Republic of the Philippines

Department of Education
MIMAROPA REGION
DIVISION OF ORIENTAL MINDORO
LEON GARONG MEMORIAL SCHOOL
ESTRELLA NAUJAN ORIENTAL MINDORO

Lesson Plan in Mathematics

October 9, 2023 (Monday)

Time: 9:55 – 10:45

I.OBJECTIVE

Subtract fractions and mixed numbers with similar denominators without regrouping
(M5NS-If-85)

II. SUBJECT MATTER

Subtracting fractions and mixed numbers with similar denominators without

regrouping (M5NS-If-85)

Materials: activity sheet, dominoes, playing cards

Power point presentation,
References: Math 5 (21st Century MATHletes pp.71 - 78

Value Focus: awareness of eating the right foods,

clean up drive

III. PROCEDURES

A. Preparatory Activities

1. Drill: Basic multiplication facts

Call the pupils individually to answer the multiplication facts that will come out
after picking playing cards. (Call pupils to answer by using the spinning wheel)

2. Review

Let me see if you can recall your past lesson. Answer as fast as you can.

Changing improper fractions to mixed numbers. Volunteer pupils will be asked to

pick a domino and ask him/her to change the number in the domino into a mixed number

6 4 5 5
Ex: , ,
4 3, 3 2

1
B. Developmental Activities

1. Motivation,
(Integration of Science, Health, Literacy)
Show a picture of pizza.
Questions: 1) What is the picture?
2)Is pizza a healthy food?
3) What kind of mixture is the pizza? (Heterogenous/Homogenous)
4) How many of you have eaten pizza? Is it eaten as a whole or it is
usually cut into slices?

2. Presentation

a) Have the pupils watch the video presentation. Tell them to be aware of the letters
that will come out in the video.

b) Play the jumbled letters (S U B T I O N T R A C)

Ask: What do you think is the WORD? (Give them 5 seconds to guess the words)

2. Discussion
(Have the pupils read the problem)
Aling Rosa brought a whole pizza pie sliced into 8 equal parts as pasalubong to
her children. If her children ate 3/8, how many more slices of pizza were left?

Illustrate the process of subtraction of similar fractions using drawings.

Show them how to subtract mixed numbers.

Madam Linalen bought 4 2/3 bibingkas in Curva, she gave 3 1/3 to Grade V- Brilliant pupils as a
prize for them for being quiet during their class, how many bibingka were left?

3. Fixing Skills: Group Activity

Let us play a game. The boat is sinking. Group yourselves into 4
1) Divide the group into 4

Remind pupils of the rules to follow in doing group work:

Group I- MATCH MAKER – a cut-paste activity that requires learners to solve the
given fractions (Arts)
Group II – ARTISTIC MATH – a drawing activity wherein the learners draw the given
fractions and solve it
Group III – MATH in my World- real-world math – write about subtracting fractions in
an everyday setting -Solving a word problem.
Group IV – MATCH HUNTER – pupils will match the puzzle to the corresponding
answer.

2) Each group will be given an activity

3) Report to the class their derived solutions and answer

2
4. Generalization

Ask: How do you subtract similar fractions/mixed fractions?

4. Application-Pupil’s Activity (Individual)

Find the difference:

1. 7/9 -3/9 = ______

2. 12/15 – 11/15 = _____
3. 5/8 – 3/8 = ______
4. 5/7 – 4/7 = _______
5. 15/20 – 11/20 = ____

IV. EVALUATION
Subtract the following similar fractions/mixed numbers.
1. 5 4/5 - 2 2/5 = ?
2. 13/14 - 10/14 = ?
3. 7 3/5 - 1 2/5 = ?
4. 12/17 - 8/17 = ?
5. 45 2/3 - 20 1/3 = ?

V. ASSIGNMENT

1) Refer to Math Challenge p. 79

REMARKS: _______________________________________________________________

Prepared by:

ELVIE J. MENDOZA
Master Teacher II

Noted by:

LINALEN L. PAPASIN
Principal I

3
LEON GARONG MEMORIAL SCHOOL – 110492
Daily Lesson Log in Mathematics VI

June 6, 2017
Tuesday

I.OBJECTIVE
Add mixed numbers without regrouping (M6NS-Ia-86 )

II. SUBJECT MATTER

Adding mixed numbers without regrouping.
Materials: strips of paper, cut outs, fraction charts, Power Point Presentation
References: Lesson Guide 6 pp.212- 215

III. PROCEDURES

A) Preparatory Activities
1. Drill: Game: Pass It On
Mechanics:
1) Form 4 groups with equal number of members
2) Write on a flash card the fractions
Direction: Give the LCD of the pair of fractions
Ex: ½ and ¼ 2/3 and 1/2
2/3 and 1/6 4/5 and 3/4

4
3/5 and 9/10 ¼ and 1/6
¼ and 9/16 2/5 and 5/6
2) The teacher flashes the cards.
First pupil writes his answers on the board, then goes at the back. The next pupil
waits for the teacher to flash the card before he writes his answer on the board. This
procedure continues until everyone in the group has answered the question. Answers are
checked. The group with the most number of correct answers wins the game.

2. Review:
1) Checking of assignment
2) Use flash cards. Answer on your show Me Board. (Adding similar fractions)
1) 1/5 + 3/5 = 2) 5/8 + 6/8 = 3) 11/16 + 8/16 =
4) 1 2/6 + 2 5/6 = 5) 3 1/7 + 2 2/7 =

B) Developmental Activities
1) Motivation:
Ask: Whose parents are fish vendors? How do you show that you love your parents
and how you value their sacrifices?

2) Presentation
Ana is a fish dealer. Someone ordered a variety of fish. She went by the sea
to look for different fishes. In one fisherman she bought 3 ½ kilos of Tulingan, in the
second fisherman she bought 2 ¼ kilos of Iwas, and in the 3 rd fisherman she bought 1
1/8 kilos of Dumpilas. How many kilos of fishes did she buy in all?

3) Discussion
Discuss with the class the steps in adding mixed fractions without regrouping.

4) Generalization
What are the steps in adding mixed fractions without regrouping?

5) Application
Group pupils into five.
Group I - Solving a puzzle Group IV – Trail
Group II – Solving a word problem Group V – Solving Word Porblem
Group III – “Think and Show”

IV. Evaluation

Find the sum:

1. 2 ½ + 3 1/3 = 2. 4 2/5 + 3 2/10 = 3. 3 2/8 + 2 ¼ =
4. 6 2/4 + 2 ½ = 5. 7 2/7 + 2 ½ =

V. ASSIGNMENT

REMARKS: _______________________________________________________________

5
Prepared by:

ELVIE J. MENDOZA
Master Teacher II

Noted by:

HAROLD M. HERNANDEZ
Principal I

LEON GARONG MEMORIAL SCHOOL – 110492

Daily Lesson Log in Mathematics VI

June 7, 2017
Wednesday

I. OBJECTIVE

Subtract simple fractions and mixed numbers with regrouping (M6NS-Ia-86)

II. SUBJECT MATTER

Subtracting simple fractions and mixed numbers with regrouping

Materials: strips of paper, cut outs, fraction charts, activity sheet
References: Lesson Guide 6 pp. 222 - 227

III. PROCEDURES
A. Preparatory Activities
1) Drill:
1.1Give the simplest form
a) The teacher forms 3 groups with equal number
b) The teacher flashes cards which contains fractions
6/10, 2/4, 3/12, 5/15
1.2Give clue words for subtraction.
a) take away b) difference c) less d) subtract from

6
3. Review
Write an equation for each short story.
1) Rode 5/10 km 2) painted 3/8 of the fence before
lunch
Walkedm2/10 km painted 4/8 after lunch
Went how far in all how much was painted

2) Developmental Activities
1) Motivation

Valuing: Have you had a visitor at home? What do you usually offer to
your visitors? Do you offer them drinks or food? Why or why not?

2) Presentation

Present a story problem:

Carl has a visitor. There was 1 ½ melon left for dinner. Since his
visitor was his BFF he served it to him. His BFF ate 2/3 of the melon. What
part of the melon was left for his family’s dinner?

3) Discussion
a) What are the given data?
b) What will you solve for?
c) How do you solve the problem?
d) Write the equation

4) Exercises: Find the difference

a) 1 4/9 – 8/15 b) 1 ½ - 2/3 c) 7 5/16 – 3 3/8 d) 3 ½- 1 5/6

5) Generalization

Ask: What are the steps in subtracting simple fractions and mixed number
with regrouping?

6) Application – Cooperative Learning

Each group will be given worksheet.
Complete the magic box (LG p.225 – Activity 3)

IV. Evaluation
Answer the following:
1) Take away 3 ½ from 6 1/5
2) 6 1/8 less 2 4/5 is equal to ______.
3) Subtract 3 8/15 from 7 1/9
4) The difference between 9 5/9 and 6 6/7 is
5) Find the difference of 16 7/12 – 4 7/8

V. ASSIGNMENT

7
Refer to LG p. 227

REMARKS: _______________________________________________________________

Prepared by:

ELVIE J. MENDOZA
Master Teacher II

Noted by:

HAROLD M. HERNANDEZ
Principal I

LEON GARONG MEMORIAL SCHOOL – 110492

Daily Lesson Log in Mathematics VI

June 8, 2017
Thursday

I.OBJECTIVE

Solve routine and non-routine problems involving addition and/or subtraction of fractions using
appropriate problem solving strategies and tools (M6NS-Ia-87.3 )

II. SUBJECT MATTER

Solving routine and non-routine problems involving addition and/or subtraction of fractions
using appropriate problem solving strategies and to
Materials: strips of paper, cut outs, fraction charts,PPT
References: Lesson Guide 6 pp.232 – 236

III. PROCEDURES
A. Preparatory Activities
1) Drill: Naming the Fractions shown by models

2) Review
What do you add or subtract to the input to get an output? Follow the rule to find the
output.

Rule : Add Rule: Subtract

Input Output Input Output

2 2/5 5½

2½ -2 1/4
8
5 1/2
B. Developmental Activities
1) Motivation

What do you usually do during your free time? I have here some story problems
about how some children spend their free time.

2) Presentation
Norma spends her free time playing the guitar. Each day she spends ¾ hour. When a visitor came in,
She has already played for ¼ hour. To complete her schedule, how much longer does she
need to play?

3) Discussion
e) What are the given data?
f) What will you solve for?
g) How do you solve the problem?
h) Write the equation

Exercises: Whole class activity

Antonio spent 3/10 hour changing the tires of his bicycle. Then he spent 1/5 hour pumping
air into the tires. How many hours did he spend fixing the bicycle?
a)

4) Generalization

How do you solve a word problem? What are the steps?

5) Application – Cooperative Learning

Each group will be given worksheet.
Solve the following word problems with your group mates.
Group reporting

IV. Evaluation
Read and solve:
a) Margie is baking some doughnuts. She needs 5 ¼ cups of flour. She has 1 ½ cups in her jar.
How much flour does she need to buy?
b) Luisa ate 2 ½ guavas and Edna ate 1 ¼ guavas. How many guavas in all were eaten?
c) Lina had some money. She spent ½ of it on a hand bag and 1/3 of the remainder of the
blouse. She had P260 left. How much money did she have at the start?

V. ASSIGNMENT
Refer to LG pp 237

9
REMARKS: _______________________________________________________________

Prepared by:

ELVIE J. MENDOZA
Master Teacher II

Noted by:

HAROLD M. HERNANDEZ
Principal I

LEON GARONG MEMORIAL SCHOOL – 110492

Daily Lesson Log in Mathematics VI

June 9, 2017
Friday

I.OBJECTIVE
Create problems (with reasonable answers) involving addition and/or subtraction of fractions
M6NS-88.3

II. SUBJECT MATTER

Creating problems (with reasonable answers) involving addition and/or subtraction of
fractions.

Materials: strips of paper, cut outs, fraction charts

References: Mathematics 5 Activity sheets p. 16

III. PROCEDURES
1) Preparatory Activities
a)Drill
Rename as Improper Fraction
Use flash cards. Pupils write answer on their show-me-card
a) 1 ½ b) 2 2/3 c) 3 2/5 d) 5 1/3 e) 8 1/2

2. Review
Checking the assignment

2) Developmental Activities
1) Motivation
Ask: Who among you here have electronic gadgets?
How long do you play with your gadgets?

2) Presentation
Rene is allowed to play with his gadgets for 5/3 hours each day. He has
already played for 4/3 hours a day. What fraction of an hour does Rene have left to play with his
gadgets today?

3) Discussion
Say: You can create a word problem by observing the following guide

10
 Familiarize yourselves with the concepts of addition and subtraction
fraction and their application to real life situations
 Think of the problem you want to write
 Read some problems and study their solutions

Exercises: Create 2 problems based on the given and situation below:

Lino wants to mix 3/8 of a gallon of red paint with 7/8 of a gallon of blue paint
to make Purple paint
Problem/Question __________________________________
Answer/Solution ___________________________________

4) Generalization
What are the things to consider in creating a word problem?

5) Application
Group Activity – Each group will be given information to create a problem.
1. Nilo 3/5, 5/7 milk
2. Joseph atis 1/5
Peter mango 4/9
Allan guava 2/3

IV. Evaluation
Use the following information to create a problem
1. Harold 3/10, 2/5 milk
2. Analen ½ yards lace
Liza ¾ yards alpa gina
Sharon 2/6 yards satin

V. ASSIGNMENT
Refer to LG p. 226 Application B

REMARKS: _______________________________________________________________

Prepared by:

ELVIE J. MENDOZA
Master Teacher II

Noted by:

HAROLD M. HERNANDEZ
Principal I

11
LEON GARONG MEMORIAL SCHOOL – 110492
Daily Lesson Log in Mathematics VI

June 13, 2017

Tuesday

I.OBJECTIVE

Multiply simple fractions and mixed fractions (M6NS-Ib-90.2)

II. SUBJECT MATTER

Multiplying simple fractions and mixed fractions
Materials: flash cards, bond paper, crayon, pentel pen, charts, scissors, paste
References: Lesson Guide 6 pp.250-253

III. PROCEDURES
1. Preparatory Activities
a) Drill
Change each of the following to improper fraction
a) 3 ¾ b) 4 2/6 c. 7 ½ d) 5 ¼ e) 8 1/4

b) Review
Checking the assignment

2. Developmental Activities
a) Motivation
How many of you help at home during weekends?
Talk about the picture of boy with basket of vegetables taken from the
garden. Stress the importance of being diligent and hardworking as
depicted in the story.

b) Presentation
Problem Opener
Anselmo harvested 7 ½ kilograms of pechay from his vegetable
garden. He sold 3/5 of it in the market and the rest in the
neighborhood. How many kilograms were sold in the market?
Give the mathematical sentence.
c) Discussion
Show and discuss the steps and process of multiplying simple and
mixed fractions

Practice Exercises:
1) 2 x ½ 3) ½ x 2 1/3

12
2) 6 x 2 ¼ 4) 1/3 x ¾

d) Generalization
How do we multiply simple and mixed fractions? Whole numbers
by mixed numbers? mixed number by another mixed numb er? What
do you notice about the products in relation to the factors?

e) Application
Multiply and represent the following fractions
Group Work. Each group will cooperatively work to the given problem
Group presentation.
a) 4/5 x 3/8
b) ½ x 3/8
c) 2 ½ x 3/8
d) ½ x 6 3/8
e) 2 1/7 x 1/11

IV. Evaluation
Find the product. Write the answer in simplest form
1) 1/3 x 2 ¼ 2) 4 ½ x 1/5 3) 1 1/3 x 4 1/5 4) 1 4/5 x 4 5) 8 1/3 x 9/10

V. ASSIGNMENT
Refer to LG p. 237

REMARKS: _______________________________________________________________

Prepared by:

ELVIE J. MENDOZA
Master Teacher II

Noted by:

HAROLD M. HERNANDEZ
Principal I

13
LEON GARONG MEMORIAL SCHOOL – 110492
Daily Lesson Log in Mathematics VI

June 14, 2017

Wednesday

I. OBJECTIVE
Solve routine or non-routine problems involving multiplication without or with addition or subtraction
of fractions and mixed fractions using appropriate problem solving strategies and tools. (M6NS-Ib-92.2 )

II. SUBJECT MATTER

Solving routine or non-routine problems involving multiplication without or with addition or subtraction
of fractions and mixed fractions using appropriate problem solving strategies and tools

Materials: flash cards, bond paper, activity cards

References: Lesson Guide 6 pp.258-261

III. PROCEDURES
1. Preparatory Activities
a) Drill –Forms teams of 5 players
The teacher places equal stacks of 3 by 5 cards with identical problems on top of a
table
Card 1 – Find the product of 7/10 and 3/5 (21/50)
2 – What is ¾ of 16? (12)
3 – The reciprocal of 4/9 x 2/3 is what? (27/8)
4 – What is the multiplicative inverse of 3 1/6? (6/19)
5 – Cut 3 melons in 5ths. How many 5ths are there? (15 5ths)
b) Review:
Checking the assignment.
Find the product
1) 4 1/3 x ¼ 2) 5 ¼ x 2/3 3) 2 x 2 3/4

2. Developmental Activities

1. Motivation
Ask the pupils if they were to solve a 2 –step word problem, how many operations
will they use? Why? How about a 3 step word problem?

2. Presentation
Pedro spent 1/3 of his money on food and ¼ of the remainder on electricity and
water bill. If he had Php190 left, how much money did Pedro spent?

3. Discussion
Let’s add the two fractions
1/3 + ¼ = 7/12
12-7/12 = 5/12
Let’s do this solution to find the total amount
Php190 = 5/12 then solve the value per unit 190x 12 = Php456
5

14
Then we find value of 7/12
456 x 7/12 = 456 x 7/12 = 3 192/12 = Php266 is the total money spend by Pedro
Or we can do this Php 456 – Php190 = Php266

4. Generalization
How do we solve word problem involving multiplication without or with addition or
subtraction of fractions and whole numbers using appropriate problem solving
strategies and tools

5. Application
Group Work –
Each group will be given a problem to solve cooperatively
(Refer to Activity Sheets for Grade 5 p. 19)

IV. Evaluation
Solve and answer the following problem
1. Teacher Evelyn bought 360 pieces of bibingka for the outreach program of their school. 5/9 of
the bibingka were with boiled egg and ¼ were with buko and the rest were plain. How much
more with boiled egg than with buko?
2. After Mika has read the first 5/7 book, there were 490 pages of book. What is the number of
pages of the book were already read?

V. ASSIGNMENT
Refer to LG p.265

REMARKS: _______________________________________________________________

Prepared by:

ELVIE J. MENDOZA
Master Teacher II

Noted by:

HAROLD M. HERNANDEZ
Principal I

LEON GARONG MEMORIAL SCHOOL – 110492

Daily Lesson Log in Mathematics VI

15
June 15, 2017
Thursday

I.OBJECTIVE
Solve routine or non-routine problems involving multiplication without or with addition or subtraction
of fractions and mixed fractions using appropriate problem solving strategies and tools. (M6NS-Ib-92.2 )

II. SUBJECT MATTER

Solving routine or non-routine problems involving multiplication without or with addition or

subtraction of fractions and mixed fractions using appropriate problem solving strategies and tools
Materials: flash cards, activity cards
References: Lesson Guide 6 pp.258-261

III. PROCEDURES
A. Preparatory Activities
1. Drill
Relay Game
Form 5 teams of 5 players – (Finding the product)

2. Review
a) Checking of the assignment
b) Individual Work – “Show-Me-Board”
LG p. 262

3. Developmental Activities
a) Motivation?
Do you know what your parents do to earn a living.
There is a man, we call Mang Pedro.
He earns a living by putting tiles in someone’s house. Let’s find how Mang Pedro
does his job.

b) Presentation

Problem Opener:
Mang Pedro, a handy man, was hired by someone to lay tiles in the rooms of the
house. The first thing that he did was to measure the rooms. This is the
measurement of the family room, its length is ½ meters and 3 3 1/3 m wide.
Let us help Mang Pedro solve for the area of the family room.

c) Discussion
1) Who is the handyman?
2) What information will help?
3) What are we going to do to help Mang Pedro?
4) How do you find the answer?

Guided Exercise:
For the given problems:
a) Write the equation
b) Solve
c) Explain why your answer is reasonable?

16
Mang Esto had 15 ½ metres of wire. He used 2/5 of this to fence his garden.
How many metres of wire did he use?

d) Generalization
What will you consider in solving a word problem?

e) Application
The class will be divided into 5 groups
Each group will be given an activity sheet to solve
(LG p. 264 Activity 2 – Working with the Learning Team)

IV. Evaluation
Solve and answer the following problem
1) Liza a store owner buys 560 notebooks. He sold 3/8 of the notebook then she adds the stocks
of notebook of ¼ of the number of notebooks she bought. What is the total number of
notebook she bought?
2) In the GPTA meeting, ½ who attended the meeting were mothers and ¼ were fathers and the
rest were older brothers and sisters. If the number mothers attended the meetings were 180,
how many fathers attended the meeting.

V. ASSIGNMENT
Refer to LG p. 265

REMARKS: _______________________________________________________________

Prepared by:

ELVIE J. MENDOZA
Master Teacher II

Noted by:

HAROLD M. HERNANDEZ
Principal I

LEON GARONG MEMORIAL SCHOOL – 110492

Daily Lesson Log in Mathematics VI

June 16, 2017

Friday

17
I.OBJECTIVE

Create problems (with reasonable answers) involving multiplication without or with addition or
subtraction of fractions and mixed fractions. ( M6NS-Ib-93.2)

II. SUBJECT MATTER

Creating problems (with reasonable answers) involving multiplication without or with addition
or subtraction of fractions and mixed fractions.

Materials: Activity cards

References: Lesson Guide 6 pp.262- 265

III. PROCEDURES
A. Preparatory Activities
1) Drill
Mental Computation
Add/Subtract the following simple fractions
(The teacher flash cards)

2) Review
a) Checking the assignment

3) Developmental Activities
a) Motivation
Ask the pupils if they were to solve a 2 step word problem, how many
operations will they use? Why? How about a 3 step word problem?

b) Presentation
Problem Opener:
Allen made strawberry jam and guava jam. He made enough
strawberry jam to fill 9 jars. If he made ¾ as much guava as strawberry jam.

c) Discussion
Ask: How many jars will the guava jam fill?
Make a solution to the problem you made
Allen made enough guava jam to fill ¾ times 9 jars.
Multiply ¾ x 9 = 27/4 or 6 ¾ jars

Practice Exercise:
Make possible problem and provide a solution to the problem you
made
1) Amel had 7/12 of what Tinoy had. Kathlyn had 360 marbles less than
Tinoy If he had ¼ more than Amel,
Problem/Question ________________________________
Answer/Solution__________________________________

d) Generalization
What steps do you follow in solving word problems and how can you
create a word problem?

e) Application
Group work:

18
Refer to Keep Moving Exercises Activity Sheets p. 20

IV. Evaluation
Create a word problem based on the number sentences below
1) 6 1/3 x 1/3 = N 2) 10 x 1/5

V. ASSIGNMENT
Refer to LG p.. 265

REMARKS: _______________________________________________________________

Prepared by:

ELVIE J. MENDOZA
Master Teacher II

Noted by:

HAROLD M. HERNANDEZ
Principal I

LEON GARONG MEMORIAL SCHOOL – 110492

Daily Lesson Log in Mathematics VI

June 19, 2017

Monday

I.OBJECTIVE

Divides simple fractions. (M6NS-Ic-96.2)

II. SUBJECT MATTER

19
.
Dividing simple fractions
Materials: Activity cards, cut outs, manila paper
References: Lesson Guide 6 pp.273- 277

III. PROCEDURES
B. Preparatory Activities
1) Drill
Present the exercises on flash cards. Let the pupils answer them orally

1/5 x 3/4 2/3 x 7/9 5/6 x 1/8 3/7 x 1/2 9/10 x 3/5

2) Review
a) Checking the assignment
b) Give the reciprocals of the following numbers
2/3, 12/7, 9, 7/8, 1 1/2

3) Developmental Activities
1) Motivation
Ask the pupils if they help their parents at home especially during
weekends. Explain the value of helpfulness.

2) Presentation
Problem Opener:
Johnwin is helping his father in their carpentry shop. They have 2 metres of wood
which they will use to make frames. If each frame will be 2/3 m long,how many frames will
they be able to make?

3) Discussion
Help the pupils analyze the problem using the guided questions in
solving a word problem

Guided Activity:
Complete the following exercises. Express the quotients in lowest terms
3/5 ÷ 1/10 = 3/5 x 10/1 =
½ ÷ 4/5 = ½ x ___ = ____

4) Generalization
How do we divide fraction by another fraction?

5) Application
Group works are:
Read and analyze each question then solve
I -What is the quotient of 4/6 and 2/9?
II -If you divide 3/5 by 2/10 times, what is the answer?
III - What is the quotient of 4/8 divided by ¾?
IV - How many sixths are there in 5/12?
V - If 2 ¼ is the quotient and one of the divisors in 5/6 what is the
other division?

IV. Evaluation

20
Find the quotients. Express the answers in lowest terms.
1) 1/6 ÷ 5/9 = N 2) 3/10 ÷ 2/5 = N 3) 7/12 ÷ 21/4 = n 4) 5/9 ÷ 5/6 = N 5) 7/15 ÷ 2/3 = N

V. ASSIGNMENT
Refer to LG p.. 277 (B)

REMARKS: _______________________________________________________________

Prepared by:

ELVIE J. MENDOZA
Master Teacher II

Noted by:

HAROLD M. HERNANDEZ
Principal I

LEON GARONG MEMORIAL SCHOOL – 110492

Daily Lesson Log in Mathematics VI

June 20, 2017

Tuesday

I.OBJECTIVE

Divide mixed fractions. (M6NS-Ic-96.2)

II. SUBJECT MATTER

.
Dividing mixed fractions
Materials: Activity cards, flash cards, sheets of manila paper, pentel pen, crayon
References: Lesson Guide 6 pp.277- 282

III. PROCEDURES

21
C. Preparatory Activities
1) Drill: Identifying the reciprocal of a Mixed Fraction or Improper Fraction

a) 5 ½ b) 2 ¾ c) 3/5 d) 4/2

4) Review
a) Checking of assignment
b) Dividing fraction by another fraction

Activity – Name My Quotient

Pupils will use their show me card
1) 2/3 ÷ ½
2) 6/8 ÷ ¾
3) 4/6 ÷ 1/3

5) Developmental Activities
1) Motivation
Who has a favorite pillow? Do you share your pillow with the other
members of the family? If you do, what trait did you show? How often do
you change your pillow case? Why? What kind of cloth is your pillow made
of?

2) Presentation
Problem Opener:
Aling Delia has 6 2/5 metres of cotton to sew pillow cases for her
daughters who love clean and beautiful pillows. She has to decide the measurement of the
material considering the following.
a. How many pillow cases each 4/5 of a metre long can she make?
b. How many pillow cases can she make if she will use 1 3/5 m long for each pillow case?

3) Discussion
Help the pupils analyze the problem using the guided questions in
solving a word problem

Guided Activity:
Fill in the number in the box to make the division sentence true:
a) 3 ¾ ÷ 2 ¼ c) 2 ¼ ÷ 6/8
b) 4 5/7 ÷ 4/7 d) 5 1/3 ÷ 1 1/15

4) Generalization
How do we divide mixed form by a fraction? A mixed form by another
mixed form?

5) Application
Group will work cooperatively on their activity sheet given
Group I – One of Mang Sitio’s parcels of land is a 15 ¾ hectares Riceland. If he
gives 5 ¼ ha to each of his children with nothing left for himself, how many children does he have?
Group II – Rafaela has 15 ¾ cassava cakes. If each serving is 2 ¼ cakes, how many
servings does she have?
Group III – Into how many ¾ of a metre can be cut from 9 ¾ metre ribbon?

IV. Evaluation

22
Find the quotients. Express the answers in lowest terms.
1) 1 ¾ ÷ 7/8 2) 3 ¾ ÷ 2 1/2 3) 3 ¾ ÷ 3 6/8 4) 5 6/8÷ 2 ¼ 5) 4 ¾ ÷ ½

V. ASSIGNMENT
Refer to LG p.. 282 (A)

REMARKS: _______________________________________________________________

Prepared by:

ELVIE J. MENDOZA
Master Teacher II

Noted by:

HAROLD M. HERNANDEZ
Principal I

LEON GARONG MEMORIAL SCHOOL – 110492

Daily Lesson Log in Mathematics VI

June 22, 2017

Thursday

I.OBJECTIVE

Create problems (with reasonable answers) involving division (M6NS-Ic-98.2 )

II. SUBJECT MATTER

.
Creating problems (with reasonable answers) involving division
Materials: Activity cards, flash cards, sheets of manila paper, pentel pen, crayon
References: Lesson Guide 6 pp.277- 288

23
III. PROCEDURES
D. Preparatory Activities
1. Drill: Mental Computation
Answering the number puzzle (Refer to LG p. 283)

2. Review
a) Checking of assignment
b) Use your “Show me Board” Give the answers to the problems I will flash
a) A number divided by ½ is equal to 5? (2 ½)
b) A number multiplied by ½ is equal to 10? (20)
c) A number divided by ¾ is equal to 2 ½? (1 7/8)
d) A number divided by 2/3 is 9? (6)
e) A number multiplied by ¾ is 8? (10 2/3)

3. Developmental Activities
a) Motivation
Who has a favorite pillow? Do you share your pillow with the other members of
the family? If you do, what trait did you show? How often do you change your
pillow case? Why? What kind of cloth is your pillow made of?

b) Presentation
Let us create a problem using the following information

Discussion
Help the pupils analyze the problem using the guided questions in solving
a word problem

Guided Activity:
Create a problem on a given situation
1. Edna buys 3 ¼ of egg pie
Problem/Question ___________________________________
Answer/Solution_____________________________________
2. Four boys share 2/3 of slice bread
Problem/Question ___________________________________
Answer/Solution _____________________________________

c) Generalization
How do you create a word problem?

d) Application
Use the data below to create a problem solving division of fractions

NAME FRACTION PERSON INVITED

CARL 1/3 20

IV. Evaluation
Create a word problem base on the number sentences below:

24
1. 9 ÷ 1/3 = N 3) 7/6 ÷ 7/12
2. 2/3 ÷ 1/6 = n

V. ASSIGNMENT
Refer to LG p.. 285

REMARKS: _______________________________________________________________

Prepared by:

ELVIE J. MENDOZA
Master Teacher II

Noted by:

HAROLD M. HERNANDEZ
Principal I

LEON GARONG MEMORIAL SCHOOL – 110492

Daily Lesson Log in Mathematics VI

June 23, 2017

Friday

I.OBJECTIVE

Create problems (with reasonable answers) involving division without or with

any of the other operations of fractions and mixed fractions. (M6NS-Ic-98.2 )

II. SUBJECT MATTER

Creating problems (with reasonable answers) involving division without or with any of the
other operations of fractions and mixed fractions.
Materials: Activity cards, flash cards, sheets of manila paper, pentel pen, crayon
References: Lesson Guide 6 pp.277- 288

III. PROCEDURES
A. Preparatory Activities
1) Drill: Relay
Give the simplest form
a) The teacher forms 3 groups with equal number
b) The teacher flashes cards which contains fractions:
6/10, 5/10, 3/9, 5/25,4/16

2) Review
a) Checking of assignment

25
3) Developmental Activities
a) Motivation
Who watch tele serye last night? Can you retell one scene?

b) Presentation
Let us create a problem using the following information

c) Discussion
Help the pupils analyze the situation and guide them in creating a
problem and solving for the final answer

Guided Activity:
Create a problem on a given situation
a) ¾ hour allotted for cleaning the room
2/8 hour spent for each activity
Problem/Question ___________________________________
Answer/Solution_____________________________________

b) 2 metres of cloth
¼ metres for each table cover 3 days
Problem/Question ___________________________________
Answer/Solution _____________________________________

d)Generalization
How do you create a word problem?

e)Application

Use the data below to create a problem solving division of fractions

Problem 1- 5 kg sugar; repack ¼ each, 5 days
Problem 2 – 10 m string; ½ m string
Problem 3 – 5 kg rice; ½ kg rice per meal
Problem 4 – 3 hours; 1/3 hour per activity
Problem 5 – 6 kg boiled peanuts; 3/8 kg each pack

IV. Evaluation
Create a word problem base on the number sentences below:
1) 6 ÷ 1/3 = N 3) 7/6 ÷ 7/12 5) 9/10 ÷ (8/12-7/12)
2) 2/3 ÷ 1/6 = n 4) 1-3/5 x 90

V. ASSIGNMENT
Refer to LG p.. 289

26
REMARKS: _______________________________________________________________

Prepared by:

ELVIE J. MENDOZA
Master Teacher II

Noted by:

HAROLD M. HERNANDEZ
Principal I

LEON GARONG MEMORIAL SCHOOL – 110492

Daily Lesson Log in Mathematics VI

June 21, 2017

Wednesday

I.OBJECTIVE

Solve routine or non-routine problems involving division without or with any of the
other operations of fractions and mixed fractions using appropriate problem solving
strategies and tools (M6NS-Ic-97.2)

II. SUBJECT MATTER

Solving routine or non-routine problems involving division without or with any of the other
operations of fractions and mixed fractions using appropriate problem solving strategies and tools.
Materials: Activity cards, flash cards, sheets of manila paper, pentel pen, crayon
References: Lesson Guide 6 pp.286-289

III. PROCEDURES
A. Preparatory Activities
1) Drill: Mental Computation
Find the product
a)1/2 x 4/5 b) 3/5 x 1/10 c) 3/7 x 1/5 d) 2/3 x 1/5
2) Review

Checking of the assignment

3) Developmental Activities
a) Motivation
Discuss with the pupils the value of sharing or kindness. Ask
how many of them practice this trait, and what things they usually
share with others?

b) Presentation
Present the problem below for class discussion and analysis.

27
After catching 20 coolers of tulingan bilog, 3 coolers were divided
by Mang Rico. He gave ¼ of a cooler of tulingan to each of his
neighbors. How many neighbors shared Mang Rico’s good
catch?

c) Discussion
Lead the pupils in analyzing the problem
1) Ask them the guide questions in solving a word problem
2) Ask the pupils to translate the word problem into a number
Sentence.
How many ¼ are there in 3?

Guided Activity:
Organize the class in groups of 5
Provide each group with different problems
a) Malou is making a placemats for hergrandmother.
How many placemats can she cut fromm4 metres of linen
Cloth

d) Generalization
How do you create a word problem?

e) Application
Use the data below to create a problem solving division of fractions

IV. Evaluation
Create a word problem base on the number sentences below:
3) 9 ÷ 1/3 = N 3) 7/6 ÷ 7/12
4) 2/3 ÷ 1/6 = n

V. ASSIGNMENT
Refer to LG p.. 285

REMARKS: _______________________________________________________________

Prepared by:

ELVIE J. MENDOZA
Master Teacher II

Noted by:

HAROLD M. HERNANDEZ
Principal I

28
LEON GARONG MEMORIAL SCHOOL – 110492
Daily Lesson Log in Mathematics VI

June 27, 2017

Tuesday

I.OBJECTIVE

Add and subtract decimals and mixed decimals through ten thousandths
without regrouping. (M6NS-Id-106.2 )

II. SUBJECT MATTER

Adding and subtracting decimals and mixed decimals through ten thousandths
without regrouping. (M6NS-Id-106.2 )
Materials: show me board, strips of paper, place value chart,
References: LG pp. 56-59

III. PROCEDURES

A) Preparatory Activities
1) Drill: Mental Computation

Find the sum of each problem. Then fill the boxes so that each row.
and column have the same sum
a) b)
7 4 5 6 3

3 7 5

6 2 8

2) Review

Checking of the assignment

3) Developmental Activities
a) Motivation
Present a simple story
Rose Ann does not easily throw things or objects like
paper bags, plastic spoons and forks, pieces of strings or
ribbons, Christmas or birthday wrappers, and others. She neatly
stores them in a box or cabinet for future use.
Ask: a)What does Rose Ann do with used things or objects?
b)What kind of girl I she

29
c) Do you also recycle things/objects? why?

b) Presentation
Present the problem below for class discussion and analysis.

One day, Melai, Carla’s younger sister needed 4 pieces of ribbon

for her project. Jolina gave her yellow, pink, blue, and red ribbons
with lengths 0.2m, 0.48 m,0.3m and 0.15 m respectively.

c) Discussion
Lead the pupils in analyzing the problem
1) Ask them the guide questions in solving a word problem
2) Ask the pupils to translate the word problem into a number
3) Let the pupils find the sum using strips of paper

Group Activity
Finding the sum or difference using number line
(Refer to Lesson Guide 6 p. 59 – Activity 3)

c) Generalization
How do you add/subtract decimals through ten thousandths without
regrouping?

d) Application
Find the sum or difference (Pupils work in pairs and may use 10x10 grid,
number line or strips of paper to help them find the answer)
(Refer to Lesson Guide 6 p. 59 – Fixing skills activity)
.

IV. Evaluation
Add/Subtract.
1) 0.8 – 0.3 = n 2) 0.57 – 0.4 = n 3) 0.261 + 0.03
2) 4) 0.4213 + 0.06 + 0.1042 5) 0.095 – 0.02

V. ASSIGNMENT
Refer to LG p.. 59

REMARKS: _______________________________________________________________

Prepared by:

ELVIE J. MENDOZA
Master Teacher II

Noted by:

HAROLD M. HERNANDEZ
Principal I

30
LEON GARONG MEMORIAL SCHOOL – 110492
Daily Lesson Log in Mathematics VI

June 28, 2017

Wednesday

I.OBJECTIVE

Add and subtract decimals and mixed decimals through ten thousandths with
regrouping. (M6NS-Id-106.2 )

II. SUBJECT MATTER

Adding and subtracting decimals and mixed decimals through ten thousandths with
regrouping
Materials: show me board, strips of paper, place value chart,
References: LG pp.60 - 65

III. PROCEDURES

A. Preparatory Activities
1) Drill: Mental Computation
Use Flash Cards
7538 8230 9417
- 2441 - 3756 - 3260

2) Review

Checking of the assignment

3) Developmental Activities
a) Motivation
How are you today? May I know what were your dreams last
night?

b) Presentation
Present the problem below for class discussion and analysis.

Bentong, a neighbor, came home one afternoon with a problem:

“From the sum of 0.2784 and 0.5869, subtract 0.3854”.

c) Discussion
Lead the pupils in analyzing the problem
1)Ask them the guide questions in solving a word problem
2)Ask the pupils to translate the word problem into a number

31
Group Activity
Square Grouping
(Refer to Lesson Guide 6 p. 61 – Strategy 2)

c) Generalization
How do you add/subtract decimals through ten thousandths with
regrouping?

d) Application
Find the sum or difference
1) 0.3564 2) 0.41 3) 0.1459 4) 0.5323 5) 0.7436
0.13 0.364 0.2736 -0.1485 - 0.247
+ 0.2834 + 0.1567 + 0.3273
IV. Evaluation
Add/Subtract.

1) 0.8644 – 0.3729 2) 0.8496 – 0.4567 3) 17.568 4) 82.756 5) 4.371

2.937 9.283 2.784
5.382 15.547 5.439

V. ASSIGNMENT
Refer to LG p.. 65

REMARKS: _______________________________________________________________

Prepared by:

ELVIE J. MENDOZA
Master Teacher II

Noted by:

HAROLD M. HERNANDEZ
Principal I

LEON GARONG MEMORIAL SCHOOL – 110492

Daily Lesson Log in Mathematics VI

June 29, 2017

Thursday

32
I.OBJECTIVE

Solve 1 or more steps routine and non-routine problems involving

addition and/or subtraction of decimals and mixed decimals using appropriate
problem solving strategies and tools (M6NS-Id-108.2 )

II. SUBJECT MATTER

Solve 1 or more steps routine and non-routine problems involving addition and/or
subtraction of decimals and mixed decimals using appropriate problem solving strategies and
tools
Materials: flash cards, manila paper, charts
References: LG pp.68-70

III. PROCEDURES

A) Preparatory Activities
1) Drill: Mental Computation
Adding and subtracting decimals (use flash cards)
a) 4.8 + 2.75 b) 10 – 2.8 c) 5.64 + 3.8

2) Review

Checking of the assignment

B) Developmental Activities

1) Motivation
What is a Book Fair? Who loves to read? Why? What are the books
you usually read? What can you get from reading books?

2) Presentation
Problem Opener:
Lucy and Mylene went to a book fair. Lucy found 2 good books
which cost P45.00 and P67.50. She only had P58.00 in her purse
but wanted very much to buy the books. Criza offered to give her
money. How much will Criza give for Lucy to be able to buy tp-he
books?

3) Discussion
The teacher discusses the step-by-step solution on the board.

Discuss also the importance of helping others in need.

Give another set of examples:
a) Harold bought 13.6 gal and 51.51 litres of gas in each of
2 consecutive weeks. His total consumption of gas in 3 weeks is
145.27 litres. How much gas did she consume on the 3rd week?

4) Generalization

33
What are the important steps in problem solving?
How do we solve 2-to3 step word problems on addition/subtraction of
decimals?

5) Application
1) Divide the class into four groups
2) Let them solve their activity sheets
3) Group reporting
IV. Evaluation

Read the problem and answer the questions about it. Write the letter only.
Jay wanted to buy a notebook for P18.75 and a ballpen for P28.75. He had only P19.85. How much more
does he need to buy the 2 items?
1) The operations involved in the problem are
a) +, - b) x and + c) + and ÷ d) – and ÷
2) The hidden question is:
a) How much money does Harold have?
b) How much more does Harold need to buy the 2 items?
c) How much does the notebook and ballpen cost altogether?
3) The correct number sentence for the problem is
a) P19.85 + (P18.75 – P28.75) = N
b) (P19.85 + P18.75) – P28.75 = N
c) (P18.75 + 28.75) – P19.85 = N
d) (P28.75 + P19.75) – P18.75 = N
4) The final answer is
a) P27.65 c) P57.80
b) P47.50 d) P107.90

V. ASSIGNMENT
Refer to LG p.. 70

REMARKS: _______________________________________________________________

Prepared by:

ELVIE J. MENDOZA
Master Teacher II

Noted by:

HAROLD M. HERNANDEZ
Principal I

LEON GARONG MEMORIAL SCHOOL – 110492

Daily Lesson Log in Mathematics VI

June 30, 2017

Friday

I.OBJECTIVE

Create problems (with reasonable answers) involving addition and/or subtraction

of decimals and mixed decimals. M6NS-Id-109.2

34
II. SUBJECT MATTER

Creating problems (with reasonable answers) involving addition and/or subtraction of decimals
and mixed decimals

Materials: flash cards, manila paper, charts

References: LG pp.68-70

III. PROCEDURES

A ) Preparatory Activities
1) Drill: Mental Computation
Adding and subtracting decimals (use flash cards)
b) 24.87 + 32.75 b) 40 – 22.1 c) 75.64 + 43.87

2) Review

Checking of the assignment

B) Developmental Activities

1)Motivation

Ask pupils to look around, inside and outside the room.

Class can you create a story out of what have you seen

2) Presentation
Problem Opener:
Use the following data to create a problem

P379.00
P 148.00

3) Discussion
The teacher discusses the step-by-step solution on the board.
Show and discuss the process on how to create a problem.

4) Practice Exercise:

P150.00 2 t-shirts
P456.00

5) Generalization
What are the important steps in problem solving?
How do you create a word problem?

6) Application
4) Divide the class into four groups
5) Let them solve their activity sheets
6) Group reporting

35
IV. Evaluation

Use the following information to create a word problem

1) P 789.00, 45.2 kg, P1000.00
2) P500.00, P34.50, 24.00, 3 items
3) 89.67 g, 12.25 g, P450.00

V. ASSIGNMENT
Refer to LG p.. 70

REMARKS: _______________________________________________________________

Prepared by:

ELVIE J. MENDOZA
Master Teacher II

Noted by:

HAROLD M. HERNANDEZ
Principal I

LEON GARONG MEMORIAL SCHOOL – 110492

Daily Lesson Log in Mathematics VI

July 3, 2017
Monday

I.OBJECTIVE

Multiply decimals with factors up to 2 decimal places. M6NS-Ie-111.3

II. SUBJECT MATTER

Multiplying decimals with factors up to 2 decimal places.

Materials: flash cards, manila paper, charts, problem cards

36
References: LG pp.80 - 83

III. PROCEDURES

A ) Preparatory Activities
1) Drill: Find the product. Relay Game (Naming the Mother)
There will be 2 groups of 5 pupils in a line. The teacher names the
babies and the first pupil in the line names the mother. The teacher
continues to name the babies until all the members of the group
participated.

a) 12 and 2 c) 15 and 3
b) 9 and 7 d) 20 and 5

2) Review

Checking of the assignment

B) Developmental Activities

1) Motivation

Ask: How do you feel when you see a beggar? Why?

2) Presentation
Problem Opener:
Mike bought a dozen of doughnut worth P9.95 each. He gave
these to some street children whom he saw begging for food. How
much did he pay for the doughnuts? What good trait did Mike show?
Have you had the same experience? How did you feel?

3) Discussion
The teacher discusses the step-by-step solution on the board.
Show and discuss the process on how to multiply decimals up to2
decimal places.

Practice Exercise:

Show 0.48 x 0.19 = N

0.36 x 0.52

3) Generalization
How do you multiply decimals up to 2 places

4) Application
 Divide the class into four groups
 Let them solve their activity sheets
 Group reporting
IV. Evaluation
Multiply.
1) 0.38 x 0.64 2) 0.75 x 0.48 3) 0.59 x 0.37 4) 0.78 x 0.68 5) 0.83 x 0.55

V. ASSIGNMENT
Refer to LG p.. 83

REMARKS: _______________________________________________________________

37
Prepared by:

ELVIE J. MENDOZA
Master Teacher II

Noted by:

HAROLD M. HERNANDEZ
Principal I

LEON GARONG MEMORIAL SCHOOL – 110492

Daily Lesson Log in Mathematics VI

July 4, 2017
Tuesday

I.OBJECTIVE

Multiply mixed decimals with factors up to 2 decimal places. M6NS-Ie-111.3

II. SUBJECT MATTER

Multiplying mixed decimals with factors up to 2 decimal places.

Materials: flash cards, manila paper, charts, problem cards, number cards
References: LG pp.83 - 86

III. PROCEDURES

A ) Preparatory Activities
1) Drill: Find the product. Relay Game (Naming the Mother)
There will be 2 groups of 5 pupils in a line. The teacher names the
babies and the first pupil in the line names the mother. The teacher
continues to name the babies until all the members of the group
participated.

38
a) 2.5 and 0.4 c) 1.2 and 0.7
b) 1.7 and 0.3 d) 1.6 and 0.4

2) Review

Checking of the assignment

B) Developmental Activities

1)Motivation : Problem Opener

2) Presentation
Problem Opener:

3) Discussion
1) How many kilograms of tomatoes were harvested for the Tiangge
Day?
2) If they will sell the tomatoes for P24.25 a kilo,
a) how much will they get for one kaing?
b) how much will they get for all the tomatoes?
c) A business man will buy all the tomatoes, but will be given 1.5
kilograms free for each kaing. How much will he pay
d) Do you think that much of tomatoes will be ready to be sold for
Tiangge Day if only Father picked the tomatoes? Why?
Practice Exercise:

a) 7.4 x 3.8 = n b) 9.21 x .46 = n c) 2.83 x 5.7 = n

3) Generalization
How do you multiply mixed decimals up to 2 places

4) Application
Cooperative Learning
Each group will be given an index card with problems. The pupils
work on the problems cooperatively.
(Problems – refer to LG p. 85)

IV. Evaluation
Multiply.
1) 72.08 x 6.9 = n 2) 8.23.43 x. 2.32 3) 59.17 x 2.14 4) 12.93 x 3.15 5) 3.43 x 2. 32

V. ASSIGNMENT
Refer to LG p.. 86

REMARKS: _______________________________________________________________

39
Prepared by:

ELVIE J. MENDOZA
Master Teacher II

Noted by:

HAROLD M. HERNANDEZ
Principal I

LEON GARONG MEMORIAL SCHOOL – 110492

Daily Lesson Log in Mathematics VI

July 5, 2017
Wednesday

I.OBJECTIVE

Multiply mentally decimals up to 2 decimals places by 0.1, 0.01,10, and 100( M6NS-
Ie-111.4)

II. SUBJECT MATTER

Multiply mentally decimals up to 2 decimals places by 0.1, 0.01,10, and 100

Materials: flash cards, manila paper, charts, problem cards, number card puzzle
References: LG pp.86-89

III. PROCEDURES

A ) Preparatory Activities
1) Drill: Mental Computation

a) 2.5 x 2.5 = n c) 1.9 x 0.12 = n

b) 2.3 x 0.4 = n d) 1.1 x 0.16

5) Review

a) Checking of the assignment

b) Dividing Whole Numbers by Decimals

Match Column A with Column B. Write your answers on a piece
of paper

40
(Refer to LG P.87)

B) Developmental Activities

1)Motivation
How will you show your loyalty and trustworthy to others?

2) Presentation
Problem Opener:
Mr. Mendoza owns 0.9 hectare of land. She plans to make0.1
of the land into a residential lot by putting up an apartment. She asked
her tenant, Elvie to manage the said apartment. Since Elvie is a
trustworthy and loyal tenant, Mr. Mendoza deiced to give Elvie 0.01 of
the 0.9 hectare of land near the apartment lots?
a) How many square metres of the land will be converted to residential
lots?
b) How big is the lot given to Elvie?

2) Discussion
Help pupils analyze the problem and show them the process
Practice Exercise:

a) 9.86 x 10 b) 9.86 x 100 c) 9.86 x 1000

6) Generalization
How do you multiply mixed decimals decimals up to 2 decimals places by
0.1, 0.01,10, and 100

7) Application
Multiply mentally.
a) 0.01 x 0.9 d) 0.001 x 6.409
b) 0,09 x 0.1 e) 0.1 x 0.05
c) 0.008 x 0.6 f) 0.01 x 1.4
IV. Evaluation
Multiply mentally. Choose the letter of the correct answer.
1) 0.01 x 8.56 a) 85.6 b) 8.56 c) 0856 d) 0.0856
2) 0.001 x 0.49 a) 4.9 b) 0.49 c) 0.049 d) 0.00049
3) 0.07 x 0.1 a) 7 b) 0.7 c) 0.07 d) 0.007
4) 0.003 x 0.01 a) 0.00003 b) 0.0003 c) 0.3 d) 30
5) 0.1 x 79.5 a) 79.5 b) 7.95 c) 0.795 d) 0.0795

V. ASSIGNMENT
Refer to LG p.. 89

REMARKS: _______________________________________________________________

Prepared by:

ELVIE J. MENDOZA
Master Teacher II

Noted by:

HAROLD M. HERNANDEZ

41
Principal I

LEON GARONG MEMORIAL SCHOOL – 110492

Daily Lesson Log in Mathematics VI

July 6, 2017
Thursday

Solve routine and non-routine problems involving multiplication of decimals

and mixed decimals including money using appropriate problem solving
strategies (M6NS-Ie-113.2)

I.OBJECTIVE

II. SUBJECT MATTER

Solve routine and non-routine problems involving multiplication of decimals and
mixed decimals including money using appropriate problem solving strategies
Materials: manila paper, charts, show me card
References: LG pp.93 - 96

III. PROCEDURES

A ) Preparatory Activities
1) Drill: Mental Computation

c) 2.5 x 2.5 = n c) 1.9 x 0.12 = n

d) 2.3 x 0.4 = n d) 1.1 x 0.16

2) Review

c) Checking of the assignment

B) Developmental Activities

1)Motivation
What are the steps in solving a word problem?
Why do we have to analyze the word problem before giving the
answer?
How do you know that your answer is correct?

42
2) Presentation
Present the menu on the board

MENU

Let each group formulates 3 word problems using the menu for 10
minutes only

3) Discussion

Teacher prepares word problems involving multiplication of

decimals including money.

Cris spends P35.50 for food each day

How much does she spend in 12 days?

After the game presented by the teacher, she will give emphasis on
solving word problems .

4. Generalization
What are the steps in solving a word problem?
How do you translate a problem into a number sentence or equation?
How would you describe your answer?

3) Application
Cooperative Learning

IV. Evaluation
Read and solve
1) A powdered milk has a mass of 0.345 kilogram. What is the mass of 12 cans of milk?
2) How much will 15 kilograms of ground beef cost if one kg costs P180.00
3) The rental for a Van is P3500 a day. How much will it cost you if you rent it for 3.5 days?
4) Mark works 40 hours a week. If his hourly rate is P38.25, how much is he paid a week?

V. ASSIGNMENT
Refer to LG p. 96

REMARKS: _______________________________________________________________

Prepared by:

ELVIE J. MENDOZA
Master Teacher II

Noted by:

HAROLD M. HERNANDEZ
Principal I

43
LEON GARONG MEMORIAL SCHOOL – 110492
Daily Lesson Log in Mathematics VI

July 7, 2017
Friday

Solve routine and non-routine problems involving multiplication of decimals

and mixed decimals including money using appropriate problem solving
strategies (M6NS-Ie-113.2)

I.OBJECTIVE

II. SUBJECT MATTER

Solve routine and non-routine problems involving multiplication of decimals and
mixed decimals including money using appropriate problem solving strategies
Materials: manila paper, charts, show me card
References: LG pp.93 - 96

III. PROCEDURES

A ) Preparatory Activities
1) Drill: Square Share
a) Problem cards will be given to each group.
b) Have each group read the problem given to them
c) Teacher will call:
All 4s of each group – give the facts
All 2s of each group – give the operation
All 3s of each group - give the number sentence
All 1s of each group – give the correct answer

4) Review

d) Checking of the assignment

B) Developmental Activities

1)Motivation
Tina bakes hotcakes and sells them at P1.25 each. One day she

44
sold 95 pieces. How much was her sale?
What kind of girl is Tina?

2) Presentation
Tina bakes hotcakes and sells them at P1.25 each. One day she
sold 95 pieces. How much was her sale?

Exercises: Read the problem. Analyze it step by step and solve.

A carpet costs P172.85 per square metre. If you want to buy 7.5 square
metres of carpet, how much will you pay?

4) Discussion
Discuss the presented problem.
Show the pupils the process in solving a problem.

4. Generalization
What are the steps in solving a word problem?
How do you translate a problem into a number sentence or equation?
How would you describe your answer?

5) Application
Cooperative Learning

IV. Evaluation
Read and solve
1) A contractor finished 0.25 of a highway in5 days. If the highway is 60.8 kilometres long, what
part of the highway was finished?
2) A vendor has 96 red and blue balloons. If 0.625 of the balloons are red, how many of the
balloons are blue?
3) What is the area of a rectangle with a length of 9.72 cm and a width of 6.34 cm?

V. ASSIGNMENT
Refer to LG p. 96 (B)

REMARKS: _______________________________________________________________

Prepared by:

ELVIE J. MENDOZA
Master Teacher II

Noted by:

HAROLD M. HERNANDEZ
Principal I

45
LEON GARONG MEMORIAL SCHOOL – 110492
Daily Lesson Log in Mathematics VI

July 10, 2017

Monday

Solve multi-step problems involving multiplication and addition or subtraction of

decimals,. M6NS-If-113.3

I.OBJECTIVE

II. SUBJECT MATTER

Solve multi-step problems involving multiplication and addition or subtraction of decimals
Materials: manila paper, charts, show me card
References: LG pp.96 - 100

III. PROCEDURES

A ) Preparatory Activities
1) Drill: Identifying 2 numbers that satisfy the following:
a) Sum of 20 and difference of 8
b) Product of 72 and sum of 17
c) Difference of 49 and product of 50
d) Product of 100 and difference of 15
e) Sum of 17 and difference of 1

2) Review

e) Checking of the assignment

B) Developmental Activities

1)Motivation
What is the importance of knowing the hidden question in a problem?
Do all problems have hidden questions? Why?

2 )Presentation
One day, Luz and Seng visited a book fair in one of the malls. Seng
saw 2 books costing P44.85 and P67.50 each. She wanted to buy the 2
books and 8 pieces of bookmarks which cost P8.75 each but she only
had P127.85. Luz offered to share her money. How much did Luz share
to Seng so that she could buy the books and bookmarks?

46
3) Discussion
Help pupils analyze the problem and discuss how to get the final
answer.

Give another problem to be solved cooperatively by the class.

Problem:

4) Generalization
How many steps are needed to solve the first problem? Second
problem? What is a hidden question?

5) Application
Cooperative Learning
Group pupils into 5. Each will be given an activity card
(Refer to LG p. 98)

IV. Evaluation
Write the number sentence for each problem then solve:
1) Barangay Melgar is 28.5 km from the town proper. In going there, Jay travelled 15.75 km by
jeep and 3.5 km by tricycle and the rest by walking. How many km did he travel by walking?
2) The Mendoza family went to a carnival. They bought 2 tickets for adults at P80.00 each and 3
tickets for children at P60.00 each. How much change did she receive from a P500 given to
the ticket seller?
3) For Carl’s birthday, Mother bought a cake at P200, 4 gallons of ice cream at P350 each and
cookies worth P225 for meal and snacks. How much money can he save in 4 weeks?
V. ASSIGNMENT
Refer to LG p. 100

REMARKS: _______________________________________________________________

Prepared by:

ELVIE J. MENDOZA
Master Teacher II

Noted by:

HAROLD M. HERNANDEZ
Principal I

47
LEON GARONG MEMORIAL SCHOOL – 110492
Daily Lesson Log in Mathematics VI

July 11, 2017

Tuesday

Solve multi-step problems involving multiplication and addition or subtraction of

mixed decimals and whole numbers including money using appropriate problem
solving strategies and tools. . M6NS-If-113.3

I.OBJECTIVE

II. SUBJECT MATTER

Solving multi-step problems involving multiplication and addition or subtraction of decimals
and whole numbers including money using appropriate problem solving strategies
and tools.
Materials: manila paper, charts, show me card, activity cards
References: LG pp.96 – 100, Math for Life 6 Worktext pp.209-210

III. PROCEDURES

A ) Preparatory Activities
1) Drill – Mental Alertness

a) Group the class. Each group should have 10 members

b) Distribute number cards (0 to 9) to each group
c) The teacher flashes number multiples
d) Pupils will recall mentally what number does the multiples belong
and will show it using the number cards they are holding
Ex.
45 (5 and 9) 32 – (4, 8)

2) Review

a) Checking of the assignment

B) Developmental Activities

1)Motivation
How often do you go to the marker for an errand? What are the things
you usually buy?

2 )Presentation
Jimboy’s mother asked him to go to the market to buy fruits with
P500.00. He saw a pineapples that were sold at P19.75 each and a
b)watermelons
Discussionat P89.50 each. He bought 3 pineapples and 2
watermelons.
Help How much
pupils analyze money did
the problem andhediscuss
have lefthow
aftertobuying those
get the final
answer. fruits?

48
Give another problem to be solved cooperatively by the class.
Problem:

c) Generalization
How many steps are needed to solve the first problem? Second
problem? What is a hidden question?

d) Application
Cooperative Learning
Group pupils into 5. Each will be given an activity card
(Refer to Math for Life 6 Worktext p. 217 for the problems to solve by each
group)

IV. Evaluation
Solve these problems:
When his 4 grandparents learn that Onyok was saving money to buy a bicycle, each of them
gave him P500.00. His two aunts gave him P250.00 each and his uncle gave him twice as much
as what he saved. Now he can buy the bicycle worth P4,000.00. How much did
a) his grandparents give him
b) his aunts give him
c) his uncle give him
d) he save?

V. ASSIGNMENT
Refer to LG p. 100 #2

REMARKS: _______________________________________________________________

Prepared by:

ELVIE J. MENDOZA
Master Teacher II

Noted by:

HAROLD M. HERNANDEZ
Principal I

LEON GARONG MEMORIAL SCHOOL – 110492

Daily Lesson Log in Mathematics VI

July 12, 2017

Wednesday

49
I.OBJECTIVE

Creates problems (with reasonable answers) involving multiplication without or

with addition or subtraction of decimals, mixed decimals and whole numbers
including money. M6NS-If-114

II. SUBJECT MATTER

Creating problems (with reasonable answers) involving multiplication without or with addition or
subtraction of decimals, mixed decimals and whole numbers including money
Materials: manila paper, charts, show me card, activity cards
References: LG pp.96 – 100,

III. PROCEDURES

A ) Preparatory Activities
1) Drill – Mental Computation
Mechanics:
a) Put equation cards on the table
b) Each member of the group take turns in getting and
reading the cards, then give the answer orally
c) If the given answer is wrong, the group can steal and get
the point if they can give the correct answer
Ex:
2.5 x 2.5 1.9 x .12
2.3 x 0.4 1.1 x 0.16

2) Review

Checking of the assignment

B) Developmental Activities

1) Motivation
What are the things you can create of your own?why?
How do you find doing it?

2 )Presentation P22.50
P55.50 5 loaves
P240.00 2 bottles
P1,000.0 A bottle a kilogram
0

3) Discussion
Help pupils analyze the given facts, discuss how to create a word
problem out of the given data.

Give another given for them to practice creating a word problem.

P1,000.00
2 t shirts
P249.95
A pair of
P675.95
pants 50
4) Generalization
How will you create a word problem? What are the things you will
consider?

5) Application
Cooperative Learning
Group pupils into 5. Each will be given an activity card
(Refer to Math for Life 6 Worktext p. 217 for the given numbers)

IV. Evaluation
Create a problem on a given situation
1. Mary bought 5 loaves of bread for _________
She gave the saleslady a P1000.00
Problem/Question ______________________
Answer/Solution _______________________
2. Sheila makes blouses and skirts
1.25 m and 1.35 m
Problem/Question ______________________
Answer/Solution _______________________

V. ASSIGNMENT
Create a word problem with your own given data.

REMARKS: _______________________________________________________________

Prepared by:

ELVIE J. MENDOZA
Master Teacher II

Noted by:

HAROLD M. HERNANDEZ
Principal I

LEON GARONG MEMORIAL SCHOOL – 110492

Daily Lesson Log in Mathematics VI

July 13, 2017

Thursday

I.OBJECTIVE

Creates problems (with reasonable answers) involving multiplication without or

with addition or subtraction of decimals, mixed decimals and whole numbers
including money. M6NS-If-114

51
II. SUBJECT MATTER
Creating problems (with reasonable answers) involving multiplication without or with addition or
subtraction of decimals, mixed decimals and whole numbers including money
Materials: manila paper, charts, show me card, activity cards
References: LG pp.96 – 100,

III. PROCEDURES

A ) Preparatory Activities
1) Drill – Giving the place value of the underlined digit
a) 456.789 c. 768.123
b) 34.9876 d. 0.1467

2) Review

Checking of the assignment

B) Developmental Activities

1) Motivation
Look outside. See all the things and later on we will use your
imagination out of those you have observed outside.

2 )Presentation
Call a pupil to present the things he/she observed outside
Out of those things mentioned help them create a word problem

2) Discussion
Help pupils analyze the given facts, discuss how to create a word
problem out of the given data and help them give the reasonable
answers

Give another given for them to practice creating a word problem.

3) Generalization
How will you create a word problem? What are the things you will
consider?

4) Application
Cooperative Learning
Group pupils into 5. Each will be given an activity card

Yellow – 23.5 kilos, 32.25 g, P20.00 a kilo, P12.50 a g, P1000.00

Blue – 54.32 kaings, 12.5 baskets, 3 kaings, 5 baskets,P1000.00
Red - 45.50 liters, P25.00 a liter, P500.00
Green – 75.25 kilos, 54.20 a kilo, 1000.00, 2 kilos, P45.00 a kilo

52
2.5 k of sands 3.25 plastic bags of stones
IV. Evaluation 3.5 sacks 2 pails dried leaves
Create a problem on a
given situation
1)Jane bought 5 crates of mangoes for _________
She gave the saleslady a P1000.00
Problem/Question ______________________
Answer/Solution _______________________
3. Irene makes blouses and skirts
5.25 m and 6.35 m
Problem/Question ______________________
Answer/Solution _______________________

V. ASSIGNMENT
Create a word problem with your own given data.

REMARKS: _______________________________________________________________

Prepared by:

ELVIE J. MENDOZA
Master Teacher II

Noted by:

HAROLD M. HERNANDEZ
Principal I

LEON GARONG MEMORIAL SCHOOL – 110492

Daily Lesson Log in Mathematics VI

July 14, 2017

Friday

I.OBJECTIVE

Creates problems (with reasonable answers) involving multiplication without or

with addition or subtraction of decimals, mixed decimals and whole numbers
including money. M6NS-If-114

II. SUBJECT MATTER

Creating problems (with reasonable answers) involving multiplication without or with addition or

53
subtraction of decimals, mixed decimals and whole numbers including money
Materials: manila paper, charts, show me card, activity cards
References: Activity Sheets p. 23

III. PROCEDURES

A ) Preparatory Activities
1) Drill – Relay Game
Multiplication flash cards will be flash
The class will be divided into two groups
The first group to reach the finish line will be the winner

2) Review

Checking of the assignment

B) Developmental Activities

1) Motivation
Give instances wherein math is always around,- the moment
you woke up in the morning.

2 )Presentation
Say: You can create a word problem by observing the following
guide:
a) Familiarize yourselves with the concepts of multiplication, addition
and subtraction of decimals
b) Think of the problem you want to write
c) Read some problems and study their solutions

3)Discussion
Give examples on how to create a word problem
Dan buys 2.5 kilos sugar

Give another given for them to practice creating a word problem.

Mang Donie caught 23.5 coolers of tulingan

4)Generalization
How will you create a word problem? What are the things you will
consider?

5) Application
Cooperative Learning
Group pupils into 4. Each will be given an activity card

I – 25.50 kaings of mangoes III – 45.50 crates of dumpilas

P25.00 kilos
II – 3.5 trays of eggs IV - P32.50 a kilo
P12.50 P500

IV. Evaluation
Create a problem on a given situation

54
1) Iza bought 5 coolers of fresh tulingan for _________
She gave the fisherman a P1000.00
Problem/Question ______________________
Answer/Solution _______________________
2) Irene makes bagoong out of dumpilas
5.25 jars and 6.35 bottles
Problem/Question ______________________
Answer/Solution _______________________

V. ASSIGNMENT
Create a word problem with your own given data.

REMARKS: _______________________________________________________________

Prepared by:

ELVIE J. MENDOZA
Master Teacher II

Noted by:

HAROLD M. HERNANDEZ
Principal I

55