DLL (Daily Lesson Log) GRADE 6, QUARTER 1, WEEK 2

DLL GRADE 6: ALL SUBJECTS, QUARTER 1, WEEK 2

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DLL GRADE 6, QUARTER 1, WEEK 3

SAMPLE LESSON IN MATH

Preparatory Activities

1. Drill

Mental Computation

 

Find the message

Direction: Match column A with Column B to form the message

 

Review:

A. Find the sum in lowest terms.

 

1) 5 7/15 + 2 8/15 + 3 1/15 =

2) 6 1/8 + 2 5/8 + 3 3/8 + 1 1/8 =

3) 1 5/6 + 2 5/6 + 4 1/6 + 5 5/6 =

Motivation:

What do you call a small amount of food eaten between meals?

 

____  ____  ____  ____  ____

           1          2      3        4        5

Rename the given whole numbers as fractions as suggested by the numbers at the left of the equality sign.

 

Presentation/ Discussion:

a. Activity 1 - Whole Class Activity

    Materials: strips of paper, pair of scissors

Mechanics:

1) Present the problem:

      A family bought a pie for their merienda. They divided the pie into 8 equal parts. After each of them had eaten his share, 5/8 of it was left. When they came home, mother gave 3/8  to their house help. The rest was kept in the refrigerator. What part  of the pie was kept?

 

Discuss the problem.

2) Ask every pupil to get a strip of paper. fold the strip into 8 equal parts. Mark the crease, label the parts into unit fraction. Cut the 3/8 from the whole to show that 5/8 was left.

3) Remove or cut the 3/8 given to the house help. How much was left? Guide the children that what was left is 2/8; hence 5/8 – 3/8 = 2/8. Guide them to see that we only subtract the numerators.

4) How do we subtract similar fractions?

b. Activity 2 - Whole Class Activity –

                    Problem Opener

Materials strips of paper

Mechanics:

 

1) Present a problem situation.

      Mother has 3 ¼ cup of milk. She used 1 ¾ from it. How much milk was left?

 

2) Discuss the problem.

 

3) Ask the pupils to present the given data by strips of papers. Into how many parts are the wholes divided? What is the fractional part?

Can you take away ¾ from ¼?

 Why?

Ask the pupils what they need to do. (Borrow 1 piece and cut into 4ths, so you now have 4/4 + ¼ = 5/4) hence,

3 ¼ =  2 5/4

1 ¾ =    -  1 ¾                                           1 2/4

    Change 2/4 to lowest terms = ½, so 1 2/4 = 1 ½. 

4) Lead the pupils to make a generalization on how to subtract mixed numbers with regrouping.

 

c. Strategy 3 – My seatmate, My partner in learning

 

Direction: With your seatmate, find the difference in each item.

 

Pair 1) 4 2/7 – 1 5/7 =

 

Pair 2) 4 1/10 – 2 7/10 =

 

Pair 3)  3 1/15 – 2 4/15 =

 

Pair 4) 11  5/9 – 3 7/9 =

 

Pair 5) 18 3/5 – 6 4/5 =

 

Pair 6) 23 7/18 – 18 17/18 =

 

Fixing Skills

Find the difference. Reduce answers to simplest forms.

 

1) 11 17/20 – 6 19/20 =

2) 5 8/15 – 4 10/15 =

3) 7 5/16 – 8/16

4) 1 6/10 – 5 8/10 =

5) 17 1/10 – 7 3/10 =

 

Generalization:

How do you subtract similar fractions with regrouping? Mention the steps.

 

Application:

Solve:

      Last month, Arnold weighed 37 3/8 kilograms. However, he got sick so he now weighs 36 5/8 kilograms. How many kilograms did he lose weight?

A. Write an equation for each short story.

1. rode 5/10 km., walk 2/10 km., went how far in all?

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