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QUARTER I
Week 2
Subject: MATH Grade Level: 6
Date: __________________ Day: 1
The learner demonstrates understanding of the
Content Standard
four fundamental operations involving fractions
The learner is able to apply the four fundamental
Performance Standard operations involving fractions in mathematical
problems and real-life situations.
Multiplies simple fractions and mixed
Competency fractions.
M6NS-Ib-90.2
I. OBJECTIVES
Knowledge: Multiplies simple fractions and mixed fractions.
Skills: Manipulates visuals and draws regions to show
multiplication of fractions and mixed form.
Attitude: Be accurate in multiplying simple fractions and
mixed fractions
NUMBER AND NUMBER SENSE
II. CONTENT (Multiplying Simple Fractions and Mixed
Fractions)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide 21st Century Mathletes 6 pp.2-3
Pages Teachers Guide in Elementary Mathematics 6
pp.203-215
2. Learner’s Materials 21st Century Mathletes 6, pages 3-4
Pages
3. Textbook Pages Liking Mathematics 6, page 122-124
4. Additional Materials Liter set, Fraction kit, Flats and Longs
5. Learning Resources http.//lrmds. deped.gov. ph
(LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing or presenting the Drill ( See Attachment A)
new lesson Directions: Changing fractions to lowest terms.
1. Divide pupils into 4 groups
2. Teacher shows fraction in Meta cards.
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3. Each member of the group is given a
chance to answer.
4. The group who has the greatest number
of points is declared as winner.
Review
Read and Solve
1
Mother bought 5 kg of meat. She cooked 1 kg
2
1
on Saturday and 2 kg on Sunday. How many
3
Kilograms of meat not cooked?
¿ kg of meat)
B. Establishing a purpose for Ask:
the lesson a. Who among you have vegetable garden at
your backyard?
b. What are the plants planted in your
vegetable garden?
(Answers may vary)
c. How does it help you and your family?
(Answers may vary)
C. Presenting examples of the Presentation of the problem: ( See attachment C)
new lesson
One Saturday morning Cathy’s mother asks her
to go to market to buy some ingredients for
1
making a bibingka. Each bibingka needs of a
6
3
piece of cheese and1 of butter. How many 1/6
4
3
piece cheese and 1 of butter that Cathy needs
4
to buy for 5 bibingka ?
Ask these questions:
a. What ingredients did Cathy’s buy from the
market?
(Answer: She bought cheese and butter)
b. What kind of a girl is Cathy?
(Answer: She is industrious and diligent.)
c. Will you obey your mother?
(Answer: Yes)
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5 3
( cheese and 8 butter)
6 4
D. Discussing new concepts Performing the Activities
and practicing new skills #1 Group Work
Group the class into four teams. Let them
solve the problem for a few minutes.
1
Linda received of a pizza pie from her friend.
2
1
She gave of this to her seatmate who had no
3
money to buy food for recess. What part of the
whole pie did Linda share to her seatmate?
1
(Answer: of the pie)
6
Ask the pupils to think about this:
a. If you were Linda would you shared the
same pie the same way? (Yes)
b. Why or Why not?
(Because it is good to give to the needy.)
E. Discussing new concepts (See attachment E)
and practicing new skills #2
3 2
Mother bought 1 kg of mangoes. Ben ate of
4 3
this for breakfast and lunch. How many
kilograms of mangoes were eaten by Ben?
Ask the following questions:
a. How do we solve the problem?
(to solve the problem we gather first the
information given)
b. What operation do we use to solve the
problem?
(multiplication)
c. How do we translate the expression?
2 3
of 1 =N
3 4
3
d. What shall we do with 1 first to be able
4
to solve the problem?
(Change it to improper fraction)
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14 1
Answer: =1 kg of mangoes
12 6
F. Developing Mastery Find the product and reduce your answer to the
lowest term.
1 2 7
1. x3 =
4 4 8
2 1 11
2. x 4 =1
5 3 15
3 3 17
3. x5 =2
7 8 56
2 3 2
4. x7 =2
7 9 21
G. Finding practical Multiply the following fractions. Reduce the
applications of concepts and answer to lowest terms if possible.
skills in daily living 3 1 11
1. x 4 =1
10 4 40
2 3 1
2. 4 x =2
3 4 2
2 3 11
3. x 2 =
9 4 18
1 1 5
4. 9 x =1
2 7 14
H. Making Generalizations and To multiply fractions, multiply the numerators to
abstractions about the get the numerator of the product. Multiply the
lesson denominators to get the denominator of the
product.
To multiply mixed numbers, first change them to
improper fractions before multiplying. Rewrite a
whole number as a fraction whose denominator
is 1 before multiplying.
Always reduce the answers to the lowest terms or
simplest forms. When we multiply fractions , the
product is less than the original number.
I. Evaluating learning (See attachment I)
Find the products. Reduce the answer to the
lowest terms.
4 1 3
1. x1 =
10 2 5
3 3 9
2. 2 x = 3
5 5 10
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2 2 13
3. x4 =1
5 3 15
2 3 11
4. x2 =1
3 5 15
J. Additional Activities for Answer what is asked for in the following:
application or remediation
3 3
1. If you multiply and 4 , what will you get?
7 6
3 27 81 39 13
(Answer: x = =1 =1 )
7 6 42 42 14
2. The product of 5/9 and 3 3/5 is what number?
5 18 90
(Answer: x = =2)
9 5 45
V. REMARKS
VI. REFLECTION
A. No. of learners who earned ___ of Learners who earned 80% above
80% in the evaluation
B. No. of learners who require ___ ___ of Learners who require additional
additional activities for activities for remediationof Learners who earned
remediation 80% above
C. Did the remedial lessons Yes ___No
work? No. of learners who ____ of Learners who caught up the lesson
have caught up the lesson
D. No. of learners who ___ of Learners who continue to require
continue to require remediation
remediation
E. Which of my teaching ___ Group collaboration
strategies worked well? ___ Games
Why did these work? ___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
F. What difficulties did I __ Bullying among pupils
encounter which my __ Pupils’ behavior/attitude
principal and supervisor __ Colorful IMs
help me solve? __ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
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__ Additional Clerical works
G. What innovation or Planned Innovations:
localized I used/discover __ Localized Videos
which I wish to share with __ Making big books from
other teacher? views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
ATTACHMENT
Day: 1
Content: Number and Number Sense
DISCUSSIONS:
In multiplication of fraction, you have to recall multiplication of whole numbers.
Both use the same properties although multiplication of fractions has more steps to
follow.
1. To multiply fractions, multiply the numerators and then the denominators.
2. To multiply mixed numbers, first change them to improper fractions before
multiplying. Rewrite a whole number as a fraction whose denominator is 1 before
multiplying.
3. Always express the product in simplest form.
ATTACHMENT (A)
Directions: Changing fractions to lowest terms.
2 5
6 10
6 4
12 8
3 5
9 15
Review
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Read and Solve
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Susan Guardiano-La Libertad Central School
1 1
Mother bought 5 kg of meat. She cooked 1 kg on Saturday and 2 kg
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ATTACHMENT (C)
One Saturday morning Cathy’s mother asks her to go to market to buy
1
some ingredients for making a bibingka. Each bibingka needs of a
6
3 3
piece of cheese and1 of butter. How many 1/6 piece cheese and 1 of
4 4
butter that Cathy needs to buy for 5 bibingka ?
ATTACHMENT (D)
1 1
Linda received of a pizza pie from her friend. She gave of this to her
2 3
seatmate who had no money to buy food for recess. What part of the
whole pie did Linda share to her seatmate?
ATTACHMENT (E)
3 2
Mother bought 1 kg of mangoes. Ben ate of this for breakfast and
4 3
lunch. How many kilograms of mangoes were eaten by Ben?
ATTACHMENT (F)
3 2
Mother bought 1 kg of mangoes. Ben ate of this for breakfast and
4 3
lunch. How many kilograms of mangoes were eaten by Ben?
ATTACHMENT (G)
Multiply the following fractions. Reduce the answer to lowest terms if
possible.
3 1
1. x 4 =
10 4
2 3
2. 4 x =
3 4
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3. x 2ES =
Noves Sangilan-Pisong
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1 1
4. 9 x =
2 7
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ATTACHMENT (I)
Find the products. Reduce the answer to the lowest terms.
4 1 3
1. x1 =
10 2 5
3 3 9
2. 2 x = 3
5 5 10
2 2 13
3. x4 =1
5 3 15
2 3 11
4. x2 =1
3 5 15
SUPPLEMENTARY ACTIVITIES
Note: The activities included here will be used only when needed.
Multiply and express the answer in simplest form.
1 2
1. 2 x3 =
3 3
1 4
2. 4 x =
4 7
4 5
3. x =
5 8
3 3
4. 4 x 2 =
5 10
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REFERENCES
A. DepEd INSTRUCTIONAL MATERIALS:
Marjoseph H. Perez,& et.al.(2016). 21st Century Mathletes
B. BOOKS AND OTHER REFERENCES
Adela C. Villamor, & et al.(1995). Liking Mathematics 6
K to 12 Curriculum Guide Mathematics. (2012). Department of Education,
Philippines;
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