Northern Bukidnon State Grade

School: College Level: VI

Learning
Teacher: Archie P. Moriles Area: Mathematics
GRADE VI
DAILY LESSON Quarter: First
PLAN Content: Numbers and Number Sense

I. OBJECTIVES

A. Content Standards The learner demonstrates

understanding of the four fundamental
operations involving fractions and
decimals.
B. Performance Standards The learner is able to apply the four
fundamental operations involving
fractions and decimals in
mathematical problems and real-life
situations.
C. Learning Competency Adds and subtracts simple fractions
and mixed numbers without or with
regrouping.
(M6NS-Ia-86)
D. Learning Objectives At the end of the lesson, the
pupils/students will be able to:
a. Illustrate mixed fraction.
b. Perform the indicated operation
by adding simple and mixed
fractions without regrouping.
c. Apply in real-life situations.
II. CONTENT Adding Simple Fractions and Mixed
Fractions Without Regrouping
A. References/ Learning Materials MISOSA Module Mathematics
pages 1 – 5
K to 12 Grade 6 Curriculum Guide,
RBEC Grade 6 Lesson Plan 2003
Edition,
Lesson 60/61, pp. 243-246/247-249
B. Teacher’s Guide Pages pages 3 - 12

C. Learner’s Materials Pages

D. Textbook Pages

E. Additional Materials from the Learning Vis ual aids, pictures, chalk and
Resource (LR) Portal board
www.google.com

F. Values Integration Teamwork, Cooperation, Accuracy

III. PROCEDURE
 Teacher’s Activity Students’ Activity
A. Preliminary Activities

a. Opening Prayer Kindly stand for the opening Jasmine: Our

prayer. Father… Amen.
Jasmine, please lead the prayer.
b. Greetings Good morning, class! Good morning,
Teacher Archie!
c. Attendance Do we have absentees today?
Riza, kindly check the attendance
and give me the list of absentees Riza will check the
and give it to me later. attendance.
d. Classroom Before you take your seats, Children will arrange
Management please pick up pieces of paper their chairs properly
and arrange your chairs properly, and pick up those
class. pieces of paper.
e. Review The teacher will give a 5 items
test about getting the Least
Common Denominator (LCD) of
the pair of the fractions.

1. 1⁄4 and 1/6

2. 2/3 and 1⁄2
3. 2/7 and 1/3
4. 1/5 and 3⁄4
5. 2/3 and 3⁄4
The pupils will
Class, are you done? Anyone answer their
who wants to answer? assigned number on
Okay, Honey answer number 1, the board.
Janice number 2, Jennifer
answer number 3, Niña answer 4 1. 12
and lastly you answer number 5 2. 6
Ruby. 3. 21
4. 20
5. 12

The class will

perform a very good
Very good class! clap.
Give them a very class.

B. Motivation/ Drill The teacher will show a picture of

a pizza.
 Teacher that is a
Okay class, what have you pizza. So yummy!
noticed in this picture?

Yes. Very good!

Teacher, the pizza

What if I slice this pizza in two? will be sliced into
What happened to the pizza? half.
Yes, Joseph?

Very good.

And I decided to give the other

half to Jasmine and the other half Teacher they will get
to Jessa. How many shares do ½ share each.
they get each? Yes Rina?

Excellent point, Rina!

How about these ones? How

many slices does the pizza
have?
Anybody from the class? The pizza teacher
was sliced into 8
parts and the other
Yes, Joshua? one was sliced into 4
parts.

Very good Joshua!

Teacher, I will get 1

What if I decided to give a whole and a half pizzas.
pizza and a half of pizza to Mark?
How many will she get?
Yes, Melody?

Very good!
C. Lesson Proper

a. Activity The teacher will group the class

into three groups.

Please count off 1-3 The pupils will count

off 1-3

Okay class grouped yourselves

according to your corresponding Pupils will now
numbers. Each group will be proceed to their
given tasks to solve, and each corresponding
group will choose a groups.
representative to present their
work.

The teacher will present the

situation to each group and will
be given 10 minutes to answer.
Each group will show their
illustration to show the given
situation assigned to them.

1 Pupils will now do

Group 1: Linda walked 2  miles
3 their task together
2 with their groups.
on the first day and 3 miles on
5
the next day. How many miles
did she walk in all?

1
Group 2: David ate 2 pizzas
7
3
and he gave  pizza to his
4
mother. How many pizzas did
David have initially?

1
Group 3: A bag can hold 1 of
2
2
flour. If Mimin has 5 pounds of
5
flour, then how many bags of
flour can Mimin make?
b. Analysis Okay, time is up!
Let us now check your works.

Let us begin with group 1. Group 1

representative will
present their work.
Good job Group 1. You got the 1
correct answer. 2 miles
3
Give them a round of applause.

2
3 miles
Let us have Group 2. 5

Group 2
representative will
now present their
work.

Excellent Group 2!
Give them a round of applause.

1
2 pizzas
7

3
pizza
Now let us move to the last 4
group, Group 3.
Group 3
representative will
present their work.

1
1 pounds
2
Excellent Group 3!
 2
5 pounds
5
c. Abstraction Now based on the activity that
you have, what did you observe
with all the fractions?

Yes May? Teacher, they have

Very good May! different
denominators, and it
has a whole.

What do you call a whole number

and a proper fraction?
Yes Ruby? It is a mixed fraction
teacher.
Excellent point Ruby!

Let us go back to your activity.

Example for the given of group 1,
how about if we are going to add.
1
2
3

2
+ 3
5

What should we do to add the No, teacher.

two?
Any ideas, class?

Okay now listen everyone. For us

to add simple and mixed
fractions. We need to identify first
the given if the two mixed
fractions are similar or dissimilar
fractions. If it is dissimilar, we
need to make it similar fractions.
First thing to do is disregard the
whole number first just tend to
the proper fractions then get the
Least Common Denominator
(LCD) before adding.
Next step is adding the
numerators. Then, we also added
the whole numbers. Write the
 sum of the numerators over the
common denominator. Always
reduce to the lowest term.
1 5
2 = 2
3 15
Yes teacher.
2 6 Yes teacher.
+ 3 = 3
5 15

11
5
15
Did you get it class?
Do you want another example?

Okay let us have the given of

group 2.
1 4
2 = 2
7 28

3 21
+ =
4 28

25
2
28 Yes teacher.
No teacher.
Let us have the given of group 3.
1 5
1 = 2
2 10

2 4
+ 5 = 5
5 10

9
5
10

Did you get class?

Any questions?

d. Application Since you do not have any

questions and we are done
discussing Adding Simple
Fractions and Mixed Fractions
Without Regrouping, I want you
to answer the following problems
written on the board.

1 2
1. 3 +4
2 3
 3 4
2. 2 +
4 5
2 1
3. 1 + 2
5 2
3 2
4. 3 + 1
6 4
2 3
5. +
4 5

IV. GENERALIZATION Based on our topic, how It is an important

important it is in our life? And foundation for
how can we apply it in our daily learning more
life? advanced
mathematics.
Yes Amor? Any idea? It also help us
understand the
nature of numbers
and their interactions.
Excellent Amor!
V. EVALUATION Okay class, get one half sheet of
paper.
Direction: Answer the following
problems and show your
solutions.

5 2
1. 1 +7
10 11
1 3
2. 3 +4
6 4
3 2
3. 1 +
4 3
3 6
4. 2 +
5 3
9 3
5. 2 +
2 8

VI. ASSIGNMENT Direction: Solve the following

problems at home and provide a
solution on a clean sheet of
paper and pass it on our next
meeting.

3 2
1. 2 +4
4 6
1 3
2. 3 + 2
2 4
7 4
3. 5 + 1
8 5
 2 5
4. 6 +3
4 8
3 2
5. 3 + 4
6 3

VII. REMARKS The lesson has been carried out

and 80 % of the class, are able to
add Simple Fractions and Mixed
Fractions Without Regrouping.
VIII. REFLECTION 4 out of 24 pupils need to the
remediation class due to being
excuse and absent for the day.

Prepared by

ARCHIE P. MORILES
TEACHER I

Checked by

MISS JEDDAH B. QUIÑO

SCHOOL HEAD