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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