Detailed Lesson Plan in Mathematics 6

I. INTENDED LEARNING OUTCOMES

At the end of the 50-minute discussion, with 85% proficiency level, the pupils are
expected to:
A. multiply a fraction and a whole number;
B. solve problems involving multiplication of fraction and whole number; and
C. cite the importance of knowing multiplication of fraction and whole number.

II. SUBJECT MATTER

A. Topic: Multiplication of Fraction and Whole Number
B. References: 21st Century Mathletes 6, pages 122-123.
C. Materials: DLP, Laptop, Illustration board, Cut papers, Cartolina, PowerPoint
presentation, and Envelope.
D. Methods: Collaborative Learning, Lecture Method, and Inquiry-Based
Approach

III. PROCEDURE
Teacher’s Activity Pupils’ Activity
A. Preliminary Activity
a. Prayer
 Tristan, please lead the prayer.  Lord … Amen.

b. Greetings
 Good morning children.  Good morning, teacher,
Good morning, classmates,
Good morning!
c. Opening Song
 Now, we will sing a song entitled
“Fractions, Fractions anywhere”.  Fraction, Fractions
anywhere,
I saw Fractions everywhere.
One-half, One-fourth and
Three-fourths,
Fractions, Fractions, here
you go.

d. Checking of Attendance
 Is everybody present?  Yes, teacher!

e. Setting of Classroom Standards

 Before we formally start our
discussion for today, what are
the house rules or our classroom  1. Raising of right hand if
standard? someone wants to answer.
2. Listen to the speaker in
front of us.
3. Sit properly.
4. Avoid making
unnecessary noises.
5. Focus on the lecture.
 Can I expect this from all of you?  Yes, teacher.

f. Passing of Assignments
Direction: Solve the equation.

4/8 –1/4 =  2/8 or 1/4

g. Drill
Consider the following:
 10 x 5= ___  50
 7 x 8 = ___  56
 9 x 7 = ___  63
 10 x 8 = ___  80

h. Review
 What was our last topic?  Our last topic was all about
Subtracting Fractions without
regrouping.

 How are you going to subtract

fractions without regrouping?  1st step, find the LCD.
2nd step, rename the
fractions as equivalent
similar fractions.
3rd, subtract the numerators
and copy the denominators.
4th, reduce to lowest terms.
5th, rename the improper
fraction as mixed numbers.

i. Motivation
Activity: Arrange Me!
Direction: Arrange the following
Scrambled Letters.

 Are you ready?  Yes, teacher!

CARFTION  FRACTION
ELOHW  WHOLE
MUNREB  NUMBER
PLYUMLTI  MULTIPLY
NUTORMERA  NUMERATOR
DETORMINANO  DENOMINATOR

 Based on our previous

activity, what do you think is
our topic for today?  Our topic for today is all about
Multiplying Fraction and Whole
Number.

B. Developmental Activities
A. Activity
 This class will be divided into 2
groups. Your co-members in the
group will depend on what color you
will see below in your chair. Look (The pupils will look for their
what color what color you have in color.)
your chair.

 What color do you have children?  Blue, Yellow.

 Now, find your groupmates and seat  (The class will find their
by group. Choose your leader. groupmates and seat by
group.)

 Proceed to your respective places.

Activity: Answer me, please!

Direction: Read the given information
and answer the given problem in the
envelope. You will be guided by rubrics
below.
5 3 1
The answer The answer The answer
Accuracy and solution is is correct but and solution
correct. the solution is was wrong.
not accurate.
Cooperation All members Some No
cooperated. members did cooperation
not can be
cooperate. seen.
Presentation Everything Everything The
was presented was presentation
well. presented was not
well at some good.
part.

Do it within 3 minutes.

Problem:
Robert has 3 gallons of paint. He
used ¾ of the paint. How many
gallons of paint did he use?

Guide Question:
 What is asked?

 What are given?

 What operation will be used?

 What is the solution?

 What is the answer?

B. Analysis
 Reporters, please present your
answers.

 What is asked?  How many gallons of paint did

he use?
 What are given?  3 gallons of paint and ¾ of
paint used.
 What operation will be used?  Multiplication
 What is the solution?  3 x 3/4 = 3/1 x 3/4 = 9/4 or 2
1/4
 What is the answer?
 2 1/4 gallon of paint.

 What are the steps on multiplying

fraction and a whole number?  Convert the whole number to a
fraction by writing 1 as the
denominator of it.

 Multiply the numerators.

 Multiply the denominators.

 Simplify and reduce the

product, if needed. If the result
is an improper fraction, we
convert it to a mixed fraction.
C. Application

a. Guided Practice
Direction: Answer it on the
board.  (The pupils will do the activity
with the guidance of the
-Multiply 5 and 1/5. teacher.)
(The teacher will guide the 5/5 or 1
pupils.)

b. Independent Practice
Direction: Answer the given
scenario. (The pupils will do the activity
-Mayor has 20 prizes. He individually.)
decided to give ½ to the winners
of the relay game. How many of
the prizes are for the relay  20 X ½ = 20/1 X 1/2=
game? 20/2 or 10

c. Group Activity
Activity: Help! Solve the Problem.
Direction: Solve the given problem
involving multiplication of fraction and
whole number. Write your solution in
the given manila paper. Do the activity
within 3 minutes. Be guided by the
rubrics.

Rubrics:
5 3 1
The answer The answer The answer
Accuracy and solution is is correct but and solution
correct. the solution is was wrong.
not accurate.
Cooperation All members Some No
cooperated. members did cooperation
not can be
cooperate. seen.
Presentation Everything Everything The
was presented was presentation
well. presented was not
well at some good.
part.

 Time is up. Present your outputs.

 (The pupils will present their
outputs.)
Group 1: There are 40 pupils in Mrs.
Santos Grade 5 class. 1/5 of the pupils
are present. How many pupils are  8 pupils
present?

Group 2: Mother had 6 kg of flour. She

used 2/3 of it to make a cake. How
much flour did she use to make a  4 kg of flour
cake?

 By doing the activity earlier, what do

you think is the importance of
knowing multiplication of fraction
and whole number?  It is important to learn because
we can use it in distributing
things and also foods.
 Why is it important to know the
steps in multiplying fraction to a
whole number?  Because through the steps, we
can determine how to multiply
fraction and a whole number.
D. Abstraction/Generalization

 What is the first step in multiplying

fraction and whole number?
 Convert the whole number to a
fraction by writing 1 as the
denominator of it.
 What is the second step?
 Multiply the numerators.
 What is the third step?
 Multiply the denominators.
 What is the last step?
 Simplify and reduce the
product, if needed. If the result
is an improper fraction, we
convert it to a mixed fraction.
IV. EVALUATION
Test I. Direction: Choose the letter of the correct answer.

1. 36 x 2/9 = ?
a. 7
b. 8
c. 9
d. 10

2. 50 x 1/6 = ?
a. 8½
b. 8 1/3
c. 8¼
d. 8¾

3. 36 x 2/8 = ?
a. 6
b. 7
c. 8
d. 9

4. In our presentation, ¾ of 24 girls wore skirts made of straw. How many girls
wore straw skirts?
a. 16
b. 18
c. 20
d. 22

5. There are 50 pupils in Grade 6 class. Two-tenths of the class is absent. How
many pupils are present?
a. 5
b. 10
c. 15
d. 20

V. ASSIGNMENT
Direction: Read the page 81 of the book and write the steps in multiplying two
fractions.

Prepared by:

REYNAN B. ZAMORA
2BEED-A