) Give more examples
2. Fixing Skills
1) 34.5 / 10 = N
2) 28.6 / 100 = N
3) 58.33 / 1000 = N
4) 248.32 / 10 = N
5) 762.425 / 1000 = N
August 24,2011
WEDNESDAY
MATH VI
6:50 - 7:50
VI-Two
7:50 8:50
10:10 11:10
VI-Eight
VI - Nine
I. Divide decimals by 10, 100 and 1000

II. Dividing Decimals by 10, 100 and 1000
BEC PELC II.E.3
Charts, Flashcards, Manila Paper, Pieces of
Paper
1.
Drill:
Mental Computation
(Flashcards)
Multiplying Decimals by 10 100 & 1000
2. Review
3. Generalization
How do you divide decimals by 10, 100
& 1000?
To divide decimals by 10,100 & 1000 we:
a) Move the decimal point to the left as
mnay zeros are there in the divisor
b) Prefix zero/zeroes before the decimal
point if needed
B. Application
Analyze and solve:
Mr. Amparo has P3345.85, he wants to give
it to the orphansin one of the many orphange
in the country. How much will each child
receive if he decides to give it to 10
orphans? How about 100 orphans? 1000
orphans?
IV. Evaluation
1) 63.8 / 10 =
2) 56.51 / 100 =
3) 635.2 / 1000 =
4) 426.6 / 100 =
5) 2473 / 100 =
6) 34.83 / 10 =
7) 168.37 / 100 =
8) 57.8 / 100 =
9) 146.2 / 1000 =
10) 59.27 / 100 =
V. Assignment
Complete the table below:
Decimal
/ 10
/ 100
1) 14.8
2) 27.632
3) 129.74
4) 376.24
5) 88.29
6) 3.841
7) 21.273
8) 148.39
9) 3847.21
10) 438.98
digit number divisors. Place the cards

facedown on top of teachers table.
g) Call a member of each group in front
h) Let player 1 pick the topmost card.
He/she reads aloud the equation on the
card and solves for the quotient. If
his/her answer is correct, his/her group
gets a point. If not, the other player
gets to steal.
/ 1000
2. Review Checking of Assignment

answer.
3. Motivation
How does your family earn a living?
Does your mother help your father earn
for your family? If so, why? What
good will it do to your family?
August 25,2011
THURSDAY
MATH VI
6:50 - 7:50
VI-Two
7:50 8:50
10:10 11:10
VI-Eight
VI - Nine
I. Divide 2-5 digit whole numbers by 1-2 digit

using decimals
II. Dividing 2-5 Digit Whole Numbers by 1-2
Digit Decimal
BEC PELC II.E.2.1
Charts, FlashcardS
1. Drill Use of Flashcards
GAME: Division of Whole Numbers
e) Divide the class into 2 groups
f) Prepare a set of cards with equations
on division of 3-4 digit numbers by 1
1. Presentation
a. Activity 1 Present a word problem
Aling Linda sews table cloth to sell.
She uses 0.6 meters of linen for every table
cloth she makes. How many table cloths
can she make out of 18 m of linen?
Ask the following questions:
1) What is being asked in the
problem?
7) What operation will you use to
solve the problem?
8) Give the number sentence or
equation
9) Teacher will explain to the class
how to solve for the problem
2. Generalization
How do we divide whole numers by
decimals?
To divide whole numbers by decimals:
a) Move the decimal point of the divisor
to the right to make it a whole number
and so with the dividend as many palces
as you move in the divisor.
Place the decimal point directly above
the decimal point of the dividend. We
are actually multplying both the divisor
and dividend by 10 or by 100
b) Divide just like dividing whole
numbers.
C. Application
1) 756 / .09 2) 94 / 0.12 3) 391 / 0.17
4) 146 / 0.4

1.
Drill:
Mental Computation
(Flashcards)
Multiplying Decimals by 10 100 & 1000
5) 399 / 0.3
IV. Evaluation
1) 756 / 0.9 2) 3514 / 0.7 3) 64 / 0.4
4) 993 / 0.03
2. Review
When miltplying decmals by 10,
100
& 1000, what do we do with the
decimal point? To what direction do we
move the decimal point?
5) 714 / 0.7
V. Assignment
Solve for the quotient of the following:
1) 968 / 0.8
2120 / 2.57
390.4 / 2.8
3138 / 0.06
52119 / 0.13
August 26,2011
FRIDAY
FSES 2Oth Foundation Day
SALAMAT Plan
August 29,2011
MONDAY
Holiday (National Heroes Day)
1. Presentation
Activity 1
f) Study the following set of equations
SET A
SET B
450 / 10 = 45
2.8 / 10 = 0.28
450 / 100 = 4.5
2.8 / 100 = 0.028
450 / 1000 = 0.45
2.8 / 1000 = 0.0028
g) What d you notice in each set? Is
there a a pattern?
h) Elicit the pattern from the students
i) Discuss the rules/steps in dividing
whole numbers or decimals by 10,
100 and 1000
j) Give more examples
2. Fixing Skills
1) 34.5 / 10 = N
2) 28.6 / 100 = N
3) 58.33 / 1000 = N
4) 248.32 / 10 = N
5) 762.425 / 1000 = N
August 30,2011
TUESDAY
Holiday (Ramadan)
August 31,2011
WEDNESDAY
MATH VI
6:50 - 7:50
VI-Two
7:50 8:50
10:10 11:10
VI-Eight
VI - Nine
I. Divide decimals by 10, 100 and 1000

II. Dividing Decimals by 10, 100 and 1000
BEC PELC II.E.3
Charts, Flashcards, Manila Paper, Pieces of
Paper
3. Generalization
How do you divide decimals by 10, 100
& 1000?
To divide decimals by 10,100 & 1000 we:
c) Move the decimal point to the left as
mnay zeros are there in the divisor
d) Prefix zero/zeroes before the decimal
point if needed
C. Application
Analyze and solve:
Mr. Amparo has P3345.85, he wants to give
it to the orphansin one of the many orphange
in the country. How much will each child
receive if he decides to give it to 10
orphans? How about 100 orphans? 1000
orphans?
IV. Evaluation
1) 63.8 / 10 =
2) 56.51 / 100 =
3) 635.2 / 1000 =
4) 426.6 / 100 =
5) 2473 / 100 =
6) 34.83 / 10 =
7) 168.37 / 100 =
8) 57.8 / 100 =
9) 146.2 / 1000 =
10) 59.27 / 100 =
V. Assignment
Complete the table below:
Decimal
/ 10
/ 100
1) 14.8
2) 27.632
3) 129.74
4) 376.24
5) 88.29
6) 3.841
7) 21.273
8) 148.39
9) 3847.21
10) 438.98
September 01,2011
THURSDAY
the lot they are occupying or not. If they

own it, ask them how they acquired it.
If they dont own it yet, what must they
do in order to own the lot?
1) Presentation
Activity 1-Problem Opener
a) Present the problem on the board:
Mang Miling is a hardworking man who owns six
hectares of land. At hiw will, he divided his lot
equally to his sons. If each son will get 1.2 hectares,
how mnay sons does he have?
/ 1000
MATH VI
6:50 - 7:50
VI-Two
7:50 8:50
10:10 11:10
VI-Eight
VI - Nine
I. Divide a whole number by decimal and mixed

decimal
II. Dividing Whole Numbers by Decimal and
Mixed Decimal
BEC PELC II.E.2.2.4
Mathematics for Everyday Use pp. 188 120
Charts; Flashcrads
1) Mental Computation Use of flashcards
2) Review/ Checking of Assignment
3) Motivation
Ask the pupils if they know if they own
2. Fixing Skills
Look for the quotient of the following:
1) 175 / 2.5
2) 648 / 7.2
3) 8463 / 2.17
4) 42 / 0.32
5) 135 / 0.09
3. Generalization
To divide whole numbers by decimals or
mixed decimals, change the divisor into
whole number by moving the decimal point
to the right or multiplying by powers of 10.
Multiply also the dividend by the same
power of ten. Then divide as in whole
numbers. Check by multiplying.
C. Application (Group work)
1) Mr. Leonardo borrowed P2946 from a
friend to be repaid at P245.50 a month.
How long will it take him to repay his
friend?
2) A balikbayan gave P375.25 for each of
his nephews and nieces. If he gave a total
amount of P3002, how many nephew and
nieces does he have?
3) A subdivision developer will develop a
subdivision with an area of 454,865 sq.m. to
be subdivided into 72.5 sq.m. per lot. How
mnay lots would there be?
IV. Evaluation
1) 7904 / 9.05
2)
3)
4)
5)
2709 / 3.15
1026 / 3.8
684 / 2.85
780 / 1.2
If they dont own it yet, what must they

do in order to own the lot?
1) Presentation
V. Assignment
Divide and check through multiplication:
1) 473 / 0.04
2) 656 / 0.53
3) 872 / 0.8
4) 264 / 0.06
5) 260 / 0.32
Data Interpretation
a) Present the following data: (Group)
Commodities Weight
Weight/pack No.
of
packs
Cabbages
105 kg
3.5 kg
30
Sugar
749 kg
1.75 kg
428
Vetsin
460 lbs
2.5 lbs
184
Iodized Salt
4086 mg 4.5 mg
908
2. Fixing Skills
Look for the quotient of the following:
1) 175 / 2.5
6) 648 / 7.2
7) 8463 / 2.17
8) 42 / 0.32
9) 135 / 0.09
September 02,2011
FRIDAY
MATH VI
6:50 - 7:50
VI-Two
7:50 8:50
10:10 11:10
VI-Eight
VI - Nine
I. Divide a whole number by decimal and mixed

decimal
II. Dividing Whole Numbers by Decimal and
Mixed Decimal
BEC PELC II.E.2.2.4
Mathematics for Everyday Use pp. 188 120
Charts; Flashcrads
1) Mental Computation Use of flashcards
2) Review/ Checking of Assignment
3) Motivation
Ask the pupils if they know if they own
the lot they are occupying or not. If they
own it, ask them how they acquired it.
3. Generalization
To divide whole numbers by decimals or
mixed decimals, change the divisor into
whole number by moving the decimal point
to the right or multiplying by powers of 10.
Multiply also the dividend by the same
power of ten. Then divide as in whole
numbers. Check by multiplying.
C. Application (Group work)
1) Mr. Leonardo borrowed P2946 from a
friend to be repaid at P245.50 a month.
How long will it take him to repay his
friend?
2) A balikbayan gave P375.25 for each of
his nephews and nieces. If he gave a total
amount of P3002, how many nephew and
nieces does he have?
3) A subdivision developer will develop a
subdivision with an area of 454,865 sq.m. to
be subdivided into 72.5 sq.m. per lot. How
mnay lots would there be?
IV. Evaluation
1) 7904 / 9.05
6) 2709 / 3.15
7) 1026 / 3.8
8) 684 / 2.85
9) 780 / 1.2
V. Assignment
Divide and check through multiplication:
1) 473 / 0.04
6) 656 / 0.53
7) 872 / 0.8
8) 264 / 0.06
9) 260 / 0.32
September 05,2011
MONDAY
MATH VI
6:50 - 7:50
VI-Two
7:50 8:50
10:10 11:10
VI-Eight
VI - Nine
I. Solve word problems involving division of

decimals including money
II. Solving Word Problems Involving Division of
Decimals Including Money
BEC PELC II.E.5.2
Charts, flashcards, activity cards
Decisiveness
1. Opening Song: Mathematics (To the
tune of Are You Sleeping)
Mathematics (2x) Mathematics (2x)
How it thrills (2x) Challenging (2x)
It is so exciting
Numbers are ideas
And so interesting Numerals are
I love math (2x)
symbols
That is math (2x)
2. Review Use of Flashcards
Give the quotient orally:

a)
63.8 / 10
d) 24.73 / 100
b)
34.83 / 100
e) 56.51 / 100
c)
57.8 / 100
f) 426.6 / 10
3. Checking of Assignment
4. Motivation
Who went to the mall? Why?
How much money do they
have?
Do you think the girls made a
wise decision? Why?
Valuing: If you were Rose, would you
suggest the same? Why? If you were
Tina, would you agree qith Roses
suggestion? Why?
1. Presentationa) Present this problem on the board:
Kyla and PJ went to the mall to
buy plates seen by mother yesterday
which costs P54.50 each. Mother
gave them P490.50.
How many plates can they buy from
it?
b) Have each group fill in the diagram
(please refer to chart for diagram)
c) Have ach group report their work to
the class.
d) Teacher should give emphasis on the
steps of solving word problems
2. Fixing Skills/Practice Exercises
1) Andrei is planning to buy a new CD
player worth P4,595.25. He tries to
save P306.35 a week from his
allowance. How mnay weeks will it
take him to save the amount enough to
buy the CD player?
2) Kyla, PJ and Andrei bought
materials for their project worth
P276.45. They divided the amount
equally among themselves. How
much is the share of each?
3. Generalization
How do you solve word problems
involving division of decimals? What
are the steps in solving word problems?
C. Application
Analyze and solve:

1) Shiela has P38.50 left in her purse. She
has to buy ribbons for the gifts. Each
meter of ribbon costs P5.50. How
many meters of ribbon can she buy?
2) Mang Obet has 7.5 hectares of land.
He wants to divide it into 1.5 hectares
for his sons. How mnay sons does
Mang Obet have?
IV. Evaluation
1) Andrei saves P105.35 a week. How long
will it take him to save P1,274.20?
2) Edsel is a businessman. Every 1st week of
December, he deposits P51,025.00 for the
Bonuses of his employees. Each employee
receives P6,378.50. How many
employees are there?
3) A fisherman caught 15.45 kg of fish. He
distributed the fish equally among his 5
relatives. How many kg did each relative
get?
V. Assignment
September 06,2011
TUESDAY
MATH VI
6:50 - 7:50
VI-Two
7:50 8:50
10:10 11:10
VI-Eight
VI - Nine
I. Solve word problems involving division of

decimals including money
II. Solving Word Problems Involving Division of
Decimals Including Money
BEC PELC II.E.5.2
Charts, flashcards, activity cards
Decisiveness
1. Opening Song: Mathematics (To the
tune of Are You Sleeping)
Mathematics (2x) Mathematics (2x)
How it thrills (2x) Challenging (2x)
It is so exciting
Numbers are ideas
And so interesting Numerals are
I love math (2x)
symbols
That is math (2x)
2. Review Use of Flashcards

a)
63.8 / 10
d) 24.73 / 100
b)
34.83 / 100
e) 56.51 / 100
c)
57.8 / 100
f) 426.6 / 10
4. Motivation
Who went to the mall? Why?
How much money do they
have?
Do you think the girls made a
wise decision? Why?
Valuing: If you were Rose, would you
suggest the same? Why? If you were
Tina, would you agree qith Roses
suggestion? Why?
1. Presentation
a) Present this problem on the board:
Kyla and PJ went to the mall to
buy plates seen by mother yesterday
which costs P54.50 each. Mother
gave them P490.50.
How many plates can they buy from
it?
b) Have each group fill in the diagram
(please refer to chart for diagram)
c) Have ach group report their work to
the class.
d) Teacher should give emphasis on the
steps of solving word problems
1) Andrei is planning to buy a new CD
player worth P4,595.25. He tries to
save P306.35 a week from his
allowance. How mnay weeks will it
take him to save the amount enough to
buy the CD player?
2) Kyla, PJ and Andrei bought
materials for their project worth
P276.45. They divided the amount
equally among themselves. How
much is the share of each?
3. Generalization
involving division of decimals? What
are the steps in solving word problems?
C. Application
Analyze and solve:
1) Shiela has P38.50 left in her purse. She
has to buy ribbons for the gifts. Each

meter of ribbon costs P5.50. How
many meters of ribbon can she buy?
2) Mang Obet has 7.5 hectares of land.
He wants to divide it into 1.5 hectares
for his sons. How mnay sons does
Mang Obet have?
IV. Evaluation
1) Andrei saves P105.35 a week. How long
will it take him to save P1,274.20?
2) Edsel is a businessman. Every 1st week of
December, he deposits P51,025.00 for the
Bonuses of his employees. Each employee
receives P6,378.50. How many
employees are there?
3) A fisherman caught 15.45 kg of fish. He
distributed the fish equally among his 5
relatives. How many kg did each relative
get?
V. Assignment
September 07,2011
WEDNESDAY
MATH VI
6:50 - 7:50
VI-Two
7:50 8:50
10:10 11:10
VI-Eight
VI - Nine
I. Identify prime and composite numbers

II. Identifying Prime and Composite Numbers
BEC PELC II. F.1.2
Charts; flashcards
1. Drill
2. Review Use of flashcards
a) 63.8 / 10
f) 24.73 / 100
b) 34.83 / 100
g) 56.51 / 100
c) 57.8 / 100
h) 426.6 / 10
d) 149.2 / 1000
I) 635.2 / 1000
e) 59.27 / 100
j) 12.34 / 100
3) Motivation
Ask pupils if they have been to the
zoo. Let them tell their experiences of

going to the zoo. Let them also tell what
they commonly see at the zoo. Illicit
from pupils what should be done to
preserve the animals at the zoo
1. Presentation
Activity 1 Present the charts
Animals found at the Number
zoo
Tiger
17
Lion
4
Rabbit
12
Birds
23
Monkey
18
Snakes
3
Giraffe
9
Ostrich
23
Elephant
5
Boar
8
2. Have the pupils give the factors for
each number of animals
3. Let them tell the number that has one
factor and itself
4. Let them tell also the numbers that has
more than 2 factors
5. Let them tell that the numbers with one
factor and the number itself are called
prime numbers, while those with more
than 2 factors are called composite
numbers.
2. Fixing Skills
Give the factors of the number. Then
tell whether the number is prime or
composite
1) 27
2) 37
3) 49
4) 53
5) 60
6)
3. Generalization
What are prime numbers? Composite
Numbers?
C. Application
Give the factors of the following then write P
If the number is prime and C if it is a
composite number
1) 72
2) 14
3) 27
4) 18
5) 68
IV. Evaluation
Give the factors of the following then write P
If the number is prime and C if it is a
composite number
1) 17
6) 144
2) 57
7) 414
3) 36
8) 629
4) 81
9) 1749
5) 111
10) 1679
V. Assignment
Find the prime and composite numbers in
a) Least 1-digit, 2-digit, 3-digit and 4-digit
numbers
b) Greatest 1-digit, 2-digit, 3-digit and 4-digit
numbers
September 08,2011
THURSDAY
MATH VI
6:50 - 7:50
VI-Two
7:50 8:50
10:10 11:10
VI-Eight
VI - Nine
I. Write the prime factorization of a given number

II. Prime Factorization of a Given Number
BEC PELC II.F.1.5
Charts; Flashcards
1. Drill Guessing Game
Guess the answer to the following:
a) I am more than 10 but less than 15, one
of my factors is 7. Who am I?
b) I am 25. What are my prime factors?
c) The largest composite number between
10 and 20 is my sisters age. How old
is she?
d) I am more than 25 but less than 35, one
e) The smallest prime number between 20
and 30 is the date of my birthday.
What is my birthdate?
2. Review Checking of assignment
3. Motivation
Ask pupils if they have heard the term
prime factorization of numbers. Let
them make inferences as to what it
means?
1. Presentation
a) Problem Opener
Shiela has 24 guavas and 36 mangoes.
She wants to put them in a basket
so that each basket will hold a certain
number of guavas and mangoes. She
wants to find out the possible number
of each fruit that can be put in each
basket, and how many baskets will be
used
1) What does Shiela have?
2) What does she want to do with the
fruits?
3) How mnay guavas does she have?
How many mangoes does she
have?
a) Show the class a factor tree. Have
them infer why it is called a factor
tree. Why factor? Why tree?
b) Lead the class to discover that
2 x 3 x 2 x 3 are the prime
factorization of 36 and 3 x 2 x 2x 2
are the prime factorization of 24
Write true if the prime factors of the
given number is correct and false if it is
wrong
1) 24 = 2 x 2 x 2 x 3
2) 18 = 2 x 3 x 2
3) 81 = 3 x 3 x 3 x 3
4) 76 = 2 x 2 x 19
5) 35 = 5 x 7
3. Generalization
A number be it a prime or composite
number will have prime factors. The
process to get the prime factors of a certain
number is called prime factorization
IV. Evaluation
Write the letter of the correct prime factors
of each number
1) 16 = a. 2 x 2 x 3
b. 2 x 2 x 2 x2
c. 2 x 4 x 2
2) 27 = a. 3 x 3 x 3
b. 2 x 3 x 3
c. 4 x 3 x 3
3) 48 = a. 2 x 2 x 2 x 2 b. 3 x 2 x 3 x 2
c. 2 x 3 x 2 x 2 x 2
4) 56 = a. 7 x 2 x 2 x 2 b. 5 x 2 x 2 x 2
c. 3 x 2 x 2 x 2
5) 64 = a. 2 x 4 x 2 x 4
b. 2 x 3 x 2 x 3
c. 2 x 2 x 2 x 2 x 2 x 2 x 2
V. Assignment
Give the prime factorization of the following:
1) 30 =
2) 56 =
3) 42 =
4) 72 =
5) 100 =
September 09,2011
FRIDAY
EDUCATIONAL FIELD TRIP

(Subic/Manila)
September 12,2011
MONDAY
MATH VI
6:50 - 7:50
VI-Two
7:50 8:50
10:10 11:10
VI-Eight
VI - Nine
I. Write the prime factorization of a given number

II. Prime Factorization of a Given Number
BEC PELC II.F.1.5
Charts; Flashcards
1. Drill Guessing Game
Guess the answer to the following:
f) I am more than 10 but less than 15, one
g) I am 25. What are my prime factors?
h) The largest composite number between
10 and 20 is my sisters age. How old
is she?
i) I am more than 25 but less than 35, one
j) The smallest prime number between 20
and 30 is the date of my birthday.
What is my birthdate?
3. Motivation
Ask pupils if they have heard the term
prime factorization of numbers. Let
them make inferences as to what it
means?
1. Presentation
b) Problem Opener
Shiela has 24 guavas and 36 mangoes.
She wants to put them in a basket
so that each basket will hold a certain
number of guavas and mangoes. She
wants to find out the possible number
of each fruit that can be put in each
basket, and how many baskets will be
used
1) What does Shiela have?
4) What does she want to do with the
fruits?
5) How mnay guavas does she have?
How many mangoes does she
have?
a) Show the class a factor tree. Have
them infer why it is called a factor
tree. Why factor? Why tree?
b) Lead the class to discover that
2 x 3 x 2 x 3 are the prime
factorization of 36 and 3 x 2 x 2x 2
are the prime factorization of 24
Write true if the prime factors of the
given number is correct and false if it is
wrong
1) 24 = 2 x 2 x 2 x 3
6) 18 = 2 x 3 x 2
7) 81 = 3 x 3 x 3 x 3
8) 76 = 2 x 2 x 19
9) 35 = 5 x 7
3. Generalization
A number be it a prime or composite
number will have prime factors. The
process to get the prime factors of a certain
number is called prime factorization
IV. Evaluation
Write the letter of the correct prime factors
of each number
1) 16 = a. 2 x 2 x 3
b. 2 x 2 x 2 x2
c. 2 x 4 x 2
2) 27 = a. 3 x 3 x 3
b. 2 x 3 x 3
c. 4 x 3 x 3
3) 48 = a. 2 x 2 x 2 x 2 b. 3 x 2 x 3 x 2
c. 2 x 3 x 2 x 2 x 2
4) 56 = a. 7 x 2 x 2 x 2 b. 5 x 2 x 2 x 2
c. 3 x 2 x 2 x 2
5) 64 = a. 2 x 4 x 2 x 4
b. 2 x 3 x 2 x 3
c. 2 x 2 x 2 x 2 x 2 x 2 x 2
A pupil will be asked to give a

composite number less than 30, and give its
factors. Another pupil will be asked to give
another number with its factors . The
factors are listed.
Ex. 18 1,2,3,6,9,18
27 1,3,9,27
Say that this method for finding the
GCF of 2 numbers is called the LISTING
METHOD
b) Prime Factorization
Remind the class what prime numbers
are and ask them to give examples.
Discuss how to get the prime factors of
number using the factor tree. After
listing the prime factors in the factor
tree, ask the pupils to identify the
factors which are common for the given
numbers, the greatest factor is called
GCF or the Greatest Common Factor
V. Assignment
Give the prime factorization of the following:
1) 30 =
6) 56 =
7) 42 =
8) 72 =
9) 100 =
September 13,2011
TUESDAY
MATH VI
a.
6:50 - 7:50
VI-Two
7:50 8:50
10:10 11:10
VI-Eight
VI - Nine
I. Determine the greatest common factor (GCF)

of 2 or more numbers
II. Determining the GCF of 2 or More Numbers
BEC PELC II. F.1.6
Charts; flashcards, number cards
1. Drill: Identifying Prime and Composite
Numbers
2. Review: Factorization
3. Motivation
There are 36 teachers and 42 parents
playing in a sportsfest for parents and
teachers. What is the greatest number of
layers per team if the teachers relay
teams must have the same number of
players and teachers and parents do not
play together in a team?
1. Presentation
b.
c.
d.
2. Analysis and Discussion for the

problem opener on motivation
Why is there a need for teachers and parents
to be involve in activities like sportsfest?
Would you encourage your parents to
participate in such activities? Why? Why
not?
What is asked in the problem?
What are the given facts/conditions
What are we going to do to find the correct
answer?
Teacher guides the pupils in finding
the GCF using the 2 previous methods
3. Learning Exercises
Group the class into 5 groups. The teacher gives
each group 3 pairs of numbers. When the teacher
says Go the group finds the GCF of the given
pairs using a different metho for each pair. The
group who finishe first wins
2. Fixing Skills
Find the GCF of the following sets of
numbers:
1) 10 and 45
2) 18 and 27
3) 40 and 50
3. Generalization
What are the methods of finding the GCF of given
numbers? Which method do you prefer? Why?
C. Application

numbers:
1) 15 and 50
2) 20 and 40
3) 60 and 80
4) 28 and 64
5) 40 and 75
IV. Evaluation
Find the GCF of each set of numbers:
1) 35 and 63
2) 75 and 45
3) 18 and 32
4) 48 and 72
5) 25 and 60
V. Assignment
Find the GCF of each set of numbers
1) 20 and 75 2) 66 and 110 3) 16 and 48
September 14 -16,2011
WEDNESDAY FRIDAY
District Meet 2011

++++++++++++++++++++++++++++
September 19,2011
MONDAY
MATH VI
6:50 - 7:50
VI-Two
7:50 8:50
10:10 11:10
VI-Eight
VI - Nine
I. Determine the greatest common factor (GCF)

II. Determining the GCF of 2 or More Numbers
BEC PELC II. F.1.6
Charts; flashcards, number cards
1. Drill: Identifying Prime and Composite
Numbers
2. Review: Factorization
3. Motivation
There are 36 teachers and 42 parents
playing in a sportsfest for parents and
teachers. What is the greatest number of
layers per team if the teachers relay
teams must have the same number of

players and teachers and parents do not
play together in a team?
1. Presentation
A pupil will be asked to give a
composite number less than 30, and give its
factors. Another pupil will be asked to give
another number with its factors . The
factors are listed.
Ex. 18 1,2,3,6,9,18
27 1,3,9,27
Say that this method for finding the
GCF of 2 numbers is called the LISTING
METHOD
b) Prime Factorization
Remind the class what prime numbers
are and ask them to give examples.
Discuss how to get the prime factors of
number using the factor tree. After
listing the prime factors in the factor
tree, ask the pupils to identify the
factors which are common for the given
numbers, the greatest factor is called
GCF or the Greatest Common Factor
2. Analysis and Discussion for the
problem opener on motivation
e. Why is there a need for teachers and parents
to be involve in activities like sportsfest?
Would you encourage your parents to
participate in such activities? Why? Why
not?
Teacher guides the pupils in finding
the GCF using the 2 previous methods
3. Learning Exercises
Group the class into 5 groups. The teacher gives
each group 3 pairs of numbers. When the teacher
says Go the group finds the GCF of the given
pairs using a different metho for each pair. The
group who finishe first wins
2. Fixing Skills
numbers:
1) 10 and 45
4) 18 and 27
5) 40 and 50
3. Generalization
What are the methods of finding the GCF of given
numbers? Which method do you prefer? Why?
C. Application
numbers:
1) 15 and 50
2) 20 and 40
3) 60 and 80
IV. Evaluation
Find the GCF of each set of numbers:
1) 35 and 63
2) 75 and 45
3) 18 and 32
4) 48 and 72
5) 25 and 60
V. Assignment
Find the GCF of each set of numbers
1) 20 and 75 2) 66 and 110 3) 16 and 48
September 20,2011
TUESDAY
MATH VI
6:50 - 7:50
VI-Two
7:50 8:50
10:10 11:10
VI-Eight
VI - Nine
I. Determine the least common multiple (LCM)

II. Determine the Least Common Multiple(LCM)
of 2 or More Numbers
BEC PELC F.1.7
Charts; Activity Cards
1. Drill
3. Motivation
1. Presentation Present a dialogue
Situation: Mr. Fajardo, the city
agriculturist, wants to know the number
of seedlings he can give to 2 groups of
boys in EPP class.
Mr. Fajardo: How many members do
you have in your group?
Leader I:
I have 12 members
Leader II: I have 9 members

Mr. Fajardo: I will give the same number
of seedlings to each group.
You should give the same
number of seedlings to each
child in the group. So the
number of seedlings I would
give to each group must be
divisible by 12 and 9, that is,
it must be a multiple of 12
and 9.
Multiples of 12: 1,12,24,36, 48, 60,and 72
Multiples of 9 : 9,18,27,36,45 54
So each group will be given 36 seedlings
2. Analysis and Discussion
Answer the following:
a) What did Mr. Fajardo want to give to
the boys
3. Generalization
To determine the LCM with a set of
numbers, list down all the multiples of the
numbers and get the least common
multiple.
Using Prime Factorization:
When finding the LCM of 2 numbers,
listing the prime factors of each number
also provides a way.. For example, if you
want to get the LCM of 12 and 16, break
down 12 and 16 into their prime factors.
Mark the common factors
12 = 2 x 2 x 3
16 = 2 x 2 x 2 x 2
Get the product of all the factors in the list
listing each pair of common factors only
once. For 12 and 16, each pair of the 2s
we have underlined will be counted only
once.
We then get
2 x 2 x 3 x 2 x 2 = 48
4. Fixing Skills
Find the LCM of the following number
pairs:
1) 21 & 15 2) 12 & 10 3) 16 & 20
C. Application
1) Miling goes home every other day. His
sister goes home every after 3 days. If
they see each other today, when will they

see again at home?
IV. Evaluation
Determine the LCM of the following number
pairs:
1) 10 & 25 2) 20 & 50 3) 42 & 48
4) 20 & 45
5) 24 & 18
V. Assignment
Find the GCF and LCM of the following:
1) 15 & 30 2) 21 & 45 3) 16 & 24
GCF =
GCF =
GCF =
LCM =
LCM =
LCM =
4) 8 & 12
have enough of what they asked for?

Who help mother in our story? What
kind of a child is Shiela? If you were
Shiela, would you also help your
mother at home? How?
1. Presentation
Activity 1 (Problem Opener)
Shiela and her mother went to market
to buy some fish. They asked for
kg. of fish.
The seller put two fish on the scale and
it reads 0.71 kg. Did they have enough of
what they asked for?
5) 12 & 32
October 03,2011
MONDAY
MATH VI
6:50 - 7:50
VI-Two
7:50 8:50
10:10 11:10
VI-Eight
VI - Nine
I. Rename fractions as decimals and vice versa

Write fractions as decimals, decimals as
fractions
Help parents in some household chores
II. Renaming Fractions as Decimals and ViceVersa
BEC PELC II. G.2
Charts, flashcards, 10 x 10 grid
Helpfulness
1. Drill:
3. Motivation
How many of you have gone to the
market? Tell the class this situation:
kg. of fish. The seller put two fish on
the scale and it reads 0.71 kg. Did they
2. Fixing Skills
A. Change to decimal:
1) 15/20
2) 4/5
3) 7/12
4) 9/20
5) 15/40
B. Change to fraction:
1) 0.97
2) 0.58
3) 0.55
4) 0.006
5) 0.012
3. Generalization
How do you change fraction to
decimals? How do you change decimals
to fraction?
C. Application (Group Work)
1. Kyla helped her mother clean the house
3/5 of an hour. How will you express
this in decimal?
2. While cleaning she found out that one of
their pails is full of water. Express
the contents in decimals.
3. Afetr her work, she read an article which
says: Of the total population only 0.09
own a vehicle. An average length of a
trip to work is 10.9 km. Write the
numbers read by Kyla in fraction form.
IV. Evaluation
A. Rename the fractions as decimals.
1) 21/25
2) 7/40
3) 18/50
4) 9/20
5) 3 3/5
B. Rename the decimals as fractions.
1) 0.7
2) 0.16
4) 7.24
3) 0.03
5) 4.005
V. Assignment
Rename as fractions or decimals:
1) 5/8
06) 0.001
2) 7/50
7) 0.56
3) 4 5/6
8) 50.8
4) 9 19/25 9) 9.025
5) 2 3/5
10) 11.004
The player who is first to signal gives

the GCF. If the answer is correct the
team earns a point. If not, the other
student from the other team may
steal.
e) The team that gets the higher score
wins
1. Presentation
Look at this fraction
12 (1,2,3,6,12)
15 (1,3,5,15)
a. What are the factors of 12? Of 15?
b. What is the GCF for both numbers
October 04,2011
TUESDAY
MATH VI
6:50 - 7:50
VI-Two
7:50 8:50
10:10 11:10
VI-Eight
VI - Nine
I. Reduce fractions to lowest terms

II. Reducing Fractions to Lowest Term
BEC PELC II. G-5
Charts; Flashcards
1. Drill: Finding Equivalent Fractions
2. Checking of assignment
3. Review Finding GCF
a) Teacher prepares two numbers on
flashcards whose GCF is to be given
by the players
b) Divide the class into two teams with
10 players each. Each team froms a
line on opposite sides of the front
table. A scorer is assigned on the
board.
c) Teacher shows a flashcard
d) The player in front of the line taps the
table to signal he wants to answer.
c. Divide the numerator and the

denominator by the GCF
12 / 3 = 4
15 / 3 = 5
A. Tell whether these fractions are in
lowest terms. Put (/) if yes and (X) if
no.
1) 1/6
2) 8/17
3) 9/12
B. Give the lowest term for each of
fraction
1) 4/20
2) 12/30
3) 24/28
3. Generalization
When is a fraction in lowest terms?
How do you reduce fractions to lowest
terms?
C. Application
Analyze the problem:
On weekdays, Shiela enjoys helping
her mother in the home chores. She cleans
the house, waters the plants, helps in
washing the clothes and preparing the meals.
She also washed the dishes. She spends
about 4 hours doing those various chores.
What fraction of the day does she use in
helping at home? State your answer in

lowest term.
Who among you also enjoy helping
your mother in the home chores like Shiela?
How does your mother feel when you help
her?
IV. Evaluation
Reduce the following fractions to lowest term
1) 3/12
4) 10/50
2) 2/6
5) 18/56
3) 8/52
V. Assignment
Write each fraction in lowest terms:
1) 9/12
4) 10/24
2) 24/32
5) 8/12
3) 25/65
October 0,2011
DAY
MATH VI
6:50 - 7:50
VI-Two
7:50 8:50
10:10 11:10
VI-Eight
VI - Nine
I. Rename fractions as decimals and vice versa

II. Renaming Fractions as Decimals and ViceVersa
BEC PELC II. G.2
Charts, flashcards, 10 x 10 grid
1. Drill:
3. Motivation
How many of you have gone to the
market? Tell the class this situation:
kg. of fish. The seller put two fish on
the scale and it reads 0.71 kg. Did they
have enough of what they asked for?
Who help mother in our story? What
kind of a child is Shiela? If you were
Shiela, would you also help your
mother at home? How?
1. Presentation
Activity 1 (Problem Opener)
kg. of fish. The seller put two fish on the
scale and it reads 0.71 kg. Did they have
enough of what they asked for?
a. Ask pupils to get a graphing paper.
Let them cut a 10 x 10 part.
b. Divide the grid equally into 4 equal
parts.
c. Ask: How many small squares is ?
2/4? ?
d. Answer the question in the problem?
Explain
e. Guide the pupils to see how a
fraction can be changed to decimal
2. Fixing Skills
A. Change to decimal:
1) 15/20
2) 4/5
3) 7/12
4) 9/20
5) 15/40
B. Change to fraction:
1) 0.97
2) 0.58
3) 0.55
4) 0.006
5) 0.012
3. Generalization
How do you change fraction to
decimals? How do you change decimals
to fraction
C. Application (Group Work)
While cleaning she found out that
1.
one of their pails is full of water.
Express the contents in decimals.
2. Afetr her work, she read an article
which says: Of the total population
only 0.09 own a vehicle.
An
average length of a trip to work is
10.9 km. Write the numbers read by
Kyla in fraction form.
IV. Evaluation
A. Rename the fractions as decimals.
1) 21/25
2) 7/40
3) 18/50
4) 9/20
5) 3 3/5
B. Rename the decimals as fractions.
1) 0.7
2) 0.16
3) 0.03
4) 7.24
5) 4.005
V. Assignment
Rename as fractions or decimals:
1) 5/8
06) 0.001
2) 7/50
7) 0.56
3) 4 5/6
8) 50.8
4) 9 19/25 9) 9.025
5) 2 3/5
10) 11.004
have the same function? Discuss the

functions?
What do you think will happen if one
of the pair will be damaged. How will
you take care of your body parts so they
can function well?
1. Presentation
Working by Learning Team
Give activity cards for each group to
work on
1) 1/3 = n/6
6) = n/16
2) 16/n = 2/3
7) 50/60 = n/6
3) 2/5 = 4/n
8) 2/8 = 12/n
4) 100/1000 = n/10 9) 1/8 = 2/n
5) n/12 = 3/6
10) 4/36 = n/9
October 0,2011
DAY
MATH VI
6:50 - 7:50
VI-Two
7:50 8:50
10:10 11:10
VI-Eight
VI - Nine
I. Solve for the missing term in a pair of

equivalent fractions
II. Forming and Solving for the Missing Term in a
Pair of Equivalent Fractions
BEC PELC II. G.3.3-3.4
Charts, Flashcards, activity cards
1. Drill: Naming Fractional Parts
2. Review
Find the GCF of the following:
1) 5 and 10
2) 14 and 42
3) 16 and 24
4) 15 and 30
5) 36 and 48
4. Motivation
Find a partner. Look for body
parts which come in pairs. (Wait for
some some responses.) Does each pair
2. Fixing Skills:
A. Tell whether each pair of fraction is
equivalent or not. Write E for
equivalent and NE for not
equivalent:
1) 7/42 = 1/6
2) 5/8 =9/16
3) = 30/50
4) 5/7 = 25/35
5) 3/5 = 8/15
B. Solve for the missing term
1) 2/3 = n/9
2) 6/7 = n/28
3) 5/9 = 25/n
4) n/9 = 63/81
5) 4/n = 16/20
3. Generalization
How do you solve for the missing
term in an equivalent fraction?
C. Application
1. A recipe calls for 2/3 cup of

flour.You are going to make 3
recipes. How many cups of flour
do you need?
2. You need tbsp. of sugar for a glass
of lemonade. You are going to
make 4 glasses. How much sugar
do you need?
IV. Evaluation
Solve for the missing term
1) 2/4 = n/8
6) 8/n = 24/28
2) 40/50 = 4/n
7) 9/10 = 81/n
3) 9/n =
4) = 9/n
5) n/5 = 20/25
8) n/7 = 30/35
9) 5/6 = n/30
10) 4/5 = 24/n
V. Assignment
Use the number in the box to write an
equivalent fraction. You can use the number more
than once.
8
14
1
4
12
2
3
18
1) 3/12
6) 4/8
2) 4/12
7) 1/3
3) 2/6
8) 8/12
4) 6/12
9) 6/14
5) 6/7
10) 7/9
October 03,2011
MONDAY
MATH VI
6:50 - 7:50
VI-Two
7:50 8:50
10:10 11:10
VI-Eight
VI - Nine
I. Change mixed numbers to improper fractions

and vice-versa
II. Changing Mixed Numbers to Improper
Fractions and Vice-versa
BEC PELC II.G.6
Charts, flashcards, drawings
1. Mental Computation Tapping Game
2. Review/Checking of Assignment
1. Presentation
Class Discussion
Problem Situation:
Shiela helps her sister bake some cake
Her sister asked her to measure 3
cups of flour. Can you give another
name for 3 ?
Guide the pupils to see the process
3 = (3 x 2) + 1 = 7
2
2
How is a mixed number changed to
improper fraction?
How is improper fraction changed to
mixed number?
EX. 7/2 7/2 = 3; 3 x 2 = 6; 7 6 = 1
The whole number is 3 the remainder
is 1 you write 7/2 as mixed number
3
2. Fixing Skills
A. Change to Improper Fraction:
1) 3 2/4 2) 4 3/5
3) 6 5/8
4) 4 3/5
5) 9 4/9
B. Change to mixed number.Express

your answer in lowest term:
1) 54/8
2) 102/8
3) 81/4
4) 38/4
5) 59/6
3. Generalization
How do you change mixed numbers
to improper fractions and vice-versa?
C. Application
Pamela a grade VI girl helps her mother
to earn extra income. She wakes up
early and helps gather roses in their
flower garden. Everyday she gathers 25
roses and ties 3 roses to a bundle. The
roses are sold by her mother in the
market. How many bundle does Pamela
make everyday? What good traits does
she possess? Do you help your family
like she does?
IV. Evaluation
1) 8 3/4 2) 2 2/5
3) 7 5/8
4) 4 4/5 5) 8 7/9
you answer in lowest term:
1) 75/6
2) 177/9
3) 81/7
4) 39/4
5) 89/6
V. Assignment
1) 8 3/7 2) 8 2/5
3) 6 3/8
4) 7 2/5 5) 9 2/9
you answer in lowest term:
1) 85/8
2) 119/5
3) 78/7
4) 89/4
5) 85/7
1. What did Mrs Amparo serve her guests?

What Filipino trait did she show?
2. What part of the pizza did each child
receive?
3. Do you think mother was fair in sharing
the pizza? Why? In what situations can
you practice fairness?
Discuss:
1. How did mother make the fraction
similar?
2. How can we change dissimilar fractions
to similar fractions?
Find the Least Common Denominator
(LCD). One way is to list the multiples and
find the least common number.
2 = 2,4,6
4 = 4,8,12
October 04,2011
TUESDAY
b. Activity 2
Find the LCD of , , and 1/6
1. What are the denominators?
2. Get the multiples of each denominator
3. What smallest number can be found in
the list?
MATH VI
6:50 - 7:50
VI-Two
7:50 8:50
10:10 11:10
VI-Eight
VI - Nine
I. Find the Least Common Denominator (LCD)

Of a Set of Fractions
II. Find the least common denominator (LCD) of
a set of fraction
BEC PELC II.G.8
Charts, Flashcards, Drillboards
1. Drill Activity/Game to review LCM
1. Presentation
a. Activity 1 Problem Opener
Mrs. Amparo bought two boxes of
pizza for her guests. After serving them
she had pizza left in one box and in
the other. How will she slice these so
that each of her 3 children will get the
same size?
Expected Answer:
Mrs. Amparo will slice the pizza into 2
equal pieces. Each piece is of the whole
pizza. So, she will have 3 equal slices.
c. Activity 3
Find the LCD of 2/5, 1/12, and 1/3
Another way: Use Prime Factorization
Prime factors of:
5=5x1
12 = 3 x 2 x 2
3=3x1
LCD of 5, 12 & 3 is 5 x 3 x 4 = 60
Process:
a. Multiply all the different prime factors
b. If there are several the same prime, use
the ones with the highest exponent
2. Fixing Skill
Look for the LCD of the following:
1. 7/8, 5/6 , 4/5
2. 5/6, 6/7,
3. 2/8, 5/16, 3/18
4. 2/7, 3/28, 5/14
5. , 5/6
3. Generalization
How do we look for the LCD of a given
set of fraction.
C. Application
1) Henry has box of chocolates. He
would like to share it equally among a
minimum number of persons. How will he

be able to do it?
and 1 hours cleaning the yard on

Saturday and Sunday. How many
hours of the day does he spend
profitably?
a. What are the things you must look
into the problem before solving it?
b. What is asked in the problem?
c. What facts are given?
d. What operation are you going to use
to solve the problem?
e. Can you solve the problem mentally?
f. What profitable things does Andrei do
on weekends?
- What profitable things do you do on
weekends?
- What profitable hobby can you do
on weekends?
IV. Evaluation
Find the LCD of the following:
1) 5/9, 2) , 7/8
3) , 2/3
4) 2/3, 1/7 5) 7/8, 2 / 7
V. Assignment:
Find the LCD:
1) 3/6, 5/18, and 2/3
2) 3/9 4/9
3) 4/5, 9/10
4) 4/9, 6/7
5) 3/10, 1/4
2. Fixing Skills
Analyze and solve the following. Write
your answer on your Drill Boards.
1. My sum is 5/6. What fractions could
we be?
2. I am a whole number and a fraction.
What am I?
3. I am divided into 12 equal parts.
You take 9 parts out of me. What
names can you give me?
4. I am the number 1. Name me as a
fraction. How many names can you
give me?
October 05,2011
WEDNESDAY
MATH VI
6:50 - 7:50
VI-Two
7:50 8:50
10:10 11:10
VI-Eight
VI - Nine
I. Solving Mentally Word Problems Involving

Fractions
II. Solve mentally word problems involving
fractions
BEC PELC G.II,11.1
Charts, flashcards
3. Generalization
mentally?

2. Review
a. Checking of assignment
3. Motivation
How do you spend your Saturday
and Sunday? Lets talk about Andrei and
find out what he does. Listen carefully
and find the good trait of Andrei. Do you
possess the same trait? Give some
activities that you do at home
1. Presentation Problem Opener
Andrei spends 1 hours gardening
C. Application
Analyze and solve the following
1. Mother bought kg. of pork and 2/4
kg. of beef. How many kilograms of
meat did she buy?
2. Mr. Cruz bought 4/5 meter of white
cloth and 2/5 meter of red cloth. How
many meters of cloth did he buy in all
3. Andrei and Kyle are cousins. Andrei
uses 1/14 meters for pants while Kyle
uses 1 2/8 meters. Who between the
two is bigger?
IV. Evaluation
1. Father had 40 4/8 meters of wire. He used
10 2/8 meters to fence his rectangular
garden How much wire was left?
2. The first swimmer to reach the finish line

was timed 58 4/10 seconds while the last
swimmer was 64 8/10 seconds. What was
the difference in time?
3. Mr. Fajardo boughta roll of wire 30 meters
long. He used 10 meters. How mnay
meters of wire were not used?
V. Assignment
1. The first set of volleyball game was finished
45 7/10 minutes. The second set was
finished in 35 5/10 minutes. How much
longer did it take to fiunish the first set than
the second set?
2. Mother bought 20 meters of certain
material. She used 5 for the bedroom.
How many meters were left?
October 06,2011
THURSDAY
MATH VI
6:50 - 7:50
VI-Two
7:50 8:50
10:10 11:10
VI-Eight
VI - Nine
I. Visualizing Addition and Subtraction of

Fractions
II. Visualize addition and subtraction
fractions
BEC PELC II.H.1
Charts, strips of paper,fraction chart,cut-outs
of

1. Mental Computation
3. Motivation Group Activity
Give each group sets of fraction written
on flashcards. Let them group each set to
similar or dissimilar fractions
1. Presentation
Activity I Present a word problem
Andrei jogs regularly. He jogged 1/5
km then he saw a friend. He jogged
another 3/5 km then he stopped for a
while.
How many kilometers have he jogged?
Discussion:
a.
b.
c.
d.
e.
f.
What does Andrei do regularly?

Who amng you loves to jog? Why?
What does jogging do to our body?
What is asked in the problem?
What operation is needed to solve the
problem?
g. Can you solve the problem using your
fraction chart? How?
Let each group bring out their fraction
chart. Let them find 1/5 & 3/5. What kind
of fractions is 1/5 and 3/5? Guide the
students that in adding/subtracting similar
fractions,
simply
add/subtract
the
numerators
then copy the
same
denominator. Reduce answer to lowest
term if possible.
2. Practice Exercise/Fixing Skills
Group Activity
Find the sum/difference of the
following. Reduce answer to lowest
term if possible:
1. 3/10 +4/10
6. - 1/5
2. 2/3 + 1/9
7. 5/6 1/6
3. 1/5 + 2/5
8. - 2/10
4. 1/6 + 3/6
9. 6/10 1/3
5. 1 + 1
10. 7 - 1
3. Generalization
How do you viaualize addition
and subtraction of fractions?
C. Application
Several pupils of Daniel Fajardo E/S
was asked about their favorite activity like
sports,dance and drama. The graph shows
the result
1. What part of the whole class like sports
and dance?
2. What is liked more by a bogger group,
sports or dance? By how many?
IV. Evaluation
Find the sum/difference of the
following. Reduce answer to lowest
term if possible:
1. 1/6 + 2/6
6. - 3/8
2. 5/10 + 3/5
7. 1/4 1/5
3. 1/9 + 5/9
8. 7/8 1/2
4. 5/20 + 3/20
9. 4/5 1/3
5. 1 + 1 2/7
10. 7 - 3
V. Assignment
Copy and Answer Lets Try p. 103 &

Lets Practice p. 104 Math for Everyday Use
6 Textbook

Materials: strips of paper,tapes,
fraction kit
1. The teaxher poses a problem
Shiela needs cup of oil for a
plain cake and 3/8 cup for pineapple
sponge cake. How many cups of oil
are needed?
Valuing: What does Shiela usually do with
her recipes? Why is there a need to follow
the recipe in detail? If you were Shiela,
would you do the same?
October 07,2011
FRIDAY
MATH VI
6:50 - 7:50
VI-Two
7:50 8:50
10:10 11:10
VI-Eight
VI - Nine
I. Adding Dissimilar Fractions Without Regrouping

II. Add dissimilar fractions in simple or mixed
forms without regrouping
BEC PELC II.H.5
Fraction kit, strips of paper( colored & same
size as fraction kit), drill boards
1. Drill Pass It On
Call pupil volunteers to answer
the assignment on the board. Let them
answer.
3. Motivation
Shiela is good at cooking. She use
to follow the details in the recipe to come
up with good results. Every Saturday, she
bakes some cake. She would like to bake
a plain cake and a pineapple sponge cake.
She uses only small amount of oil. For
the plain cake, she needs cup, for the
pineapple sponge cake she needs 3/8 cup.
Activity 2 Cooperative Work

Give worksheet to each group.
Solve the ff:
a. 1/3 +1/5
f. 5 + 3 1/12
b. + 1/8 + 1/6
g. 2 + 4
c. 1 2/4 + 4/5
h. 1 1/8 + 2 1/3
d. 3 1/6 + 5
i. 2 1/5 + 2 2/6
e. 3 1/3 +
j. 1 1/9 + 2 1/5
2. Fixing Skills
Find the sum:
1. 2/4 + 3/10
2. 7/12 + 1/4
3. 1/5 + 3/10 + 1/15
4. 4 1/5 + 5 1/8
5. 4 + 1/3 + 1/6
3. Generalization
How do you add dissimilar fractions
with regrouping?
C. Application
Find the sum
1) 6 + 2 1/3
2)
3)
4)
5)
1/6 + 1/2
2 1/10 + 3 1/4
2 1/5 + 1 1/4
3 1/7 + 2 1/2
IV. Evaluation
Find the sum:
1) 6 1/3 + 1 1/7 + 2 1/4
2) 4 + 2 1/3
3) 1 1/6 + 2 + 3 1/12
4) 1/5 + 1/9 + 1/6
5) 5 + 6 1/8 + 2 1/6
V. Assignment
Copy and answer Lets Practice & Lets
Apply on p. 78 Math for everyday Use Txt.
October 10,2011
MONDAY
MATH VI
6:50 - 7:50
VI-Two
7:50 8:50
10:10 11:10
VI-Eight
VI - Nine
I. Subtract Dissimilar Fractions

II. Subtract dissimilar fractions in simple or
mixed form without regrouping
BEC PELC II H.5
Strips of paper, Drill Boards
1. Drill/ Mental Computation
Give me two numbers that will make the
statement true:
a. My sum is 17, my difference is 1.
b. My sum is 13 ,my difference is 3.
c. My sum is 12,my difference is 8
d. My sum is 50, my difference is 0.
e. my sum is 17,my difference is 13.
2. Review
A. Checking of Assignment
Call pupil volunteers to answer
the assignment on the board. Let them
answer.
3. Motivation
How many of you have brothers and
sisters? Do you share anything with them?
When you give something to somebody,

what happen to the things you had before?
What do you feel when you share?
1. Presentation (Problem Opener)
1) Present the problem
Andrei had half a melon. He cut the
half melon into 2 and ate one part. The
other he left for his younger sister
Aryana. What part of the melon did
Andrei get?
2) Discuss the problem
3) State the subtraction sentence -1/4 =
Let the pupils do the activity with the
guidance of the teacher
4) Thru paper folding represent then
fold again so you have now 4ths.
How many 4ths, hence becomes 2/4
so of is .
5) Let pupils cut from . How many
remained for Aryana?
6) Discuss the steps.
7) What traits did Andrei show?
Activity 2: Group Work
Materials: Worksheet
Mechanics:
1) Pupils join the learning team
2) Each team is given a worksheet
Discuss:
What are the steps in finding the LCD?
After finding the LCD,what is the next step?
What part of the fraction do you subtract?
What do you do with the denominator?
What is the final step?
2. Fixing Skills
Find the difference
1) 7/15 1/5
2) 6/12 2/24
3) 6 - 6 1/2
3. Generalization
What are the steps in subtracting dissimilar
fractions without regrouping?
C. Application
Solve for the difference of the following:
1) 5/8 1/4
2) 5 - 2 1/4
3) 6 - 2 1/2
4) 8 7/10 6 3/4
5) 3 - 1 3/8
IV. Evaluation
Find the difference:
1) Take 10/25 from 15/10?
2) What is 9/15 less 3/10?
3) Diminish 20/30 by 10/50 =
4) How much lesser is 2/3 than 8 9/10?
5) Subtarct 1/3 from 4/5
Saturday and Sunday. How many

hours of the day does he spend
profitably?
2. Fixing Skills
Analyze and solve the following. Write
your answer on your Drill Boards.
1. My sum is 5/6. What fractions could
we be?
2. I am a whole number and a fraction.
What am I?
3 I am divided into 12 equal parts.
You take 9 parts out of me. What
names can you give me?
4. I am the number 1. Name me as a
fraction. How many names can you give
me?
V. Assignment
Solve for the difference:
1) 5/8 1/3
2) 6/7 1/2
3) 6 1/5 2 1/10
4) 19 2/7 7
5) 18 17/16 3 5/8
October 11,2011
MONDAY
3. Generalization
mentally?
MATH VI
6:50 - 7:50
VI-Two
7:50 8:50
10:10 11:10
VI-Eight
VI - Nine
I. Solve mentally word problems involving

fractions
II. Solving Mentally Word Problems Involving
Fractions
BEC PELC G.II,11.1
Charts, flashcards
2. Review
a. Reduce the following to lowest term
1) 2/4
2) 6/8
3) 10/15
4) 12/24
5) 15/45
3. Motivation
How do you spend your Saturday
and Sunday? Lets talk about Andrei and
find out what he does. Listen carefully
and find the good trait of Andrei. Do you
possess the same trait? Give some
activities that you do at home
Andrei spends 1 hours gardening
and 1 hours cleaning the yard on
C. Application
1. Mother bought kg. of pork and 2/4
kg. of beef. How many kilograms of
meat did she buy?
2. Mr. Cruz bought 4/5 meter of white
cloth and 2/5 meter of red cloth. How
many meters of cloth did he buy in all
3. Andrei and Kyle are cousins. Andrei
uses 1/14 meters for pants while Kyle
uses 1 2/8 meters. Who between the
two is bigger?
IV. Evaluation
1. Father had 40 4/8 meters of wire. He used
10 2/8 meters to fence his rectangular
garden How much wire was left?
2. The first swimmer to reach the finish line
was timed 58 4/10 seconds while the last
swimmer was 64 8/10 seconds. What was
the difference in time?
3. Mr. Fajardo boughta roll of wire 30 meters
long. He used 10 meters. How mnay
meters of wire were not used?
V. Assignment
1. The first set of volleyball game was finished
45 7/10 minutes. The second set was
finished in 35 5/10 minutes. How much
longer did it take to fiunish the first set than

the second set?
2. Mother bought 20 meters of certain
material. She used 5 for the bedroom.
How many meters were left?
October 11,2011
MONDAY
2. Fixing Skill
Guide the pupils in doing the Lets
Practice exercises on page 104.
MATH VI
6:50 - 7:50
VI-Two
7:50 8:50
10:10 11:10
VI-Eight
VI - Nine
I. Analyze and solve 1-2 step word problems

involving addition or subtraction of fractions
in simple or mixed forms woth or with regrouping
II. Solving Word Problems Involving Addition or
Subtraction of Fractions in Simple or Mixed
Forms With or Without Regrouping
BEC PELC II H 8.3.1 8.3.3
Flashcards, Activity Cards, Charts
1. Song on Fractions
2. Review
a. Checking of assignment
answer.
3. Motivation
What do you usually do during your
free time? I have here some story
problems on how some children spend
their free time
1. Presentation Whole Class Activity

Andrei spends 3/10 hour changing the
tires on his bicycyle. Then he spent 1/5
hour pumping air into the tires. How
many hours did he spent fixing his
bicycyle?
a. Who fixed his bicycyle? How did
he spend his free time?
b. What facts are needed to solve the
problem?
c. What will you solve for?
d. How will you find the answer?
e. Represent the data
f. Solve for the answer
g. Do you think your answer is
sensible? Why?
3. Generalization
involving addition & subtraction.of
dissimilar fractions?
C. Application
Analyze & Solve the Following:
1. Shiela had 4 boxes of books. She
unpacked 2 of the boxes. How mnay
more does she need to unpack?
2. Kyla ate 2 guavas and PJ ate 1
guavas. How mnay guavas in all were
eaten? Who ate more? By how much?
IV. Evaluation
Analyze & Solve the Following:
1) Andrei wants to cover shelves of his CD
and DVD holder. He measured the length as
follows: CD holder meters and the
DVD holder is 3/5 meters. What is the total
length? What is the difference in their
length?
2) Riza is baking some doughnuts. She needs
5 cup of flour. She has 1 cups in his
jar.How much flour does she need to buy?
3) She also needs 3 cup of milk and 1
cup of honey? What is the total amount of
liquid she needs? Which is more? By how
much?
V. Assignment
Copy and answer Lets Apply on page 104
Math for Everyday Use 6 textbook. Do this

on a 1 whole grade six pad
October 12,2011
WEDNESDAY
MATH VI
6:50 - 7:50
VI-Two
7:50 8:50
10:10 11:10
VI-Eight
VI - Nine
I. Multiply a fraction by another fraction

II. Multply a Fraction by Another Fraction
BEC PELC II.I 1
Math TM p. 65; Skill Sharpener in Math p.58
Charts, Flashcards
1. Drill
Flashcards on multiplication facts
2. Review
Flashcards on reducing fractions to
lowest term
answer.
Jojo planted of a garden plot to bell
pepper. Of the bell pepper, are red
and the rest are green.
What part of theentire plot was planted to
red bell pepper?
a. Call a pupil to read the problem
b. Ask questions about the problem:
1. Who planted bell pepper to his
garden plot?
2. What part of the plot did he allot

for planting bell pepper?
3. What part of the plot was planted
with red bell pepper?
4. What is asked in the problem?
5. What process will you use to solve
the problem?
6. Can you write the number
sentence?
c. Teacher explains how to solve the
problem
d. Ask a pupil to solve the problem on
the board while other do it on their
drill boards
2. Fixing Skills Cooperative Learning
a. Group the pupils into two
b. Ask the pupilsto solve the exercise on
their drill boards
1st Group
2nd Group
2/3 x 1/5 = N
x=N
4/5 x 2/3 = N
4/7 x 2/5 = N
1/12 x 3/7 = N
3/11 x 4/5 = N
c. Let volunteers among the group
explain how they obtain their
answer
3. Generalization
How do we multiply a fraction by
another fraction? What
happens
to the product when you multiply a fraction
by another fraction?
4. Application
Find the product of the following.
Express your answers to lowest terms
a) x 1/6
b) x 4/3
c) 3/10 x 5/6
d) 9/12 x 6/18
e) 7/21 x 6/14
IV. Evaluation
Find the product. Reduce your answers to
lowest term if possible
1) 4/5 x 5/8 = N
2) 3/10 x 5/9 = N
3) 7/8 x 4/14 = N
4) 9/12 x 6/18 = N
5) x 6/8 = N
V. Assignment
1) Mother has m of white linen cloth. She
used 1/3 of it for a hand towel. What part

of a meter was used for the hand towel?
2) Shiela bought 6/8 m of lace. She used 2/4
Of it for handkerchief. What part of a meter
was used for handkerchief?
3) Shey bought dozen eggs. She used of
these eggs for making hot cakes. What part
of a dozen did she use for hot cakes?
October 09, 2012

MONDAY
MATH VI
6:40 - 7:30
VI-Two
7:30 8:20
10:20 11:10
VI- Six
VI-Seven
I. Multiply fractions in simple and mixed forms

Manipulate visuals and draw regions to show
multiplication of fractions and mixed forms
Be diligent and hardworking in daily life
II. Multiplying Fractions and Mixed Forms
BEC PELC II 1.3 3.1
Diligence and Industry
Change the ff. to improper fractions:
a) 3
b) 2 2/3
c) 1
d) 5
e) 12
3. Motivation
How mnay of you help at home
during weekends? Show a picture of a
carrying a basket of vegetables taken
from the garden. Stress the importance
of being diligent and hardworking.
Obet harvested 7 kg of pechay
from his vegetable garden. He sold 3/5

of it in the market and the rest in the
neighborhood. How many kg were sold
in the market?
2. Fixing Skills
Solve for the product. Express your
answer to lowest term:
a) 1/3 x 2
b) 4 x 1/5
c) 3 x 2
d) 1 4/5 x 4/10
e) 3 x 5 2/3
3. Generalization
How do we multiply simple and
mixed fractions? Whole numbers by mixed
numbers? Mixed number by another mixed
number? What do you notice about the
products in relation to the factors?
C. Application
Cooperative Learning
1) Find the area of a rectangular room 5
1/3 m long and 3 wide
2) Mother had 1 dozen eggs in the
refrigerator. She used 1/3 of the
eggs. What part of the dozen eggs
was used?
3) Mother uses 1 1/8 teaspoons of salt
for every kilogram of ground pork
How many teaspoons of salt will
she use for 2 2/3 kg of pork?
4
IV. Evaluation
Find the product. Write the answer in lowest
term:
1) 1/3 x 2 1/4
2) 4 x 1/5
3) 3 x 2
4) 1 1/3 x 4
5) 1 4/5 x 4
V. Assignment
term:
1) 2 4/7 x 5 1/6
2) 3 x 5 2/3
3) 5/12 x 1 4/5
4) 8 1/3 x 9/10
5) 2 3/16 x 4/7
during weekends? Show a picture of a

carrying a basket of vegetables taken
from the garden. Stress the importance
of being diligent and hardworking.
Obet harvested 7 kg of pechay
from his vegetable garden. He sold 3/5
of it in the market and the rest in the
neighborhood. How many kg were sold
in the market?
October 10, 2012
TUESDAY
MATH VI
6:40 - 7:30
VI-Two
7:30 8:20
10:20 11:10
VI- Six
VI-Seven
I. Multiply fractions in simple and mixed forms

Manipulate visuals and draw regions to show
multiplication of fractions and mixed forms
Be diligent and hardworking in daily life
II. Multiplying Fractions and Mixed Forms
BEC PELC II 1.3 3.1
Diligence and Industry
Change the ff. to improper fractions:
a) 3
b) 2 2/3
c) 1
d) 5
e) 12
f) 4 2/5
g) 5 3/5
h) 7
i) 8
j) 9 1/3
answer.
3. Motivation
How mnay of you help at home
2. Fixing Skills
Solve for the product. Express your
answer to lowest term:
a. 1/3 x 2
b. 4 x 1/5
c. 3 x 2
d. 1 4/5 x 4/10
e. 3 x 5 2/3
3. Generalization
How do we multiply simple and
mixed fractions? Whole numbers by mixed
numbers? Mixed number by another mixed
number? What do you notice about the
products in relation to the factors?
C. Application
1) Find the area of a rectangular room 5
1/3 m long and 3 wide
2) Mother had 1 dozen eggs in the
refrigerator. She used 1/3 of the
eggs. What part of the dozen eggs
was used?
3) Mother uses 1 1/8 teaspoons of salt
for every kilogram of ground pork
How many teaspoons of salt will
she use for 2 2/3 kg of pork?
4) For each day of the week, Joy
spends 2 2/4 hours helping in the
family store. How mnay hours
does she work in a week?
IV. Evaluation
term:
1) 1/3 x 2 1/4
6) 4 x 1/5
7) 3 x 2
8) 1 1/3 x 4
9) 1 4/5 x 4
V. Assignment

term:
1) 2 4/7 x 5 1/6
2) 3 x 5 2/3
3) 5/12 x 1 4/5
4) 8 1/3 x 9/10
5) 2 3/16 x 4/7
October 11, 2012

WEDNESDAY
MATH VI
6:40 - 7:30
VI-Two
7:30 8:20
10:20 11:10
VI- Six
VI-Seven
I. Explain the meaning of reciprocal

Identifies the reciprocal of a given fraction and
shows that the product is always equals to one
Be resourceful in everything you do
II. Explain the Meaning and Identify the
Reciprocal of a Given Fraction
BEC PELC 1.4, 4.1 , 4.2
Charts, Flashcards, Drillboards, Activity
Cards
Resourcefulness
1. Drill
Rename as improper fraction.
Use flashcards Pupils write their answer
their drill boards.
a) 1
b) 2 2/3
c) 8 1/5
d) 9
e) 13 2/5
answer.
3. Motivation
Do you have any left over items at
home which can be used for other
purpose?
1. Presentation Group Activity
a) Give some number pairs. Provide

examples a c (Refer to chart)
b) Guide the pupils to examine
examples a-c
c) Give them time to discuss their
observations with their partners
d) Lead them to discover the process
In example a, b, & c
a) Just invert the fraction then
multiply
b) Change the mixed number to
improper then do as in a
c) Put a denominator to the
whole number then do as in a
2. Fixing Skills Group Activity
1) Pupils join ther learning team
2) Each team is provided a worksheet
Write YES if the number pair are
reciprocals. If not, write the
reciprocal number
a) 1 & 2/3
f) 3/17 & 5 2/3
b) 8 2/5 & 5/42 g) 2 & 4/9
c) 2 3/8 & 8/10 h) 3 & 4/13
d) 3 2/3 & 11/2 I) 1 1/6 & 5/6
e) 4 1/6 & 6/24 j) 2/4 & 2
3. Generalization
How will you know that a number is a
multiplicative inverse or a reciprocal
of another number?
C. Application
Write R if the pair of fraction are reciprocals
and NR if they are not
1) 1/5 & 5/1
6) 1 7/8 & 8/7
2) &
7) 3 2/3 & 8/3
3) 3/9 & 1/3
8) 15 & 1/15
4) 3/12 & 2/13 9) 4/5 & 1
5) 18 & 18/1 10) 5 & 4/20
IV. Evaluation
Make the equation true
1) 5 x __ = 1
6) __ x 1/6 = 1
2) 3/5 x __ = 1
7) __ x 2/3
3) 6 x __ = 1
8) __ x 2 1/3 = 1
4) 8 1/10 x __ = 1 9) 19 x __ = 1
5) 1/100 x __ = 1 10) __ x 3/7 -= 1
V. Assignment
Do as told
1) Find the product of 2/4 and 6/8, then give
its reciprocal
2) What is the reciprocal of the difference
between 5/6 & ?

3) Multpily 1 by 4, then give its reciprocal
October 12, 2012
THURSDAY
MATH VI
6:40 - 7:30
VI-Two
7:30 8:20
10:20 11:10
VI- Six
VI-Seven
I. Divide a whole number by a fraction

Write and solve a division equation
Help parents at home
II. Dividing A Whole Number by a Fraction
BEC PELC VI II.J.2
Charts, Flash cards, Activity cards,
Helpfulness
1. Drill Use of Flash cards
Flash cards on multiplication of
fractions
a) 9 x 2/3
b) 5 x 2/5
c) 14 x 2/7
d) 18 x 5/6
e) 81 x 5/9
answer.
3. Motivation
Ask pupils if they help their
parents at home especially during
weekends.
Explain the value of
helpfulness
1. Presentation-Problem Opener
a) Andrei is helping his
father in
their carpentry shop. They have 2
meters of wood which they will use to
make frames. If each frame will be 2/3
meters long, how mnay frames will they
be able to make?
Analysis of the problem:
1) What is asked in the problem?
3) What is the process involved?

4) Ask a pupils to give the number
sentence
b) Suppose father and Andrei have 6
meters of wood, how many frames each
measuring meter can they make?
(allow pupils to work on this problem
following the same procedure as in
problem a)
* Recall the division equations again
* Let the pupils make a multiplication
equation which will give the same
answer as the division equation
1) 2 / 2/3 = 3
2 x 3/2 = 3
2) 6 / = 8
6 x 4/3 = 8
In this equation, what do you call 3/2 in
relation to ? 4/3 in relation to ?
* Explain how the reciprocal is used in
these examples. Let the pupils comlete
these:
12 / = 12/1 x ?/? = N
10 / 2/5 = 10/1 x ?/? = N
2. Fixing Skills Cooperative Learning
Distribute the activity cards and let
them do the activity
1) 10 / 5/6 2) 24 / 6/8 3) 36 / 4/9
4) 16 / 4/8
5) 18 / 9/6
3. Generalization
How do we divide a whole number
by a fraction? (Call a pupil to give and
explain the 1st step while teacher writes
it on the board)
C. Application
1) How mnay kg of sugar can you repack
from 5 kg?
2) How many m string can a boy scout
cut from a 10 m string.
IV. Evaluation
Find the quotient.
lowest lang
1) 6 / 4/12
2) 16 /
3) 14 / 21/2
4) 3 / 1/3
5) 5 /
Express your answer in
V. Assignment
Solve for N. Express your answer to lowest
1) 14 / 7/5 = N
2) 30 5/6 = N
3) 24 / 3/8 = N
4) 40 / 5/8 = N
5) 21 / 3/7 = N
1 ton
October 13, 2012

FRIDAY
2) Place grid 1 over the rectangular cut

out
MATH VI
6:40 - 7:30
VI-Two
7:30 8:20
10:20 11:10
VI- Six
VI-Seven
I. Divide a fraction by another fraction

Write a division equation
Appreciate the beauty of natural resources
II. Divisionof Fraction by Another Fraction
BEC PELC II.J.2
Flashcards, rectangular cut out
Appreciation and Preservation of Trees
1. Drill Multiplying Proper Fractions
Have the pupils answer the following
orally:
a. 1/5 x 3 /4 b. 2/3 x 7/9 c. 5/6 x 1/8
3. Motivation
Discuss the value of trees and why
we should take care of them. Ask the
pupils how can they show appreciation
and love for our natural resources,
especially the trees.
The Salem Bed Factory ordered 2/3 ton
of kapok. If each delivery truck can
contain 1/6 ton of kapok, how many
trucks will be needed to load the order
a) What is asked?
b) What are the given facts?
c) What is the needed operation?
d)
What is the equation/number
sentence?
Activity 1 Visualizing the Problem
1) Let the rectangular cut out represent
1 whole ton of kapok
\\\\\\\\\\\
\\\\\\\\\\\
The shaded part represents the amount
of kapok needed
2)
Place grid 2 over grid 1
3) Lead the pupils to see that

2/3 / 1/6 = 2/3 x 2/3 x 6/1,hence,dividing
2/3 by 1/6 is the same as multiplying 2/3
by the reciprocal of 1/6. Present 1 or 2
more similar problems/examples.
Activity 2 Guided Activity
Guide the pupils in doing th elLets
Try exercises on page 119 of their Math
textbook. Ask questions to elicit from
them the principle in dividing fractions
by another fraction.
2. Fixing Skills
Find the quotient. Express your answer
in lowest terms
a) 5/6 / 2/9 b) 3/8 / c) 3/6 / 2/9
3. Generalization
How do we divide a fraction by another
fraction?
C. Application Cooperative Learning
1) How many 1/5 hour in hour?
2) A red piece of paper is 1/8 as large as
the square. How mnay red pcs. are
needed to cover of the square?
IV. Evaluation
Find the quotient. Express your answer in
lowest terms
a) 7/6 / 3/4 b) 5/6 / 1/3 c) 1/3 / 1/2
d) 2/3 / 1/9
e) 4/15 / 7/10
V. Assignment
Answer Lets Practice on page 120, Math
for Everyday Use 6 textbook
October 15-16, 2012

MONDAY - TUESDAY
SECOND PERIODICAL TEST

7:00 12:00 Test Proper
II. A Fourth Periodical Test
sheets of pupils
C. Honesty
III. Procedure
2. Rules to be observed when taking the test
unnecessary noise
B. Test Proper
sheets of pupils
D. Recording of Scores and Frequency of
Errors
October 17, 2011

WEDNESDAY
Using the diagram below, form ratios and

proportions. Write them in two ways
MATH VI
6:40 - 7:30
VI-Two
7:30 8:20
10:20 11:10
VI- Six
VI-Seven
I. Form ratio/proportion for groups of objects/

numbers
II. Forming ratio and Proportion
Using colon (:) and Fractions in Writng Ratios
and Proportions
BEC PELC II K.1.1, 1.1.1.
1. Drill Solve for N
a. 5 / 3/5 = N
b. / = N
c. 1/5 / 6 = N
d. 8 / 4/5 = N
e. 1 1/3 / 4 = N
f.
answer.
3. Motivation
Look around your room. What are the
things you find inside?
1. Presentation - Class Activity
a) Let the pupils count the number of
of boys and girls in class
b) Guide the pupils to show the
relationship of the number of boys
to the number of girls. How do you
write the comparison of the number
of boys to the number of girls using
fraction form? 25/28 25 is the 1st
term, 28 is the 2nd term. Is there
another way of writing it? How?
c) Let the pupils count other objects
Let them give/write the ratio in 2
Ways (colon & fraction forms)
3. Generalization
1) What is ratio? Proportion?
2) What are 2 ways of writing ratio/
proportion?
C. Application
Find the ratio/proportion of the ff. Use 2
different ways in writing them.
1) There are 10 buses at a station. If each
bus has 6 wheels, what is the ratio of buses
to wheels?
2) Every quarter each student submits 2
projects in EPP. Give the ratio of projects to
quarters.
3) There are 3 caimito trees and 4 mango
trees in Mang Obets orchard. While on Mr.
Canelas orchard, there are 6 caimito trees
and 8 mango trees. Give the ratio of the
mango to caimito trees in each orchard then
write a proportion
IV. Evaluation
Write a ratio or a proportion for each of the
following:
1) 7 dogs to 8 cats
2) 3 to 5 is equivalent to 6 to 15
3) There are 5 kites to seven boys
4) in a t-shirt factory, each box contains 3
t- shirts. Give the ratio of boxes to t-shirts
5) In a camping,each boy scout was given 4
hotdogs. If there are 5 boy scouts,20 hotdogs
were cooked. Write the proportion.
V. Assignment
Answer Lets Try & Lets Practice on p. 129
Math for Everyday Use Textbook
October 18, 2011

THURSDAY
MATH VI
6:40 - 7:30
VI-Two
7:30 8:20
10:20 11:10
VI- Six
VI-Seven
I. Find the missing term in a proportion

II. Finding the Missing Term in a Proportion
BEC PELC II.K.1.2
Charts, Flashcards, Pictures
1. Drill
Use cross multiplication, then compare
using >,< or =.
a) 4/16 __ 1/4
b) 5/1 __ 10/2
c) 8/10 __
3. Motivation
Before presenting the problem situation
ask pupils if they help their parents at
home especially during weekends Elicit
from the pupils, importance of helping
ones parents during weekends.
1. Presentation Whole Class Activity
During weekends, Shiela helps her
mother sell buko juice. For every buko,
Shiela adds 4 liters of water. How mnay
liters of water does she need for 3 buko
so that the taste will be the same?
2. After analyzing the problem, ask the
pupils to illustrate it.
3. Ask: What is the ratio in A? in B?
Is the 2nd ratio equal to the 1st ratio?
Why? Therefore, 1:4 = 3:12 or
= 3/12 are equal ratios.
4. Introduce the term proportion based
on the given example. Lead the pupils
to see that a proportion is formed by
two equal ratios.
5. Introduce the terms EXTREMES and
MEANS.
Discuss how to find the
missing extreme or mean using the
given problem situation
Buko 1 = 3 buko or 1:4 = 3:N

Liters 4
N liters
Solution:
1 x N = 3 x 4 or 1:4 = 3:N
1N = 12
1xN=4x3
N = 12/1
1N = 12
N = 12
N = 12/1
N = 12
To check:
1 = 3
4 12
or
1:4 = 3: 12
Note: Provide similar examples for
pupils practice
2. Fixing Skills
Solve for the missing term and check
a) 1/32 = N/4
b) N/9 = 49/63
c) N/17 = 9/51
d) 5/N = 23/69
3. Generalization
What is a proportion? What are the
terms or element in a proportion? How
do we find the missing element in a
proportion?
C. Application
Solve for the missing term in each
proportion:
1) 6:N = 8:12
2) N:7 = 6:21
3) 20:24 = N:6
4) N:6 = 28:84
5) 14:21 = 2:N
IV. Evaluation
Find the missing term:
1) 4/7 = n/14
2) n/8 = 5/20
3) 3/n = 9/12
4) 10/5 = 12/n
5) n/6 = 20/24
V. Assignment
Find the missing term to make the proportion
true:
1) 9:n = 27:15
2) n:8 = 12:32
3) 5:3 = 25:n
4) 10:5 = n:15
5) 7:1 = 42:n
October 19, 2011

FRISDAY
MATH VI
6:40 - 7:30
VI-Two
7:30 8:20
10:20 11:10
VI- Six
VI-Seven
I. Solve word problems involving direct

proportions
II. Solving Word Problems Involving Direct
Proportions
BEC PELC II.K.2.2.1
Charts; Flashcards
1. Drill
Conduct a drill on finding the missing
term in a proportion. Use flashcards and
hve pupils answer orally
2.
Review/Checking of Assignment
3. Motivation
Before presenting the problem situation
ask pupils what they do on weekend Let
them realiza that they can earn extra
money during weekends if they are
industrious or hardworking.
1. PresentationUse of a Problem Opener
Andrei and Kyle sell newspapers on
weekends to earn extra money. For
every three newspaper that Andrei
sells, Kyle sells 5.
If Andrei sold 15 newspapaers, how
many did Kyle sell?
a) What are given?
b) What is asked in the problem?
c) Can you illustrate the problem?
Explain the illustration. Encourage
the pupils to think other strategies to
answer the problem.
d) Set up a proportion.
a) For pupils practice, give them
another problem. Let them work in
groups.
2. Fixing Skills Group Work

a) A motorist travels 275 km in 5
hours. How far can he travel in 9
hours?
b) Two buses can transport 130 people.
How many buses are needed to
transport 780 pupils?
c) The scale on a road map is 1 cm to
50 km. How far apart are 2 towns
represented on the road map by 4
cm?
3. Generalization
Recall the steps in solving word problems
involving direct proportion. What must
you remember when setting a direct
proportion?
C. Application
Read and Solve:
1) The ratio of 2 numbers is 3:5. The
larger number is 30. What is the smaller
number?
2) A tree cast a shadow of 12 metrs when a
5-meter pole casts a shadow of 4 meters.
How tall is the tree?
3) Ther are 3 teachers to 125 pupils during
the school program.
How many
teachers were there if there were 2500
pupils?
IV. Evaluation
Analyze & Solve the following:
1) The ratio of male teachers to female
teachers in our school is 2:9. If there are
108 female teachers, how mnay are male
teachers?
2) 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?
3) At the rate of 3 items for P100, how much
will 12 items cost?
V. Assignment
Copy and answer Lets Try & Lets Practice on
p. 136, Math for Everyday Use 6.
November , 2011
THURSDAY
MATH VI
6:50 - 7:50
VI-Two
7:50 8:50
10:10 11:10
VI-Eight
VI - Nine
I. Solve word problems involving partitive

Proportion
II. Solving Word Problems Involving Partitive
Proportion
BEC PELC II. K.2.2.2
Charts, Flashcards, Worksheets
1. Drill
3. Motivation (Group or Pair Activity)
1. Presentation Story Problem.
Andrei and Kyle are twins. They always
share their thing equally. Even their
mother gave them the ame amount of
anything, whether money, toys, candies,
and others. But one day, their father
gave them 5 chocolates, 2 chocolates for
Kyle and 3 chocolates for Andrei.
Kyle and Andrei find out that there are
things that cannot be shared equally. So
one day, their mother gave them P150 so
that the ratio is 2:3, 2 parts for Kyle and
3 parts for Andrei. How much did each
boy received?
Use table to show relationship:
Kyle
Andrei
Sum of Money
2 x P1=P2
3 x P1=P3
P5
2 x P2=P4
3 x P2=P6
P10
2 x P3=P6
3 x P3=P9
P15
4) What same number will you multiply
To the 2 parts of Kyle and 3 parts of Andrei
so that the sum will be P150?
Kyle-2 x P30=P60 Andrei-3 x P30=P90
P60 + P90 = P150
5) Can you write an equation for it?
In equation,we write it as:
2n + 3n = P150
5n = P150
n= P150/5
n = P30
6) To check:
2 x P30 + 3 x P30 = P150
P60 + P90 = P150
P60 is the amount received by Kyle.
P90 is the amount received by Andrei.
Analyze & Solve the ff:
1) Two numbers are in the ratio 5:3. If the
sum is 88, find the two 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. Generalization
How do you solve word problems involving
partitive proportion? What are the processes
involved?
C. Application
Analyze and Solve the given problems:
1) The salary of two workers is in the ratio
3:4. They received P12,250.00. How
much did each worker received?
2) The ratio of men to women at a college
is 7:5. How many women students are
there if there are 350 men?
IV. Evaluation
Analyze and solve the problems carefully:
1) The ratio of doors to windows is 1:5.
There are 186 doors and windows in a
building. How many doors are there?
windows?
2) The ratio os cats to dogs is 6:5. There
are 495 dogss and cats in a certain brgy.
How mnay cats are there?How mnay
dogs are there?
3) Three numbers are in the ratio 2:5:7. If
their sum is 504, what are the three
numbers?
V. Assignment
Analyze and solve the ff:
1) The ratio of a string divided in 3 parts is
1 :2 :3. How long is each piece if
their sum is 28?
2) Three numbers are in the ratio 1:4:7.
Find the second number if their sum is
276.
November , 2011
FRIDAY
MATH VI
6:50 - 7:50
VI-Two
7:50 8:50
10:10 11:10
VI-Eight
VI - Nine
I. Solve word problems involving indirect

Proportion
II. Solving Word Problems Involving Indirect
Proportion
BEC PELC II. K.2.2.2
Charts, Flashcards, Worksheets
1. Drill
3. Motivation (Group or Pair Activity)
1. Presentation Story Problem.
Andrei and Kyle are twins. They always
share their thing equally. Even their
mother gave them the ame amount of
anything, whether money, toys, candies,
and others. But one day, their father
gave them 5 chocolates, 2 chocolates for
Kyle and 3 chocolates for Andrei.
Kyle and Andrei find out that there are
things that cannot be shared equally. So
one day, their mother gave them P150 so
that the ratio is 2:3, 2 parts for Kyle and
3 parts for Andrei. How much did each
boy received?
Use table to show relationship:
Kyle
Andrei
Sum of Money
2 x P1=P2
3 x P1=P3
P5
2 x P2=P4
3 x P2=P6
P10
2 x P3=P6
3 x P3=P9
P15
6) What same number will you multiply
To the 2 parts of Kyle and 3 parts of Andrei
so that the sum will be P150?
Kyle-2 x P30=P60 Andrei-3 x P30=P90
P60 + P90 = P150
7) Can you write an equation for it?
In equation,we write it as:
2n + 3n = P150
5n = P150
n= P150/5
n = P30
6) To check:
2 x P30 + 3 x P30 = P150
P60 + P90 = P150
P60 is the amount received by Kyle.
P90 is the amount received by Andrei.
Analyze & Solve the ff:
3) Two numbers are in the ratio 5:3. If the
sum is 88, find the two numbers.
4) 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. Generalization
How do you solve word problems involving
partitive proportion? What are the processes
involved?
C. Application
Analyze and Solve the given problems:
3) The salary of two workers is in the ratio
3:4. They received P12,250.00. How
much did each worker received?
4) The ratio of men to women at a college
is 7:5. How many women students are
there if there are 350 men?
IV. Evaluation
Analyze and solve the problems carefully:
4) The ratio of doors to windows is 1:5.
There are 186 doors and windows in a
building. How many doors are there?
windows?
5) The ratio os cats to dogs is 6:5. There
are 495 dogss and cats in a certain brgy.
How mnay cats are there?How mnay
dogs are there?
6) Three numbers are in the ratio 2:5:7. If
their sum is 504, what are the three
numbers?
V. Assignment
3) The ratio of a string divided in 3 parts is
1 :2 :3. How long is each piece if
their sum is 28?
4) Three numbers are in the ratio 1:4:7.
Find the second number if their sum is
276.
November , 2011
FRIDAY

Identify the rate, base and percentage
MATH VI
6:50 - 7:50
VI-Two
7:50 8:50
10:10 11:10
VI-Eight
VI - Nine
I. Give the meaning of the elements (rate,base,

percentage) used in solving percent problems
II. Giving the Meaning of the Elements Used in
Solving Percentage Problems
Identifying Percent, Rate and Base
BEC PELC II.L.1.1, 1.2, 1.3 and 2
1. Mental Computation/Drill (Matching
Game)
1. Presentation Problem Opener through
Grid Paper
Materials: 2 transparent plastics of square
one of which has 40% red cellophane and
the other has 60% blue cellophane. 2
sheets of 10 x 10 grid paper
On her birthday, Carla received P1000
from her ninangs. With her money, she
spent 40% on papers, and saved the rest of
it. Must she be right saying that she spent
P40 for pad paper and saved 60% of it?
Why?
Ask the pupils to do the ff:
a) Consider a 10 x 10 grid paper
represents P150.
b)Place the transparent plastic
square of which has a 40% red
cellophane on top of a 10 x 10 grid
paper.
Let them count the parts shaded with
40%. Guide them to identify what part
is related to P150. What part is related
to 40%? Let them tell what is 40% of
150?
c) Place the transparent plastic square
of whivh has 60% bluecellophane on
top of a 10 x 10 grid paper. Have
them count the parts shaded with 60%.
Let them relate 60% to P150, P90 to
60%. Let them tell what is 60% of
P150.
Rate Base Percentage

1) 6 is 25% of 24
2) 20% of 15 is 3
3)500 is 5/8% of 800
4) 125% of 60 is 90
5) 50 is 25% of 200
6) 12 % of 48 is 6
7) 17 is 33.3% of 51
8) 30 if 50% of 60
9) 60 is 20% of 300
10)0.5% of 2000 is
10
3. Generalization
What is the meaning of Percentage? Rate?
Base? How do you determine the base in a given
problem? the rate? and the percentage?
C. Application
Read and answer the ff problems:
1) Mr. Fajardo opened an account in South
Leas Bank. She puts a principal amount
of P15,000 that will earn an interest of
P150 after a month at a rate of 1%
monthly.
a) What are the data given in the
problem?
b) Which of the data is the base? rate?
percentage?
2) He then updated her time deposit
account. The amount typed at the back
is P30,900. He asked for the rate given
to his P3,000 deposit and was tld that it
is 3%.
IV. Evaluation
Determine the rate, base, and percentage
1) 20% of 50 is 10
2) 80 is 125% of 64
3) 8% of 1,200 is 96
4) 48 is 40% of 120
5) 21 is 25% of 84
V. Assignment
1) 180% of 200 is 360
2) 35% 0f 90 is 31.5
3) P100 is 4% 0f P2500
4) 51 children,66 2/3% of them are boys,34
are boys
5) 16 is 20% of 80
I. Find the percentage when the rate and the base
are given
Write the data for rate and base using
Teehans triangle
Strive for ones best
II. Finding the Percentage When the Rate and
Base are Given
Writng the Data for Rate and Base in the
Teehans Triangle
Writing an Equation in Solving Percentage
Problems
BEC PELC II.L 3.2.1 and 3.1
Striving for Ones Best/Perseverance
1. Mental Computation/Drill (Relay)
a) Have 4 lines of pupils having the same
number of members if possible.
b) Each pupil in front of the line has to
rename the ratio to percent, decimal to
percent, fraction to percent or vice versa
by writing the number on the board as the
teacher flashes the card.
c) The teacher has to fasten the card on
the board in the column it belongs.
d)
As soon as the pupil writing his
answer on their sheet finishes, he has to
touch the 2nd pupil in the line and goes at
the back of the line.
e) The teacher flashes the next card and
the same procedure is to be done.
b) The teacher checks their answer and
score it after the last card is flashed.
answer.
3. Motivation
Ask the pupils about their target/aim
in answering a 20 item test. Is your
aim a passing grade out of a 20 item
test? What passing grade is it? ( The
pupils have the freedom to choose)
Andrei, a son of an overseas worker
spends time studying his lesson and
helping his mother do the household
chores. As a result, he gets 98% out of
50 item test in Math. What is his

score?
1. Ask the ff questions:
a) Who is the son of an overseas
worker?
b) What describes Andrei as a
Grade 6 pupil?
c) What does Andrei do to help his
mother?
d) How mnay items is their test in
Math?
e) What rating does Andrei get in
the test? Is this a high rating? How
do you know?
f) If you were Andrei, will you be
doing the same? Why?
2. Have the pairs of pupils solve
the problem by answering the ff
questions:
a) What does the problem ask you
to find for?
b) What facts are given?
c) What are the needed data?
Have the pairs of pupils use the
Teehans triangle to identify the
Base, Rate & Percentage
d) How will you find the answer
to the problem?
e) What equation best suits the
problem?
Guide the pupils to write the
equation to solve the problem
98% x 50 = N 0.98 x 50 = N
49 = N
f) What proportion represents the
problem?
g) Let each pair of puils write the
proportion to arrive at the answer
98 = N
98:100 = N:50
100 50
100 x N = 98 x 50
100N = 4900
N = 4900
100
N = 49
2. Fixing Skills/Practice Exercices

Solve for the percentage:
1) 36% of 95 is N
2) 48% of 290 is what number?
3) N is 20% of 8?
4) What is 20% 120?
5) 60% of 80 is __?
3. Generalization
How do you find the percentage when
the rate and the base are given? State
the formula in finding percentage.
C. Application
a. There are 40 pupils in a class. 75% of
them are present. How many are present?
How many are absent?
b. Andreis allowance for the day is P250.
He spands 80% of it and saves the rest.
How much does he spend? How much
does he save?
IV. Evaluation
1) What is 25% of 40?
2) N is 50% of 250?
3) 75% of 12 is __?
4) 60% of 30 is N?
6) 130% of 90 is __?
7) 150% of P400 is __?
8) __ is 10% of P 1,000,000?
9) What number is 1% of P1000?
10) 65% of 200 is __?
V. Assignment
Complete the table
BASE
30
50
60
180
200
700
900
1260
6000
10000
RATE
10%
60%
30%
150%
75%
65%
8%
33%
2%
275%
PERCENTAGE
EPP 9:00 - 9:40 VI-4

10:40 11:20 VI-2
11:20 12:00 VI-5
I. Natutukoy at natatalakay ang mga kabutihang
natatamo ng mag-anak at pamayanan sa
gawaing kahoy
II. Gawaing Kahoy Kabutihang Natatamo ng
ng Mag-anak at Pamayanan mula sa Gawaing

kahoy
Agap at Sikap 6 pah.130
Tsart; Mga larawan
Pagpapahalaga sa Kabuhayan
III. Pamamamraan
A. Panimulang Gawain
1. Paghahanda
Gawaing rutin
2. Pagsasanay
Pagpapatukoy sa mga mag-aaral ng
mga gawaing pangkabuhayan na
matatagpuan sa kanilang pamayanan/
kapitbahayan
3. Balik-Aral
Bakit mahalaga ang paggawa ng
plano bago isagawa ang isang proyeko?
B. Panlinang na Gawain
1. Pangganyak
Pagpapakita ng mga larawan ng mga
gawaing pangkabuhayan na
napapaloob sa lawak ng gawaing kahoy
2. Pag-alala ng Suliranin
Paano mapapaunlad ang pamumuhay
ng isang mag-anak o pamayanan sa
pamamagitan ng mga gawaing pangkabuhayang napapaloob sa lawak ng
gawaing kahoy?
3. Talasalitaan
a) Tableriya
b) Sash Factory
C. Pangwakas na Gawain
1. Karanasan sa Pagkatuto
A) Paglalahad
Pagbasa ng aralin sa teksto
(Tunghayan ang aralin sa tsart)
B) Pagtalakayan
1. Pagtalakay sa mga kabutihang
natatamo ng mag-anak o
pamayanan sa mga gawaing
napapaloob sa lawak ng
gawaing kahoy
2. Pagpapangkat ng mga mag-aaral
upang magpalitan ng kuro-kuro
tungkol sa aralin
3. Pag-uulat ng bawat pangkat
tungkol sa pagpapalitan ng kurokuro ukol sa paksa
2. Paglalahat
Ang gawaing kahoy ay isang

industriyang malaki ang naitutulong sa
ikauunlad ng pamumuhay ng isang maganak at ng isang pamayanan
3. Pagpapahalaga
Panuto: Magbigay ng mga gawaing
pangkabuhayan na matatagpuan sa inyong
pamayanan na may kaugnayan sa gawaing
kahoy at ipaliwanag kung paano ito
nakatutulong sa pag-unlad ng pamumuhay
as inyong pamayanan
IV. Kasunduan
Anu-ano ang mga bagay na dapat isa-alang
alang sa pagpili ng proyekto gagawin sa
lawak ng gawaing kahoy?
Sanggunian: Agap at Sikap 6 pah. 134
==========================
==================
Dec.4,2008
Thursday
MATHEMATICS 7:20 - 8:10 VI-1
are given
Teehans triangle

Base are Given
Teehans Triangle
Problems
percent, fraction to percent or vice versa
by writing the number on the board as the
teacher flashes the card.

d)
As soon as the pupil writing his
c) The teacher checks their answer and
answer.
3. Motivation
score?
worker?
Grade 6 pupil?
mother?
Math?
the test? Is this a high rating? How
do you know?
2. Have the pairs of pupils solve
the problem by answering the ff
questions:
a) What does the problem ask you
to find for?

to the problem?
problem?
98% x 50 = N 0.98 x 50 = N
49 = N
problem?
98 = N
98:100 = N:50
100 50
100 x N = 98 x 50
100N = 4900
N = 4900
100
N = 49
1) 36% of 95 is N
3) N is 20% of 8?
4) What is 20% 120?
5) 60% of 80 is __?
3. Generalization
C. Application
does he save?
IV. Evaluation
11) What is 25% of 40?
12) N is 50% of 250?
13) 75% of 12 is __?
14) 60% of 30 is N?
16) 130% of 90 is __?
17) 150% of P400 is __?
18) __ is 10% of P 1,000,000?
20) 65% of 200 is __?

V. Assignment
Complete the table
BASE
30
50
60
180
RATE
10%
60%
30%
150%
200
700
900
1260
6000
10000
75%
65%
8%
33%
2%
275%
PERCENTAGE
EPP 9:00 - 9:40 VI-4

10:40 11:20 VI-2
11:20 12:00 VI-5
gawaing kahoy
kahoy
Tsart; Mga larawan
III. Pamamamraan
1. Paghahanda
Gawaing rutin
2. Pagsasanay
kapitbahayan
3. Balik-Aral
1. Pangganyak

gawaing kahoy?
3. Talasalitaan
c) Tableriya
d) Sash Factory
A) Paglalahad
B) Pagtalakayan
gawaing kahoy
tungkol sa aralin
2. Paglalahat
3. Pagpapahalaga
as inyong pamayanan
IV. Kasunduan
==========================
==================
Dec.5,2008
Friday

the past lessons
II. Summative test #1
Ratio & Proportion; Solving for the Mising
Term in a Proportion; Solving Direct & Partitive
Proportions
Honestys
III. Procedure
1. Preparation
3. Test Proper
4. Checking
5. Recording
IV. Test Notebook
EPP 9:00 - 9:40 VI-4

10:40 11:20 VI-2
11:20 12:00 VI-5
I. Nasusukat ang kaalaman at kakayahan ng mga
mag-aaral ukol sa mga nakaraan leksyon
II. Maiksing Pagsusulit Blg. 3
Paghahanda ng Lupang Pagtatamnan
Tsart; Test Notebook
Pagkamatapat
III. Pamamaraan
1. Paghahanda
2. Pagbibgay ng mga pamantayan sa pagsusulit
3. Pagsusulit ng mga mag-aaral
4. Pagwawasto
5. Pagtatala ng marka
IV. Test Notebook
========================
== ==============
Dec.8,2008
Monday

I. Find the rate when the base and percentage
Are given
Write an equation or proportion to solve the
problem
Use resources wisely
II. Finding the Rate when the Percentage and the
Base are Given
BEC PELC II.L.3.3.3 and 3.1
Math for Everyday Use 6 Textbook and TM
Using Resources Wisely
1. Drill Find My Partner
Materials: Flashcards with decimals,
ratio, fraction & percent
a) Each pupil shoul be given a flashcard
b) Each pupil has to decide on the time
limit to look for their partner
c) Each pupil has to look for their partner
within the time limit prescribed
d) The pairs having their cards flashed
should be checked
answer.
3. Motivation
Ask some pupils on how they use their
school supplies? Do they sue them
wisely?
1. Presentation Use of Problem Opener
Andrei, a grade six pupil has 24 sheets of
art paper for his project in Math.
If 6 sheets of art paper were used by Andrei,
what percent of the sheets of art paper did he
use?
A) Ask pupils the ff questions:
a) Who uses art paper for Math
project?
b) How many sheets of art paper
does he use?
c) If you were Andrei, will yuou be
using all the sheets of art paper
and ask some more?
d) Will you do what Andrei has
done if you were Andrei? Why?
B) Let the pupils analyze the problem
a) What does the problem want

you to solve for?
b) What are the data given?
c) What are ther data needed?
Ask them to determine the base
and the percentage in the
Techans triangle
d) What will you do to find the
answer?
e) What equation best translates
the problem?
f) Guide the pupils to solve the

problem by identifying the
proportion to be used
g) Provide pupils more examples
to solve
2. Generalization
How do you find the rate when the
base and the percentage are given?
C. Application
a) Andrei got 90% of a 20-item test
in Math. How mnay items did he
answer correctly?
b) In a school of 6680 Grade 6 pupls,
646 graduated. What percent of
the enrolment graduated? How
many did not graduate?
c) One stormy day, 12 pupils of Mrs.
Fajardo were absent. If there are
50 pupils in the class, what percent
of the class is absent?Present?
IV. Evaluation
Solve for the rate
1) __% of 10 = 2
2) N% of 28 is 14
3) What percent of 20 is 5?
4) 4 is what percent of 20?
5) 18 is N% of 30
6) __% of 80 is 20
7) n% of 180 is 35
8) 7.5 is what percent of 30?
9) 18 is N% of 24
V. Assignment
Answer Lets Practice and Lets Apply on p.
182, Math for Everyday Use 6 Textbook
EPP 9:00 - 9:40 VI-4

10:40 11:20 VI-2
11:20 12:00 VI-5
gawaing kahoy
kahoy
Tsart; Mga larawan
III. Pamamamraan
1. Paghahanda
Gawaing rutin
2. Pagsasanay
kapitbahayan
3. Balik-Aral
1. Pangganyak
gawaing kahoy?
3. Talasalitaan
e) Tableriya
f) Sash Factory
A) Paglalahad
B) Pagtalakayan

gawaing kahoy
tungkol sa aralin
2. Paglalahat
3. Pagpapahalaga
as inyong pamayanan
IV. Kasunduan
==========================
==================
Dec.9,2008
Tuesday
I. Find the base when the percentage and rate are
given
Write an equation or proportion tosolve the problem
Be thrifty
II. Finding the Base when the Percentage and Rate are
Given
BEC PELC II L 3.2.3
Charts, flashcards, manila paper, pentel pen
Being Thrifty

1. Drill on Renaming Percent to Decimal and
Vice-Versa
Activity 1 The Best Team
Materials:
* 4 sets of 10 flahcards with decimals having color

2. Guide the pupils to analyze the
coding corresponding to the 4 teams
problem:
* Answer sheets published on the board with
a. What does the problem require
columns of percent and decimals. The column of
you look for?
percent has figures
b. What facts are given?
Mechanics:
1) Form temas with equal number of members
2) Give each leader of the team sets of 10
flashcards for them to answer
3) Each member is given a flashcard to be placed
corresponding to the percent. This is done one
flashcard at a time
4) The team having the highest number of
c. What are the needed data? Have
flashcards correctly placed in the column of
them point the percentage and rate
decimals wins.
in the Techans triangle
d. What will you do to solve the
problem?
e. What equation best transforms
the problem?
answer.
3. Provide pupils with more examples
3. Review Dividing Whole Numbers by
2. Fixing Skills
Solve for the base:
Decimals (Cooperative Work)
1) 50% of __ is 3
Mechanics
2) 20% of N is 14
1) Ask each leaders of the team
3) 14 is 35% of N
gets 2 flashcards having whole
4) 10.5 is 30% of what number?
number by a decimal
5) 65% of N = 58.5
2) The members of the team solve
3. Generalization
for the quotient and write the
How do you solve for the base
solution on a manila paper to be
when the percentage and the rate are
published on the board.
given?
1. Presentation Use of Real Situation
Problem
1) A grade 6 class went on a field trip.
Activity 1
Of these group of pupils, only 98%
Mike, a son of a school janitor does not
or 49 pupils joined the activity.
ask for more. He has daily allowance
What is the totoal number of pupils
of P10 a day which is 20% of his
does the class have?
classmates daily allowance.
How
2) Andrei ha P20 in his pocket which
much is his classmates daily
is only 5% of the money of her
allowance?
sister. How much is his sisters
1. Ask them the ff questions:
money?
a. Who is the son of a school
3) Shiela spends P500 in the
janitor?
supermarket for their weekly
b. How much is his daily
consumption or 25% of their
allowance?
monthly budget. How much is their
c. Does he ask for more to have
monthly budget?
biger amount like his other
4) Joseph receives P135 from his sister
classmates? Why?
as a help which is 10% of the money
d. Do you think Mike spends his
given to him by their mother. How
money wisely to make his
much does his mother give him?
allowance nore than enough for
him? How do you know?
IV. Evaluation
e. If you were in his shoes, what will
Solve for N
you do? Why?
1)
2)
3)
4)
5)
6)
7)
8)
9)
10)
20% of N is 2
35% of N = 8
76% of N = 49.4
24% of N is 10.8
8 is 20% of what number?
6% of N is 4.5
117 is 65% of N
125% of N is 900
88% of what number is 660?
220 is 275% of N
V. Assignment
Answer Lets Try and Lets Practice on
page 180 of Math for Everyday Use 6
Textbook
EPP 9:00 - 9:40 VI-4
10:40 11:20 VI-2
11:20 12:00 VI-5
I. Nakapipili ng mga gawaing mapagkakakitaan
Nasasabi ang kahalagahan ng napiling Gawain
II. Gawaing Kahoy Nakapipili ng mga Gawaing

Mapagkakakitaan
Agap at Sikap 6 pah
Tsart; Mga larawan ng ibat ibang gawaing
Pagkamaparaan
III. Pamamaraan
1. Paghahanda
Gawaing Rutin
2. Pagsasanay
Magbigay ng mga kabutihang natatamo ng
mag-anak sa lawak ng gawaing kahoy
3. Balik-Aral
Magbigay ngmga halimbawa ng mga
gawaing pangkabuhayan na may kaugnayan s
sa gawaing kahoy
1. Pangganyak
Bakit dapat pinag-iisipang mabuti at
pinagpaplanuhang maigi ang mga proyektong
gagawin?
2. Pag-alala sa Suliranin
Paano ang wastong pagpili ng proyektong
yari sa kahoy upang itoy maging isang

kapaki-pakinabang na gawain?
3. Pag-aalis ng Sagabal
a. Pakinabang
b. Sagana
a. Kalulugdan
A. Pagtalakayan
a. Kahalagahang dulot ng napiling
proyekto
b. Mga dapat isaalang-alang kapag
pumipili ng poryektong gagawin
(Tunghayan sa tsart ang mga aralin)
B.Pagpangkatin ang mga mag-aaral at
hayaang magtalakayan ang bawat
grupoukol sa mga sumusunod:
a. Paano pinili ang gawain?
b.
Ano ang kahalagahan ng
napiling gawain?
c. Anu-ano ang mga materyales
an kakailanganin?
d. Saan
maaring
ipagbili
angmga natapos na produkto?
e. Magkano ang karaniwang
kinikita sa gawaing napili?
2. Paglalahat
Ipa-ulat sa harap ng klase ang napagusapan ng bawat pangkat ukol sa
pinaplanong gawing proyekto
3. Pagtataya
Magtala ng limang(5) dahilan o
kahalagahan ng napiling proyektong
gagawin
IV. Kasunduan
Maghanda ng isang detalyadong
plano para sa binabalak na proyekto. Ihanda
din ang kuwenta ng mga materyales na
kakailanganin
para sa binabalak na
proyekto
==========================
==================
==========================
==================
Dec.10,2008
Wednesday
I. Find the base when the percentage and rate are
given
Write an equation or proportion tosolve the problem
Be thrifty
II. Finding the Base when the Percentage and Rate are
Given
BEC PELC II L 3.2.3
Charts, flashcards, manila paper, pentel pen
Being Thrifty
1. Drill on Renaming Percent to Decimal and
Vice-Versa
Activity 1 The Best Team
Materials:
* 4 sets of 10 flahcards with decimals having color
coding corresponding to the 4 teams
* Answer sheets published on the board with
columns of percent and decimals. The column of
percent has figures
Mechanics:
5) Form temas with equal number of members
6) Give each leader of the team sets of 10
flashcards for them to answer
7) Each member is given a flashcard to be placed
corresponding to the percent. This is done one
flashcard at a time
8) The team having the highest number of
flashcards correctly placed in the column of
decimals wins.
answer.
4. Review Dividing Whole Numbers by
Decimals (Cooperative Work)
Mechanics
1) Ask each leaders of the team
gets 2 flashcards having whole
number by a decimal
2) The members of the team solve
for the quotient and write the
solution on a manila paper to be
published on the board.
1. Presentation Use of Real Situation
Problem
Activity 1
Mike, a son of a school janitor does not
ask for more. He has daily allowance
of P10 a day which is 20% of his
classmates daily allowance.
How
much is his classmates daily
allowance?
1. Ask them the ff questions:
a. Who is the son of a school

janitor?
b. How much is his daily
allowance?
c. Does he ask for more to have
biger amount like his other
classmates? Why?
d. Do you think Mike spends his
money wisely to make his
allowance nore than enough for
him? How do you know?
e. If you were in his shoes, what will
you do? Why?
2. Guide the pupils to analyze the
problem:
a. What does the problem require
you look for?
b. What facts are given?
c. What are the needed data? Have
them point the percentage and rate
in the Techans triangle
d. What will you do to solve the
problem?
e. What equation best transforms
the problem?
3. Provide pupils with more examples
2. Fixing Skills
Solve for the base:
6) 50% of __ is 3
7) 20% of N is 14
8) 14 is 35% of N
9) 10.5 is 30% of what number?
10) 65% of N = 58.5
3. Generalization
How do you solve for the base
when the percentage and the rate are
given?
5) A grade 6 class went on a field trip.
Of these group of pupils, only 98%
or 49 pupils joined the activity.
What is the totoal number of pupils
does the class have?
6) Andrei ha P20 in his pocket which
is only 5% of the money of her
sister. How much is his sisters
money?
7) Shiela spends P500 in the
supermarket for their weekly
consumption or 25% of their
monthly budget. How much is their
monthly budget?
8) Joseph receives P135 from his sister

as a help which is 10% of the money
given to him by their mother. How
much does his mother give him?
IV. Evaluation
Solve for N
1) 20% of N is 2
2) 35% of N = 8
3) 76% of N = 49.4
4) 24% of N is 10.8
5 )8 is 20% of what number?
6) 6% of N is 4.5
7) 117 is 65% of N
1. Pangganyak
Ano ang mga katangian ng isang
lugar na magandang pagtamnan ng mga
halamang gulay?
2.
Pagpapaalala sa mga gawaing
pangkaligtasan habang gumagawa
3. Pagpapangkat ng mga bata
4. Pagpunta sa lugar na lilinisin
5. Pagbibigay ng mag pok na lilinisan ng
bawat pangkat
6.
Paglilinis ng mga bata na may
pagpapatnubay ng guro
Pagbibigay puna sa natapos na gawain
IV. Pagtataya
Nasunod ba ng mga bata ang mga
ibinigay na panuntunang pangkaligtasan sa
paggawa? (Gamitin ang iskor kard ng
gawain)
8) 125% of N is 900
9) 88% of what number is 660?
10) 220 is 275% of N
V. Assignment
Answer Lets Try and Lets Practice on
page 180 of Math for Everyday Use 6
Textbook
EPP 9:00 - 9:40 VI-4
10:40 11:20 VI-2
11:20 12:00 VI-5
I. Nalilinis nang maayos ang kapaligiran
Naisasagawa ang paglilinis ng may kasanayan
II. Paglilinis ng Hardin/Pook-Taniman
PELC
Tsart; Mga Kasangkapang panlinis
Agap at Sikap 6 pah. 60
Pagkamaingat
III. Pamamaraan
1. Talasalitaan
Rigadera kalaykay
2. Pagsasanay
Ibigay ang wastong gamit ng mga
kasangkapang nasa larawan
(Tunghayan sa pisara ang mga larawan)
3. Balik-Aral
Magbigay ng moral sa paggawa at
ipaliwanag nang kaunti ang moral na
nabanggit
V. Takdang Aralin
Dalhin ang mga sumusunod na mga uri ng
buto:
1. Pechay
2. Mustasa
3. Upo
4. Ampalaya
3. Okra
========================
======================
Dec.11,2008
Thursday
Determine the percentage, rate or base in a
given problem or equation
Budget money wisely
BEC PELC II.L.1.1, 1.2, 1.3 and 2
Budgeting
Money
Wisely/Thrift
Game)
a. Teacher posts the 2 charts on the

board.
Divide the class into 3 groups.
Give each group a well shuffled set
of number cards. These cards are then
distributed to the group members with
each receiving 1 card.
b.
When the signal is given by the
teacher, a pupil from each group
simultaneously go to the board and place
number card in the correct slot.
c.They go back to their group and tap the
next player. Continue this until the chart
has been completed.
d. The group that finishes 1st and with the
most number of correct answer wins.
Grid Paper
Materials: 2 transparent plastics of square
one of which has 40% red cellophane and
the other has 60% blue cellophane. 2
sheets of 10 x 10 grid paper
spent 40% on papers, and saved the rest of
it. Must she be right saying that she spent
P40 for pad paper and saved 60% of it?
Why?
1) Ask the ff:
a) Who received money from her
ninang?
b) Why did her ninang give her
money?
c) How much did she receive from
her ninang?
d) What did she do with her money?
e) If you were Carla, will you be
doing the same decision with her?
Why?
2) Have the pupils analyze the problem
by answering the questions below:
a) What does the problem ask you to
look for?
b) What are the given facts for the

problem?
3) Ask the pupils to do the ff:

represents P150.
paper.
150?
c) Place the transparent plastic
square of whivh has 60%
bluecellophane on top of a 10 x 10
grid paper. Have them count the parts
shaded with 60%. Let them relate
60% to P150, P90 to 60%. Let them
tell what is 60% of P150.
Rate
Bas
e
Percentage
1) 6 is 25% of 24
2) 20% of 15 is 3
3)500 is 5/8% of 800
4) 125% of 60 is 90
5) 50 is 25% of 200
6) 12 % of 48 is 6
7) 17 is 33.3% of 51
8) 30 if 50% of 60
9) 60 is 20% of 300
10)0.5% of 2000 is
10
3. Generalization
What is the meaning of Percentage?
Rate? Base? How do you determine the
base in a given problem? the rate? and the
percentage?
C. Application
Leas Bank. She puts a principal amount of
P15,000 that will earn an interest of P150
after a month at a rate of 1% monthly.
problem?
percentage?
account. The amount typed at the back is
P30,900. He asked for the rate given to his
P3,000 deposit and was tld that it is 3%.
a) What are the data in the problem?

percentage?
IV. Evaluation
1) 20% of 50 is 10
2) 80 is 125% of 64
3) 8% of 1,200 is 96
4) 48 is 40% of 120
5) 21 is 25% of 84
V. Assignment
1) 180% of 200 is 360
2) 35% 0f 90 is 31.5
3) P100 is 4% 0f P2500
are boys
5) 16 is 20% of 80
EPP 9:00 - 9:40 VI-4
10:40 11:20 VI-2
11:20 12:00 VI-5
1. Pangganyak
napapaloob sa lawak ng gawaing
kahoy
gawaing kahoy?
3. Talasalitaan
a) Tableriya
b) Sash Factory
A) Paglalahad
B) Pagtalakayan
Pagtalakay sa mga kabutihang
kahoy
2. Pagpapangkat ng mga magaaral upang magpalitan ng kurokuro tungkol sa aralin

gawaing kahoy
kahoy
Tsart; Mga larawan
III. Pamamamraan
1. Paghahanda
Gawaing rutin
2. Pagsasanay
kapitbahayan
3. Balik-Aral
plano bago isagawa ang isang
proyeko?

2. Paglalahat
3. Pagpapahalaga
as inyong pamayanan
IV. Kasunduan
Anu-ano ang mga bagay na dapat isaalangalang sa pagpili ng proyekto gagawin sa

=======================
=====================
Dec.12,2008
Friday
Monday & Tuesday

NOTE: Teacher attended a 2- day seminar for EPP
Agro-Industrial Teachers at LPES. No prepared
Lesson Plan.
=====================
===== ======== ======
Dec.17,2008
Wednesday

the past lessons
II. Short Quiz #4
Soliving Word Problems Involving Direct &
Partitive Proportion
Honesty
III. Procedure
1. Preparation
3. Test Proper
4. Checking
5. Recording
NOTE: Teachers General Assembly held at LPNHS

(Verdant Covered Court). No prepared Lesson Plan.
===============================
=============================
December 18, 2008
Thursday
I. Know the value of Christmas
Enjoy & feel the spirit of Christmas
II. Christmas Program and Party of Students
Loving,giving and sharing
III. A. Preparing for the program and party
B. Giving instructions about the program and
party.
C. Program and party proper
D. Supervision by the teacher
IV. Test Notebook

EPP 9:00 - 9:40 VI-4
10:40 11:20 VI-2
11:20 12:00 VI-5
Kahalagahan ng Gawaing Kahoy sa Mag-anak
at Pamayanan
Pagkamatapat
III. Pamamaraan
1. Paghahanda
2. Pagbibgay ng mga pamantayan sa
pagsusulit
4. Pagwawasto
IV. Test Notebook
===============================
=============================
IV. Evaluating pupils on how they give, love and

share with each other.
=======================
=====================
December 19, 2008
Friday
TEACHERS CHRISTMAS PROGRAM AND
PARTY. No lesson plan prepared.
=======================
=====================
December 22,2008 January 4,2009
CHRISTMAS VACATION. NO LESSON PLAN
PREPARED
=======================
=====================
Jan.5,2009
Monday
Dec.15 16,2008

Determine the percentage, rate or base in a

given problem or equation
Budget money wisely
BEC PELC II.L.1.1, 1.2, 1.3 and 2
Budgeting Money
Wisely/Thrift

Game)
a. Teacher posts the 2 charts on the
board.
Divide the class into 3 groups.
Give each group a well shuffled set
of number cards. These cards are
then distributed to the group members
with each receiving 1 card.
b. When the signal is given by the
teacher, a pupil from each group
simultaneously go to the board and place
number card in the correct slot.
c.They go back to their group and tap the
next player. Continue this until the chart
has been completed.
d. The group that finishes 1st and with the
most number of correct answer wins.
Grid Paper
Materials: 2 transparent plastics of
square one of which has 40% red
cellophane and the other has 60% blue
cellophane. 2 sheets of 10 x 10 grid paper
spent 40% on papers, and saved the rest
of it. Must she be right saying that she
spent P40 for pad paper and saved 60%
of it? Why?
1) Ask the ff:
a) Who received money from her
ninang?
b) Why did her ninang give her

money?
c) How much did she receive from her
ninang?
d) What did she do with her money?
e) If you were Carla, will you be
doing the same decision with her?
Why?
2) Have the pupils analyze the problem
by answering the questions below:
a) What does the problem ask you to
look for?
b) What are the given facts for the
problem?
3) Ask the pupils to do the ff:
represents P150.
paper.
150?
c) Place the transparent plastic
square of whivh has 60%
bluecellophane on top of a 10 x 10
grid paper. Have them count the parts
shaded with 60%. Let them relate
60% to P150, P90 to 60%. Let them
tell what is 60% of P150.

Rate
Bas
e
Percentage
1) 6 is 25% of 24
2) 20% of 15 is 3
3)500 is 5/8% of 800
4) 125% of 60 is 90
5) 50 is 25% of 200
6) 12 % of 48 is 6
7) 17 is 33.3% of 51
8) 30 if 50% of 60
9) 60 is 20% of 300
10)0.5% of 2000 is
10
3. Generalization
What is the meaning of Percentage?
Rate? Base? How do you determine the
base in a given problem? the rate? and the

percentage?
C. Application
Leas Bank. She puts a principal amount of
P15,000 that will earn an interest of P150
after a month at a rate of 1% monthly.
problem?
percentage?
account. The amount typed at the back is
P30,900. He asked for the rate given to his
P3,000 deposit and was tld that it is 3%.
a) What are the data in the problem?
percentage?
IV. Evaluation
1) 20% of 50 is 10
2) 80 is 125% of 64
3) 8% of 1,200 is 96
4) 48 is 40% of 120
5) 21 is 25% of 84
V. Assignment
1) 180% of 200 is 360
2) 35% 0f 90 is 31.5
3) P100 is 4% 0f P2500
are boys
5) 16 is 20% of 80
EPP 9:00 - 9:40 VI-4
10:40 11:20 VI-2
11:20 12:00 VI-5
I. Nalilinis nang maayos ang kapaligiran
Naisasagawa ang paglilinis ng may kasanayan
1. Talasalitaan
Rigadera kalaykay
2. Pagsasanay
Ibigay ang wastong gamit ng mga
kasangkapang nasa larawan
(Tunghayan sa pisara ang mga
larawan)
3. Balik-Aral
Magbigay ng moral sa paggawa at
ipaliwanag nang kaunti ang moral
na nabanggit
1. Pangganyak
Ano ang mga katangian ng isang
lugar na magandang pagtamnan ng mga
halamang gulay?
2. Pagpapaalala sa mga gawaing
pangkaligtasan habang gumagawa
3. Pagpapangkat ng mga bata
4. Pagpunta sa lugar na lilinisin
5. Pagbibigay ng mag pok na lilinisan ng
bawat pangkat
6. Paglilinis ng mga bata na may
pagpapatnubay ng guro
Pagbibigay puna sa natapos na gawain
IV. Pagtataya
Nasunod ba ng mga bata ang mga
ibinigay na panuntunang pangkaligtasan sa
paggawa? (Gamitin ang iskor kard ng
gawain)
V. Takdang Aralin
Ano ang B.I.G? Ano ang kahalagahan nito
sa paghahalaman? Paano ito isinasagawa?
Sang: Agap at Sikap 6 pah.
=======================
=====================
Jan.6,2009
Tuesday
II. Paglilinis ng Hardin/Pook-Taniman

PELC
Tsart; Mga Kasangkapang panlinis
Pagkamaingat
III. Pamamaraan

are given
Teehans triangle
Base are Given
Teehans Triangle
Problems
percent, fraction to percent or vice
versa by writing the number on the board

as the teacher flashes the card.
d) As soon as the pupil writing his
f) The teacher checks their answer and
answer.
3. Motivation
score?
worker?
Grade 6 pupil?

mother?
Math?
the test? Is this a high rating?
How do you know?
2. Have the pairs of pupils solve the
problem by answering the ff
questions:
to the problem?
problem?
98% x 50 = N 0.98 x 50 = N
49 = N
problem?

98 = N
98:100 = N:50
100 50
100 x N = 98 x 50
100N = 4900
N = 4900
100
N = 49
1) 36% of 95 is N
3) N is 20% of 8?
4) What is 20% 120?
5) 60% of 80 is __?
3. Generalization

C. Application
does he save?
IV. Evaluation
1) What is 25% of 40?
2) N is 50% of 250?
3) 75% of 12 is __?
4) 60% of 30 is N?
6) 130% of 90 is __?
7) 150% of P400 is __?
8) __ is 10% of P 1,000,000?
6) 65% of 200 is __?
V. Assignment
Complete the table
BASE
30
50
60
180
200
700
900
1260
6000
10000
RATE
10%
60%
30%
150%
75%
65%
8%
33%
2%
275%
PERCENTAGE
EPP 9:00 - 9:40 VI-4

10:40 11:20 VI-2
11:20 12:00 VI-5
gawaing kahoy
kahoy

Tsart; Mga larawan
III. Pamamamraan
1. Paghahanda
Gawaing rutin
2. Pagsasanay
kapitbahayan
3. Balik-Aral
proyeko?
1. Pangganyak
gawaing kahoy?
3. Talasalitaan
g) Tableriya
h) Sash Factory
A) Paglalahad
B) Pagtalakayan
kahoy
2. Paglalahat
3. Pagpapahalaga
as inyong pamayanan
IV. Kasunduan
=======================
=====================
Jan 7,2009
Wednesday
I. Find the rate when the base and percentage
Are given
Write an equation or proportion to solve the
problem
Use resources wisely
II. Finding the Rate when the Percentage and the
Base are Given
BEC PELC II.L.3.3.3 and 3.1
Math for Everyday Use 6 Textbook and TM
Using Resources Wisely
1. Drill Find My Partner
Materials: Flashcards with decimals,
ratio, fraction & percent
a) Each pupil shoul be given a flashcard
b) Each pupil has to decide on the time
limit to look for their partner
c) Each pupil has to look for their
partner within the time limit prescribed
d) The pairs having their cards flashed
should be checked
answer.
3. Motivation
Ask some pupils on how they use their
school supplies? Do they sue them
wisely?
1. Presentation Use of Problem Opener
Andrei, a grade six pupil has 24 sheets of
art paper for his project in Math. If 6 sheets
of art paper were used by Andrei, what
percent of the sheets of art paper did he
use?
A) Ask pupils the ff questions:
a) Who uses art paper for Math
project?
b)How many sheets of art paper
does he use?
c) If you were Andrei, will yuou be
using all the sheets of art paper and
ask some more?
d)Will you do what Andrei has done
if you were Andrei? Why?
B) Let the pupils analyze the problem
a) What does the problem want you
to solve for?
b) What are the data given?
c) What are ther data needed?
Ask them to determine the base
and the percentage in the
Techans triangle
d) What will you do to find the
answer?
e) What equation best translates the
problem?
f) Guide the pupils to solve the

problem by identifying the
proportion to be used
g)Provide pupils more examples
to solve
2. Generalization
How do you find the rate when the
base and the percentage are given?
C. Application
a) Andrei got 90% of a 20-item test in
Math. How mnay items did he answer
correctly?
b) In a school of 6680 Grade 6 pupls,
646 graduated. What percent of the
enrolment graduated? How many did

not graduate?
c) One stormy day, 12 pupils of Mrs.
Fajardo were absent. If there are 50
pupils in the class, what percent of the
class is absent?Present?
IV. Evaluation
Solve for the rate
1) __% of 10 = 2
2) N% of 28 is 14
4) 4 is what percent of 20?
5) 18 is N% of 30
6) __% of 80 is 20
7) n% of 180 is 35
8) 7.5 is what percent of 30?
9) 18 is N% of 24
V. Assignment
Answer Lets Practice and Lets Apply on
p. 182, Math for Everyday Use 6 Textbook
EPP 9:00 - 9:40 VI-4
10:40 11:20 VI-2
11:20 12:00 VI-5
Nasasabi ang kahalagahan ng napiling gawain
Mapagkakakitaan
Agap at Sikap 6 pah
Pagkamaparaan
III. Pamamaraan
1. Paghahanda
Gawaing Rutin
2. Pagsasanay
3. Balik-Aral
sa gawaing kahoy
1. Pangganyak
gagawin?
a. Pakinabang
b. Sagana
b. Kalulugdan
A. Pagtalakayan
a. Kahalagahang dulot ng napiling
proyekto
b. Mga dapat isaalang-alang kapag
b. Ano ang kahalagahan ng
napiling gawain?
c. Anu-ano ang mga
materyales an
kakailanganin?
d. Saan maaring ipagbili
angmga natapos na
produkto?
e. Magkano ang karaniwang
2. Paglalahat
3. Pagtataya
gagawin
IV. Kasunduan
January 09,2012
MONDAY
MATH VI
6:50 - 7:50
VI-Two
7:50 8:50
10:10 11:10
VI-Eight
VI - Nine
I. Solve word problems involving finding the

percent of decrease on discounts,
original price, rate of discount, sale price and
mark up price
II. Solve Word Problems Involving Finding the
Percent of Decrease on Discounts,
Original Price, Rate of Discount, Sale Price &
Mark Up Price
BEC PELC II.L.3.4, 3.4.1
Charts, Flashcards
Frugality
1.
Drill Renaming of Percents to
Decimals, Fraction to Percent, Fraction to
Decimals and Vice Versa:
Percent
Fraction
Decimal
1) 62%
2)
0.35
3)
0.75
4) 80%
5)
answer.
3. Motivation
Puzzle:
Teacher will call on
volunteer pupils to assemble a
puzzle on the board that when
assembled, will depict a picture
showing a scene on a mall having a
saleAsk the students to describe the
scene. Ask them what they think
their lesson would be about.
1. Presentation
Aling Linda went to a factory outlet of
garments to avail a low price. A blouse was
originally sold at P 250. If she was given
20% discount of the original price, how
much was the sale price?
b) Provide each group a problem to solve
for 5 minutes
c) Call a volunteer from the group to
explain how they came up with their
answer
3. Generalization
involving finding percent of decrease on
discounts?
C. Application
Pricing Game
b) Provide each group an item showcase with
price tags with corresponding discount
rates
c) Ask the pupils to compute for the discount
and the discounted price of the items found
in their showcase
d) Call a volunteer from the group to explain
how they came up with their answer
IV. Evaluation
1) Mrs Canela bought a barong with 15%
discount. How much did she save and pay if
the tag price of the barong is P1575?
2) Andrei bought a pair of shoes for P2,300.
How much did he save if he was given a
10% discount?
3) Shiela looked at a bag which was tagged@
P750.00 If she was given a 25% discount,
how much will she be paying for it? How
much is the discount given to her?
V. Assignment
EPP 9:00 - 9:40 VI-4

10:40 11:20 VI-2
11:20 12:00 VI-5
I. Nakapagpaplano nag may angkop na
espesipikasyon
Nakalilikha ng disenyo ng napiling gawain
Naipapamalas ang kakayahan sa pagdidisenyo
ng napiling gawain
II. Pagpapalano nang may Angkop na

Ispesipikasyon (Paglikha ng Disenyo ng
Gawain)
Agap at Sikap 6 pah. 131-132
Lapis, papel, ruler, tsart
Pagkamalikhain
III. Pamamaraan
1) Paghahanda Gawaing rutin
2) Pagsasanay
Anu-ano ang mga bahagi ng plano
proyekto?
3) Balik-Aral
Magbigay ng mga gawaing
pangkabuhayan na matatagpuan sa
inyong pamayanan na may kaugnayan sa
gawaing kahoy
1. Pangganyak
Pagpapakita ng isang halimbawa ng
isang detalyadong plano ng proyekto
Ano ang kahalagahan ng paggawa ng
plano na may angkop na ispesipikasyon?
3. Pag-alis ng Sagabal
a) Krokis o Working Drawing
b) Larawang Ortograpiko
c) Larawang Aysometriko
A. Talakayan
1. Pagbibigay ng mga pamantayan
sa paggawa ng disenyo o krokis
2. Pakitang-gawa ng guro sa
pamamaraan ng paggawa ng
disenyo ng binabalak na proyekto
3. Pagtalakayan sa bawat bahagi ng
plano
2. Paglalahat
Bakit mahalagang gumawa muna ng
plano ng proyekto bago isagawa ang
binabalak na proyekto?
3. Paglalapat
Paggawa ng mga mag-aaral ng isang
plano para sa kanilang binabalak na
proyekto sa lawak ng gawaing kahoy
4. Pagpapahalaga
Sagutan ang iskor kard ng gawain
IV. Kasunduan
Paano ang wastong paraan ng
pagkukuwenta ng halaga ng mga materyales
na gagamitin sa napiling proyekto?
=====================
===== ======== ======
Jan 13,2009
Tuesday
the past lessons
II. Summative Test
Soliving Word Problems Involving Direct &
Partitive Proportion; Percentage Probvlems
Honesty
III. Procedure
1. Preparation
3. Test Proper
4. Checking
5. Recording
IV. Test Notebook
EPP 9:00 - 9:40 VI-4

10:40 11:20 VI-2
11:20 12:00 VI-5
Kahalagahan ng Gawaing Kahoy sa Mag-anak
at Pamayanan
Pagkamatapat
III. Pamamaraan
1. Paghahanda
2. Pagbibgay ng mga pamantayan sa
pagsusulit

4. Pagwawasto
IV. Test Notebook
===============================
=============================
Jan 14,2009
Wednesday
THIRD PERIODICAL TEST
7:00 8:00 MATHEMATICS VI-1
II. A. Third Periodical Test
sheets of pupils
C. Honesty
III. Procedure
test
unnecessary noise
B. Test Proper
sheets of pupils
Errors
10:00 11:00 EPP VI-2
I. Nababasa ang mga tanong nang tahimik na
may lubos na pagkaunawa at nasasagot ito
nang wasto
II. A. Ikatlong Markahang Pagsusulit
B. Tunghayan ang questionnaires at
sagutang papel ng mga bata
C. Pagkamatapat
III. Pamamaraan
1) Paghahanda sa mga kagamitan sa
pagsusulit
*ballpen; sagutang-papel
2) Mga pamantayang dapat sundin kung
may pagsusulit
* Unawain ang mga tanong at sagutin
ito nang wasto
s
* Huwag mangopya sa kaklase
* Huwag gumawa ng ingay na
makakaistorbo sa iba
B. Pagsusulit ng mga mag-aaral
Tungahayan sa questionnaires at
* Pagwawasto sa sagutang papel
* Pagtatala sa iskor at pang-gitnang
kakayahan
IV. Maghanda para sa susunod na aralin
================ ======
======================
Jan 15,2009
Thursday
August 09, 2012

FRIDAY
7:00 11:00 Testing Proper
II. A First Periodical Test
sheets of pupils
C. Honesty
III. Procedure
unnecessary noise
B. Test Proper
sheets of pupils
Errors
==========================
==================
Jan 16,2009
Friday

in the test
=======================
=====================

7:00 11:00 Testing Proper
II. A First Periodical Test
sheets of pupils
D. Honesty
III. Procedure
unnecessary noise
B. Test Proper
sheets of pupils
Errors
REMEDIAL LESSON
III. Procedure
lesson
Jan 19,2009
Monday
I. Solve word problems which involves finding
the percentage as discount, commission and
interest
II. Solving Word Problems which Involves
Finding the Percentage as Discount,
Commission and Interest
PELC II.K1.1
Math in Everyday Life 6 pp. 161-162; Math
and Beyond 6 pp.181-182
Charts, Flashcards
Analytical Thinking
1. Drill (Use of Flashcards)
Solve for N mentally:
10% of 80 = N
25% of 100 = N
30% of 60 = N
50% of 150 = N
10% of 50 = N
answer.
3. Motivation
Today, we are going to apply our
knowledge on how to find percentage
applied to discount, commission &
interest
1. Presentation Present a Problem
Opener
Analyze the ff:
a) If Mang Miling deposited P500,000
in a bank and earns an interest of
15% per annum, how much will his
money be after 3 years?
b) A store has a 20% discount sale on
all items. How much is the discount
of an article sold at P3,500?
c) Mr. Amparo sold appliances worth
P15,000. If he was given 10%
commission, how much did he
receive as commission?
2. Analysis and Abstraction
a) Guide the pupils to find what
the problem asks for
b) Let them know the relationship
of the given facts of the
problem to the elements in a
percentage problem
c) Have them draw a diagram to
show the relationship of the
facts to the elements of a
percentage problem
d) Guide them to translate the
formulas by using the given
facts in the problem
e) Ask them to solve the problem
by pairs and verify their
solution by checking
f) Allow them to discuss their
solution by pairs
b. Provide each group a problem to

solve for 5 minutes
c. Call a volunteer from the group to
answer
4. Generalization
involving finding percentage as
discounts, commission & interest?
C. Application
Pricing Game
price tags with corresponding discount rates
and the discounted price of the items found in
their showcase
IV. Evaluation
10% discount?
V. Assignment
Answer Lets Apply on p.193 of Math for
Everyday Use 6 Textbook. Copy and answer
on 1 whole grade 6 pad
EPP 9:00 - 9:40 VI-4
10:40 11:20 VI-2
11:20 12:00 VI-5
I. Naipaliliwanag ang kahalagahan ng
kasanayan sa pag-aalaga ng hayop
II. Kahalagahan ng Pag-aalaga ng Hayop
RBEC 5.1
Makabuluhang Gawaing Pantahanan at
Pangkabuhayan 6 pah. 116-117
Mga larawan; Tsart
Kasipagan
III. Pamamaraan
1. Paghahanda
Gawaing rutin
2. Pagsasanay
Magbigay in ibat ibang uri ng hayop na
matatagpuan sa inyong pamayanan
3. Balik-Aral
Panuto: Ayusin ang pagkakasunudsunod ng mga hakbang sa pagpapakinis
at pagpapaganda ng natapos na
proyekto
__ Hatiin sa 2 piraso ang papel de liha
__ Suriin ang ibabaw upang matiyak na
wala na itong butas o uka
__ Punasan ng mamasa-masang
ispongha
__ lagyan ng masilya ang mga uka at
butas
__ Ipirmi ang kahoy na kikinisin
__ Gumamit ng pinong liha kung tuyo na
__ Lagyan ng 2nd coating upang
lalong kumintab bago patuyuin
__ Lihain ng makapal na liha upang
kuminis
__ Lagyan ng 1st coating ng barnis
__ Hayaang matuyo ang unang coating
bago lihain n g manipis na liha
1. Pangganyak
Sinu-sino sa inyo ang may mga alagang
hayop sa inyong bahay? Anong klaseng
hayop ito?
Bakit mahalagang magkaroon tayo ng
kasanayan sa pag-aalaga ng mga
hayop?
a. Mabangis
b. Maamo
1. Talakayan
A. Pagpangkat-pangkatin ang klase at
hayaang magkaroon ng malayang
talakayan tungkol sa kahalagahan
ng kasanayan sa pag-aalaga ng hayop
Ganitin ang mga sumusunod na tanong:
* Bakit mahalaga ang kasanayan sa
pag-aalaga ng hayop ang isang mag-
anak o pamayanan?
* Anu-ano ang isinasagawang mga
hakbang o programa upang lalaong
mapaunlad ang mga ganitong
gawain?
B. Papag-ulatin ang bawat pinuno ng
bawat grupo ukol sa kanilang
napagtalakayan.
2. Paglalahat
Ang pagkakaroon ng kasanayan sa
pag-aalaga ng hayop ay malaking tulong
upang maiahon ang isang pamilya o
pamayanan mula sa kahirapan. Itoy
isang kawili-wili at kapaki-pakinabang
na gawain
3. Paglalapat
Muling pagpangkat-pangkatin ang mga
Mag-aaral. Ipatala sa kanila ang mga
kabutihang maaring maidulot ng
pagkakaroon ng sapat na kaalaman
ukol sa pag-aalaga ng hayop
4.. Pagtataya
Sumulat ng isang maiksing sanaysay
ukol sa Pagkakaroon ng Kasanayan
sa Pag-aalaga ng Hayop.
V. Takdang Aralin
Kapanayamin ang mga kakilalang taong
may karanasan na sa pag-aalaga ng hayop
Hingin ang kanilang opinion tungkol sa
gawaing ito at ibahagi ang ano mang
napagtalakayan sa pakikipagpanayam
=======================
=====================
Jan 20,2009
Tuesday
interest
PELC II.K1.1
Charts, Flashcards
Analytical Thinking

10% of 80 = N
25% of 100 = N
30% of 60 = N
50% of 150 = N
10% of 50 = N
answer.
3. Motivation
interest
Opener
Analyze the ff:
g) Guide the pupils to find what
h) Let them know the relationship
percentage problem
i) Have them draw a diagram to
percentage problem
j) Guide them to translate the
k) Ask them to solve the problem
l) Allow them to discuss their
solution by pairs

solve for 5 minutes
answer
4. Generalization
C. Application
Pricing Game
their showcase

IV. Evaluation
10% discount?
V. Assignment
EPP 9:00 - 9:40 VI-4
10:40 11:20 VI-2
11:20 12:00 VI-5
I. Natutukoy ang mga salik sa dapat isaalang
-alang sa pagpili ng aalagaang hayop upang
mapagkakitaan
II. Mga Salik na Dapat Isaalang-alang sa Pagpili
ng Hayop na Aalagaan
RBEC 5.2.1
Makabuluhang Gawaing Pantahanan at PangKabuhayan 6 p. 118-119
Tsart; Mga larawan
Pangangalaga sa Kapakanan ng mga
Hayop
III. Pamamaraan
1. Balik- Aral
Magbigay ng ilang kahalagahan ng
pag-aalaga ng hayop sa inyong
pamayanan at pansariling kabuhayan
2. Pangganyak
Anong hayop ang mainam na alagaan
sa inyong bakuran? Bakit?
1) Paglalahad
Pagpapakita ng mga larawan ng ibat
ibang mga hayop
Pag-iisa-isa ng mga salik na dapat
isalang-alang sa pagpili ng hayop na
aalagaan
2) Pagtalakayan
* Ano ang mga dapat isaalang-alang s
pagpili ng mga hayop na maaring
alagaan sa inyong pamamahay?
* Bakit kailangang isalang-alang ang
mga ito?
1) Paglalahat
Sa mahusay at wastong pagpili ng
hayop na aalagaan, makasisiguro tayo na
magiging maganda ang binabalak nating
paghahayupan
2) Paglalapat
Bakit mahalagang isaalang-alang
ang pagpili ng hayop- na aalagaan?
IV. Pagtataya
Sumulat ng isang sanaysay tungkol sa
wastong pagpili ng hayop na aalagaan sa inyong
bakuran
V. Takdang Aralin
Gumawa ng isang plano tungkol sa wastong
pagpili ng mga hayop na maaring alagaan sa loob
ng paaralan
=======================
=====================
Jan 21,2009
Wednesday
I. Measures students skills and knowledge about
the past lessons
II Short Quiz #1
Percentage Problems Apllied as Discounts,
Interest & Commission
Honesty
III. Procedure
1. Preparation
3. Test Proper
4. Checking
5. Recording
IV. Test Notebook
EPP 9:00 - 9:40 VI-4
10:40 11:20 VI-2
11:20 12:00 VI-5
I .Nagagamit ang kaalaman sa paggawa ng
plano sa pag-aalaga ng hayop
II. Paggawa ng Plano sa Pag-aalaga ng Hayop
BEC PELC 5.3 dah. 63
Pangkabuhayan 6 dah. 118-119
Tsart, Oslo paper, pencil
Pagkamalinis sa Paggawa ng Plano
III. Pamamaraan
1. Paghahanda
Gawaing rutin
2. Pagsasanay
Magbigay ng ilang uri ng mga hayop na
3. Balik-Aral
Ano ang kahalagahan ng pagkakaroon
ng kaalaman sa pag-aalaga ng hayop sa
mag-anak, pamayanan at sa ating
bansa?
1. Pangganyak
Nakakita na ba kayo ng isang plano
ng proyekto? Kailangan din ba pagpapalano sa paghahayupan? Bakit?
2. Paglalahad
Pagpapakita ng isang halimbawa

ng plano ng proyekto.
3. Pagsusuri/Pagtalakayan
Pagpapaliwanag tungkol sa wastong
paggawa ng plano sa pag-aalaga ng
hayop
a. Uri ng hayop na aalagaan
b. Kagamitang kakailanganin sa
pag-aalaga ng napiling hayop
c.Lugar na pag-aalagaan
1. Paglalahat
Upang makatipid sa oras, lakas, at
salapi, pagplanuhan at isa-isip ang mga
dapat gawin sa pag-aalaga ng hayop.
Sa paggawa ng plano, makabubuting
isaalang-alang angmga sumusunod na
batayan:
a. Ang proyekto ay kailangang
ayon sa plano
b. Ito ay ayon sa kagustuhan,
kakayahan at pangangailangan
2. Paglalapat
Pagpangkat-pangkatin ang mga
mag-aaral at hayaang gumawa ang
bawat pangkat ng isang plano sa
pag-aalaga ng hayop na kanilang
napiling alagaan
3. Pagtataya
Panuto: Sabihin kung TAMA o MALI
ang isinasaad ng pangungusap:
1) Dapat isaalang-alang ang
kapaligiran sa pag-aalaga ng hayop
2) Ang Baka, Kambing at Kuneho ay
mabuting alagaan sa lugar na masikip
3) Angkop mag-alaga ng itik at pato sa
lugar na malapit sa dagat, ilog o sapa
4) Isaalang-alang ang perang gagamitin
bilang puhunan
5) Sumangguni sa ahensya ng
pamahalaan upang malaman ang
wastong paraan ng pag-aalaga ng
hayop
IV. Takdang Aralin
Maghanda ang bawat pangkat para sa isang
pag-uulat tungkol sa pag-aalaga sa mga
sumusunod:
1) Manok 3) Baboy
5) Itik o Pato
2) Baka
4) Kambing
=======================
=====================
Jan 22,2009
Thursday
Note: Teacher was absent. No prepared lesson plan
=======================
=====================
Jan 23,2009
Friday
I Tell the number of favorable outcomes/chances
Write the ratio of favorable outcomes/chances
to the total number of chances
Have faith in life
II. Telling Number of Favorable Outcomes

Chances
BEC PELC II.M.2
Charts, Flashcards
Having Faith in Life
III.Learning Experiences
1) Opening Song Pagdating ng Panahon
2) Drill Game ka na B?
a. Form 4 teams having equal number of
members. The leader of the teams draws
the number and gets 2 questions to be
predicted by the teams in terms of:
f. likely to happen
g. impossible to happen
h. unl;ikely to happen
i. certainly to happen
j. equally likely to happen
b. Output of each team will be published on
the board.
c. The class, together with the teacher
process the responses of the teams
3) Review/Checking of Assignment
answer.
4) Motivation
How many sides does a coin have?
If you toss a coin, what is the chance that
your coin will land head?
1) Presentation
Activity 1-Rolling a Dice
1. A die has 6 faces with dots on end face
2. Ask each member of a team to roll a die
once. Ask the probability of rolling a 1 or
a 3. Guide them to find the number of
different numbers on a die to get the number
of possible outcomes.
3. Let them determinethe probability of
rolling a 1 or a 3. Lead to arrive at 2 out of
6 or 2/6 = 1/3
4. Have them symbolize the probability as,
P(1 or 3) = 2/6 or1/3
2) Practice Exercise/Fixing Skills
A bag has marbles with 1 blue,3 green,2 red
& 2 yellow
Find the probability of:
a. drawing 1 blue marble
b. drawing 3 green marbles
c. drawing 2 red marbles
d. drawing 2 yellow marbles
e. drawing balck marbles
3) Generalization
How do you tell the number of
favorable outcomes/chances?
C. Application
1) Using a die, what is the probability of
having a face with 2 dots will show up?
2) What is the probability of drawing at
random on the 1st draw?
a. a red ball from a bag containing 9 balls
of which are red?
b. a black bean from a bag containing 24
beans of which 18 are black?
c. a marked card from box containing 12
cards of which 4 are marked?
d. a green marble from a ha containing 30

marbles of which 18 are green?
IV. Evaluation
Study a spinner numbered 1 to 8 is spun
What is the probability of spinning:
a) an odd number?
b) divisor of 9
c) multiple of 2
b) composite number
c) a factor 18
d) a smallest even number
e) multiple of 10
f) greatest common factor of 24 & 32

g) spinning 10
V. Assignment
Study the cards with letters
LO V E M AT H
One card is drawn from a well-shuffled 9

lettered cards. What is the probability of
drawing a card having letter/s:
a) LOVE
b) MATH
c) I
d) V,E
e) Y
EPP 9:00 - 9:40 VI-4
10:40 11:20 VI-2
11:20 12:00 VI-5
I .Nagagamit ang kaalaman sa paggawa ng
plano sa pag-aalaga ng hayop
II. Paggawa ng Plano sa Pag-aalaga ng Hayop
BEC PELC 5.3 dah. 63
Pangkabuhayan 6 dah. 118-119
Tsart, Oslo paper, pencil
Pagkamalinis sa Paggawa ng Plano
III. Pamamaraan
1. Paghahanda
Gawaing rutin
2. Pagsasanay
Magbigay ng ilang uri ng mga hayop na
3. Balik-Aral
Ano ang kahalagahan ng pagkakaroon
ng kaalaman sa pag-aalaga ng hayop sa
mag-anak, pamayanan at sa ating
bansa?
1. Pangganyak
Nakakita na ba kayo ng isang plano
ng proyekto? Kailangan din ba pagpapalano sa paghahayupan? Bakit?
2. Paglalahad
Pagpapakita ng isang halimbawa
ng plano ng proyekto.
3. Pagsusuri/Pagtalakayan
Pagpapaliwanag tungkol sa wastong
paggawa ng plano sa pag-aalaga ng
hayop
a. Uri ng hayop na aalagaan
b. Kagamitang kakailanganin sa
pag-aalaga ng napiling hayop
c.Lugar na pag-aalagaan
1. Paglalahat
Upang makatipid sa oras, lakas, at
salapi, pagplanuhan at isa-isip ang mga
dapat gawin sa pag-aalaga ng hayop.
Sa paggawa ng plano, makabubuting
isaalang-alang angmga sumusunod na
batayan:
a. Ang proyekto ay kailangang
ayon sa plano
b. Ito ay ayon sa kagustuhan,
kakayahan at pangangailangan
2. Paglalapat
mag-aaral at hayaang gumawa ang
bawat pangkat ng isang plano sa
pag-aalaga ng hayop na kanilang
napiling alagaan
3. Pagtataya
Panuto: Sabihin kung TAMA o MALI
ang isinasaad ng pangungusap:
1) Dapat isaalang-alang ang
kapaligiran sa pag-aalaga ng hayop
2) Ang Baka, Kambing at Kuneho ay
mabuting alagaan sa lugar na masikip
3) Angkop mag-alaga ng itik at pato sa
lugar na malapit sa dagat, ilog o sapa
4) Isaalang-alang ang perang gagamitin
bilang puhunan
5) Sumangguni sa ahensya ng
pamahalaan upang malaman ang
wastong paraan ng pag-aalaga ng
hayop
IV. Takdang Aralin
Maghanda ang bawat pangkat para sa isang
pag-uulat tungkol sa pag-aalaga sa mga
sumusunod:
1) Manok 3) Baboy
5) Itik o Pato
2) Baka
4) Kambing
=======================
=====================
Jan 26,2009
Monday

Have faith in life
Chances
BEC PELC II.M.2
Charts, Flashcards
Having Faith in Life
members. The leader of the teams draws
the number and gets 2 questions to be
predicted by the teams in terms of:
a.
likely to happen
b . impossible to happen
c
.unl;ikely to happen
d.
certainly to happen
e. equally likely to happen
the board.
answer.
4) Motivation
1) Presentation
6 or 2/6 = 1/3
P(1 or 3) = 2/6 or1/3

& 2 yellow
3) Generalization
C. Application
a. a red ball from a bag containing 9 balls
of which are red?
IV. Evaluation
a) an odd number?
b) divisor of 9
c) multiple of 2
d) composite number
e) a factor 18
f) a smallest even number
g) multiple of 10
h) greatest common factor of 24 & 32

i) spinning 10
V. Assignment
Study the cards with letters
LO V E M AT H
One card is drawn from a well-shuffled 9

lettered cards. What is the probability of
drawing a card having letter/s:
a) LOVE
b) MATH
c) I
d) V,E
e) Y
EPP 9:00 - 9:40 VI-4
10:40 11:20 VI-2
11:20 12:00 VI-5
I.. Natutukoy ang kabutihang dulot ng pag
aalaga ng isda
II. Mga Kabutihang Dulot ng Pag-aalaga ng Isda
BEC PELC 6.1.1. dah. 64
Makabuluhang Gawaing Pantahanan at Pangkabuhayan 6 dah. 129
Tsart, Mga larawan ng isda at palaisdaan
Pagkamaparaan
III. Pamamaraan
1. Paghahanda
Gawaing rutin
2. Pagsasanay
Anu-ano ang mga panuntunang
pangkalusugan at pangkaligtasan na
kailangang isa-gawa sa pag-aalaga ng
mga hayop? Bakit dapat sundin o
gawin ang mga nasabing pamantayan?
3. Balik-Aral
Sa paanong paraan natin maipapakita
ang kawilihan sa mga inaalagaan natin
na mga hayop?
1. Pangganyak
Nakakita o nakarating na ba kayo sa
isang palaisdaan? Ano sa tingin ninyo
ang mga bagay na karaniwang makikita
ninyo sa isangn palaisdaan?
2. Paglalahad
Pangkatin ang mga mag-aaral sa 5
grupo. Papagtalain ang bawat pangkat
tungkol sa mga kabutihang dulot ng
pag-aalaga ng isda
a) Paksa I Ang pag-aalaga ng
isda ay isang nakalilibang na
gawain
b) Paksa II Ang pag-aalaga ng
isda nakatutugon sa
pangangailangan ng magsssanak
c) Paksa III Ang pag-aalaga ng
isda ay nakatutulong sa pagunlad ng pamayanan at bansa
3. Pagtalakayan
Hayaang mag-ulat ang bawat pangkat
sa mga bagay na kanilang tinalakay sa
kanilang mga grupo
1. Paglalahat
a) Ang pag-aalaga ng isda ay isang
nakalilibang na gawain
b) Ang pag-aalaga ng isda
nakatutugon sa pangangailangan
ng mag-anak
c) Ang pag-aalaga ng isda ay
nakatutulong sa pag-unlad ng
pamayanan at bansa
2. Paglalapat
Magtala ng iba pang mga kabutihang
Maaaring idulot ng pag-aalaga ng isda
3. Pagtataya
Gumawa ng isang sanaysay tungkol
sa mga kabutihang dulot ng pag-aalaga
ng isda
IV. Takdang Aralin
Magtala ng mga salik na dapat isaalangalang sa pag-aalaga ng isda
Sang: Makabuluhang Gawaing Pantahanan
at Pangkabuhayan 6 pah. 133-134
Agap at Sikap 6 pah.
=======================
=====================
Jan 27,2009
Tuesday
I.
Make simple predictions

Write the decision made
Be aware & sensitive to the things around us
II. Making Simple Predictions

BEC PELC II.M.1
Charts, Flashcards
Awareness & Sensitivity to the Things Around
Us
answer.
3) Motivation
Discuss the message of the song
relating to prediction. Which line in the
song tells what you want to occur will likely
to happen? Will unlikely to happen? Fair
or even chance to happen? Impossible to
happen? Or certainly to happen?
1) Presentation
Classify the situation based on the scale:
0 = impossible to happen
= unlikely to happen
= equally likely to happen
= likely to happen
1 = certainly to happen
__ 1)
__ 2)
__ 3)
__ 4)
Bats are birds

Fish can live on land
A good reader understands well
A rich man is always happy
__ 5) A crocodile always live in water

a) Let the pairs of pupils work
collaboratively through thinking aloud
b) Form 4 teams. Let each team discuss
their answers and publish their outputs on
the board
c) The responses for each team will be
processed by the teacher
2) Practice Exercises/ Fixing Skills
Which of the following situations can be
considered:
= likely to happen
__ 1) When one is seated, he is rested
__ 2) When a man sleeps, he snores.
__ 3) A man in the bathroom always takes
a bath.
__ 4) Fever indicates that one is sick.
__ 5) When the cloud is low and dark it
means it will rain.
3) Generalization
How d you make simple predictions?
C. Application
Make a simple prediction based on the
scale. Write your answer before the number:
= likely to happen
__ 1) When one writes, he is writing a love song.
__ 2) When one reads his notes he can pass the test
tomorrow.
__ 3) Once a teacher is always a teacher for life
__ 4) Covering the book makes the owner orderly
__ 5) A first honor in grade I makes him the
valedictorian in grade VI
IV. Evaluation
Make a simple prediction based on the scale.
Write your answer before the number:
= likely to happen
__ 1) Reading books makes a man wiser
__ 2) When one sharpens his saw, he
sharpens his thinking skills
__ 3) A noisy can is empty
__ 4) A shallow river is noisy
__ 5) Not all gold glitters
V. Assignment
= likely to happen
__ 1) Honesty is the best policy
__ 2) Dressing up nicely means one has took
a bath
__ 3) When one dies, he/she goes to heaven
__ 4) When one stares at nothing, he has
depression
__ 5) When one is in pensive mood, he thinks

deeply
EPP 9:00 - 9:40 VI-4
10:40 11:20 VI-2
11:20 12:00 VI-5
I.. Natutukoy ang kabutihang dulot ng pag
aalaga ng isda
II. Mga Kabutihang Dulot ng Pag-aalaga ng Isda
BEC PELC 6.1.1. dah. 64
Makabuluhang Gawaing Pantahanan at Pangkabuhayan 6 dah. 129

Tsart, Mga larawan ng isda at palaisdaan
Pagkamaparaan
III. Pamamaraan
1. Paghahanda
Gawaing rutin
2. Pagsasanay
Anu-ano ang mga panuntunang
pangkalusugan at pangkaligtasan na
kailangang isa-gawa sa pag-aalaga ng
mga hayop? Bakit dapat sundin o
gawin ang mga nasabing pamantayan?
3. Balik-Aral
Sa paanong paraan natin maipapakita
ang kawilihan sa mga inaalagaan natin
na mga hayop?
1. Pangganyak
Nakakita o nakarating na ba kayo sa
isang palaisdaan? Ano sa tingin ninyo
ang mga bagay na karaniwang makikita
ninyo sa isangn palaisdaan?
2. Paglalahad
Pangkatin ang mga mag-aaral sa 5
grupo. Papagtalain ang bawat pangkat
tungkol sa mga kabutihang dulot ng
pag-aalaga ng isda
a) Paksa I Ang pag-aalaga ng
isda ay isang nakalilibang na
gawain
b) Paksa II Ang pag-aalaga ng
isda nakatutugon sa
pangangailangan ng magsssanak
c) Paksa III Ang pag-aalaga ng
isda ay nakatutulong sa pagunlad ng pamayanan at bansa
3. Pagtalakayan
Hayaang mag-ulat ang bawat pangkat
sa mga bagay na kanilang tinalakay sa
kanilang mga grupo
1. Paglalahat
c) Ang pag-aalaga ng isda ay isang
nakalilibang na gawain
d) Ang pag-aalaga ng isda
nakatutugon sa pangangailangan
ng mag-anak
c) Ang pag-aalaga ng isda ay
nakatutulong sa pag-unlad ng
pamayanan at bansa
2. Paglalapat
Magtala ng iba pang mga kabutihang
Maaaring idulot ng pag-aalaga ng isda
3. Pagtataya
Gumawa ng isang sanaysay tungkol
sa mga kabutihang dulot ng pag-aalaga
ng isda
IV. Takdang Aralin
Magtala ng mga salik na dapat isaalangalang sa pag-aalaga ng isda
Sang: Makabuluhang Gawaing Pantahanan
at Pangkabuhayan 6 pah. 133-134
Agap at Sikap 6 pah.
=======================
=====================
Jan.28,2009
Wednesday
DIVISION MOCK ACHIEVEMENT TEST FOR
GRADE VI. NO PREPARED LESSON PLAN
=======================
=====================
Jan 29,2009
Thursday
I.
Make simple predictions


BEC PELC II.M.1
Charts, Flashcards
Awareness & Sensitivity to the Things Around
Us
answer.
3) Motivation
to happen? Will unlikely to happen? Fair
or even chance to happen? Impossible to

1) Presentation
= likely to happen
__ 1) Bats are birds
__ 2) Fish can live on land
__ 3) A good reader understands well
__ 4) A rich man is always happy
__ 5) A crocodile always live in water
a) Let the pairs of pupils work
b) Form 4 teams. Let each team discuss
their answers and publish their outputs on
the board
c) The responses for each team will be

processed by the teacher
considered:
= likely to happen
a bath.
means it will rain.
3) Generalization
C. Application
= likely to happen
tomorrow.

__ 4) Covering the book makes the owner orderly
__ 5) A first honor in grade I makes him the
valedictorian in grade VI
IV. Evaluation
= likely to happen
__ 4) A shallow river is noisy
__ 5) Not all gold glitters
V. Assignment
= likely to happen
a bath
__ 4) When one stares at nothing, he has
depression
__ 5) When one is in pensive mood, he thinks
deeply
EPP 9:00 - 9:40 VI-4

10:40 11:20 VI-2
11:20 12:00 VI-5
I. Nagagamit ang kaalaman at kasanayan sa
paghahanda ng plano ng pag-aalaga ng isda
II. Paghahanda ng Plano ng Pag-aalaga ng Isda
BEC PELC 7.3 p.64
Makabuluhang Gawaing Pantahanan at PangKabuhayan 6 pp.134-135
Tsart, Mga larawan, Tseklist

Pagkamatiyaga
III. Pamamaraan
1. Paghahanda
Gawaing rutin
2. Pagsasanay
Magbigay ng ilang halimbawa ng mga
isdang madaling paramihin at alagaan
3. Balik-Aral
Kilalanin ang mga salik na dapat
isaalang-alang sa pagpili ng isdang
aalagaan. Pagtambalin ang Hanay A sa
Hanay B
A
B
__1. Topograpiya a. Perang gugulin
bilang puhunan
__2. Kapital
b. pagkukunang
tubig ng palaisdaan
__3. Panustos na c. maburak
tubig
__4. Uri ng lupa
d. tilapia, karpa at
hito
__5. Uri ng tubig e. napiling lugar
para sa palaisdaan
1. Pagganyak
Kung kayo ay nagbabalak na magpalaisdaan, ano muna ang marapat
ninyong buuin o gawin?
2. Pagbuo ng Suliranin
Paano ang pagbuo ng plano ng
Pag-aalaga ng isda?
a. Pangkomersiyo
b. Pantawid-gutom
c. Pang-edukasyon
a. Ipabasa nang isa-isa sa mga bata
ang mga bahagi ng isang huwarang
plano ng pag-aalaga ng isda
(Tunghayan sa Tsart)
b. Ipaliwanag isa-isa sa mga bata ang
bawat bahagi ng plano
c. Pagsagot sa suliranin at iba pang
katanungan ng guro bilang pagbibigaylagom sa paksa
5. Paglalahat
Anu-ano angmga bahagi ng plano
sa pagbuo ng isang huwarang
palaisdaan? Bakit mahalaga ang
pagbuo ng plano para sa palaisdaan?
6. Paglalapat
Pangkatin ang klase sa apat,

pabuuin sila ng isang plano ng
palaisdaan ayon sa kanilang natutunan.
IV. Pagtataya
Pagpuno sa Tseklist
Kriteryon
O
o
Hind
i
1. Natukoy ba sa plano ang uri ng

palaisdaang nais itayo?
2. Isinaalang-alang ba ang kapital
para sa palaisdaan?
3. Naging tiyak at tama ba ang
paglilista ng mga kakailanganing
kagamitan?
4. Isinaalang-alng ba ang
pagkukunan ng tubig?
5. Isinaalang-alang ba ang
topograpiya?
V. Takdang-Aralin
Bumuo ng isang balangkas ng plano ng
palaisdaan na maaaring isagawa sa loob ng
paaralan
=======================
=====================
Jan 30,2009
Friday
the past lessons
II Short Quiz #2
Finding Missing term in a Proportion
Honesty
III. Procedure
1. Preparation
3. Test Proper
4. Checking
5. Recording
IV. Test Notebook
EPP 9:00 - 9:40 VI-4
10:40 11:20 VI-2
11:20 12:00 VI-5
I. Nagagamit ang kaalaman at kasanayan sa

paghahanda ng plano ng pag-aalaga ng isda
II. Paghahanda ng Plano ng Pag-aalaga ng Isda
BEC PELC 7.3 p.64
Makabuluhang Gawaing Pantahanan at PangKabuhayan 6 pp.134-135
Tsart, Mga larawan, Tseklist
Pagkamatiyaga
III. Pamamaraan
1. Paghahanda
Gawaing rutin
2. Pagsasanay
Magbigay ng ilang halimbawa ng mga
isdang madaling paramihin at alagaan
3. Balik-Aral
Kilalanin ang mga salik na dapat
isaalang-alang sa pagpili ng isdang
aalagaan. Pagtambalin ang Hanay A sa
Hanay B
A
__1. Topograpiya
__2. Kapital
__3. Panustos na
tubig
__4. Uri ng lupa
__5. Uri ng tubig
B
a. Perang gugulin
bilang puhunan
b. pagkukunang
tubig ng palaisdaan
c. maburak
d. tilapia, karpa at
hito
e. napiling lugar
para sa palaisdaan
1. Pagganyak
Kung kayo ay nagbabalak na magpalaisdaan, ano muna ang marapat
ninyong buuin o gawin?
2. Pagbuo ng Suliranin
Paano ang pagbuo ng plano ng
Pag-aalaga ng isda?
a. Pangkomersiyo
b. Pantawid-gutom
c. Pang-edukasyon
a. Ipabasa nang isa-isa sa mga bata
ang mga bahagi ng isang huwarang
plano ng pag-aalaga ng isda
(Tunghayan sa Tsart)
b. Ipaliwanag isa-isa sa mga bata ang

bawat bahagi ng plano
c. Pagsagot sa suliranin at iba pang
katanungan ng guro bilang pagbibigaylagom sa paksa
5. Paglalahat
Anu-ano angmga bahagi ng plano
sa pagbuo ng isang huwarang
palaisdaan? Bakit mahalaga ang
pagbuo ng plano para sa palaisdaan?
6. Paglalapat
Pangkatin ang klase sa apat,
pabuuin sila ng isang plano ng
palaisdaan ayon sa kanilang natutunan.
IV. Pagtataya
Pagpuno sa Tseklist
Kriteryon
O
o
Hind
i
1. Natukoy ba sa plano ang uri ng

palaisdaang nais itayo?
2. Isinaalang-alang ba ang kapital
para sa palaisdaan?
3. Naging tiyak at tama ba ang
paglilista ng mga kakailanganing
kagamitan?
4. Isinaalang-alng ba ang
pagkukunan ng tubig?
5. Isinaalang-alang ba ang
topograpiya?
V. Takdang-Aralin
Bumuo ng isang balangkas ng plano ng
palaisdaan na maaaring isagawa sa loob ng
paaralan
=======================
=====================
Feb.2,2009
Monday
I.
Describe the different spatial figures

Use ones resourcefulness in creating new
things
II Describing Spatial Figures

BEC PELC III A.1.2
Charts, Flashcards, cartolina, scissors

Resourcefulness
1. Drill ; Solving for thePerimeter/Area
of Plane Figures
1) Teacher shows a picture of a plane
figure with given dimensions
2) The first 2 students from the 1st column
solves mentally for what is being asked.
The 1st to give the correct answer with the
proper label is challenged by the next
student in column.
3) Comtinue the game until everyone in
class has participated
3) The student who has beaten the most
number of his/her classmates is the
winner
answer.
3) Motivation
1) Group the pupils into Learning
barkadas
2) Provide each group pieces of used
folders, scissors & paste
3) Let them make some spatial figures
out of these materials
4) The first to make three(3) will be
declared as the winner
1) Presentation
Activity 1
1. Call the winners. Let them show their
finished products to the class.
2 Have them describe each and have them
try to identify its parts
3. Call the 2nd placer. Let them show the
spatial figures they made that are different
from the 1st group.
Activity 2 Matching Game
1. Blindfold a volunteer pupil.
2. Let him/her a spatial figure
3. Let him/her identify and describe it.
2) Generalization
What are spatial figures? Can you name
& describe some spatial figures?
C. Application
Match column A with column B
A
B
1. The base is a
A. Rectangular Prism
polygon and its faces

are triangles
2. A spatial figure with

a polygonal base whose
edges meet at a
common vertex
3. A spatial figure
having a circular base
and one vertex
4. A Spatial figure with
2 parallel congruent
faces called bases &
the other faces are
parallelograms
2 circular bases, no
edge and no vertex
B. Cone
C. Pyramid
D. Cylinder
E. Triangular Prism
IV. Evaluation
Name the following spatial figures that
resembles the ff objects:
1. box
6. tin can
2. ball
7. camping tent
3. dice
8. funnel
4. ice cream cone
9. water pipe
5. globe
10. drinking glass
V. Assignment
Construct the ff using art papers & old
Folders:
1. A blue pyramid 4. a yellow cube
2. a black cone 5. a violet sphere
3. a red cylinder 6. a green rect. prism
EPP 9:00 - 9:40 VI-4
10:40 11:20 VI-2
11:20 12:00 VI-5
gawaing kahoy
kahoy
Tsart; Mga larawan
III. Pamamamraan
1. Paghahanda
Gawaing rutin
2. Pagsasanay
kapitbahayan
3. Balik-Aral
proyeko?
1. Pangganyak
gawaing kahoy?
3. Talasalitaan
i) Tableriya
j) Sash Factory
A) Paglalahad
B) Pagtalakayan
gawaing kahoy
i.
2. Paglalahat
3. Pagpapahalaga

as inyong pamayanan
IV. Kasunduan
=======================
=====================
Feb.3,2009
Tuesday
I.

things

BEC PELC III A.1.2
Resourcefulness
of Plane Figures
student in column.

number of his/her classmates is the
winner
answer.
3) Motivation
barkadas
1) Presentation
Activity 1
from the 1st group.
2) Generalization
C. Application
A
B
1. The base is a
are triangles
2. A spatial figure with B. Cone
edges meet at a
common vertex
3. A spatial figure
C. Pyramid
and one vertex
4. A Spatial figure with D. Cylinder
the other faces are
parallelograms
5. A spatial figure with E. Triangular Prism
edge and no vertex
IV. Evaluation
1. box
6. tin can
2. ball
7. camping tent
3. dice
8. funnel
4. ice cream cone

5. globe
9. water pipe
10. drinking glass
k) Tableriya
l) Sash Factory
A) Paglalahad
B) Pagtalakayan
gawaing kahoy
i.
2. Paglalahat
V. Assignment
Folders:

3. a red cylinder 6. a green rect. prism
EPP 9:00 - 9:40 VI-4
10:40 11:20 VI-2
11:20 12:00 VI-5
gawaing kahoy
kahoy
Tsart; Mga larawan
III. Pamamamraan
1. Paghahanda
Gawaing rutin
2. Pagsasanay
kapitbahayan
3. Balik-Aral
proyeko?
1. Pangganyak
gawaing kahoy?
3. Talasalitaan
3. Pagpapahalaga
as inyong pamayanan
IV. Kasunduan
=======================
=====================
Feb.4,2009
Wednesday
I.
Derive the area formulas of plane figures

Solve for the area of plane figures
Write solutions in finding area formulas of
Plane figures correctly
II
Deriving Area Formulas & Solving Areas of.

Plane Figures
BEC PELC III.1.3
Charts, Flashcards
Appreciation

of Plane Figures
student in column.
4)The student who has beaten the most
number of his/her classmates is the winner
answer.
3) Motivation
A) Show the following:
B) What is the perimeter of each?

C) How many square units are there in
each figure?
1) Presentation
Activity 1
a. Present to the class a chart of area
formulas of Plane figures
b. Assign an area formula for each group &

have them discuss in front of the class how
to derive the area formula assigned to them
Activity 2
a. Each group will be given an assigned
plane figure to construct on a piece of bond
paper
b. After measuring the actual dimensions of
their drawings, they will write the formula
& solve for the area of the plane figure.
c. Teacher calls the leader of the group to
discuss in front their outputs
2. Fixing Skills
Find the dimensions of the ff objects
then solve for its area
1. A short bond paper
2. Front surface of a circular clock
3. Teachers table
4. Window
5. Trapezoida piece of cloth
3 Generalization
What is the area formula of the ff plane
figures:
1. Rectangle
2. Square
3. Parallelogram
4. Triangle
5. Trapezoid
6. Rhombus
7. Circle
C. Application
Draw the given figure with its dimension.
Write the formula then solve:
1. A rectangle whose length is 15 cm &
width is 10 cm
2. A square whose side is 3.5 m
2. A circle whose radius is 5.2 dm
3. A trapezoid whose bases are 15 in. & 12
in. Its height is 17 in.
4. A parallelogram whose base is 20 cm
and the height is 25.5 cm
IV. Evaluation
Match the following formula in column A with
the figures in column B
A
B
1. Triangle
a. S2
2. Square
b. B x H
3. Rectangle
c LxW
4. Trapezoid
d. H (a+b)
5. Parallelogram
e 2 (L + W)
f..B x H
V. Assignment
Answer Lets Try & Lets Practice on p

Math for Everyday Use 6 Textbook
l.
Mga dapat isaalang-alang kapag

b. Ano ang kahalagahan ng
napiling gawain?
m. Anu-ano ang mga
materyales an
kakailanganin?
n. Saan maaring ipagbili
angmga natapos na
produkto?
o. Magkano ang karaniwang
2. Paglalahat
3. Pagtataya
gagawin
EPP 9:00 - 9:40 VI-4

10:40 11:20 VI-2
11:20 12:00 VI-5
Nasasabi ang kahalagahan ng napiling gawain
Mapagkakakitaan
Agap at Sikap 6 pah
Pagkamaparaan
III. Pamamaraan
1. Paghahanda
Gawaing Rutin
2. Pagsasanay
3. Balik-Aral
sa gawaing kahoy
1. Pangganyak
gagawin?
a. Pakinabang
b. Sagana
c. Kalulugdan
A. Pagtalakayan
k. Kahalagahang dulot ng napiling
proyekto
IV. Kasunduan
Maghanda ng isang detalyadong
plano para sa binabalak na proyekto.
Ihanda din ang kuwenta ng mga materyales
na kakailanganin para sa binabalak na
proyekto
=======================
=====================
Feb.5,2009
Thursday
I.

II

Plane Figures
BEC PELC III.1.3
Charts, Flashcards
Appreciation
of Plane Figures
student in column.
answer.
3) Motivation

each figure?
1) Presentation
Activity 1

Activity 2
paper

2. Fixing Skills
3. Teachers table
4. Window
3 Generalization
figures:
1. Rectangle
2. Square
3. Parallelogram
4. Triangle
5. Trapezoid
6. Rhombus
7. Circle
C. Application
width is 10 cm
IV. Evaluation
A
B
1. Triangle
a. S2
2. Square
b. B x H
3. Rectangle
c LxW
4. Trapezoid
d. H (a+b)
5. Parallelogram
e 2 (L + W)
f..B x H
V. Assignment
EPP 9:00 - 9:40 VI-4
10:40 11:20 VI-2
11:20 12:00 VI-5
I. Natutukoy ang mga angkop na kasangkapang

gagamitin
Naitatala ang mga uri ng kasangkapan
II. Gawaing Kahoy Mga Kasangkapang Angkop

Na Gamitin sa Pagbuo ng Napiling Proyekto
Tsart, Mga larawan at aktuwal na
kasangkapan kailangan sa pagbuo ng proyekto
Pagpapahalaga at Pag-iingat sa
mga Kasangkapan
III. Pamamaraan
1) Paghahanda
Gawaing Rutin
2) Pagsasanay
Magbigay ng ilang uri ng gawaing
pangkabuhayan na may kaugnayan sa
gawaing kahoy na matatagpuan sa
inyong pamayanan
3) Balik-Aral
Bakit mahalaga ang matutunan ninyo
ang tamang paraan ng pagkukuwenta
ng mga materyales?
B. Panlnang na Gawain
1. Pangganyak
a. Sinu-sino sa inyo ang may mga
kasangkapan sa bahay na ginagamit
sa pagkakarpintero?
b. Ano ang kahalagahan ng mga
kasangkapang inyong nabanggit?
Anu-ano ang ibat ibang uri ng
kasangkapang pangkamay?
a. Kasangkapang Pangkamay
b. Kasangkapang De Makina
a. Paglalahad
Basahin ng tahimik ang aralin na
nakapaskil sa tsart
b. Pagtalakayan
Pagpapangkat ng mga mag-aaral
Bigyan ang bawat pangkat ng isang
uri ng kasangkapan ayon sa gamit
nito. Hayaang magpalitan ng kuro-
kuro ang bawat pangkat tungkol sa

nai-atas na kasangkapan sa kanilang
grupo. Papag-ulatin ang bawat
pangkat sa kanilang napag-usapan
2. Paglalahat
May dalawang pangunahing uri ng
kasangkapan; Kasangkapang
Pangkamay at Kasangkapang De
Makina. Ang bawat uri ay may kanikaniyang angkop na gamit
3. Paglalapat
Anu-ano ang dalawang uri ng
Kasangkapan? Magbigay ng mga
halimbawa nito at tukuyin ang wastong
gamit nito.
4. Pagpapahalaga
Panuto: Piliin ang titik ng tamnag
sagot:
1) Ginagamit sa pagputol ng kahoy?
a. katam
c. metro
b. barena
d. lagare
2) Ginagamit sa pagbaon at pagbunot
ng pako?
a. nail set
c. katam
b. martilyo
d. barena
3) Ginagamit sa pagsukat ng haba.

lapad at kapal ng kahoy?
a. metro
c. katam
b. iskwala
d. gato
4) Kasangkapang ginagamit pambutas
a. katam
c. gato
b. lagare
d. barena
5) Ginagamit sa pagpapakinis ng
kahoy?
a. katam
c. martilyo
b. lagare
d. gato
IV. Kasunduan
Magbigay ng ilang gawaing pangkaligtasan
sa wastong paggamit at pangangalaga ng mga
kasangkapan
=======================
=====================
NOTE: Lesson plan scheduled for Feb.5,2009 was
not delivered because teacher went to Paraaque
for the NCR EPP SKILLS EVALUATION.
Feb.6,2009
Friday
I.
II

Plane Figures
BEC PELC III.1.3
Charts, Flashcards
Appreciation

of Plane Figures
student in column.
answer.
3) Motivation

each figure?
1) Presentation
Activity 1

Activity 2
paper
2. Fixing Skills
3. Teachers table
4. Window
3 Generalization
figures:
1. Rectangle
2. Square
3. Parallelogram
4. Triangle
5. Trapezoid
6. Rhombus
7. Circle
C. Application
width is 10 cm
IV. Evaluation
A
B
1. Triangle
a. S2
2. Square
b. B x H
3. Rectangle
c LxW
4. Trapezoid
5. Parallelogram
d. H (a+b)
e 2 (L + W)
f..B x H
V. Assignment
EPP 9:00 - 9:40 VI-4
10:40 11:20 VI-2
11:20 12:00 VI-5
I. Natutukoy ang mga angkop na kasangkapang
gagamitin
Naitatala ang mga uri ng kasangkapan
II. Gawaing Kahoy Mga Kasangkapang Angkop
Na Gamitin sa Pagbuo ng Napiling Proyekto
Tsart, Mga larawan at aktuwal na
kasangkapan kailangan sa pagbuo ng proyekto
Pagpapahalaga at Pag-iingat sa
mga Kasangkapan
III. Pamamaraan
1) Paghahanda
Gawaing Rutin
2) Pagsasanay
Magbigay ng ilang uri ng gawaing
pangkabuhayan na may kaugnayan sa
gawaing kahoy na matatagpuan sa
inyong pamayanan
3) Balik-Aral
Bakit mahalaga ang matutunan ninyo
ang tamang paraan ng pagkukuwenta
ng mga materyales?
B. Panlnang na Gawain
1. Pangganyak
a. Sinu-sino sa inyo ang may mga
kasangkapan sa bahay na ginagamit
sa pagkakarpintero?
b. Ano ang kahalagahan ng mga
kasangkapang inyong nabanggit?
Anu-ano ang ibat ibang uri ng
kasangkapang pangkamay?
a. Kasangkapang Pangkamay
b. Kasangkapang De Makina
a. Paglalahad
Basahin ng tahimik ang aralin na
nakapaskil sa tsart
b. Pagtalakayan
Pagpapangkat ng mga mag-aaral
Bigyan ang bawat pangkat ng isang
uri ng kasangkapan ayon sa gamit
nito. Hayaang magpalitan ng kurokuro ang bawat pangkat tungkol sa
nai-atas na kasangkapan sa kanilang
grupo. Papag-ulatin ang bawat
pangkat sa kanilang napag-usapan
2. Paglalahat
May dalawang pangunahing uri ng
kasangkapan; Kasangkapang
Pangkamay at Kasangkapang De
Makina. Ang bawat uri ay may kanikaniyang angkop na gamit
3. Paglalapat
Anu-ano ang dalawang uri ng
Kasangkapan? Magbigay ng mga
halimbawa nito at tukuyin ang wastong
gamit nito.
4. Pagpapahalaga
Panuto: Piliin ang titik ng tamnag
sagot:
1) Ginagamit sa pagputol ng kahoy?
a. katam
c. metro
b. barena
d. lagare
2) Ginagamit sa pagbaon at pagbunot
ng pako?
a. nail set
c. katam
b. martilyo
d. barena
3) Ginagamit sa pagsukat ng haba.
lapad at kapal ng kahoy?
a. metro
c. katam
b. iskwala
d. gato
4) Kasangkapang ginagamit pambutas
a. katam
c. gato
b. lagare
d. barena
5) Ginagamit sa pagpapakinis ng
kahoy?
a. katam
c. martilyo
b. lagare
d. gato
IV. Kasunduan
Magbigay ng ilang gawaing pangkaligtasan
sa wastong paggamit at pangangalaga ng mga
kasangkapan
=======================
=====================
Feb.9,2009
Monday
in a piece of cartolina.
2) Task
a) Draw a line connecting A &K.
The measure of the altitude of each

triangular region is h. The
measurement of its base is b.

I.
Find the area formula of a parallelogram

Plan all activities before doing it
b) From your drawing, identify the

height & the base
II. Finding the Area of a Parallelogram

BEC PELC III
Charts, Flashcards, cartolina
Orderliness
1. Drill Naming the Baby
1. Teacher flashes multiplication cards
2. Each player will give their answer
3. The first to give the correct answer gets
a point for their group
answer.
3) Motivation
1) Present the problem on the board
Andrei is making a mosaic fro tiles
that are 1 cm in area Before he work on
his mosaic, Andrei draws a diagram of
what he plans to do. How mnay tiles
will he need for the parallelogram
design he made?
2) Ask the questions:
a) What is Andrei making?
b) Was he right in planning first the

things he wants to do
c) If you were Andrei, how would
you find the number of tiles
needed for the mosaic?
B) Developmental Activities
1. Presentation Use of Illustrations
1) Provide each group a parallelogram

c) What is the area formula of the

parallelogram RTPW
Ans: Since there are 2 triangular
regions,we will illustrate it this way
A of RTP + A of PWR
bh + bh
+ (bh)
A= bh
2. Fixing Skills
Solve for the area of the ff figures:
3. Generalization
How do you solve for the area of a
parallelogram?
C. Application
Find the area of each parallelogram region:
1) b = 4 in; h = 9 in.
2) b = 5.4 m; h = 6 m
3) b = 3.5 ft; h = 2.25 ft
4) b = 10 cm; h = 7 cm
5) b = 4.6 mm; h = 2.8 mm
IV. Evaluation
Analyze & solve the ff:
1. What is the area of a parallelogram whose
base measures 29.5 m & the height is 20.6
2. Mrs. Fajardo bought a carpet for a living
room shaped like a parallelogram with a
base of 6 m & height of 4 m. What is the area
of the carpet needed for the room?
V. Assignment
1)
2)
3)
Gawaing Rutin
2. Pagsasanay
Pagtukoy sa mga kasangkapan sa
gawaing kahoy at sa gamit ng mga ito
(Tunghayan sa tsart ang pagsasanay)
3. Balik-Aral
Pagsunod-sunurin ang mga hakbang sa
pagbuo ng proyekto
__ Pakinisin
__ Buuin
__ Bumili ng mga materyales
__ Iakma sa gato at putulin
__ Sukatin at markahan
__ Putulin
__ Gumawa agad ng plano
1. Pangganyak
Alam nyo ba kung paano putulin
ang kahoy? Ginagamitan pa ba ito
ng kasangkapan/kagamitang
pamputol?
2. Paglalahad ng Suliranin
Paano ang wastong paraan ng
pagputol ng kahoy?
4)
5)
EPP 9:00 - 9:40 VI-4

10:40 11:20 VI-2
11:20 12:00 VI-5
I. Naiisa-isa ang tamang paraan ng paglalagare
Napuputol ang kahoy sa wastong paraan
Nagpapamalas ng pag-iingat sa pagputol ng
kahoy
II. Gawaing Kahoy Wastong Paraan ng
Pagputol ng Kahoy (Paglalagare)
Agap at Sikap 6 145
Metro, Iskwala, lagare lapis
Pagkamaingat
III. Panimulang Gawain
1. Paghahanda
a. Pakabig
b. Ikatang
c. Patnubayan
C. Pangwakas na GAwain
a. Pagbasa at pagtalakay sa wastong
paraan ng pagputol/paglagare ng
kahoy (Tunghayan sa Tsart)
b. Pakitang-turo ng guro sa mga
hakbang sa wastong
pagputol/paglagare ng kahoy
c. Ganting pakitang-gawa ng ilang
piling mag-aaral
2. Paglalahat
Sa pagputol/paglalagare ng kahoy,
kailangan ang ibayong pag-iingat
upang maiwasan ang pagka-sugat
at ang pagka-aksaya ng mga kahoy
3. Paglalapat
mag-aaral. Hayaang magsanay ang
bawat miyembro ng wastong pagputol ng kahoy.
4. Pagpapahalaga
Panuto: Pagsunud-sunurin ang
mga hakbang sa wastong paglalagare
__ Ilapat ang talim ng lagare sa
sa gilid ng minarkahang kahoy
__ Sukatan at markahan ang
kahoy
__ Simulan ang paglalagare sa
direksyong pakabig
__ Unti-unting tapusin ang paglalagare hanggang sa maputol ang
kahoy
__ Ituloy ang paglagare na may
mahahabang istrok
IV. Takdang Aralin
Basahin at pag-aralan ang wastong paraan
ng pagpapakinis o pagkakatam ng kahoy
Sang: Agap at Sikap 6 pah. 146
=======================
=====================
Feb.10,2009
Tuesday
I.

design he made?
2) Task



BEC PELC III
Orderliness
answer.
3) Motivation

height & the base


parallelogram RTPW
Ans: Since there are 2 triangular
A of RTP + A of PWR
bh + bh
+ (bh)
A= bh
2. Fixing Skills
I. Natutukoy and mga wastong hakbang sa pagpapakinis ng kahoy sa pamamagitan ng

pagkakatam
Naisasagawa ang wastong paraan ng
pagkatam
Nagpapamalas ng ibayong pag-iingat sa
paggawa
II. Gawaing Kahoy Wastong Paraan ng
Pagkakatam
Tsart, Mga larawan, gato, katam, iskwala,
Pirasong kahoy
Pagkamaingat
3. Generalization
parallelogram?
C. Application
1) b = 4 in; h = 9 in.
2) b = 5.4 m; h = 6 m
3) b = 3.5 ft; h = 2.25 ft
4) b = 10 cm; h = 7 cm
6) b = 4.6 mm; h = 2.8 mm
IV. Evaluation
V. Assignment
1)
2)
3)
4)
5)
EPP 9:00 - 9:40 VI-4

10:40 11:20 VI-2
11:20 12:00 VI-5
III. Pamamaraan
1. Paghahanda
Gawaing Rutin
2. Pagsasanay
Pagtukoy sa mga kasangkapang
ginagamit sa gawaing kahoy ayon
sa gamit (Tunghayan sa Tsart)
3. Balik-Aral
Panuto: Pagsunud-sunurin ang
mga hakbang sa wastong paglalagare
__ Ilapat ang talim ng lagare sa
sa gilid ng minarkahang kahoy
__ Sukatan at markahan ang
kahoy
__ Simulan ang paglalagare sa
direksyong pakabig
__ Unti-unting tapusin ang paglalagare hanggang sa maputol ang
kahoy
__ Ituloy ang paglagare na may
mahahabang istrok
1. Pangganyak
Alam nyo ba kung paano pinakikinis
ang paligid ng kahoy?
2. Paglalahad ng Suliranin
Paano isinasagawa ang wastong

paraan ng pagpapakinis ng kahoy sa
pamamagitan ng pagkakatam?
Katam
Talakayan
1. Pagbasa ng aralin sa tsart
(Mga Hakbang sa Pakakatam ng
Kahoy)
2. Pakitang turo ng guro sa mga
hakbang sa pagkakatam
3. Pagpapa-alala ng mga
pamantayan sa kaligtasan sa
sa paggawa
4. Ganting pakitang-gawa ng
ilang piling mag-aaral
2. Paglalahat
Sa pagpapakinis sa kahoy gamit ang
katam, kailangang siguruhing matalas
ang talim ng katam na gagamitin.
Importante ding ayusin ang pagkabit sa
talim upang masiguro na manipis ang
maging kayod nito.
3. Paglalapat
bawat miyembro ng wastong pagpapakinis ng kahoy gamit ang katam.
4. Pagpapahalaga
Panuto: Ayusin ang pagkakasunudsunod ng mga hakbang sa pagkakatam
__ Ayusin ang talim ngn katam
__ Piliin ang pinakamakinis na panig
ng kahoy
__ Gamitin ang iskwala para malaman
kung pantay ang ibabaw na kinatam
__ Katamin ang ibabaw ng tabla
hanggang sa itoy pumantay at
kuminis
__ Ilagay ang tabla sa mesang gawaan
at ikatang ito sa gato
V. Kasunduan
Maghanda ng isang plano para sa binabalak na
gawing proyekto sa lawak ng gawaing kahoy
=======================
=====================
Feb.11,2009
Wednesday

the past lessons
II Short Quiz #3
Percentage Problems
Honesty
III. Procedure
1. Preparation
3. Test Proper
4. Checking
5. Recording
IV. Test Notebook
EPP 9:00 - 9:40 VI-4
10:40 11:20 VI-2
11:20 12:00 VI-5
I. Natatalakay ang paraan sa pag-aayos ng
natapos na gawain para lalo itong mapabuti
Naisasagawa ang pag-aayos as natapos na
gawain
Naipamamalas ang kasiyahan sa pag-aayos ng
natapos na proyekto
II. Gawaing Kahoy Pagsusuri ng Gawaing
Natapos Upang Lalo Itong Mapaganda
Tsart, proyekto sa gawaing kahoy, masilya,
Sanding block, liha, spatula, ispongha, barnis,
Brutsa
Pagmamalasakit sa Proyekto
III. Pamamaraan
1. Paghahanda
Gawaing Rutin
2. Pagsasanay
Pagtukoy sa mga kasangkapan ayon sa
gamit nito (Tunghayan sa Tsart ang
pagsasanay)
3. Balik-Aral
Panuto: Ayusin ang pagkakasunudsunod ng mga hakbang sa pagkakatam
__ Ayusin ang talim ngn katam
__ Piliin ang pinakamakinis na panig
ng kahoy
__ Gamitin ang iskwala para malaman

kung pantay ang ibabaw na kinatam
__ Katamin ang ibabaw ng tabla
hanggang sa itoy pumantay at
kuminis
__ Ilagay ang tabla sa mesang gawaan
at ikatang ito sa gato
1. Pangganyak
Pagpapakita ng isang proyekto na
katatapos lamang buoin
Pagtatanong: Sa tingin ninyo, mayroon
p bang kulang sa proyektong ito? Ano
kaya ang pwede pa nating gawin upang
lalong mas mapaganda at mapabuti ang
ating proyekto?
Ano ang dapat gawin upang lalong mas
mapaganda at mapagbuti ang anyo ng
inyong proyekto?
a Masilya o Wood Putty
b. spatula
c. spongha
Talakayan
1. Pagbasa ng aralin sa tsart
(Mga Hakbang sa Pagpapakinis
at pag-aayos ng natapos na
proyekto)
2. Pakitang turo ng guro sa mga
hakbang sa Pagpapakinis at pagaayos ng natapos na proyekto)
3. Pagpapa-alala ng mga
pamantayan sa kaligtasan sa
sa paggawa
4. Ganting pakitang-gawa ng
ilang piling mag-aaral
2. Paglalahat
Ang pagpapakinis at paglalagay ng
barnis sa natapos na proyekto ay mahalaga
upang lalong mapaganda at mapabuti
3. Paglalapat
bawat miyembro ng wastong pagpapakinis ng kahoy gamit ang liha.
Pagkatapos lihain at malgyan ng

masilya, lagyan ng barnis ang natapos
na proyekto
4. Pagpapahalaga
Panuto: Ayusin ang pagkakasunudsunod ng mga hakbang sa pagpapakinis
at pagpapaganda ng natapos na
proyekto
__ Hatiin sa 2 piraso ang papel de liha
__ Suriin ang ibabaw upang matiyak na
wala na itong butas o uka
__ Punasan ng mamasa-masang
ispongha
__ lagyan ng masilya ang mga uka at
butas
__ Ipirmi ang kahoy na kikinisin
__ Gumamit ng pinong liha kung tuyo na
__ Lagyan ng 2nd coating upang
lalong kumintab bago patuyuin
__ Lihain ng makapal na liha upang
kuminis
__ Lagyan ng 1st coating ng barnis
__ Hayaang matuyo ang unang coating
bago lihain n g manipis na liha
IV. Kasunduan
Ihanda ang natapos na proyekto para sa
pagbibigay ng marka
=======================
=====================
Feb.12,2009
Thursday
I.

Things

BEC PELC III A.1.2
Resourcefulness
of Plane Figures

student in column.
answer.
3) Motivation
barkadas
1) Presentation
Activity 1
from the 1st group.
2) Generalization
C. Application
A
B
1. The base is a
are triangles
edges meet at a
common vertex
3. A spatial figure
and one vertex
the other faces are
parallelograms
edge and no vertex
B. Cone
C. Pyramid
D. Cylinder
E. Triangular Prism
IV. Evaluation
1. box
6. tin can
2. ball
7. camping tent
3. dice
8. funnel
4. ice cream cone
9. water pipe
5. globe
10. drinking glass
V. Assignment
Folders:
3. a red cylinder 6. a green rect. Prism
EPP 9:00 - 9:40 VI-4
10:40 11:20 VI-2
11:20 12:00 VI-5
II Lagumang Pagsusulit Blg.2
Gawaing Kahoy Mga Hakbang sa Pagbuo ng
Proyekto; Mga Pamantayang Pangkaligtasan at
Pangkalusugan sa Paggawa ng Proyekto
Pagkamatapat
III. Pamamaraan
1. Paghahanda
2 Pagbibigay ng mga pamantayan sa
pagsusulit
4. Pagwawasto
IV. Test Notebook

=======================
=====================
Feb.13,2009
Friday
I.

Things

BEC PELC III A.1.2
Resourcefulness
of Plane Figures
student in column.
answer.
3) Motivation
barkadas

1) Presentation
Activity 1
from the 1st group.
2) Generalization
C. Application
A
B
1. The base is a
are triangles
2. A spatial figure with B. Cone
edges meet at a
common vertex
3. A spatial figure
and one vertex
the other faces are
parallelograms
edge and no vertex
C. Pyramid
D. Cylinder
E. Triangular Prism
IV. Evaluation
1. box
6. tin can
2. ball
7. camping tent
3. dice
8. funnel
4. ice cream cone
9. water pipe
5. globe
10. drinking glass
V. Assignment
Folders:
3. a red cylinder 6. a green rect. Prism
EPP 9:00 - 9:40 VI-4
10:40 11:20 VI-2
11:20 12:00 VI-5
II Lagumang Pagsusulit Blg.2
Gawaing Kahoy Mga Hakbang sa Pagbuo ng
Proyekto; Mga Pamantayang Pangkaligtasan at
Pangkalusugan sa Paggawa ng Proyekto
Pagkamatapat
III. Pamamaraan
1. Paghahanda
2 Pagbibigay ng mga pamantayan sa
pagsusulit
4. Pagwawasto
IV. Test Notebook
=======================
=====================
Feb.16 to Feb.26,2009
TEACHER IS A MEMBER OF THE DIVISION
PROPERTY, PLANT & EQUIPMENT INVENTORY
TEAM WHICH CONDUCTED A PHYSICAL
COUNT OF INVENTORIES IN ALL OF THE
PUBLIC ELEMENTARY & HIGH SCHOOLS IN
LAS PINAS. NO PREPARED LESSON PLANS FOR
THE SAID INCLUSIVE DATES.
Feb.27,2009
Friday
FOURTH PERIODICAL TEST
7:00 8:00 MATHEMATICS VI-I

II. A Third Periodical Test
sheets of pupils
E. Honesty
III. Procedure
unnecessary noise
B. Test Proper
sheets of pupils
Errors
10:00 11:00 EPP VI-2
nang wasto
II. A. Ika-apat na Markahang Pagsusulit
C. Pagkamatapat
III. Pamamaraan
pagsusulit
may pagsusulit
ito nang wasto
kakayahan
=======================
=====================

10% of 80 = N
25% of 100 = N
30% of 60 = N
50% of 150 = N
10% of 50 = N
Mar.2,2009
Monday
LESSON
III. Procedure
lesson
in the test
=======================
=====================
Jan.21,2008
Monday
7:00 7:50 VI-3
11:10 12:00 VI 2
interest
PELC II.K1.1
Charts, Flashcards
Analytical Thinking
answer.
3. Motivation
interest
Opener
Analyze the ff:
a) Guide the pupils to find what
b) Let them know the relationship
percentage problem
c) Have them draw a diagram to
percentage problem
d) Guide them to translate the

e) Ask them to solve the problem
f) Allow them to discuss their
solution by pairs
solve for 5 minutes
answer
4. Generalization
C. Application
Pricing Game
their showcase
IV. Evaluation
10% discount?
V. Assignment
FRIDAY
January 14, 2011
MATH VI
7:40 - 8:40
9:40 - 10:40
11:00 12:00
VI-Five
VI-Two
VI-Nine

Chances
BEC PELC II.M.2
Charts, Flashcards
members. The leader of the teams draws the
number and gets 2 questions to be predicted
by the teams in terms of:
p. likely to happen
q. impossible to happen
r. unl;ikely to happen
s. certainly to happen
t. equally likely to happen
the board.
answer.
4) Motivation
1) Presentation

6 or 2/6 = 1/3
P(1 or 3) = 2/6 or1/3
& 2 yellow
3) Generalization
C. Application
a. a red ball from a bag containing 9 balls of
which are red?
IV. Evaluation
a) an odd number?
b) divisor of 9
c) multiple of 2
h) composite number
i) a factor 18
j) a smallest even number
k) multiple of 10
l) greatest common factor of 24 & 32
m) spinning 10
V. Assignment
+++++++++++++++++++++++++++++++++
THIRD PERIODICAL TEST
MONDAY - TUESDAY
January 17-18, 2011
II. A Third Periodical Test
sheets of pupils
F. Honesty
III. Procedure
unnecessary noise
B. Test Proper
sheets of pupils
Errors
++++++++++++++++++++++++++++++++++
MONDAY
January 31, 2011
MATH VI
7:40 - 8:40
9:40 - 10:40
11:00 12:00
VI-Five
VI-Two
VI-Nine
I. Make simple predictions

BEC PELC II.M.1
Charts, Flashcards
3) Motivation
to happen? Will unlikely to happen? Fair or
even chance to happen? Impossible to
1) Presentation
= likely to happen
__ 1) Bats are birds
__ 2) Fish can live on land
__ 3) A good reader understands well
a)
Let the pairs of pupils work
considered:
= likely to happen
a bath.
means it will rain.
3) Generalization
C. Application
= likely to happen
tomorrow.
IV. Evaluation
= likely to happen
V. Assignment
= likely to happen
a bath
1) Presentation
Activity 1
5.
Call the 2nd placer. Let them show the
spatial figures they made that are
different from the 1st group.
TUESDAY
February 01, 2011
MATH VI
7:40 - 8:40
9:40 - 10:40
11:00 12:00
I.
VI-Five
VI-Two
VI-Nine

things

BEC PELC III A.1.2
of Plane Figures
2) The first 2 students from the 1 st column
student in column.
answer.
3) Motivation
barkadas

2) Generalization
C. Application
A
1.
The base is a
are triangles
edges meet at a
common vertex
3.
A spatial figure
and one vertex
faces called bases & the
other
faces
are
parallelograms
edge and no vertex
B
B. Cone
C. Pyramid
D. Cylinder
E. Triangular Prism
IV. Evaluation
1. box
6. tin can
2. ball
7. camping tent
3. dice
8. funnel
4. ice cream cone
9. water pipe
5. globe
10. drinking glass
V. Assignment

Folders:
WEDNESDAY
February 02, 2011
MATH VI
7:40 - 8:40
9:40 - 10:40
11:00 12:00
VI-Five
VI-Two
VI-Nine
I.

II

Plane Figures
BEC PELC III.1.3
Charts, Flashcards
Appreciation

of Plane Figures
2) The first 2 students from the 1 st column
student in column.
answer.
3) Motivation

each figure?
1) Presentation
Activity 1
2. Fixing Skills
3 Generalization
figures:
1. Rectangle
2. Square
3. Parallelogram
4. Triangle
5. Trapezoid
6. Rhombus
7. Circle
C. Application
width is 10 cm
IV. Evaluation
A
B
1. Triangle
a. S2
2. Square
b. B x H
3. Rectangle
c LxW
4. Trapezoid
d. H (a+b)
5. Parallelogram
e 2 (L + W)
f..B x H
V. Assignment
+++++++++++++++++++++++++++++++++++
++
THURSDAY / FRIDAY
February 03 -04, 2011
6TH INNOVATIVE EDUCATION FORUM

MONDAY
February 07, 2011
MATH VI
7:40 - 8:40
9:40 - 10:40
11:00 12:00
I.
VI-Five
VI-Two
VI-Nine


BEC PELC III
answer.
3) Motivation
design he made?
2) Task

triangular region is h. The measurement
of its base is b.
height & the base
of its base is b.
parallelogram RTPW
Ans:
Since there are 2 triangular
A of RTP + A of PWR
bh + bh
+ (bh)
A= bh
2. Fixing Skills
3. Generalization
parallelogram?
C. Application
1) b = 4 in; h = 9 in.
2) b = 5.4 m; h = 6 m
3) b = 3.5 ft; h = 2.25 ft
4) b = 10 cm; h = 7 cm
7) b = 4.6 mm; h = 2.8 mm
IV. Evaluation
V. Assignment
1)
2)
3)
4)

7:00 7:50 VI-3
11:10 12:00 VI 2
I. Derive the area formulas of plane figures
II

Plane Figures
BEC PELC III.1.3
Charts, Flashcards
Appreciation

of Plane Figures
student in column.
answer.
3) Motivation

each figure?
1) Presentation
Activity 1
Activity 2
paper
2. Fixing Skills
3. Teachers table
4. Window
3 Generalization
figures:
1. Rectangle
2. Square
3. Parallelogram
4. Triangle
5. Trapezoid
6. Rhombus
7. Circle
C. Application
width is 10 cm
IV. Evaluation
1.
2.
3.
4.
5.
A
Triangle
Square
Rectangle
Trapezoid
Parallelogram
B
a. S2
b. B x H
c LxW
d. H (a+b)
e 2 (L + W)
f..B x H
V. Assignment
7:00 8:00 MATHEMATICS VI-1;VI-4
II. A. Fourth Periodical Test
sheets of pupils
C. Honesty
III. Pamamaraan
pagsusulit
may pagsusulit
ito nang wasto
kakayahan
III. Procedure
test
unnecessary noise
B. Test Proper
sheets of pupils
G. Recording of Scores and Frequency of
Errors
=======================
=====================
Feb.28,2008
Thursday
7:00 8:00 MATHEMATICS VI-2; VI-3
sheets of pupils
C. Honesty

10:00 11:00 EPP VI-2
nang wasto
II. A. Ika-apat na Markahang Pagsusulit
C. Pagkamatapat
III. Procedure
unnecessary noise
B. Test Proper

sheets of pupils
Errors
================ ======
======================
Feb.29,2008
Friday
7:00 8:00 MATHEMATICS VI-2; VI-3
sheets of pupils
C. Honesty
III. Procedure
unnecessary noise
B. Test Proper
sheets of pupils
Errors
==========================
========================
WEDNESDAY
February 17, 2011
MATH VI
7:40 - 8:40
9:40 - 10:40
11:00 12:00
VI-Five
VI-Two
VI-Nine
I Write a formula or equation in solving for

the surface area of a solid figure
II Writing an Equation or Formula to Solve for
the Surface Area of Solids
PELC IV. A.5.1
Space figures, activity cards
III Learning Experiences
1. Mental Computation Drill
Solving for Perimeter and Area of
Plane Figures
a. Call on a volunteer from each
learning barkadas
b. As the teacher flashes the cards,
the contestant gives the answer
orally.
2. Review Guessing Game
Identifying spatial figures
a. Each LB will be given a card
with a name of a spatial figure
b. The group will act out, sing, or
tell story in order to give clues to
the kind of spatial figure they
have. The other groups will
guess the space figure theyre
describing.
3. Motivation
Black strips with phrases will be put
on top of the table in no particular
order.
Ex.
A cylindrical tank
is 2.6 m high
if the radius
of its base is
2.6 m, what is
its surface area?
1. Presentation
a. A girl is playing with a ball with
radius 30 cm. find the surface
area of the ball.
b. Find the surface area of a
rectangular prism which is 15 cm
long, 6 cm wide, and 3 cm high.
i.
How do you solve for the
surface area of a spatial
figure?
2. Activity (Group)
b. Group 1 will be given problem
cards.
c. Group 2 will be given the
formulas or equations to solve
the problems.
d. Pupils holding the activity cards
will stand, raise the activity cards
they are holding and go around to
look for their partners while
singing the song, Math Song
e. As soon as they find their
partners, they read together what
is written on their activity cards.
C. Application
What is the formula in solving the
surface area of:
a. Square pyramid
b. Rectangular prism
c. Triangular prism
d. Sphere
e. Cylinder
f. Cone
IV Evaluation
Read the problems carefully. Write the
formula or equation for each:
1. Find the surface area of a square
pyramid if the length of one side of
the base is 12 and the height of the
triangular face is 17.
2. The radius of a spherical tank is 2.
Find its surface area.
3. A pyramid has a square base of side

10 cm and a height of 7 cm. find the
surface area of the pyramid.
THURSDAY
February 10, 2011
MONDAY
February 14, 2011
TEACHER FACILITATED MTAP DIVISION

QUALIFYING CONTEST AT SAN AGUSTIN
ELEMENTARY SCHOOL.
NO PREPARED LESSON PLAN
No Classes
Paranaque Day
FRIDAY
February 11, 2011
National Achievement Test ( NAT )

MOCK TEST
++++++++++++++++++++++++++++++++++
TUESDAY
February 15.,2011
MATH VI
Preparation of Testing Materials

I - Read the questions silently with understanding
II NAT MOCK TEST
1. Please see questionnaires and answer
sheets of pupils
2. Honesty
III - Procedure
pencil; answer sheets
unnecessary noise
B. Test Proper
sheets of pupils
Errors
++++++++++++++++++++++++++++++++++
7:40 - 8:40
9:40 - 10:40
11:00 12:00
VI-Five
VI-Two
VI-Nine
I - Analysing the result of MOCK TEST

II Checking of answer sheets
III Recording of scores and frequency of
errors.
IV Getting the Mean, SD, and MPS
a. Summarizing the over-all result per
subject and per room

trapezoid
Ans:
A= b1 + b2 x H
2
WEDNESDAY
February 16, 2011
MATH VI
7:40 - 8:40
9:40 - 10:40
11:00 12:00
I.
2. Fixing Skills
VI-Five
VI-Two
VI-Nine
Find the area formula of a trapezoid

II. Finding the Area of a Trapezoid

BEC PELC III
answer.
3) Motivation
What is the area of a trapezoid
whose base 1 measures 15 m and base 2
is 20 cm & the height is 15
1) Provide each group a trapezoid
2) Task
of its base is b.
height & the base
of its base is b.
3. Generalization
trapezoid?
C. Application
1) b 1= 4 in; b2 = 5in; h = 9 in.
2) b 1= 5 m; b2 = 7m; h = 6 m
3) b 1= 3 ft; b2 = 6ft.; h = 2 ft
4) b 1= 10 cm; b2 7cm; h = 7 cm
1)
b 1= 4 mm; b2 = 8mm; h = 2 mm
IV. Evaluation
Analyze & solve
1.
Mrs. Fajardo bought a carpet for a living

room shaped like a trapezoid with a
base1of 6 m & base 2 of 14m and height of
4 m. What is the area of the carpet needed
for the room?
V. Assignment
1)
2)
3)
4)

trapezoid
Ans:
A= b1 + b2 x H
2
THURSDAY
February 17, 2011
MATH VI
7:40 - 8:40
9:40 - 10:40
11:00 12:00
I.
2. Fixing Skills
VI-Five
VI-Two
VI-Nine
3. Generalization
trapezoid?
Find the area formula of a trapezoid

II. Finding the Area of a Trapezoid

BEC PELC III
C. Application
1) b 1= 4 in; b2 = 5in; h = 9 in.
2) b 1= 5 m; b2 = 7m; h = 6 m
3) b 1= 3 ft; b2 = 6ft.; h = 2 ft
4) b 1= 10 cm; b2 7cm; h = 7 cm
2)
b 1= 4 mm; b2 = 8mm; h = 2 mm
IV. Evaluation
Analyze & solve
2.
answer.
3) Motivation
What is the area of a trapezoid
whose base 1 measures 15 m and base 2
is 20 cm & the height is 15
1) Provide each group a trapezoid
2) Task
of its base is b.
height & the base
of its base is b.
Mrs. Fajardo bought a carpet for a living

room shaped like a trapezoid with a
base1of 6 m & base 2 of 14m and height of
4 m. What is the area of the carpet needed
for the room?
V. Assignment
1)
2)
3)
4)
FRIDAY
February 18, 2011
MATH VI
7:40 - 8:40
9:40 - 10:40
11:00 12:00
VI-Five
VI-Two
VI-Nine

PELC IV. A.5.1
Plane Figures
learning barkadas
orally.
describing.
3. Motivation
order.
Ex.
A cylindrical tank
is 2.6 m high
if the radius
of its base is
2.7 m, what is
its surface area?
1. Presentation
area of the ball.
ii. How do you solve for the
figure?
2. Activity (Group)
cards.
the problems.
C. Application
surface area of:
a. Square pyramid
c. Triangular prism
d. Sphere
e. Cylinder
f. Cone
IV Evaluation

WEDNESDAY
February 23, 2011
MATH VI
7:40 - 8:40
9:40 - 10:40
11:00 12:00
VI-Five
VI-Two
VI-Nine

PELC IV. A.5.1
Plane Figures
learning barkadas
orally.
describing.
3. Motivation
order.
Ex.
A cylindrical tank
is 2.6 m high
if the radius
of its base is
2.8 m, what is
its surface area?
1. Presentation
area of the ball.
iii.
figure?
2. Activity (Group)
cards.
the problems.
C. Application
surface area of:
a. Square pyramid
c. Triangular prism
d. Sphere
e. Cylinder
f. Cone
IV Evaluation

THURSDAY
February 24, 2011
MATH VI
7:40 - 8:40
9:40 - 10:40
11:00 12:00
VI-Five
VI-Two
VI-Nine

PELC IV. A.5.1
Plane Figures
a. As the teacher flashes the cards,
the pupils gives the answer
orally.
3. Motivation
order.
Ex.
A cylindrical tank
is 2.6 m high
if the radius
of its base is
2.9 m, what is
its surface area?
1. Presentation
a. Find the surface area of a

i.
figure?
2. Activity (Group)
cards.
the problems.
C. Application
surface area of:
a. Square pyramid
c. Triangular prism
d. Sphere
e. Cylinder
IV Evaluation
++++++++++++++++++++++++++++++++++
FRIDAY
February 25, 2011
NO CLASSES
NON-WORKING HOLIDAY
EDSA CELEBRATION
MONDAY
February 21, 2011
MATH VI
7:40 - 8:40
9:40 - 10:40
11:00 12:00
VI-Five
VI-Two
VI-Nine
I Derive a formula in finding the surface area

of a solid
II Deriving Formulas and Solving for Surface
Area of Solids
PELC IV. A.1
Solving for Area of Plane Figures
learning barkadas
orally.
describing.
3. Motivation
Show a cube.
Show a rectangular prism
1. Presentation
a. Define surface area
b. Derive formula for the surface
area of the following
Cube, rectangular prism, cone,

pyramid, cylinder and sphere
c. Presentation of the group follows
2. Fixing Skills
Give the formula for each given
spatial figures
a. Cube
b. Sphere
c. Triangular prism
d. Cone
e. Cylinder
C. Application
Write the formula for each given spatial
figures
a. Square pyramid
c. Cube
IV Evaluation
formula or equation for each then solve
V - Assignment
Cube, rectangular prism, cone,

pyramid, cylinder and sphere
f. Presentation of the group follows
TUESDAY
February 22, 2011
MATH VI
7:40 - 8:40
9:40 - 10:40
11:00 12:00
VI-Five
VI-Two
VI-Nine
I Derive a formula in finding the surface area

of a solid
II Deriving Formulas and Solving for Surface
Area of Solids
PELC IV. A.1
D. Preparatory Activities
c. Call on a volunteer from each
learning barkadas
d. As the teacher flashes the cards,
orally.
c. Each LB will be given a card
d. The group will act out, sing, or
describing.
6. Motivation
Show a cube.
Show a rectangular prism
E. Developmental Activities
3. Presentation
d. Define surface area
e. Derive formula for the surface
area of the following
4. Fixing Skills
Give the formula for each given
spatial figures
f. Cube
g. Sphere
h. Triangular prism
i. Cone
j. Cylinder
F. Application
Write the formula for each given spatial
figures
d. Square pyramid
e. Rectangular prism
f. Cube
IV Evaluation
formula or equation for each then solve
V - Assignment
b. How many cubes did you see

inside the rectangular prism?
c. How can you find the number of
cubes in the container without
counting them all?
d. When we get the total number of
cubes that the container has, what
have we looked for? volume
e. What is the formula in finding
the volume of a rectangular
prism?
Volume = lwh
TUESDAY
March 01, 2011
MATH VI
7:40 - 8:40
9:40 - 10:40
11:00 12:00
VI-Five
VI-Two
VI-Nine
I Find a volume of rectangular prism
2. Fixing Skills
Let the pupils work by pairs
Write the formula solve for the
volume
a. l = 9 w = 5
h=3
b. l = 2 w = 3
h=4
c. l = 4 w = 2
h=5
II Finding Volume of Rectangular Prism

PELC IV. B.1.3
Space figures, small cubes
Play Pass-it-on
3. Generalization
How do you solve for the volume
of rectangular prism?
2. Review
Formulas in Solving for the Areas of
the following: Square, Rectangle,
Parallelogram,
Trapezoid,
and
Triangle.
3. Motivation
Show a Rubiks Cube
Questions:
What do you call this object?
Do you know how to play it?
How many small cubes does this
Rubiks cube have?
1. Presentation
Tell the class that the number of
small cubes that make up the Rubiks
cube is its volume
Group Activity
Container with small cubes
a. What kind of solid figure is the
container
C. Application
Draw the indicated figure and solve the
problem
a. A sewing box is 12cm by 9cm by
6cm. what is its volume?
IV Evaluation
Complete the table. Find the volume of
the following
Length
1.
2.
3.
4.
5.
9dm
4m
12cm
7cm
6m
V - Assignment
Width
8dm
5m
15cm
6cm
3m
Heigth
5dm
8m
8cm
4cm
4m
Volume
12 cm
WEDNESDAY
March 02, 2011
National Achievement Test (NAT)Grade III

++++++++++++++++++++++++++++++++++
THURSDAY
March 03, 2011
d. What specific formula do we use in

finding volumes of cylinders?
V = r2 x h
Find the volume of each of the
following cylinders.
MATH VI
7:40 - 8:40
9:40 - 10:40
11:00 12:00
c. Review then write the formula for

finding the volume of rectangular
prisms:
V=bxh
V=lxwxh
VI-Five
VI-Two
VI-Nine
I Solve for volume of cylinders correctly

II Finding the Volume of Cylinders
BEC PELC IV.B.1.3
Cardboard, chalk. Illustrations
Solving for Volumes of Prisms
2. Review : Finding the Volume of Prisms
Formula: V = bh
a. An aquarium is 60 cm long, 20 cm
wide, and 30 cm high. How much
water can it hold?
3. Motivation
Trish bought a can of pineapple juice. If
its height is 12 centimeters and its radius
is 2 centimeters, what is its volume?
1. Presentation
a. Let each group/pair discuss the
following questions and records
their answers of ideas.
Let the pupils illustrate the can. Let
b.
them write/put the given data
correctly
2cm
3 cm
2m
5 cm
7m
3. Generalization
How can you find the volume of a
cylinder?
C. Application
A milk can has a height of 12 cm and a
radius 3 cm. what is its volume?
IV Evaluation
1. Find the volume of a pipe with a height
of 5 m and a diameter of 8 m.
2. A water tank has a radius of 4 m and a
height of 10 m. how much water can it
hold?
3. A can of milk is 15 centimeters in heigh
and its radius is 4 centimeters. What is
its volume?
4. A pitcher has a height of 25 cm and a
radius of 3 cm. how much water can it
hold?
5. A milk can has a height of 9 cm and a
radius 2 cm. what is its volume?
V Assignment
Solve for what is being asked
1. b = 15cm
h = 5m
2. b = 20m
h = 2m
V=
V=
b. What is the formula used to find the

volume of a cylinder?
V = r2 x h
TUESDAY
March 08, 2011
c. How do we write the formula for the

volume of a cone?
Vcone = bh
or r2h or 1 r2h
3
3
3
MATH VI
7:40 - 8:40
9:40 - 10:40
11:00 12:00
VI-Five
VI-Two
VI-Nine
I Solve for volumes of cones
Let the pupils work by pairs, and answer
the following:
2.5 m
II Deriving the Formula and Solving for the

Volume of Cones
BEC PELC IV.B.1.3
Flash cards, cylindrical containers, conical
containers.
Multiplying Whole Numbers
2. Review
Finding the Volumes of Cylinders
6m
3m
V = r2 x h
8dm
6m
4dm
3. Generalization
How do you find the volume of a cone?
What is the formula used?
C. Application
a. A cone of ice cream has a radius of
2 cm and a height of 6cm. how
many cm of ice cream can be
placed in it?
IV Evaluation
Complete the table
3. Motivation
Let pupils give examples of objects that
are conical in shape. Have them define or
describe a cone.
1. Presentation
A cylinder which is open at one end and
a cone that is open at the base (note: the
cylinder and the cone must have congruent
bases and altitude) sand, worksheet.
a. What mathematical formula can you
derive for the volume of a cone?
Note: Volume of the cylinder is three
times the volume of the cone or the
volume of the cone is that of the
cylinder.
Cone
A
B
C
D
E
Base
12m2
15dm2
12cm2
25m2
8cm2
Height
24m
35dm
26cm
65n
23cm
Volume
V Assignment
Pupils make different cones or they may use
cones that are ready made. Pupils measure each
cone to get the height and the radius then let them
practice finding its volume. Ask

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June 04,2012

IV. Evaluating the vision accuracy by using the

IV. Evaluating the hearing accuracy by using

II. Diagnostic Test

IV. Reminding pupils activities for the

IV. Evaluating the vision accuracy by using the

IV. Evaluating the hearing accuracy by using

II. Diagnostic Test

I. Answer a 161-item word recognition and

II. Diagnostic Test

II. California Reading Test for Primary and

III. Preliminary Activities

B. Preparation of answer sheets

II. Checking and Recording of Diagnostic

IV. Test Proper

I. Measures pupils vision using the Snellens chart

I. Evaluates pupils posture using the legend

IV. Evaluating the vision accuracy by using the

IV. Evaluating the hearing accuracy by using

I. Cognitive: Identify numbers from 100,000

are found in one billion?

If the number that comes before the

I - Round numbers to the nearest specified place

II - Rounding Numbers to the Nearest Hundred

III - Learning Activities

3. Comparison & Abstraction

In this equation, can you tell

III - Learning Activities

can. Afterwards, teacher checks and

I - Give the meaning of equation, exponent and

What is the shape of their

c. An order from a certain food chain for value

I - Evaluate an expression with two different

d. The teacher checks the answer. The

time according to the number drawn

I - Evaluate an expression with two different

6) The group with the most number of

I. Evaluate an expression with more than 2

simultaneously goes to the board and writes

I. Evaluate an expression with more than two

I - Evaluate an expression with more than two

Rules in the Order of Operations

I. Solve 2 to 3 step word problems involving

II. Applying the Order of Operations in Solving 2

I. Measure students skills and knowledge about

IV. Test Notebook

A movie earned P5,470,568.00 in 27

I. Solve 2 to 3 step word problems involving

What was his former weight

I. Solve 2 to 3 step word problems involving

d. Call a pupil to enumerate the 5-step

3)How many pupils should be accommodated

I. Identify the value/place value of a digit in a

to you? How about .5? Do we read it

we breath in every activities we

I. Write decimals through ten thousandths in

II. Writing Decimals through Ten Thousandths in

III. Learning Experiences