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DLP Math 6

Grade 6

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Jervyn Guianan
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52 views3 pages

DLP Math 6

Grade 6

Uploaded by

Jervyn Guianan
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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DETAILED LESSON PLAN

School Rapu-Rapu Central School Grade 6


Teacher Jervyn E. Guianan Section
Date and Time Learning Area Mathematics
Checked by Quarter Quarter 3

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of order of operations, ratio
and proportion, percent, exponents and integers.
B. Performance The learner is able to apply knowledge of order of operations, ratio
Standards and proportion, percent, exponents, and integers in mathematical
problems and real-life situations.
C. Learning States, explains, and interprets parenthesis, multiplication, division,
Competencies / addition, subtraction (PMDAS) or grouping, multiplication, division,
Objectives addition, subtraction (GMDAS) rule.
M6NS-IIf-148
II. CONTENT Stating, Explaining, and interpreting Parenthesis, Multiplication,
Division, Addtion, Subraction (PMDAS) or Grouping, Multiplication,
Division, Addition, Subtraction 9(GMDAS) rule.
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Lesson Guide in Elementary Mathematics Grade IV Pages, 14,17,23-24
pages
2. Learner’s Material 21st Century Mathletes 6, Simplified Mathematics 6
pages
3. Textbook Pages Page 174-183, Page 145-161
4. Additional Curriculum Guide Math 6
Materials from
Learning Resource
(LR) Portal
5. Other Learning Flash Cards. Chart, Whiteboard & Whiteboard marker.
Resources
IV. PROCEDURE TEACHER’S ACTIVITY STUDENT’S ACTIVITY
A. Reviewing Good morning, Grade 6 ______! Good morning Sir!
previous lesson or
presenting the Classroom Standard:
new lesson Before we begin our lesson,
please arrange your chairs, sit
properly, and put away all of your
belongings.

Let's play a game called "Evaluate


the Expression". First, I will divide
you into four groups. Each group
will be given a whiteboard.
Mechanics:
 The teacher flashes the cards
with expression.
 The groups are given 60
seconds to evaluate the
expression.
 The teacher checks the
answer.
 The group with the greatest 1. 13
number of correct answer 2. 2
wins. 3. 570
Items: 4. 7
1. 3 x 4 +1 5. 148
2. (6 ÷ 2) -1
3. 923 – 353
4. (16 ÷ 4) + 3
5. (23 + 14) x 4
Let's review divisibility rules. I will
provide an expression and you
can tell me which divisibility rule
can be applied to it.
Items:
1. 234 ÷ 2
2. 171 ÷ 9
3. 430 ÷ 5
4. 343 ÷ 6
5. 132 ÷ 3

B. Establishing a
purpose for the
lesson
C. Presenting
examples/instance
s of the new
lesson
D. Discussing new
concepts and
practicing new
skills #1
E. Discussing new
concepts and
practicing new
skills #2
F. Developing
mastery (Leads to
formative
assessment 3)
G. Finding practical
applications of
concepts and skills
in daily living
H. Making
generalizations
and abstraction
about the lesson
I. Evaluating
Learning
J. Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned 80%
on the formative
assessment

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 worked
well? Why did
these work?
F. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
G. What innovation or
localize material/s
did I use/discover
which I wish to
share with other
teacher?

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