School: HILOCTOGAN ELEMENTARY SCHOOL Grade Level: VI

GRADES 1 to 12 Teacher: JOAN MAY M. DONAIRE Learning Area: MATHEMATICS

DAILY LESSON LOG Teaching Dates and
Time: AUGUST 29 – SEPTEMBER 2, 2022 (WEEK 2) Quarter: 1st Quarter

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standards: The learner demonstrates understanding of the four fundamental operations involving fractions.
B. Performance Standards: The learner is able to apply the four fundamental operations involving fractions in mathematical problems and real-
life situations.
C. Learning Competencies/Objectives:
Write the LC Code for each M6 N S- I b- 90 . 2 M6 N S- Ib -9 2 .2 M6 N S- I b- 92 . 2 M6 N S- I b- 93 . 2
The learner multiplies The learner solves routine The learner solves non- The learner creates
simple fractions and mixed problems involving routine problems involving problems (with reasonable
fractions. multiplication with or multiplication with or answers) involving
without addition or without addition or multiplication without or
subtraction of fractions subtraction of fractions with addition or
and mixed fractions using and mixed fractions using subtraction of fractions
appropriate problem appropriate problem and mixed numbers.
solving strategies and tools solving strategies and tools
correctly. correctly.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.

Multiplying Simple Solving Routine Problems Solves Non-Routine Creating Problems (With
Fractions and Mixed Involving Multiplication Problems Involving Reasonable Answers)
II. CONTENT Fractions with or without Addition or Multiplication with or Involving Multiplication
Subtraction of Fractions without Addition or Without or With Addition
and Mixed Fractions Using Subtraction of Fractions or Subtraction of Fractions
Appropriate Problem and Mixed Fractions Using and Mixed Fractions
Solving Strategies and Appropriate Problem
Tools Solving Strategies and
Tools
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of
III. LEARNING RESOURCES
concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages

2. Learner’s Materials Pages

3. Textbook Pages
 4. Additional Materials from
Learning Resource (LR) portal MISOSA Module Grade 5 MISOSA Module Grade 6 - MISOSA Module Grade 6 -
and 6 - Multiplication of Solving one-step word Solving two-step word
Mixed Numbers and problems on multiplication problems on multiplication
Fractions of Fractions of Fractions

DLP Grade 5 Module 27 DLP Grade 5 Module 27

Lesson Guide in Lesson Guide in

Elementary Mathematics 5 Elementary Mathematics 5
p217 p217
B. Other Learning Resources Flash Cards Flash Cards Flash Cards
Powerpoint Presentation Powerpoint Presentation Powerpoint Presentation

IV. PROCEDURES
A. Reviewing Previous Lesson or Review game (charade)
Presenting the New Lesson Review: (Using flash Complete the table below Divide the class into 5
cards) Call 4 volunteers who will groups.
serve as the actors.
Ask each group to write as
The pupils will act to show many words as they can,
the following words without related to the following.
saying any words.
a) Addition (e.g. sum of,
Check total, added to, in all)
Plan b) Subtraction (e.g. less,
Solve diminished, deducted,
Understand difference)
Multiplication
The pupils will guess the
product, twice, times)
word.
d) Division (e.g. quotient,
After all the words are divided by)
revealed, ask another pupil All common answers will be
to arrange the words in order. eliminated. The group
with the most number of
Let the pupils explain the correct answers remain
importance of each step. will be the winner.
Let them state what will Original File Submitted and
happen if they missed any Formatted by DepEd Club
of the steps. Member - visit depedclub.com
for more
B. Establishing a Purpose for the Show a picture of kids jogging Show a picture of a mother Show a picture of a girl who is
Lesson in a track oval preparing a chicken dish for baking.
 Show a picture of a man Ask: lunch. Ask: What can you say about
harvesting fruits from a farm.  What are the children doing? Ask: the picture? What do you
Ask pupils what are the things  Why is it important for us to  What is your favorite chicken think is the girl doing?
they can see in a farm. exercise? dish? Why?
 What do you think mother
Ask the characteristics of the
will cook for lunch?
man.

C. Presenting Examples/Instances of Problem Opener: Problem Opener: Problem Opener: Let the pupils give a name for
the Lesson Mang Emong harvests crates Carlo can jog 4 23 km in one Michael saved 200 pesos. He the girl in the picture.
of mangoes each day. hour. How far can he jog in 12 used 12 of it to buy a bag and Ask them to make a
The table shows the record of hour? 12 of his remaining money to scenario/situation.
his harvest. Let the pupils discuss the steps buy a book. What fraction of Ask: What are the needed
in solving word problems. his money was left? How ingredients in making a cake?
Understand much was left? Out of the given situation, let
 What is the problem asking Let the pupils discuss the steps the pupils create an
you to find? in solving word problems. interesting word problem.
 What are the given Understand Let them discuss. What are the
information that will help us  What is asked in the things they should consider in
solve the problem? problem? creating a word problem?
Plan  What are the given facts?
 Can you visualize how to go
through the problem? Plan
How many crates of mangoes  What strategies can you  What are the operations to
can Mang Emong harvest in suggest to solve this problem? be used?
half an hour? In 4 hours? In 4  What is the correct number
12 hours? Solve sentence?
 Show the solution.
What operation can we use in Solve
solving the problem? Check  Show the solution.
 Have you checked your
Elicit from the learners how to calculations? Check
multiply mixed numbers and  Did you use correctly all  Have you checked your
fractions. important data provided? calculations?
Let the pupils observe what  Does the answer make  Did you use correctly all
happened in every step of the sense? important data provided?
solution.  Did you look for another way  Does the answer make
to solve the problem to find sense?
out if your answer is correct?  Did you look for another way
to solve the problem to find
out if your answer is correct?

D. Discussing New Concepts and Pair work Group work Group work Group work (5 groups)
Practicing New Skills #1 Find the product of the Groups 1 and 2 (using any Answer the following Make another interesting
following. Reduce the answer to strategy): problems. problem out of the previous
 simplest form, whenever “A garden plot is 5 1/2 meters What comes next in the given situation.
possible. long and 2/3 meter wide. set of number Ask: What if the girl will bake 2
What is the area of the garden cakes? 3 cakes? How are we
plot?” going to adjust the
Groups 3 and 4 (using any ingredients?
strategy):

“How many cubic meters of

water can a tank 1/2 meter
long, 1/3 meter wide, and 2 2/3
meters high hold?”

Each group will present their

output in class.
E. Discussing New Concepts and Solve the following. Write the Think-pair-share Let each group exchange the
Practicing New Skills #2 answer in simplest form, Answer the problem below. problems they made. Group 1
whenever possible. Use different strategies in will answer the work of group
1) Multiply 2 1//3 by 3/5 . solving. 2, Group 2 will answer the
2) What is 4/5 of 2 1/8 ? 1) A truck was 78 filled with work of group 3, and so on.
3) Find the product of 1 1/3 x 2 grocery items for delivery. The
1/2 x 3/5 . driver delivered 23 of this to
supermarket. What part of the
truckload of grocery items was
delivered? What part of the
truck load was not delivered?

Encourage the pupils to use

different strategies in solving.
Let the pupils share what
strategy they used in solving.
F. Developing Mastery Assign a number to every Solve: Pair work Make a meaningful problem of
(Leads to Formative Assessment 3) student in the class. Mang Celso caught 40 1/2 Solve: the given problem and solve.
Randomly select a pupil or kilograms of fish. He sold 3/4 Ken planted a mongo seed. He 1)
group of pupils to answer a of it. How many kilograms noticed that the seed grew 1/5
question. of fish did he sell all in all? times larger than the previous
Say: All even numbers please week. This week, he measured
stand up the plant and found out that it
Only pupils assigned to an is 10 cm tall. How tall will the
even number will stand up and plant be two weeks from now?
answer a question on their The teacher will guide the
show-me-board. pupils in answering the
a) All even numbers problem.
b) All multiples of 3
c) Numbers divisible by 4
 d) Numbers between 20 and
30
e) Numbers divisible by 5

*Make it sure that all pupils

will be called.
Answer the following. Reduce
the answer in simplest form. The plant will grow 2 cm taller,
1) 5 14 x 27 so it will become 12cm.
2) 29 x 7 78
3) What is 12 of 9 13 ? 10 X 1/5 = 2
4) What is the product of 4
and 3 25? During the second week, it will
5) What is 34 x 12? grow 2 25 cm. After the
second week, the height of the
Add more if necessary. plant will be 14 25 cm.

12 X 1/5 = 12/5 = 2 2/5

The teacher may extend the

problem until the 10th week.

G. Finding Practical Applications of Read, analyze, and solve the Read, analyze and solve the Read and solve the following Act out.
Concepts and Skills in Daily Living problem below. following problems. problems. Show your neat and The class will be divided into 4
Mang Jess used 3/4 liters of Show your neat and complete complete solution. groups. Each group will be
paint to cover 10 1/2 square solution. 1) Mang Daniel had 4 3/4 given time to create their
meters of wall. How many 1) Aling Maria has 6 2/3 hectares of land. He used 3/5 word problem. After the time,
liters of paint is needed to kilograms of malagkit rice. She in planting mango trees, and they will act out their problem.
cover 12 1/4 square meters of used 3/4 of it and made biko. 14 in planting santol trees. The remaining groups will
wall? How many kilograms of rice What fraction of Mang guess the problem by writing it
did she use in making biko? Daniel’s land is planted with on their white boards.
trees?
2) Josephine’s house is 2 1/4 1) Rowena has 1/2 meter of
kilometers away from school. red ribbon, 1 2/3 meters of
Carlo’s house is 2/3 as far as yellow ribbon. She used 2/5 of
Josephine. How far is Carlo’s it for her project. How much
house from the school? ribbon did she use for her
project?

H. Making Generalizations and How do we multiply mixed What are the steps in solving What are the steps in solving How do we create word
Abstractions about the Lesson numbers and fractions? word problems? word problems? problems?
Why is it important to change Why is each step important in Why is it important to check What are the things to
the mixed number to problem solving? your answer? consider in making meaningful
 improper form before mathematical word problems?
multiplying?
In what real-life situations can
we apply the concept of
multiplying mixed numbers
and fractions?

I. Evaluating Learning Answer the questions below. Solve the following problems. Solve the following problems. Group evaluation.
Write the answer in simplest Let each member of the group
form, whenever possible. 1) A street sweeper can clean 1) Rica can drink 3 1/2 liters of evaluate their own work based
1) If you multiply 5/6 and 3 10 2/3 meters of street in half water in a day. How many on the rubric given. Let them
4/5, what will you get? an hour. How many meters of liters of water can she drink in discuss how to improve their
2) Find the value of N in the street can he clean if he works 5 days if on the 5th day she work.
statement: for only 3/4 of an hour? drank 1/4 liters more? After the each group’s
4/7 x 6 3/5 = N 2) Jules can run 5 2/3 2) The laborers can finish discussion, let the pupils
3) If 2/9 x 4 5/8 are multiplied, kilometers in one hour. How cementing 4/5 kilometer of rewrite their work.
the product is _____. far can he go if he runs for road in a day. How many
only 3/8 of an hour? kilometers of road can they
finish if they work for 10 1/2
days?

J. Additional Activities for Application Please refer to Lesson Guide in Solve the following problems. Solve the following problems. Create your own interesting
or Remediation Elementary Mathematics 5, Show your neat and complete Show your neat and complete and challenging word
pp. 208- 209 solution. solution. problem.
1) A jug contains 4 1/2 liters of 1) A rectangular lot is 10 Rubrics
water. How many liters can it 2/3 meters long and 5 5: Creates a problem clearly
hold if it is 2/3 full? 3/8 meters wide. If ½ with complete data.
meters wide 4: Creates unclear problem
2) Mang Mariano harvested 25 pavement is place with complete data.
1/2 sacks of palay. He saved around the lot, what 3: Creates a problem with
2 /17 of the sacks. How many is the area of the lot incomplete data.
sacks of palay did Mang not covered by the 2: Attempts to create a
Mariano save? pavement? problem.
1: No work at all.

IV. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the
V. REFLECTION students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require
 additional activities for remediation

C. Did the remedial lessons work? No.

of learners who have caught up with
the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
work well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovations or localized
materials did I used/discover which I
wish to share with other teachers?