GRADES 1 to 12 DAILY LESSON LOG
DAY DATE
School: Teacher: Teaching Dates and Time:
MONDAY JUNE 11, 2018
TANZA ELEMENTARY SCHOOL JOEL R. CABANGIS JUNE 11-15, 2018
TUESDAY JUNE 12, 2018
WEDNESDAY JUNE 13, 2018
Grade Level: Learning Area:
VI MATHEMATICS 1st Quarter Quarter: Wwek 2
THURSDAY JUNE 14, 2018
FRIDAY JUNE 15, 2018
OBJECTIVES The learner demonstrates understanding of the four fundamental operations involving fractions.
A. Content Standards: B. Performance Standards: C. Learning Competencies/Objectives: Write the LC Code for each
CONTENT
LEARNING RESOURCES A. References 1. Teacher’s Guide Pages 2. Learner’s Materials Pages 3. Textbook Pages
The learner is able to apply the four fundamental operations involving fractions in mathematical problems and real-life situations.
CLASSES SUSPENDED DUE TO INCLEMENT WEATHER (BAGYONG DOMENG)
M6NS-Ia-87.3 The learner solves routine and non-routine problems involving addition and/or HOLIDAY (INDEPENDENCE DAY) subtraction of fractions using appropriate problem solving strategies and tools.
HOLIDAY (Eid'l Fitr)
CLASSES SUSPENDED DUE TO INCLEMENT WEATHER (BAGYONG DOMENG)
Solving routine and nonroutine problems involving addition and/or subtraction of fractions using appropriate problem solving strategies and tools. Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in lear ning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
4. Additional Materials from Learning Resource (LR) portal
B. Other Learning Resources
PROCEDURES A. Reviewing Previous Lesson or Presenting the New Lesson
B. Establishing a Purpose for the Lesson
C. Presenting Examples/Instances of the Lesson
Guiding Children’s Learning of Mathematics, pp.458 477
Review addition and subtraction of Fractions and Mixed Numbers through Fraction Cards.
Show connection between real-world experiences and symbols which is essential in enabling students with the power to make sense of fractions. Make them realize that those who are able to make these connections have demonstrated lasting ability to flexibly use their mathematical knowledge, both conceptual and procedural, to solve word problems. Present the following problem to the class: “From a piece of yarn 4/5 m long, Manny cut a piece 1/4 m long and another
piece 1/2 m long and gave it to his friends. What part of the yarn was left with him?” Ask the pupils to analyze the problem by answering the following: What is being asked? What are given? Call any volunteers to show different ways of solving the problem through: - Concrete models - Pictorial representations / drawings / diagrams - Symbolic representation
D. Discussing New Concepts and Practicing New Skills #1
Group the pupils with 5 members each. Instruct them to choose a leader. Present the following problem to the class: “The Boy Scouts are going on a 20-km hike. After hiking 6 1/3 km on the first hour and 5 1/2 km on the second hour, how far do they still have to go?” Using lottery, each group has to answer the problem with different strategies; bar model, fraction strips, number line, drawing, diagram.
Ask them to analyze the problem by answering the following: What is being asked? What are given? Ask the leader to present their answer to the class
E. Discussing New Concepts and Practicing New Skills #2
Present the following problem to the class: “2/9 of the moviegoers are adults. If there are 9/5 more children than adults, how many children are there in the cinema?” Note: (The teacher guides the students to use box model)
- 2 boxes represent adults which is 2/9 of the total number of moviegoers
- 7 boxes represent children which is 7/9 of the total number of moviegoers
- 5 boxes represent the excess no. of children Since there are 95 more children, then to find the no. of person
in each box is: 95÷5=19 Answer: Thus, the total no. of children is 19 x 7 boxes is equal to 133.
F. Developing Mastery (Leads to Formative Assessment 3)
G. Finding Practical Applications of Concepts and Skills in Daily Living
Read, analyze, and solve the problem. “1/4 of dingdong pack is corn and the rest is nuts. 3/5 of the nuts are peanuts and the rest are cashew nuts. What fraction of the whole pack are cashew nuts?” Ask each pupil to answer the problem with their chosen strategy; bar model, fraction strips, number line, drawing, and diagram. Ask them to analyze the problem by answering the following: What is being asked? What are given? Ask students to collect word problems involving addition and subtraction of fractions and mixed numbers that are relevant to their everyday life. Paste them in their
Fraction Journal.
H. Making Generalizations and Abstractions about the Lesson
How do we solve word problems involving fractions and mixed numbers? What are the steps? What are the different strategies?
I. Evaluating Learning
Interactive online game on addition and subtraction of fractions and mixed numbers including word problems using socrative.com Alternative: QUIZ BEE (for no internet connectivity)
J. Additional Activities for Application or Remediation
REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? Wh at el se needs
REFLECTION
to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in the evaluation B. No. of learners who require additional activities for remediation C. Did the remedial lessons work? No. of learners who have caught up with the lesson D. No. of learners who continue to require remediation E. Which of my teaching strategies work well? Why did these work? F. What difficulties did I encounter which my principal or supervisor can help me solve? G. What innovations or localized materials did I used/discover which I wish to share with other teachers?
Preparedby:
