School: Cabittaogan Elementary School Grade Level: VI

GRADES 1 to 10
Teacher: NARLINA R. RAFANAN Learning Area: MATHEMATICS
DAILY LESSON LOG
Teaching Dates and Time: AUGUST 12 - 16, 2024 (WEEK 3) 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: M6NS-Ic-96.2 M6NS-Ic-97.2 M6NS-Ic-97.2 M6NS-Ic-98.2
Write the LC Code for each The learner divides The learner solves routine The learner solves routine
simple fractions and mixed problems involving division problems involving division The learner creates problems (with reasonable answers)
fractions. without any of the other with any of the other involving division without or with any of the other
operations of fractions operations of fractions operations of fractions and mixed numbers.
and mixed fractions using and mixed fractions using .
appropriate problem appropriate problem
solving strategies and tools solving strategies and tools
correctly. correctly.
II. Content
Solving Routine Problems Solving Routine Problems Creating Problems (With Reasonable Answers) Involving
Involving Division Involving Division Division Without or With any other operations of
without any other with any other operations of Fractions
Division of Fractions and
operations of Fractions and Fractions and Mixed and Mixed Fractions
Mixed Numbers
Mixed Fractions Using Fractions Using
Appropriate Problem Appropriate Problem
Solving Strategies and Solving Strategies and
Tools Tools
II. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages

2. Learner’s Materials Pages

3. Textbook Pages
 4. Additional Materials from BEAM LG Grade 6, Module DLP Gr. 6 Module 40 BEAM LG Gr. 6 Module 10 BEAM LG Gr. 6 Module 10
Learning Resource (LR) portal 10 pp. 6 – 7 BEAM LG Gr. 6 Module 10
BEAM LG Gr. 6 Module 10 p. p. 33
32
B. Other Learning Resources Teacher-made worksheets Teacher-made worksheets Teacher-made worksheets Teacher-made worksheets Teacher-made worksheets
Videos:
https://youtu.be/hTIQd
Rqh7eg
https://youtu.be/4aOVp
cBHeNM

III. PROCEDURES
A. Reviewing Previous Lesson or Picture Equation: (Review of Group Game: The class will be
Presenting the New Lesson multiplying fractions) Group Activity: The class will Collaborative Activity: The Give a group activity to the divided into 5 groups. Each
Students will be grouped be divided in groups with five class will be divided into 10 class (see DLP Creating group will make a problem
into 5. Each group will be members. As a group, they groups. Each group will be Problemreview) Ask the similar to the one posted by
given set of pictures will answer questions given given a worksheet to recall following questions: the teacher. After making the
illustrating various by the teacher involving the concept of division of 1. How do you find the problem, each group will
fractions. What the pupils division of fractions. The fractions and its application activity? exchange their work and
will do is to find the pictures group who will get the in problem solving. 2. What did you consider in answer the problems made by
of fractions that will give highest score will be (Worksheet No. 4) Note: You arranging the phrases? 3. the other group. “Mark makes
the indicated product when declared the winner. can limit the number of What can you say about the decorative candles. He has 3
multiplied. 1. 6/8 ÷ 2/5 groups problems formed? 2/3 kg of wax at home and

Example: 2/ 3 𝑥 ¾
2. 5 7/8 ÷ 3/5 4. Do you think it is easy to buys 5 1/4 kg more. If he uses
3. 9 1/6 ÷ 5 make problems? 3/7 kg of wax for each candle,
4. 10 / 2 ÷ 4 1/4 how many candles can he
5. 7/15 ÷ 3 1/5 make in all?”

B. Establishing a Purpose for the Ask the learners: 1. How did Ask the learners: Inform the class that the Facilitate the processing of
Post a problem and instruct
Lesson you arrive with your answer 1. How do we divide target for today’s lesson is the pupils’ works.
the learners to solve it using
in each one? fractions? (cite various to write interesting and
any method. “There were 10
2. How do we multiply examples given different challenging word problems
1/2 loaves of bread which
fractions and mixed types of fractions, ex. for their classmates to
were equally shared with 21
numbers? Dividing whole number by a solve. Ask them what they
street children. What part of
3. In what instances do we fraction; a fraction by already know about
the bread did each child
need to divide fractions and another fraction etc.) creating word problems.
get?” Call for volunteers to
mixed numbers? 2. How do we solve word
solve the problem on the
problems?
board. Allow the students to
explain their work and
compare it with the others.
C. Presenting Examples/Instances Give an overview on Introduce Polya’s 4 steps in To facilitate the Introduce another way of
of the Lesson dividing fractions through solving problems:  Give a new set of problems presentation of the lesson, crafting word problems, this
video presentation. Direct Understand the problem (combination of different refer to the attached DLP time given the mathematical
solution: What is asked? What are the operations) and ask the pupils (“During the lesson” part). sentences.
(https://youtu.be/hTIQ given?  Devise a plan What to analyze and differentiate it Original File Submitted and
dRqh7eg) Using bar model: operation to be used? What from other problems they Formatted by DepEd Club
(https://youtu.be/4aOV is the number sentence?  have encountered. Member - visit
pcBHeNM) Carry out the plan What is depedclub.com for more
the complete solution?  1. Mother gave 2/7 of a cake
Look back and evaluate the to her sister and 1/5 to her
solution Check if the answer father. If she will divide the
is correct. remaining cake to her 3
Note: You may also show the children, what part of the
solution using bar mode cake will each get? 2. Mike
drank 1/2 glass of milk at
breakfast, 2/3 glass at lunch
and 4/5 glass at dinner. If he
has one bottle of milk which is
good for 6 glasses, will it last
for 4 days?
D. Discussing New Concepts and Think-pair-share: Using bar Think-pair-share: Two (2) Collaborative activity: Give
Practicing New Skills #1 models, divide the following problems will be posted and Triads: The class will be this problem as an
fractions. will be solved by the pupils in divided into group of three. exercise (problem that was
1. 8 ÷ 1/2 pairs. (refer to DLP Gr. 6 Each group will be provided already presented to them
2. 5/6 ÷ 3 Module 40 pp. 6 – 7) with a task card. (Worksheet before): Mikka did 2/13 of
3. 4/6 ÷ 1/3 No. 5) a load of laundry on
4. 3 1/2 ÷ 1/3 Thursday and 5/13 of a
5. 1/5 ÷ 2 1/5 load of laundry on Friday.
If she will still do laundry
on Saturday and Sunday,
what part of the remaining
laundry will each day
have?
E. Discussing New Concepts and Collaborative Activity: The Collaborative Activity: Give After the activity, the Collaborative Activity: Post
Practicing New Skills #2 class will work on this a task card that each group teacher will ask the pupils mathematical statements on
activity in groups. “Follow will solve. (Refer to their insights and the board which the class
Me” Complete instruction Worksheet 2 – Let’s experiences while doing the will try to form word
and activity sheets could be Investigate) A rubric on task. problems about.
found in BEAM LG Gr. 6 how the work of the pupils 1. 5 3/4 ÷ 4
Module 10 pp. 22-28 be graded will also be 2. 3 5 7 ÷ 2 3
provided. (from BEAM LG Write on the board the
Gr. 6 Module 10 pp. 32) problems that the pupils
may think. Then volunteers
will solve each problem on
the board.
F. Developing Mastery Individual Activity: Find Individual Activity: In their Individual Activity: Let the Individual Activity: Let the
(Leads to Formative Assessment each quotient. notebook, let the pupils pupils solve the following pupils do the following
3) 1. 5/8 ÷ 2/3 solve these problems. individually. 1. Margarita individually.
2. 3 1/3 ÷ 2/5 1. Shane has a piece of rope solicited 10 2/3 litres of 1. Write a problem similar to
3. 5 3/5 ÷ 4 that is 7 4/5 meters long. If paint for the Brigada “Don Antonio has 7 7/8
4. 4 1/2 ÷ 2 1/3 he cuts it into pieces that Eskwela. Their City Mayor hectares of land. His wife
5. 7/9 ÷ 2 3/4 are each 3/5 of a unit long, gave their school another 7 has 2/3 of what he has. If
how many pieces does he 2/5 litres of paint. If each they will divide their lands
have? classroom needs 2 3/7 litres, among their 7 children, what
2. Dawn is making pan how many classrooms can part will each child have?”
cakes for her friends. Each be painted? 2. Write a story problem
pan cake requires 4 1/3 2. Rona has 20 1/2 meters of that shows: 3 5/7 ÷ 4/5 = �
table spoon of flour. If she cloth, she uses 2/3 of it for a
has 10 friends, do you think girls’ dress. The remaining
43 1/2 spoons of flour is cloth will be used for a baby
enough? Explain. dress. If each dress needs
4/5 meters, how many baby
dress can Rona make?
G. Finding Practical Applications of Ask: In your everyday life, Ask the students if the Ask: From all the activities Ask: If you will relate to a
Concepts and Skills in Daily how can the concept of problems they encounter that we had, aside from the song your experience in
Living dividing fractions be helpful during the lesson really do concept of dividing fractions, creating word problems,
to you? Explain the reason happen in real-life. what other ideas do you what would it be and why?
of saying so. think are useful in our daily
lives?
 H. Making Generalizations and “How do we divide a whole Let the pupils recall and Encourage the pupils to Let the pupils discuss to the Let the pupils discuss to the
Abstractions about the Lesson number by a fraction? a generalize the steps in identify the techniques and class the points to class the points to
fraction by another solving word problems. strategies they applied in remember when creating remember when creating
fraction? a mixed number 1. Understand the problem order to solve the problems word problems. word problems.
by a fraction? a mixed 2. Devise a plan the quickest way possible
number by a whole? mixed 3. Carry out the plan aside from the steps you’ve
numbers? a Fraction by a 4. Look back and evaluate given them.
mixed number? the solution

I. Evaluating Learning Refer to worksheet No. 1 Refer to worksheet No. 3 Refer to worksheet No. 6 1. Write a word problem
that can be solved by the
statement 12 5/7 ÷ 2 1/5 . 2.
Create a problem similar to
this: “Martin is a long
distance runner. He can run
a mile at a consistent pace
of 8 2/5 minutes. How many
miles can he run in 1 1/3
hours if he keeps that
pace?”
J. Additional Activities for Make a journal stating what Make a poster showing Write a paragraph explaining
Application or Remediation you have learned and how real-life situations of your experience in creating
you will apply the concept solving word problems word problems and discuss
of division of fraction inside about fractions. its importance to your daily
your home. life.

IV. REMARKS

V. REFLECTION
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?

Prepared by:

NARLINA R. RAFANAN Checked by:

Teacher III MA. LOURDES R. RABE
School Principal II