DLL GRADE 6: FILIPINO, QUARTER 1, WEEK 2
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TOPIC: Solving Routine and Non-Routine Problems Involving Addition and/or Subtraction of Fractions
LC: Solves routine and non-routine problems involving addition and/or subtraction of fractions using appropriate problem solving strategies and tools
LESSON PROPER:
Review:
Mental computation
Give me two
numbers which will make my statement true.
1) My sum is 17, my difference is one.
2) My sum is 13, my difference is 3.
A. Find the total.
1) 1/5 + 2/5 =
2) 1 1/6 + 2 ¼ + 2 1/9 =
3 ¼ + 2 ¼ + 1 1/12 =
4) 1 1/10 + 2 1/5 + 3 ½ =
5) 6 1/5 + 1 ½ + 2 1/10 =
Motivation:
How many of you have brothers and sisters? Do you share
anything with them? When you give something to somebody what happen to the
things you had before? (Wait for some responses)
What do you feel when you share something to others?
Explain.
Presentation/ Discussion:
a. Activity 1 – problem Opener
Materials: strips of paper, pair of scissors
Mechanics:
1) Present the problem:
Erwin had half a melon. He cut the half melon into 2 and ate one part. The other part he left will be for his younger brother Eric. What part of the melon did Eric get?
2) Discussions
3) State the subtraction sentence ½ - ¼ = N. Let the pupils do the activity with guidance of the teacher
4) Through paper folding, represent ½ then fold again so you have now 4ths. How many fourths? Hence, ½ becomes 2/4 so ½ - ¼ = ¼.
5) Let the pupils cut ¼ from ½. How many remained for Eric?
6) Discuss the steps.
7) What trait did Eric show?
b. Activity 2 – Working in Pairs
Materials: strips of paper, scissors
Mechanics:
1) Form a pair. Ask to bring out strips of paper.
3) Solve the subtraction sentence through paper folding:
a) ¾ - 1/8 =
b) ½ - 1/8 =
4) Let the pupils discuss with each partner the strips they are doing to get the difference.
5) Represent the number sentence by drawing the number
line:
6) Discuss with the pupils the steps in subtracting
dissimilar fractions without regrouping.
7) Guide them to state the steps using the LCD.
Activity 3 – Working in Groups
Material: worksheet
Mechanics:
1) Pupils join the learning team.
2) Each team is given a worksheet
a) 2 ½ - 1 ¼ =
]b) 3 7/10 – 2 ½
=
3) Discuss:
What are
the steps in finding the LCD?
After
finding the LCD, what is the next step?
What part
of the fraction do you subtract?
What do you
do with the denominator?
What is the
final step?
Fixing Skills:
Find the difference.
1) 7/15 – 1/5 =
2) 6/12 – 2/24 =
Generalization:
What are the steps in subtracting dissimilar fractions without regrouping?
Application:
Is it good to share to somebody what we have, like food for example? why?
ASSESSMENT:
A. Answer the problem below.
If your neighbor shared to you 2/5 of a whole pizza pie, and you set aside the 2/6 for your youngest brother and you ate the rest, how much pizza pie did you eat?
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