School BIKIBIK ELEMENTARY SCHOOL Grade SIX

Teacher VIRGILIO S. EUGENIO JR. Learning Area Mathematics

Daily Lesson Log Date July 10 – 14, 2017 Quarter 1st QUARTER
Week 6

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content The learner demonstrates understanding of the four fundamental operations involving decimals
Standards
B. Performance The learner is able to apply the four fundamental operations involving decimals in mathematical problems and real-life situations.
Standards
C. Learning M6NS-If-113.3 M6NS-If-113.3 M6NS-If-113.3 M6NS-If-114 M6NS-If-114
Competencies/ The learner solves multi-step The learner solves multi-step The learner solves multi-step The learner creates problems The learner creates
Objectives problems involving problems involving problems involving (with reasonable answers) problems (with reasonable
multiplication and addition or multiplication and addition or multiplication and addition or involving multiplication answers) involving
subtraction of decimals subtraction of decimals, subtraction of decimals, mixed without addition or subtraction multiplication with addition
and whole numbers including mixed decimals and whole decimals and whole numbers of decimals, mixed decimals or subtraction of decimals,
money using appropriate numbers including money including money using and whole numbers including mixed decimals and whole
problem solving using appropriate problem appropriate problem solving money. numbers including money.
strategies and tools. solving strategies and tools. strategies and tools.

II. CONTENT Solving Multi-Step Problems Solving Multi-Step Problems Solving Multi-Step Problems Creating problems (with Creating problems (with
Involving Multiplication and Involving Multiplication and Involving Multiplication and reasonable answers) involving reasonable answers)
Addition or Subtraction of Addition or Subtraction of Addition or Subtraction of multiplication involving multiplication
Decimals and Whole Decimals, Mixed Decimals Decimals, Mixed Decimals and without addition or subtraction with
Numbers Including Money and Whole Numbers Whole Numbers Including of decimals, mixed decimals addition or subtraction of
Using Appropriate Problem Including Money Using Money Using Appropriate and whole decimals, mixed decimals
Solving Strategies and Tools Appropriate Problem Solving Problem Solving Strategies and numbers including money. and whole numbers
Strategies and Tools Tools including money.
LEARNING
RESOURCES
A. References
1. Teacher’s Guides
2. Learner’s
Material pages
3. Textbook Pages
4. Additional
Reference from
Learning Resource
2. Other Learning
Resources
III. PROCEDURES
A. Reviewing previous Review previous lesson on Let the learners revisit their Review the steps in solving word Encourage the learners to hare Ask the learners to show
lesson or presenting addition, subtraction and experiences in the previous problems. Let the learners their problem solving the word problem they
the new lesson multiplication of decimals. lesson. How do you know if explain experiences in the previous created to a partner. Let the
multiple why each step is important. lessons. Let partner evaluate their work
steps are required to solve a them point out the importance using a rubric, and suggest
given word problem? Do you of learning how to solve word
find the problems in the revision/s, if necessary.
problems.
previous lesson
interesting and challenging?
Have you experienced similar
situations in real life?
B. Establishing a Ask: How much allowance do Ask: Have you tried buying Inform the class that the target in Inform the class that one way to Inform the class that they
purpose for the you get from your parents fruits from a vendor? What this lesson is for them to develop further develop their problem will again be creating word
lesson daily? fruits do their solving skills is to create their problems in the lesson, but
What do you usually buy out you usually buy? Is it skills further in solving word own word problems. this time combining
of it? When you have extra important for us to eat fruits? problems involving multiplication with
money left from your Why? multiplication and addition or Ask: How often do you spend addition and/or subtraction
allowance, what do you do subtraction of decimals, mixed time with your family? Where of decimals, mixed
with it? Is it necessary for us decimals and whole numbers. do you decimals, and whole
to save money? Why? usually go? What activities do numbers.
you do together? Is it important
that we spend quality time with
our family? Why?

C. Presenting Present the following Present the following problem Present the following problems Present the following
examples/instances problem to the class: to the class: to the class. problems to the class.
of the new lesson
“Ronald counted seventeen “A vendor bought three “The Perez Family will spend their “Laure bought 2 shirts at
25-centavo coins from his watermelons weighing 2.8 kg, vacation in Baguio City. How ₱199.75 each and 3
coin purse this week. If he 3.2 kg, and 2.9 kg to be sold in much did he pay in all?” handkerchiefs at ₱49.95
had a savings of ₱25.00 the the nearby community. If each. How much did she
previous week, how much each kilogram costs ₱28.00, “The Perez Family will spend their pay for the five items?”
vacation in Baguio City. Mr. Perez
money does he have in how much did he pay in all?” loaded 40 liters gasoline at
two weeks?” ₱40.15 per liter.” Let the learners analyze and
Let the learners analyze and solve this problem. Then,
Let the learners analyze and make clarifications regarding Ask: Can you solve the divide the class into groups
make clarifications regarding the problem. problems? Why or why not? and instruct them to create a
the problem. word problem similar to
this.
D. Discussing new Divide the class into groups. Divide the class into groups. Divide the class into groups. After all the groups have
concepts and Emphasize the use of Polya’s Emphasize the use of Polya’s Distribute paper strips with the finished creating their word
practicing new skill 4 steps: 4 steps: following statements. problems, let them
 #1 How much did he pay in all? exchange their work with
Understand, Plan, Solve, and Understand, Plan, Solve, and another group and solve the
Check. Encourage them to Check. Encourage them to use Mr. Perez loaded 40 liters of problem assigned to them.
use any appropriate strategy any appropriate strategy that gasoline.
that will help them solve the
will help them solve the problem. Afterwards, let them The Perez Family will spend
problem. Afterwards, let them display and explain their their vacation in Baguio City.
display and explain their solutions to the
solutions to the class.
Each liter of costs ₱40.15
class.
Ask: Is there any hidden
question that you need to Instruct the groups to form a
answer first before arriving at word problem out of the given
the final answer? How do you statements. Then, let them solve
know that your answer is it.
correct?

E. Practicing new Think-Pair-Share Think-Pair-Share Process the activity by asking: Think-Pair-Share

skills.
“Ronald has twenty 25 Another vendor bought three What were your thoughts while Create a word problem
centavo coins, while Marvin doing the activity? using the following
watermelons weighing 2.9 kg,
has ₱6.00. Marvin says he has information:
more money than Ronald. Is 3.15 kg and 3.25 kg at P35.00 What did you find
this true? Why or why not? a kilogram. How much change easy/challenging in doing the 5.5 kilos of bananas
did he get from ₱500.00? activity? ₱45 per kilo
Let them explain how they 3.25 kilos of mangoes
arrived at their answers. Ask: How is this problem What parts should a word ₱80 per kilo
similar to/different from the problem have? (set-up, given, ₱500.00
Point out the importance of previous problem? What question) supermarket
identifying any hidden information do we
question/s in a given know about this problem? Group Activity:
mathematical problem. What are we looking for? Create another word problem Give each group time to
Is there a question asking you What operation/s do we need similar to this. Then solve. present their word problem.
to solve for the amount to perform? Provide assistance in
Ronald has? Why do we need “Perez family spend vacation in evaluating their own work.
to solve for it even if it is not Let them explain how they Baguio City. Mr. Perez loaded
being asked? arrived at their answers. 40 liters of gasoline. Each liter
costs ₱40.15. How much did he
pay in all?”

F. Developing mastery Tier 1 Read, analyze and solve. Tier 1 (Structured) Tier 1 (Structured)
(Leads to Formative Mother has fifty 25-centavo Create a similar word problem Create a similar word
coins. She bought a cup of “A store owner paid ₱180.00 to this: problem to this:
Assessment)
buko juice for ₱6.00. How for a tray of 30 eggs. At the
“Gino earns ₱20.50 for
 much does she have left? end of the day, she sold all the “Joan bought 5 notebooks at selling newspapers and
eggs at ₱6.50 each. How much ₱12.75 each. How much did ₱25.00 for selling plastic
Tier 2 profit did she get for selling all she pay in all?” bottles. If he earns this
Ana gathered thirty 25- the eggs?” amount everyday, how
centavo coins and forty-five Tier 2 (Semi-Structured) much would he earn in 5
10-centavo coins Create a word problem that can days?”
whilecleaning their house. be solved by the following
How much money did she statement: Tier 2 (Semi-Structured)
gather ₱6.50 x 24= N Create a word problem
altogether? using the given
Tier 3 (Free) information:
Tier 3 Create a word problem about
Leo sold 50 pieces of candies your experience in a store 50 candies; 75¢ each; 25
at 75 centavos each and 25 involving multiplication of sheets of paper; 50¢ each
pieces of bond paper at 50 decimals, mixed decimals and
centavos each. How much is whole numbers, Tier 3 (Free)
his total sale? including money. Create a word problem set
bookstore and involves
multiplication with addition
or subtraction of decimals,
mixed decimals and whole
decimals, including money.

G. Finding practical Ask the learners to think of Ask the learners to think of Task: As a sari-sari store owner, Let each group present their Let each group present their
applications of situations at home wherein situations in a market wherein you must go to the supermarket output. Ask the other groups to output. Ask the other
concepts and skills adding, subtracting and adding, subtracting and to buy evaluate their work using a groups to evaluate their
in daily living multiplying decimals would multiplying decimals would goods you need for your store. rubric. Suggest revision/s, if work using a rubric.
be useful to them. be useful to them. Here is the pricelist from a necessary. Suggest revision/s, if
supermarket: necessary.
Let them point out how being
Items Price able to construct their own Let them reflect on how
Sardines 12.45 mathematical being able to create their
Biscuit 43.75 word problems helps them to own word problems is
Detergent 5.30 further develop their problem useful in real life.
Powder solving skills.
Toothpaste 31.70
Dishwashing 4.25
liquid
Loaf of bread 27.80
Shampoo 57.20
Meatloaf 17.45
Refined sugar(kg) 51.95
Coffee 37.50

If you have ₱5,000 and you must

 buy at least 5 of each item, what
is the greatest number of each
item that you can buy so that you
get as little change as possible?
H. Making How do we solve word How do we solve word If a certain task involves How can we create word How can we create word
generalizations and problems involving problems involving multiplying and adding or problems? What things do we problems? What things do
abstractions about multiplication and addition or multiplication and addition or subtracting decimals and whole need to consider? we need to consider?
the lesson subtraction of decimals? subtraction of decimals? numbers, how would you go
about it?
I. Evaluating learning Read, analyze and solve. Read, analyze, and solve. Suppose you have ₱20.00 with Create a word problem using Create a word problem
you. What are the things that you the given information. Then, using the given
“Racquel has seventy-five 10- “Susan bought 3.5 kilos of can buy and how much change solve information. Then, solve it.
centavo coins, while Kaye sugar at ₱40.75 a kilo and a will you still get? it.
has one hundred 5- centavo dozen eggs at ₱4.90 each for Item Price a box of milk
coins. Who has more money the cake she will bake. She Banana cue ₱7.50 ₱72.95 ₱1300.00
and by how much?” gave the cashier ₱500.00. Candy ₱0.75 6.5 meters 48 cans
How much change did she Buko juice ₱6.00 department store ₱32.00 each
receive?” Pugo ₱1.50 blue cloth
Lumpia ₱5.25
J. Additional activities Read and analyze the Read and analyze the problem. You have 10 pieces of coins. Tier 1 (Structured) Tier 1 (Structured)
for application or problem. Then solve. Then solve. Find at least 3 possible coin Create a word problem similar Create a word problem
remediation combinations with a total of: to this: similar to this:
“Mario needs to buy a “Ana rides a jeepney to a town a. ₱50.00
notebook that costs ₱12.00. 15 kilometres away. The fare b. ₱110.00 “A balut vendor bought 120 “Ana rides a jeepney.
He already has one 5-peso is ₱8.00 for the first 4 c. ₱152.75 new duck eggs at P6.75 each. Thefare is ₱8.00 for the
coin, twenty 25-centavo kilometers and charges an How much did he pay for all first 4 kilometers and
coins, and thirty 10-centavo additional ₱1.50 for every the charges additional ₱1.50 for
coins. every kilometer in excess of
kilometer in excess of 4 eggs?” 4 kilometers. How much
Does he have enough money kilometers. How much change will she pay if she travels a
to buy the notebook? Why?” will she get if she gives the Tier 2 (Semi-Structured) total of 12 kilometers?”
driver a ₱50.00 bill?” Create a word problem that can
be solved by the following Tier 2 (Semi-Structured)
statement: Create a word problem that
₱400 x 6.5 = ___ can be shown by the
following statement:

500.00 – (3 x ₱35.75 + 5
x₱14.95) = ___
IV. REMARKS
V. REFLECTION
1. No. of learners who
earned 80% on the
formative
assessment
2. No. of learners who
require additional
activities for
remediation
3. Did the remedial
lessons work? No.
of learners who
have caught up with
the lesson
4. No. of learners who
continue to require
remediation
5. Which of my
teaching strategies
worked well? Why
did these work?
6. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
7. What innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?