School: MANGGAHAN ELEMENTARY SCHOOL Grade Level: VI-Aquamarine

GRADES 1 to 12 Teacher: Mary Jean B. Empeng Learning Area: MATHEMATICS

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
The learner demonstrates understanding of the four fundamental operations involving fractions.
A. Content Standards:
B. Performance Standards: The learner is able to apply the four fundamental operations involving fractions in mathematical problems and real-
life situations.
C. Learning Competencies/Objectives:
Write the LC Code for each
M6NS-Ic-96.2 M6NS-Ic-97.2 M6NS-Ic-97.2 M6NS-Ic-98.2
The learner divides The learner solves routine The learner solves routine
simple fractions and mixed problems involving division without problems involving division with any of The learner creates problems (with reasonable answers) involving division
fractions. any of the other operations of the other operations of fractions without or with any of the other operations of fractions and mixed numbers.
fractions and mixed fractions using appropriate .
and mixed fractions using appropriate problem
problem solving strategies and tools
solving strategies and tools correctly.
correctly.
II. Content
Solving Routine Problems Solving Routine Problems Creating Problems (With Reasonable Answers) Involving Division Without or
Involving Division Involving Division With any other operations of Fractions
Division of Fractions and Mixed without any other operations of with any other operations of Fractions and Mixed Fractions
Numbers Fractions and Mixed Fractions Using and Mixed Fractions Using
Appropriate Problem Appropriate Problem
Solving Strategies and Solving Strategies and
Tools Tools
II. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from Learning BEAM LG Grade 6, Module 10 DLP Gr. 6 Module 40 BEAM LG Gr. 6 Module 10 BEAM LG Gr. 6 Module 10
Resource (LR) portal
pp. 6 – 7 BEAM LG Gr. 6 Module 10 p. 33
BEAM LG Gr. 6 Module 10 p. 32
B. Other Learning Resources Teacher-made worksheets Videos: Teacher-made worksheets Teacher-made worksheets Teacher-made worksheets Teacher-made worksheets
https://youtu.be/hTIQd Rqh7eg
https://youtu.be/4aOVp cBHeNM

III. PROCEDURES
A. Reviewing Previous Lesson or Presenting the Picture Equation: (Review of
New Lesson multiplying fractions) Students will be Collaborative Activity: The class will be
Group Activity: The class will be divided Give a group activity to the class (see
grouped into 5. Each group will be divided into 10 groups. Each group will
given set of pictures illustrating various in groups with five members. As a group, be given a worksheet to recall the DLP Creating Problemreview) Ask the
fractions. What the pupils will do is to they will answer questions given by the concept of division of fractions and its following questions:
find the pictures of fractions that will teacher involving division of fractions. application in problem solving. 1. How do you find the activity?
give the indicated product when (Worksheet No. 4) Note: You can limit
The group who will get the highest score 2. What did you consider in arranging
multiplied. the number of groups
will be declared the winner. the phrases? 3. What can you say about
Example: 2/ 3 𝑥 ¾ 1. 6/8 ÷ 2/5 the problems formed?
2. 5 7/8 ÷ 3/5 4. Do you think it is easy to make
3. 9 1/6 ÷ 5 problems?
4. 10 / 2 ÷ 4 1/4
5. 7/15 ÷ 3 1/5

B. Establishing a Purpose for the Lesson Ask the learners: 1. How did you arrive Ask the learners: Inform the class that the target for
with your answer in each one? Post a problem and instruct the learners 1. How do we divide fractions? (cite today’s lesson is to write interesting
2. How do we multiply fractions and to solve it using any method. “There various examples given different types and challenging word problems for
mixed numbers? were 10 1/2 loaves of bread which were of fractions, ex. Dividing whole number their classmates to solve. Ask them
3. In what instances do we need to by a fraction; a fraction by another what they already know about
equally shared with 21 street children.
divide fractions and mixed numbers? fraction etc.) creating word problems.
What part of the bread did each child 2. How do we solve word problems?
get?” Call for volunteers to solve the
problem on the board. Allow the
students to explain their work and
compare it with the others.
C. Presenting Examples/Instances of the Lesson Give an overview on dividing fractions To facilitate the presentation of the
Introduce Polya’s 4 steps in solving
through video presentation. Direct lesson, refer to the attached DLP
solution: (https://youtu.be/hTIQ problems:  Understand the problem Give a new set of problems (combination (“During the lesson” part).
dRqh7eg) Using bar model: What is asked? What are the given?  of different operations) and ask the pupils
(https://youtu.be/4aOV pcBHeNM) Devise a plan What operation to be to analyze and differentiate it from other
used? What is the number sentence?  problems they have encountered.
Carry out the plan What is the complete
solution?  Look back and evaluate the 1. Mother gave 2/7 of a cake to her sister
solution Check if the answer is correct. and 1/5 to her father. If she will divide the
Note: You may also show the solution remaining cake to her 3 children, what
using bar mode part of the cake will each get? 2. Mike
drank 1/2 glass of milk at breakfast, 2/3
glass at lunch and 4/5 glass at dinner. If he
has one bottle of milk which is good for 6
glasses, will it last for 4 days?
D. Discussing New Concepts and Practicing New Think-pair-share: Using bar models, Collaborative activity: Give this
Think-pair-share: Two (2) problems will
Skills #1 divide the following fractions. problem as an exercise (problem that
1. 8 ÷ 1/2 be posted and will be solved by the Triads: The class will be divided into group was already presented to them
2. 5/6 ÷ 3 pupils in pairs. (refer to DLP Gr. 6 of three. Each group will be provided with before): Mikka did 2/13 of a load of
3. 4/6 ÷ 1/3 Module 40 pp. 6 – 7) a task card. (Worksheet No. 5) laundry on Thursday and 5/13 of a
4. 3 1/2 ÷ 1/3 load of laundry on Friday. If she will
5. 1/5 ÷ 2 1/5 still do laundry on Saturday and
Sunday, what part of the remaining
 laundry will each day have?

E. Discussing New Concepts and Practicing New Collaborative Activity: The class will Collaborative Activity: Give a task card After the activity, the teacher will ask Collaborative Activity: Post
Skills #2 work on this activity in groups. “Follow that each group will solve. (Refer to the pupils their insights and experiences mathematical statements on the
Me” Complete instruction and activity Worksheet 2 – Let’s Investigate) A while doing the task. board which the class will try to form
sheets could be found in BEAM LG Gr. 6 rubric on how the work of the pupils be word problems about.
Module 10 pp. 22-28 graded will also be provided. (from 1. 5 3/4 ÷ 4
BEAM LG Gr. 6 Module 10 pp. 32) 2. 3 5 7 ÷ 2 3
Write on the board the problems that
the pupils may think. Then volunteers
will solve each problem on the board.

F. Developing Mastery Individual Activity: Find each quotient. Individual Activity: In their notebook, Individual Activity: Let the pupils solve Individual Activity: Let the pupils do
(Leads to Formative Assessment 3) 1. 5/8 ÷ 2/3 let the pupils solve these problems. the following individually. 1. Margarita the following individually.
2. 3 1/3 ÷ 2/5 1. Shane has a piece of rope that is 7 solicited 10 2/3 litres of paint for the 1. Write a problem similar to “Don
3. 5 3/5 ÷ 4 4/5 meters long. If he cuts it into pieces Brigada Eskwela. Their City Mayor gave Antonio has 7 7/8 hectares of land.
4. 4 1/2 ÷ 2 1/3 that are each 3/5 of a unit long, how their school another 7 2/5 litres of paint. His wife has 2/3 of what he has. If
5. 7/9 ÷ 2 3/4 many pieces does he have? If each classroom needs 2 3/7 litres, how they will divide their lands among
2. Dawn is making pan cakes for her many classrooms can be painted? their 7 children, what part will each
friends. Each pan cake requires 4 1/3 2. Rona has 20 1/2 meters of cloth, she child have?”
table spoon of flour. If she has 10 uses 2/3 of it for a girls’ dress. The 2. Write a story problem that shows:
friends, do you think 43 1/2 spoons of remaining cloth will be used for a baby 3 5/7 ÷ 4/5 = �
flour is enough? Explain. dress. If each dress needs 4/5 meters,
how many baby dress can Rona make?
G. Finding Practical Applications of Concepts Ask: In your everyday life, how can the Ask the students if the problems they Ask: From all the activities that we had, Ask: If you will relate to a song your
and Skills in Daily Living concept of dividing fractions be helpful encounter during the lesson really do aside from the concept of dividing experience in creating word
to you? Explain the reason of saying so. happen in real-life. fractions, what other ideas do you think problems, what would it be and why?
are useful in our daily lives?

H. Making Generalizations and Abstractions “How do we divide a whole number by Let the pupils recall and generalize the Encourage the pupils to identify the Let the pupils discuss to the class the
about the Lesson a fraction? a fraction by another steps in solving word problems. techniques and strategies they applied points to remember when creating
fraction? a mixed number by a 1. Understand the problem in order to solve the problems the word problems.
fraction? a mixed number by a whole? 2. Devise a plan quickest way possible aside from the
mixed numbers? a Fraction by a mixed 3. Carry out the plan steps you’ve given them.
number? 4. Look back and evaluate the solution

I. Evaluating Learning Refer to worksheet No. 1 Refer to worksheet No. 3 Refer to worksheet No. 6 1. Write a word problem that can be
solved by the statement 12 5/7 ÷ 2
1/5 . 2. Create a problem similar to
this: “Martin is a long distance runner.
He can run a mile at a consistent pace
of 8 2/5 minutes. How many miles can
he run in 1 1/3 hours if he keeps that
pace?”

J. Additional Activities for Application or Make a journal stating what you have Make a poster showing real-life Write a paragraph explaining your
Remediation learned and how you will apply the situations of solving word problems experience in creating word problems
concept of division of fraction inside about fractions. and discuss its importance to your daily
 your home. life.

IV. REMARKS

V. REFLECTION
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?

Prepared by: Reviewed and checked by: Noted:

MARY JEAN B. EMPENG MELODY B. RAGUDO JUNE C. ASUNCION