Mathematics 6

Grade 6 School Cabugao ES Grade Section Six

Daily lesson Log Teacher Michelle M. Mendeja Subject Mathematics 6

Date/Time October 10 , 2022 Quarter First

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

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

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

C.Learning Differentiate terminating and repeating/non-terminating decimal quotients

Competencies/ Objectives
M6Ns-Ii-119

III.CONTENT 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.

Differentiating between terminating and repeating/non-terminating decimal

quotients

III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children's
RESOURCES interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
materials as well as paper-based materials. Hands-on learning promotes concept development.

A.References

1.Teacher’s Guide pages TG pp 96-98

2.Learner’s Materials
pages LM pp___

3.Textbook pages
4.Additional Materials from LAA lesson
Learning
Resource(LR)portal

B.Other Learning Resources

IV. Learning Activities These steps should be done across the week. Spread out the activities
appropriately so that students will learn well. Always be guided by
demonstration of learning by the students which you can infer from formative

mmendeja
 Mathematics 6

assessment activities. Sustain learning systematically by providing students with

multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to
their life experience and previous knowledge. Indicate the time allotment for
each step.

A. Reviewing previous 1. Warm-up song

lesson or presenting the 2. Mental Problem
new lesson
3. Drill
Skip Counting/ Multiplication Facts.

4. Review
Give the quotient
1. 25÷2.5 = N
2. 39÷.25=N
3. 14.2÷3=N
4. 36.3÷3=N
5. 28.12÷12=N
B. Establishing a purpose What are your favorite fruits? What nutrient can we get from them? How often
for the lesson motivation do you eat these fruits.
Present pictures of Lanzones. How does it taste?
(Emphasize the value of fruits in our body.
C. Presenting examples/ Activity 1
instances of the new
lesson Present the word problem:
a. Mrs Reyes bought 1/3 kg of Lanzones. The reading on the scale was
Presentation
0.33. Did Mrs. Reyes get what she bought?

Activity 2

D. Discussion of new How did you get 0.33?

concepts and practicing Divide 1 by 3=0.333
new skills #1 What do you notice with the decimal quotient?
The numbers are repeating

mmendeja
 Mathematics 6

E. Discussing new Draw a star if the statement is correct and triangle if not. Write your answers on your
concepts and practicing answer sheet. 1.) The quotient of 20 divided by 30 is a repeating non-terminating
new skill # 2 decimal.
2.) When you divide 7 by 30, the quotient is a terminating decimal.
3.) The decimal value of 3 5 is a repeating non-terminating decimal.
4.) Nine divided by ten is equal to 0.9, which is a terminating decimal.
5.) The equivalent value of 8 11 in decimal form is which is a terminating decimal.
F. Developing mastery of Direction: Identify the following decimals whether terminating or repeating
the lesson decimals.
1. 0.6
2. 0.25
3. 0.2857142
4. 0.12
5. 0.8
G. Finding practical Find the quotient. Differentiate whether the quotient is terminating or repeating
applications of concepts nonterminating decimal by putting a check (/) under the corresponding column. Write
and skills in daily living your answers in your answer sheet.

H. Making generalizations  When we divide a number by another number with decimal quotient and
and abstractions about there is no remainder, the decimal is called terminating decimal.
the lesson  When the quotient keeps on repeating, the decimal is called repeating
decimal. A bar (-) above the number indicates that
the digit repeats indefinitely.

I.Evaluating learning Solve for the quotient. Write T if the quotient is a terminating decimal and NT if
repeating non-terminating. Write your answers on your answer sheet.
1.) 3 ÷ 20
2.) 5 ÷ 30
3.) 8 ÷ 12
4.) 10 ÷ 40
5.) 8 ÷ 9

mmendeja
 Mathematics 6

J. additional Learning

V.REMARKS
VI REFLECTION Reflect on your teaching and asses yourself as a teacher. Think about your students'
progress this week. What works? What else needs to be done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet
them, you can ask them relevant questions.
A. No of learners who earned
80% in the evaluation
B. No of learners who
require additional
activities for remediation
who scored below 80%
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 worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?

mmendeja