ERIBERTO A.

REMIGIO Grade
DAILY School: ELEM. SCHOOL Level: VI
LESSON LOG Learning MATHEMA
Teacher: MS. JULIETA Y. GAMIDO Area: TICS
Teaching
Dates and 1st
Time: September 1, 2022 Quarter: QUARTER
THURSDAY

I. OBJECTIVES

A. Content Standards The learner demonstrates understanding of the four fundamental

operations involving fractions.
The learner is able to apply the four fundamental operations involving
B. Performance Standards fractions in mathematical problems and real-
life situations.
The learner adds simple fractions and mixed numbers without and with
regrouping.
C. Learning Competencies/
1.1 adds and subtracts simple fractions and mixed numbers
Objectives
without regroupings M6NS-Ia-1

II. CONTENT Numbers and Number Sense

III. LEARNING RESOURCES

A. References
1.Teacher’s Guide pages 21st Century MATHletes TM page ________
2.Learner’s Materials pages
3.Textbook pages 21st Century MATHletes page __________
4.Additional Materials from
Learning Resources (LR) https://www.youtube.com/watch?v=5juto2ze8Lg
Portal

Exploring the World of Mathematics 6, pp. 19 – 24

Powerpoint presentation
B. Other Learning Resources

IV. PROCEDURE
1. Drill
Reduce each fraction to lowest term.
a.4/6 b. 10/15 c. 6/8 d. 12/5 e. 15/10
A. Reviewing previous lessons 2. Review
or presenting the new lesson a. Change dissimilar fractions to similar fractions.
2/3 and ½ 1/5 and ½ 3/5 and 3/8 ½, ¼, and 1/3
b. Add/subtract the following fractions:
3/5 + 1/5 1/3 + 2/3 4/5 – 2/5 8/9 – 2/9
A.Unlocking of Difficulties
relatives destination

B. Establishing a purpose for B. Motivation

the lesson 1. Ask pupils “In what instance in daily living you encounter addition of
fractions and mixed numbers?”
2. Elicit answers from volunteers such as buying choice cuts of chicken with
same price like ½ kilo wings, 2 1/3 kilo legs, 1 ¾ kilo breast part, etc.
C. Presenting Present the following problem to the class.
examples/instances of the Junior visits his relatives during vacation time. He has to travel 3 3/5
new lesson kilometers to the bus station and 10 1/3 kilometers to his relatives’ place.
How many kilometers does Junior travel in all to reach his destination?
Ask:
 What are the given?
  What is asked?
 What number sentence can we use to solve this problem?
1. Guide the pupils how to add dissimilar fractions without regrouping.
2. Let them work in pairs to answer the following.
D. Discussing new concepts and
3 1 1 3
practicing new skills #1 3 + 10 = 7 + 2 =
5 3 6 4
3. Call on volunteers to show their answer on the board.
3
What if the next day Junior’s relative bought 5 liters of milk and
4
1
E. Discussing new concepts and used 4 liters of milk during breakfast, how much milk was left?
2
practicing new skills #2
Lead the class to the solution using
a. strips of paper and
b. block model approach
Add/subtract and reduce the answer to lowest form, if needed. (Using block
model approach)
1 2 2 3
a. + = b. + =
4 8 5 10

F. Developing Mastery 1 3 7 1
c. 5 +6 = d. 23 - 18 =
2 8 12 3

1 1
e. 8 + 9 =
6 2

Solve the problem correctly.

G. Finding practical applications 2 4
Tina spends hours washing the dishes and hours cleaning the
of concepts and skills in daily 8 12
living kitchen. How many hours does she spend in doing all the chores in the
kitchen?
How do we add/subtract dissimilar fractions without regrouping?
To add/subtract dissimilar fractions without regrouping:
H. Making generalizations and
 Use LCD to write equivalent fractions.
abstractions about the lesson
 Add/subtract the fractions then add the whole numbers.
 Reduce the fraction to lowest term whenever possible.
Add/subtract. Then, reduce the fraction part to lowest term, if possible.
3 3
a. + =
8 9

1 2
b. + =
4 5

6 2
I. Evaluating learning c. - =
7 3

7 1
d. 6 - 5 =
12 3

9 1
e. 8 + 3 =
15 5

Answer the following at home.

1 2
a. + =
12 3
J. Additional activities for
application or remediation 11 3
b. - =
(Assignment) 12 6

1 6
c. 10 + 18 =
4 10
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% of the
formative assessment
B. No. of learners who
require additional
activities for remediation

ERIBERTO A. REMIGIO Grade

DAILY School: ELEM. SCHOOL Level: VI
LESSON LOG Learning MATHEMA
Teacher: MS. JULIETA Y. GAMIDO Area: TICS
Teaching
Dates and 1st
Time: September 5, 2022 Quarter: QUARTER
MONDAY

I. OBJECTIVES

Content Standards The learner demonstrates understanding of the four fundamental

operations involving fractions.
The learner is able to apply the four fundamental operations involving
Performance Standards fractions in mathematical problems and real-
life situations.
The learner adds simple fractions and mixed numbers without and with
regrouping.
Learning Competencies/
1.2 adds and subtracts simple fractions and mixed numbers
Objectives
without regroupings M6NS-Ia-1

II. CONTENT Numbers and Number Sense

III. LEARNING RESOURCES

A References
Teacher’s Guide pages 21st Century MATHletes TM page ________
Learner’s Materials pages
Textbook pages 21st Century MATHletes page __________
Additional Materials from
https://www.youtube.com/watch?v=5juto2ze8Lg
Learning Resources (LR) Portal

Exploring the World of Mathematics 6, pp. 19 – 24

Powerpoint presentation
Other Learning Resources

IV. PROCEDURE
1. Drill
Reduce each fraction to lowest term.
A. Reviewing previous a.4/6 b. 10/15 c. 6/8 d. 12/5 e. 15/10
lessons or presenting the 2. Review
new lesson a. Change dissimilar fractions to similar fractions.
2/3 and ½ 1/5 and ½ 3/5 and 3/8 ½, ¼, and 1/3
b. Add/subtract the following fractions:
3/5 + 1/5 1/3 + 2/3 4/5 – 2/5 8/9 – 2/9
B. Establishing a purpose A.Unlocking of Difficulties
for the lesson relatives destination
 B. Motivation
1. Ask pupils “In what instance in daily living you encounter addition of
fractions and mixed numbers?”
2. Elicit answers from volunteers such as buying choice cuts of chicken with
same price like ½ kilo wings, 2 1/3 kilo legs, 1 ¾ kilo breast part, etc.
Present the following problem to the class.
Junior visits his relatives during vacation time. He has to travel 3 3/5
kilometers to the bus station and 10 1/3 kilometers to his relatives’ place.
C.Presenting examples/instances How many kilometers does Junior travel in all to reach his destination?
of the new lesson Ask:
 What are the given?
 What is asked?
 What number sentence can we use to solve this problem?
1. Guide the pupils how to add dissimilar fractions without regrouping.
2. Let them work in pairs to answer the following.
D.Discussing new concepts and
3 1 1 3
practicing new skills #1 3 + 10 = 7 + 2 =
5 3 6 4
3. Call on volunteers to show their answer on the board.
3
What if the next day Junior’s relative bought 5 liters of milk and
4
1
E.Discussing new concepts and used 4 liters of milk during breakfast, how much milk was left?
2
practicing new skills #2
Lead the class to the solution using
a. strips of paper and
b. block model approach
Add/subtract and reduce the answer to lowest form, if needed. (Using block
model approach)
1 2 2 3
a. + = b. + =
4 8 5 10

F.Developing Mastery 1 3 7 1
c. 5 +6 = d. 23 - 18 =
2 8 12 3

1 1
e. 8 + 9 =
6 2

Solve the problem correctly.

G.Finding practical applications 2 4
Tina spends hours washing the dishes and hours cleaning the
of concepts and skills in daily 8 12
living kitchen. How many hours does she spend in doing all the chores in the
kitchen?
How do we add/subtract dissimilar fractions without regrouping?
To add/subtract dissimilar fractions without regrouping:
H.Making generalizations and
 Use LCD to write equivalent fractions.
abstractions about the lesson
 Add/subtract the fractions then add the whole numbers.
 Reduce the fraction to lowest term whenever possible.
I.Evaluating learning Add/subtract. Then, reduce the fraction part to lowest term, if possible.
3 3
a. + =
8 9

1 2
b. + =
4 5

6 2
c. - =
7 3

7 1
d. 6 - 5 =
12 3

9 1
e. 8 + 3 =
15 5
 Answer the following at home.
1 2
a. + =
12 3
J.Additional activities for
application or remediation 11 3
b. - =
(Assignment) 12 6

1 6
c. 10 + 18 =
4 10

ERIBERTO A. REMIGIO Grade

DAILY School: ELEM. SCHOOL Level: VI
LESSON LOG Learning MATHEMA
Teacher: MS. JULIETA Y. GAMIDO Area: TICS
Teaching
Dates and 1st
Time: September 6, 2022 Quarter: QUARTER
TUESDAY

I. OBJECTIVES

Content Standards The learner demonstrates understanding of the four fundamental

operations involving fractions.
The learner is able to apply the four fundamental operations involving
Performance Standards fractions in mathematical problems and real-
life situations.
The learner multiplies simple fractions and mixed fractions,
Learning Competencies/ M6NS-Ib-92.2
Objectives

II. CONTENT Numbers and Number Sense

Multiplying Simple Fractions and Mixed Fractions

III. LEARNING
RESOURCES

References
Teacher’s Guide pages 21st Century MATHletes TM page ________
Learner’s Materials pages
Textbook pages 21st Century MATHletes page __________
Additional Materials from
Learning Resources (LR) Portal

Powerpoint presentation
Other Learning Resources
 II. PROCEDURE
1. Drill
Using flashcards
A.Reviewing previous lessons or 2. Review
presenting the new lesson
a. Add/subtract the following fractions:
3/5 + 1/5 1/3 + 2/3 4/5 – 2/5 8/9

B.Establishing a purpose for the

A. Motivation
lesson
1. Ask pupils “What are the things that you can see in a farm?”
2. Elicit answers from the pupils
Present the following problem to the class.
Mang Emong harvests crates of mangoes each day
The table shows the record of his harvest (chalk board)
Ask:
C.Presenting examples/instances  How many creates of mangoes can Mang Emong harvest in half an
of the new lesson
hour? In 4 hours?
 What operation can we use in solving the problem?
 Elicit from the pupils how to multiply mixed numbers nd fractions.
 Let the pupils observe what happened in every step of the solution.
1. Guide the pupils how to add dissimilar fractions without regrouping.
2. Let them work in pairs to answer the following.
D.Discussing new concepts and
3 1 1 3
practicing new skills #1 3 + 10 = 7 + 2 =
5 3 6 4
3. Call on volunteers to show their answer on the board.
Find the product of the following. Reduce the answer to simples form,
whenever possible.
E.Discussing new concepts and
practicing new skills #2 1. 5/8 X 1 ½
2. 3 1/3 X 7/8

Solve the following.

3. Multiply 2 1/3 by 3/5
F.Developing Mastery 4. What is 4/5 of 2 1/8?

G.Finding practical applications

of concepts and skills in daily
living
How do we multiply mixed numbers and fractions?
H.Making generalizations and Why is it important to change the mixed number toimproper form before
abstractions about the lesson multiplying?

Answer the questions below. Write the answer in simplest form, whenever
possible.
V. Evaluating 5. If you multiply 5/6 and 3 4/5 what will you get?
learning 6. Find the value of N in the statement
4/7 X 6 3/5= N

K. Additional activities for

application or remediation
(Assignment)
 ERIBERTO A. REMIGIO Grade
DAILY School: ELEM. SCHOOL Level: VI
LESSON LOG Learning MATHEMA
Teacher: MS. JULIETA Y. GAMIDO Area: TICS
Teaching
Dates and 1st
Time: September 7, 2022 Quarter: QUARTER
Wednesday

I.OBJECTIVES

Content Standards The learner demonstrates understanding of the four fundamental

operations involving fractions.
The learner is able to apply the four fundamental operations involving
Performance Standards fractions in mathematical problems and real-
life situations.
The learner multiplies simple fractions and mixed fractions,
Learning Competencies/ M6NS-Ib-92.2
Objectives

II. CONTENT Numbers and Number Sense

Multiplying Simple Fractions and Mixed Fractions

III. LEARNING
RESOURCES

III. References
Teacher’s Guide pages 21st Century MATHletes TM page ________
Learner’s Materials pages
Textbook pages 21st Century MATHletes page __________
Additional Materials from
Learning Resources (LR) Portal
IV. Other Learning Resources
 Powerpoint presentation

IV.PROCEDURE
1. Drill
Using flashcards
A.Reviewing previous lessons or 2. Review
presenting the new lesson
a. Add/subtract the following fractions:
3/5 + 1/5 1/3 + 2/3 4/5 – 2/5 8/9

B.Establishing a purpose for the

A. Motivation
lesson
1. Ask pupils “What are the things that you can see in a farm?”
2. Elicit answers from the pupils
Present the following problem to the class.
Mang Emong harvests crates of mangoes each day
The table shows the record of his harvest (chalk board)
Ask:
C.Presenting examples/instances  How many creates of mangoes can Mang Emong harvest in half an
of the new lesson
hour? In 4 hours?
 What operation can we use in solving the problem?
 Elicit from the pupils how to multiply mixed numbers nd fractions.
 Let the pupils observe what happened in every step of the solution.
1. Guide the pupils how to add dissimilar fractions without regrouping.
2. Let them work in pairs to answer the following.
D.Discussing new concepts and
3 1 1 3
practicing new skills #1 3 + 10 = 7 + 2 =
5 3 6 4
3. Call on volunteers to show their answer on the board.
Find the product of the following. Reduce the answer to simples form,
whenever possible.
E.Discussing new concepts and
practicing new skills #2 1. 5/8 X 1 ½
2. 3 1/3 X 7/8

Solve the following.

3. Multiply 2 1/3 by 3/5
F.Developing Mastery 4. What is 4/5 of 2 1/8?

G.Finding practical applications

of concepts and skills in daily
living
How do we multiply mixed numbers and fractions?
H.Making generalizations and Why is it important to change the mixed number toimproper form before
abstractions about the lesson multiplying?

Answer the questions below. Write the answer in simplest form, whenever
possible.
a. If you multiply 5/6 and 3 4/5 what will you get?
V. Evaluating
b. Find the value of N in the statement
learning
4/7 X 6 3/5= N

VI. Additional activities for

application or remediation
(Assignment)
 September 8, 2022
Thursday

Mathematics 6

l. Objective:
Follow the directions in the test

ll. Subject Matter:

Summative Test

lll. Procedure:
A Prayer
B Song
C Preparation
D Standards in taking a test
E Teachers’ explanation
F Test proper
( power point )
 September 12, 2022
Monday

Mathematics 6

l. Objective:
Answer the test items correctly

ll. Subject Matter:

Summative Test

lll. Procedure:
A.Prayer
B. Checking of attendance
C. Song
D. Preparation
E. Standards in takng a test
F. Teachers’ explanation
G. Test proper
 ERIBERTO A. REMIGIO Grade
DAILY School: ELEM. SCHOOL Level: VI
LESSON LOG Learning MATHEMA
Teacher: MS. JULIETA Y. GAMIDO Area: TICS
Teaching
Dates and 1st
Time: September 13, 2022 Quarter: QUARTER
Tuesday

I. OBJECTIVES

Content Standards The learner demonstrates understanding of the four fundamental

operations involving fractions.
The learner is able to apply the four fundamental operations involving
Performance Standards fractions in mathematical problems and real-
life situations.
The learner multiplies simple fractions and mixed fractions,
Learning Competencies/ M6NS-Ib-92.2
Objectives

Numbers and Number Sense

II. CONTENT
Multiplying Simple Fractions and Mixed Fractions

III. LEARNING RESOURCES

IV. References
Teacher’s Guide pages 21st Century MATHletes TM page ________
Learner’s Materials pages
Textbook pages 21st Century MATHletes page __________
Additional Materials from
Learning Resources (LR) Portal
V. Other Learning Resources
 Powerpoint presentation

IV. PROCEDURE

1. Drill
Using flashcards
VI. Reviewing previous lessons or 2. Review
presenting the new lesson
a. Add/subtract the following fractions:
3/5 + 1/5 1/3 + 2/3 4/5 – 2/5 8/9

VII. Establishing a purpose for the

A. Motivation
lesson
1. Ask pupils “What are the things that you can see in a farm?”
2. Elicit answers from the pupils
Present the following problem to the class.
Mang Emong harvests crates of mangoes each day
The table shows the record of his harvest (chalk board)
Ask:
VIII.Presenting examples/instances of  How many creates of mangoes can Mang Emong harvest in half an
the new lesson
hour? In 4 hours?
 What operation can we use in solving the problem?
 Elicit from the pupils how to multiply mixed numbers nd fractions.
 Let the pupils observe what happened in every step of the solution.
1. Guide the pupils how to add dissimilar fractions without regrouping.
2. Let them work in pairs to answer the following.
IX. Discussing new concepts and
3 1 1 3
practicing new skills #1 3 + 10 = 7 + 2 =
5 3 6 4
3. Call on volunteers to show their answer on the board.
Find the product of the following. Reduce the answer to simples form,
whenever possible.
X. Discussing new concepts and
practicing new skills #2 a. 5/8 X 1 ½
b. 3 1/3 X 7/8

Solve the following.

a. Multiply 2 1/3 by 3/5
XI. Developing Mastery b. What is 4/5 of 2 1/8?

XII. Finding practical applications of

concepts and skills in daily
living
How do we multiply mixed numbers and fractions?
XIII. Making generalizations and Why is it important to change the mixed number toimproper form before
abstractions about the lesson multiplying?

Answer the questions below. Write the answer in simplest form, whenever
possible.
a. If you multiply 5/6 and 3 4/5 what will you get?
V. Evaluating learning b. Find the value of N in the statement
4/7 X 6 3/5= N

VI. Additional activities for

application or remediation
(Assignment)
 ERIBERTO A. REMIGIO Grade
DAILY School: ELEM. SCHOOL Level: VI
LESSON LOG Learning MATHEMA
Teacher: MS. JULIETA Y. GAMIDO Area: TICS
Teaching
Dates and 1st
Time: September 14, 2022 Quarter: QUARTER
Wednesday

I. OBJECTIVES

Content Standards The learner demonstrates understanding of the four fundamental

operations involving fractions.
The learner is able to apply the four fundamental operations involving
Performance Standards fractions in mathematical problems and real-
life situations.
The learner multiplies simple fractions and mixed fractions,
Learning Competencies/ M6NS-Ib-92.2
Objectives

II. CONTENT Numbers and Number Sense

Multiplying Simple Fractions and Mixed Fractions

III. LEARNING
RESOURCES

XIV.References
Teacher’s Guide pages 21st Century MATHletes TM page ________
Learner’s Materials pages
 Textbook pages 21st Century MATHletes page __________
Additional Materials from
Learning Resources (LR) Portal

Powerpoint presentation
XV. Other Learning Resources

IV. PROCEDURE

1. Drill
Using flashcards
Reviewing previous lessons or 2. Review
presenting the new lesson
a. Add/subtract the following fractions:
3/5 + 1/5 1/3 + 2/3 4/5 – 2/5 8/9

Establishing a purpose for the

A. Motivation
lesson
1. Ask pupils “What are the things that you can see in a farm?”
2. Elicit answers from the pupils
Present the following problem to the class.
Mang Emong harvests crates of mangoes each day
The table shows the record of his harvest (chalk board)
Ask:
Presenting examples/instances of  How many creates of mangoes can Mang Emong harvest in half an
the new lesson
hour? In 4 hours?
 What operation can we use in solving the problem?
 Elicit from the pupils how to multiply mixed numbers nd fractions.
 Let the pupils observe what happened in every step of the solution.
1. Guide the pupils how to add dissimilar fractions without regrouping.
2. Let them work in pairs to answer the following.
Discussing new concepts and
3 1 1 3
practicing new skills #1 3 + 10 = 7 + 2 =
5 3 6 4
3. Call on volunteers to show their answer on the board.
Find the product of the following. Reduce the answer to simples form,
whenever possible.
Discussing new concepts and
practicing new skills #2 a. 5/8 X 1 ½
b. 3 1/3 X 7/8

Solve the following.

c. Multiply 2 1/3 by 3/5
Developing Mastery d. What is 4/5 of 2 1/8?

Finding practical applications of

concepts and skills in daily living
How do we multiply mixed numbers and fractions?
Making generalizations and Why is it important to change the mixed number toimproper form before
abstractions about the lesson multiplying?

Answer the questions below. Write the answer in simplest form, whenever
possible.
a. If you multiply 5/6 and 3 4/5 what will you get?
V.Evaluating learning b. Find the value of N in the statement
4/7 X 6 3/5= N
V. Additional activities for
application or remediation
(Assignment)

ERIBERTO A. REMIGIO Grade

DAILY School: ELEM. SCHOOL Level: VI
LESSON LOG Learning MATHEMA
Teacher: MS. JULIETA Y. GAMIDO Area: TICS
Teaching
Dates and 1st
Time: September 15, 2022 Quarter: QUARTER
Wednesday

VI. OBJECTIVES

Content Standards The learner demonstrates understanding of the four fundamental

operations involving fractions.
The learner is able to apply the four fundamental operations involving
Performance Standards fractions in mathematical problems and real-
life situations.
The learner multiplies simple fractions and mixed fractions,
Learning Competencies/ M6NS-Ib-92.2
Objectives

VII. CONTENT Numbers and Number Sense

Multiplying Simple Fractions and Mixed Fractions

VIII. LEARNING
 RESOURCES

XVI.References
Teacher’s Guide pages 21st Century MATHletes TM page ________
Learner’s Materials pages
Textbook pages 21st Century MATHletes page __________
Additional Materials from
Learning Resources (LR) Portal

Powerpoint presentation
XVII. Other Learning Resources

IX. PROCEDURE

1. Drill
Using flashcards
Reviewing previous lessons or 2. Review
presenting the new lesson
a. Add/subtract the following fractions:
3/5 + 1/5 1/3 + 2/3 4/5 – 2/5 8/9

Establishing a purpose for the

A. Motivation
lesson
1. Ask pupils “What are the things that you can see in a farm?”
2. Elicit answers from the pupils
Present the following problem to the class.
Mang Emong harvests crates of mangoes each day
The table shows the record of his harvest (chalk board)
Ask:
Presenting examples/instances of  How many creates of mangoes can Mang Emong harvest in half an
the new lesson
hour? In 4 hours?
 What operation can we use in solving the problem?
 Elicit from the pupils how to multiply mixed numbers nd fractions.
 Let the pupils observe what happened in every step of the solution.
1. Guide the pupils how to add dissimilar fractions without regrouping.
2. Let them work in pairs to answer the following.
Discussing new concepts and
3 1 1 3
practicing new skills #1 3 + 10 = 7 + 2 =
5 3 6 4
3. Call on volunteers to show their answer on the board.
Find the product of the following. Reduce the answer to simples form,
whenever possible.
Discussing new concepts and
practicing new skills #2 a. 5/8 X 1 ½
b. 3 1/3 X 7/8

Solve the following.

c. Multiply 2 1/3 by 3/5
Developing Mastery d. What is 4/5 of 2 1/8?

Finding practical applications of

concepts and skills in daily living
How do we multiply mixed numbers and fractions?
Making generalizations and Why is it important to change the mixed number toimproper form before
abstractions about the lesson multiplying?

V.Evaluating learning Answer the questions below. Write the answer in simplest form, whenever
possible.
a. If you multiply 5/6 and 3 4/5 what will you get?
b. Find the value of N in the statement
 4/7 X 6 3/5= N

X. Additional activities for

application or remediation
(Assignment)
 ERIBERTO A. REMIGIO
School: ELEM. SCHOOL Grade Level: VI
DAILY Teacher: MS. JULIETA Y. GAMIDO Learning Area: MATHEMATICS
LESSON Teaching
LOG Dates and
Time: September 19, 2022 Quarter: 1st QUARTER
Monday

I. OBJECTIVES

Content Standards The learner demonstrates understanding of the four fundamental operations involving
fractions.
The learner is able to apply the four fundamental operations involving fractions in
Performance
mathematical problems and real-
Standards
life situations.
Learning Adds and subtracts decimals and mixed decimals through ten thousandths
Competencies/ without or with regrouping. (M6NS-Id-106.2)
Objectives
Number and Number Sense
II. CONTENT (Reading and Writing Decimal Numbers)

III. LEARNING
RESOURCES

References
Teacher’s Guide
21st Century MATHletes TM page ________
pages
Learner’s Materials
pages
Textbook pages 21st Century MATHletes page __________
Additional Materials
from Learning Resources
(LR) Portal

Other Learning Powerpoint presentation

Resources

IV. PROCEDURE

A. Mental Computation Drill

(Note to the teacher)
 Provide number cards on adding numbers (Refer to attached file)

B. Place Value Chart

Reviewing previous
 Guide the pupils in answering the following:
lessons or presenting the
Give the place value of the underlined digit.
new lesson
1. 0.25(tenths)
2. 16.32 (hundredths)
3. 53.572(thousandths
4. 34.5912(ten thousandths)
5. 123.123(hundredths)

ACTIVITY 2
Motivation:
Note: (Refer to attached file)
 The teacher will provide a grid paper 10x10. Have the pupils examine the 10x10 grid.
Ask:
1. How many small squares made up the grid? (100 small squares)
 Ask a pupil to go to the board and count a row or a column (10 squares) and shade it.

110)
 Explain to the class the ways on how to write and read the decimal (one-tenth, 0.1, or

 Take 0.1 as an example. Explain to the class the parts of a decimal number. (the first
place to the right of the decimal point is the tenths place)
 ERIBERTO A. REMIGIO
DAILY School: ELEM. SCHOOL Grade Level: VI
LESSON LOG Teacher: MS. JULIETA Y. GAMIDO Learning Area: MATHEMATICS
Teaching
Dates and
Time: September 21, 2022 Quarter: 1st QUARTER
Thursday

I. OBJECTIVE
S

Content Standards The learner demonstrates understanding of the four fundamental operations involving
fractions.
The learner is able to apply the four fundamental operations involving fractions in
Performance
mathematical problems and real-
Standards
life situations.
Learning Adds and subtracts decimals and mixed decimals through ten thousandths
Competencies/ without or with regrouping. (M6NS-Id-106.2)
Objectives
Number and Number Sense
(Reading and Writing Decimal Numbers)
II. CONTENT

III. LEARNING
RESOURCE
 S
References
Teacher’s Guide
21st Century MATHletes TM page ________
pages
Learner’s Materials
pages
Textbook pages 21st Century MATHletes page __________
Additional Materials
from Learning
Resources (LR) Portal

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IV. PROCEDUR
E
A. Mental Computation Drill
(Note to the teacher)
 Provide number cards on adding numbers (Refer to attached file)

B. Place Value Chart

Reviewing previous
 Guide the pupils in answering the following:
lessons or presenting the
Give the place value of the underlined digit.
new lesson
1. 0.25(tenths)
2. 16.32 (hundredths)
3. 53.572(thousandths
4. 34.5912(ten thousandths)
5. 123.123(hundredths)

ACTIVITY 2
Motivation:
Note: (Refer to attached file)
 The teacher will provide a grid paper 10x10. Have the pupils examine the 10x10
grid.
Ask:
1. How many small squares made up the grid? (100 small squares)
 Ask a pupil to go to the board and count a row or a column (10 squares) and
shade it.
 Explain to the class the ways on how to write and read the decimal (one-tenth,
0.1, or 110)
 Take 0.1 as an example. Explain to the class the parts of a decimal number. (the
first place to the right of the decimal point is the tenths place)
Establishing a purpose
 Have a pupil come to the board and shade only one square on the grid.
for the lesson
Ask:
2. What does the shaded part represent? (one hundredth)
Ask a pupil to read and write on the board this decimal number. (one-hundredth, 0.01 or
1100)
Explain to the class that the second place to the right of the decimal point is the
hundredths place.
If the first place to the right of the decimal point is called the tenths place and the second
place to the right of the decimal point is called the hundredths place, what do you think
the third place to the decimal point called? (the thousandths place)
Ask:
3. What are the ways to write one thousandth?
(one-thousandths, 0.001, 11000)

Presenting  Present the problem in the Engage part of the textbook.

examples/instances of
the new lesson Miss Cruz asked her two pupils to write on the board the proper way of reading the
decimal number 35.008. The two pupils gave their answers as shown below.
Name of Pupil Answer
Rachel Thirty-five and eight thousandths
Wally Thirty-five eight thousandths
Ask:
 a. Who gave the proper way of reading the given decimal point?

Ihe word decimal comes from the Latin word decima, meaning tenth part.
Discussing new
concepts and practicing
(Note: The teacher will explain about the word decimal.)
new skills #1
ACTIVITY 3:

 The teacher presents a place value chart to read and understand decimal
number.

In Chemistry, the atomic mass of hydrogen is 1.00794 amu.

Ones Decimal Tenths Hundredth Thousandths Ten Hundred

Point s Thousandths Thousandths

Discussing new 1 . 0 0 7 9 4
concepts and practicing 1 . 110 1100 11000 110000 1100000
new skills #2
Digit Place Value
1 Ones (1) 1x1=1
0 Tenths (0.1) 0x0.1=0
0 Hundredths (0.01) 0x0.01=0
7 Thousandths (0.001) 7x0.001=7
9 Ten Thousandths (0.0001) 9x0.0001=9
4 Hundred Thousandths 4x0.000001=4
(0.000001)

 The teacher discusses the standard form and the expanded form of a decimal
number.

ACTIVITY 4:
Group Activity
(see attachment under activity 4)
Group 1: Name the given decimal numbers.
Developing Mastery Group 2: Give the value of each digit in a given decimal number.
Group 3: Use a place value chart. Place the digits of the given decimal numbers to
their corresponding column.

Finding practical
applications of concepts
and skills in daily living
Ask:
1. How to write the word name of a decimal notation?
Write a word name for the whole number(the number on the left of the decimal point
Making generalizations
Write the word and for the decimal point.
and abstractions about
Write the word name for the number on the right of the decimal point, followed by the
the lesson
place value of the last digit.

V.Evaluating learning
A.Give the place value and the value of 5 in the given decimal number orally. (Note: The
teacher will provide number cards of the following decimals)
1. 7.3259
2. 136.252
3. 37.533
4. 9.3225
5. 0.568
B.Match the decimal number to its word name. (Note: The teacher will provide number
 cards and word strips)
6. 6.437 (six and four hundred thirty-seven thousandths)
7. 0.98 (ninety-eight hundredths)
8. 215.963 (two hundred fifteen and nine hundred sixty-three thousandths)
9. 11.798 (eleven and seven hundred ninety-eight thousandths)
10. 94.86 (ninety-four and eighty-six hundredths)

ACTIVITY 6
Write the decimal number of the given number word.
V. Additional
1. Ten and two hundredths
activities for
2. Three and two hundred forty-one thousandths
application or
3. Thirty-six and forty-five ten thousandths
remediation
4. Twelve and thirty-two thousandths
(Assignment)

ERIBERTO A. REMIGIO
DAILY School: ELEM. SCHOOL Grade Level: VI
LESSON LOG Teacher: MS. JULIETA Y. GAMIDO Learning Area: MATHEMATICS
Teaching
Dates and
Time: September 26, 2022 Quarter: 1st QUARTER
Monday

VI. OBJECTIVE
S
The learner demonstrates understanding of the four fundamental operations involving fractions and
Content Standards
decimals
Performance The learner is able to apply the four fundamental operations involving fractions and decimals in
Standards mathematical problems and real-life.
Learning Adds and subtracts decimals and mixed decimals through ten thousandths
Competencies/ without or with regrouping. (M6NS-Id-106.2)
Objectives
Adding and Subtracting Decimals and Mixed Decimals Through Ten Thousandths without regrouping
VII. CONTENT

VIII. LEARNING
RESOURCE
S
References
Teacher’s Guide
21st Century MATHletes TM page ________
pages
Learner’s Materials
pages
Textbook pages 21st Century MATHletes page __________
Additional Materials
from Learning
Resources (LR) Portal

Other Learning Powerpoint presentation

Resources

IX. PROCEDUR
E
A.Mental Computation Drill
Find the sum or difference:
1) 0.421 + 0.002 =
Reviewing previous
2) 12.21 + 9.18 =
lessons or presenting the
3) 0.77 – 3.12 =
new lesson
4) 1.24 – 0.123 =
5) 5.55 – 0.64 =

Present a simple story.

Andeng does not easily throw things or objects like paper bags, plastic spoons and forks, pieces of
strings or ribbons, Christmas or birthday wrappers, and others. She neatly stores them in a box or cabinet
for future use.
Establishing a purpose  What does Andeng do with the used things or objects?
for the lesson  What kind of girl is she?
 Do you also recycle things/objects? Why?

Problem Opener.
Oneday,Precious,Andrea’s younger sister needed 4 pieces of ribbon for her project. Linda gave her
yellow, pink, blue, and red ribbons with lengths 0.2 m, 0.48m,0.3m and 0.15m respectively. How long are
the yellow and blue ribbons if put together?

When Precious compared the red and pink ribbons which is longer? By how much?
Presenting
examples/instances of
the new lesson

Let pupils write this on their “ Show Me Board”. Let them discuss/explain the placement of decimal
points and what place value should be added first, second and so on…
Discussing new 0.2 m
concepts and practicing + 0.3 m
new skills #1 0.5 m

Find the sum or difference.

1) 0.23 + 0.72 =______
Discussing new 2) 0.002 + 0.234 + 0.3141 = ________
concepts and practicing 3)0.4213 + 0.031 + 2.1122 = ________
new skills #2 4) 0.0925 – 0.033 = ____
5) 0.5571 – 0.1032 = ___

Developing Mastery Perform the indicated operation

1. 0.234 2. 0.3234
+ 0.503 + 0.23

3. 0.2134 4. 0.2039
 + 0.1102 - 0.0237

5. 8.2648
- 2.1435

Solve:
1) How much more than 7.13 is 9.99?
2) Take away 1.5125 from 10.7899
Finding practical 3) Find the sum of 11.424 and 98.455
applications of concepts 4) Selling boiled corn. Mang Obet walked 2.5 km to Alfonso Market then 4.2 km around the town before
and skills in daily living taking rest. How many kilometers had he walked?
5) Cardo will give 23.75 kg of mangoes and 11.25 kg of chicos to his aunts. How many more kilogram are
the mangoes than the chicos?

Making generalizations Let the pupils determine on how to add/subtract decimals through ten thousandths without regrouping.
and abstractions about
the lesson
Write the decimals in column then perform the indicated operation.
1) 0.31 + 0.42 + 0.16 = N
2) 0.13 + 0.0002 + 0.1002 = N
V.Evaluating learning 3) 161.4676 – 20.1035 = N
4) 16.021 decreased by 13.9452 is ________
5) Take away 2.3145 from 12.6276

X. Additional
activities for
application or
remediation
(Assignment)

ERIBERTO A. REMIGIO
DAILY School: ELEM. SCHOOL Grade Level: VI
LESSON LOG Teacher: MS. JULIETA Y. GAMIDO Learning Area: MATHEMATICS
Teaching
Dates and
Time: September 26, 2022 Quarter: 1st QUARTER
Monday

XI. OBJECTIVE
S
The learner demonstrates understanding of the four fundamental operations involving fractions and
Content Standards
decimals
Performance The learner is able to apply the four fundamental operations involving fractions and decimals in
Standards mathematical problems and real-life.
Learning Adds and subtracts decimals and mixed decimals through ten thousandths
Competencies/ without or with regrouping. (M6NS-Id-106.2)
Objectives
XII. CONTENT Adding and Subtracting Decimals and Mixed Decimals Through Ten Thousandths without regrouping
 XIII. LEARNING
RESOURCE
S
References
Teacher’s Guide
21st Century MATHletes TM page ________
pages
Learner’s Materials
pages
Textbook pages 21st Century MATHletes page __________
Additional Materials
from Learning
Resources (LR) Portal

Other Learning Powerpoint presentation

Resources

XIV. PROCEDUR
E
A.Mental Computation Drill
Find the sum or difference:
1) 0.421 + 0.002 =
Reviewing previous
2) 12.21 + 9.18 =
lessons or presenting the
3) 0.77 – 3.12 =
new lesson
4) 1.24 – 0.123 =
5) 5.55 – 0.64 =

Present a simple story.

Andeng does not easily throw things or objects like paper bags, plastic spoons and forks, pieces of
strings or ribbons, Christmas or birthday wrappers, and others. She neatly stores them in a box or cabinet
for future use.
Establishing a purpose  What does Andeng do with the used things or objects?
for the lesson  What kind of girl is she?
 Do you also recycle things/objects? Why?

Problem Opener.
Oneday,Precious,Andrea’s younger sister needed 4 pieces of ribbon for her project. Linda gave her
yellow, pink, blue, and red ribbons with lengths 0.2 m, 0.48m,0.3m and 0.15m respectively. How long are
the yellow and blue ribbons if put together?

When Precious compared the red and pink ribbons which is longer? By how much?
Presenting
examples/instances of
the new lesson

Let pupils write this on their “ Show Me Board”. Let them discuss/explain the placement of decimal
points and what place value should be added first, second and so on…
Discussing new 0.2 m
concepts and practicing + 0.3 m
new skills #1 0.5 m

Find the sum or difference.

1) 0.23 + 0.72 =______
Discussing new 2) 0.002 + 0.234 + 0.3141 = ________
concepts and practicing 3)0.4213 + 0.031 + 2.1122 = ________
new skills #2 4) 0.0925 – 0.033 = ____
5) 0.5571 – 0.1032 = ___
 Perform the indicated operation
1. 0.234 2. 0.3234
+ 0.503 + 0.23

3. 0.2134 4. 0.2039
+ 0.1102 - 0.0237
Developing Mastery

5. 8.2648
- 2.1435

Solve:
1) How much more than 7.13 is 9.99?
2) Take away 1.5125 from 10.7899
Finding practical 3) Find the sum of 11.424 and 98.455
applications of concepts 4) Selling boiled corn. Mang Obet walked 2.5 km to Alfonso Market then 4.2 km around the town before
and skills in daily living taking rest. How many kilometers had he walked?
5) Cardo will give 23.75 kg of mangoes and 11.25 kg of chicos to his aunts. How many more kilogram are
the mangoes than the chicos?

Making generalizations Let the pupils determine on how to add/subtract decimals through ten thousandths without regrouping.
and abstractions about
the lesson
Write the decimals in column then perform the indicated operation.
1) 0.31 + 0.42 + 0.16 = N
2) 0.13 + 0.0002 + 0.1002 = N
V.Evaluating learning 3) 161.4676 – 20.1035 = N
4) 16.021 decreased by 13.9452 is ________
5) Take away 2.3145 from 12.6276

XV. Additional
activities for
application or
remediation
(Assignment)

ERIBERTO A. REMIGIO
DAILY School: ELEM. SCHOOL Grade Level: VI
LESSON LOG Teacher: MS. JULIETA Y. GAMIDO Learning Area: MATHEMATICS
Teaching
Dates and
Time: September 26, 2022 Quarter: 1st QUARTER
Monday

XVI. OBJECTIVE
S
The learner demonstrates understanding of the four fundamental operations involving fractions and
Content Standards
decimals
Performance The learner is able to apply the four fundamental operations involving fractions and decimals in
Standards mathematical problems and real-life.
Learning Adds and subtracts decimals and mixed decimals through ten thousandths
Competencies/ without or with regrouping. (M6NS-Id-106.2)
Objectives
Adding and Subtracting Decimals and Mixed Decimals Through Ten Thousandths without regrouping
XVII. CONTENT

XVIII. LEARNING
RESOURCE
S
References
Teacher’s Guide
21st Century MATHletes TM page ________
pages
Learner’s Materials
pages
Textbook pages 21st Century MATHletes page __________
Additional Materials
from Learning
Resources (LR) Portal

Other Learning Powerpoint presentation

Resources

XIX. PROCEDUR
E
A.Mental Computation Drill
Find the sum or difference:
1) 0.421 + 0.002 =
Reviewing previous
2) 12.21 + 9.18 =
lessons or presenting the
3) 0.77 – 3.12 =
new lesson
4) 1.24 – 0.123 =
5) 5.55 – 0.64 =

Present a simple story.

Andeng does not easily throw things or objects like paper bags, plastic spoons and forks, pieces of
strings or ribbons, Christmas or birthday wrappers, and others. She neatly stores them in a box or cabinet
for future use.
Establishing a purpose  What does Andeng do with the used things or objects?
for the lesson  What kind of girl is she?
 Do you also recycle things/objects? Why?

Problem Opener.
Oneday,Precious,Andrea’s younger sister needed 4 pieces of ribbon for her project. Linda gave her
yellow, pink, blue, and red ribbons with lengths 0.2 m, 0.48m,0.3m and 0.15m respectively. How long are
the yellow and blue ribbons if put together?

When Precious compared the red and pink ribbons which is longer? By how much?
Presenting
examples/instances of
the new lesson

Let pupils write this on their “ Show Me Board”. Let them discuss/explain the placement of decimal
points and what place value should be added first, second and so on…
Discussing new 0.2 m
concepts and practicing + 0.3 m
new skills #1 0.5 m

Discussing new Find the sum or difference.

 1) 0.23 + 0.72 =______
2) 0.002 + 0.234 + 0.3141 = ________
concepts and practicing 3)0.4213 + 0.031 + 2.1122 = ________
new skills #2 4) 0.0925 – 0.033 = ____
5) 0.5571 – 0.1032 = ___

Perform the indicated operation

1. 0.234 2. 0.3234
+ 0.503 + 0.23

3. 0.2134 4. 0.2039
+ 0.1102 - 0.0237
Developing Mastery

5. 8.2648
- 2.1435

Solve:
1) How much more than 7.13 is 9.99?
2) Take away 1.5125 from 10.7899
Finding practical 3) Find the sum of 11.424 and 98.455
applications of concepts 4) Selling boiled corn. Mang Obet walked 2.5 km to Alfonso Market then 4.2 km around the town before
and skills in daily living taking rest. How many kilometers had he walked?
5) Cardo will give 23.75 kg of mangoes and 11.25 kg of chicos to his aunts. How many more kilogram are
the mangoes than the chicos?

Making generalizations Let the pupils determine on how to add/subtract decimals through ten thousandths without regrouping.
and abstractions about
the lesson
Write the decimals in column then perform the indicated operation.
1) 0.31 + 0.42 + 0.16 = N
2) 0.13 + 0.0002 + 0.1002 = N
V.Evaluating learning 3) 161.4676 – 20.1035 = N
4) 16.021 decreased by 13.9452 is ________
5) Take away 2.3145 from 12.6276

XX. Additional
activities for
application or
remediation
(Assignment)

ERIBERTO A. REMIGIO
DAILY School: ELEM. SCHOOL Grade Level: VI
LESSON LOG Teacher: MS. JULIETA Y. GAMIDO Learning Area: MATHEMATICS
Teaching
Dates and
Time: September 27, 2022 Quarter: 1st QUARTER
Tuesday

XXI. OBJECTIVE
 S
The learner demonstrates understanding of the four fundamental operations involving fractions and
Content Standards
decimals
Performance The learner is able to apply the four fundamental operations involving fractions and decimals in
Standards mathematical problems and real-life.
Learning Adds and subtracts decimals and mixed decimals through ten thousandths
Competencies/ without or with regrouping. (M6NS-Id-106.2)
Objectives
Adding and Subtracting Decimals and Mixed Decimals Through Ten Thousandths without regrouping
XXII. CONTENT

XXIII. LEARNING
RESOURCE
S
References
Teacher’s Guide
21st Century MATHletes TM page ________
pages
Learner’s Materials
pages
Textbook pages 21st Century MATHletes page __________
Additional Materials
from Learning
Resources (LR) Portal

Other Learning Powerpoint presentation

Resources

XXIV. PROCEDUR
E
A.Mental Computation Drill
Find the sum or difference:
1) 0.421 + 0.002 =
Reviewing previous
2) 12.21 + 9.18 =
lessons or presenting the
3) 0.77 – 3.12 =
new lesson
4) 1.24 – 0.123 =
5) 5.55 – 0.64 =

Present a simple story.

Andeng does not easily throw things or objects like paper bags, plastic spoons and forks, pieces of
strings or ribbons, Christmas or birthday wrappers, and others. She neatly stores them in a box or cabinet
for future use.
Establishing a purpose  What does Andeng do with the used things or objects?
for the lesson  What kind of girl is she?
 Do you also recycle things/objects? Why?

Problem Opener.
Oneday,Precious,Andrea’s younger sister needed 4 pieces of ribbon for her project. Linda gave her
yellow, pink, blue, and red ribbons with lengths 0.2 m, 0.48m,0.3m and 0.15m respectively. How long are
the yellow and blue ribbons if put together?

When Precious compared the red and pink ribbons which is longer? By how much?
Presenting
examples/instances of
the new lesson

Discussing new Let pupils write this on their “ Show Me Board”. Let them discuss/explain the placement of decimal
concepts and practicing points and what place value should be added first, second and so on…
new skills #1 0.2 m
+ 0.3 m
 0.5 m

Find the sum or difference.

1) 0.23 + 0.72 =______
Discussing new 2) 0.002 + 0.234 + 0.3141 = ________
concepts and practicing 3)0.4213 + 0.031 + 2.1122 = ________
new skills #2 4) 0.0925 – 0.033 = ____
5) 0.5571 – 0.1032 = ___

Perform the indicated operation

1. 0.234 2. 0.3234
+ 0.503 + 0.23

3. 0.2134 4. 0.2039
+ 0.1102 - 0.0237
Developing Mastery

5. 8.2648
- 2.1435

Solve:
1) How much more than 7.13 is 9.99?
2) Take away 1.5125 from 10.7899
Finding practical 3) Find the sum of 11.424 and 98.455
applications of concepts 4) Selling boiled corn. Mang Obet walked 2.5 km to Alfonso Market then 4.2 km around the town before
and skills in daily living taking rest. How many kilometers had he walked?
5) Cardo will give 23.75 kg of mangoes and 11.25 kg of chicos to his aunts. How many more kilogram are
the mangoes than the chicos?

Making generalizations Let the pupils determine on how to add/subtract decimals through ten thousandths without regrouping.
and abstractions about
the lesson
Write the decimals in column then perform the indicated operation.
1) 0.31 + 0.42 + 0.16 = N
2) 0.13 + 0.0002 + 0.1002 = N
V.Evaluating learning 3) 161.4676 – 20.1035 = N
4) 16.021 decreased by 13.9452 is ________
5) Take away 2.3145 from 12.6276

XXV. Additional
activities for
application or
remediation
(Assignment)

ERIBERTO A. REMIGIO
DAILY School: ELEM. SCHOOL Grade Level: VI
LESSON LOG Teacher: MS. JULIETA Y. GAMIDO Learning Area: MATHEMATICS
Teaching September 28, 2022 Quarter: 1st QUARTER
Dates and
 Time:
Wednesday

XXVI. OBJECTIVE
S
The learner demonstrates understanding of the four fundamental operations involving fractions and
Content Standards
decimals
Performance The learner is able to apply the four fundamental operations involving fractions and decimals in
Standards mathematical problems and real-life.
Learning Adds and subtracts decimals and mixed decimals through ten thousandths
Competencies/ without or with regrouping. (M6NS-Id-106.2)
Objectives
Adding and Subtracting Decimals and Mixed Decimals Through Ten Thousandths without regrouping
XXVII. CONTENT

XXVIII. LEARNING
RESOURCE
S
References
Teacher’s Guide
21st Century MATHletes TM page ________
pages
Learner’s Materials
pages
Textbook pages 21st Century MATHletes page __________
Additional Materials
from Learning
Resources (LR) Portal

Other Learning Powerpoint presentation

Resources

XXIX. PROCEDUR
E
A.Mental Computation Drill
Find the sum or difference:
1) 0.421 + 0.002 =
Reviewing previous
2) 12.21 + 9.18 =
lessons or presenting the
3) 0.77 – 3.12 =
new lesson
4) 1.24 – 0.123 =
5) 5.55 – 0.64 =

Present a simple story.

Andeng does not easily throw things or objects like paper bags, plastic spoons and forks, pieces of
strings or ribbons, Christmas or birthday wrappers, and others. She neatly stores them in a box or cabinet
for future use.
Establishing a purpose  What does Andeng do with the used things or objects?
for the lesson  What kind of girl is she?
 Do you also recycle things/objects? Why?

Problem Opener.
Oneday,Precious,Andrea’s younger sister needed 4 pieces of ribbon for her project. Linda gave her
yellow, pink, blue, and red ribbons with lengths 0.2 m, 0.48m,0.3m and 0.15m respectively. How long are
the yellow and blue ribbons if put together?

When Precious compared the red and pink ribbons which is longer? By how much?
Presenting
examples/instances of
the new lesson

l
 Let pupils write this on their “ Show Me Board”. Let them discuss/explain the placement of decimal
points and what place value should be added first, second and so on…
Discussing new 0.2 m
concepts and practicing + 0.3 m
new skills #1 0.5 m

Find the sum or difference.

1) 0.23 + 0.72 =______
Discussing new 2) 0.002 + 0.234 + 0.3141 = ________
concepts and practicing 3)0.4213 + 0.031 + 2.1122 = ________
new skills #2 4) 0.0925 – 0.033 = ____
5) 0.5571 – 0.1032 = ___

Perform the indicated operation

1. 0.234 2. 0.3234
+ 0.503 + 0.23

3. 0.2134 4. 0.2039
+ 0.1102 - 0.0237
Developing Mastery

5. 8.2648
- 2.1435

Solve:
1) How much more than 7.13 is 9.99?
2) Take away 1.5125 from 10.7899
Finding practical 3) Find the sum of 11.424 and 98.455
applications of concepts 4) Selling boiled corn. Mang Obet walked 2.5 km to Alfonso Market then 4.2 km around the town before
and skills in daily living taking rest. How many kilometers had he walked?
5) Cardo will give 23.75 kg of mangoes and 11.25 kg of chicos to his aunts. How many more kilogram are
the mangoes than the chicos?

Making generalizations Let the pupils determine on how to add/subtract decimals through ten thousandths without regrouping.
and abstractions about
the lesson
Write the decimals in column then perform the indicated operation.
1) 0.31 + 0.42 + 0.16 = N
2) 0.13 + 0.0002 + 0.1002 = N
V.Evaluating learning 3) 161.4676 – 20.1035 = N
4) 16.021 decreased by 13.9452 is ________
5) Take away 2.3145 from 12.6276

XXX. Additional
activities for
application or
remediation
(Assignment)

School: ERIBERTO A. REMIGIO Grade Level: VI

 DAILY ELEM. SCHOOL
LESSON LOG Teacher: MS. JULIETA Y. GAMIDO Learning Area: MATHEMATICS
Teaching
Dates and
Time: October 3, 2022 Quarter: 1st QUARTER
Monday

I.OBJECTIVES
The learner demonstrates understanding of the four fundamental operations involving fractions and
Content Standards
decimals
Performance The learner is able to apply the four fundamental operations involving fractions and decimals in
Standards mathematical problems and real-life.
M6NS-Id-106.2
Learning
Adds and subtracts decimals and mixed decimals through ten thousandths without or with regrouping.
Competencies/
Objectives
Adding and Subtracting Decimals and Mixed Decimals Through Ten Thousandths without regrouping
II.CONTENT

III.LEARNING
RESOURCES
References
Teacher’s Guide
21st Century MATHletes TM page ________
pages
Learner’s Materials
pages
Textbook pages 21st Century MATHletes page __________
Additional Materials
from Learning
Resources (LR) Portal

Other Learning Powerpoint presentation

Resources

IV.PROCEDURE
Find the sum or difference:
1) 0.421 + 0.002 =
Reviewing previous 2) 12.21 + 9.18 =
lessons or presenting the 3) 0.77 – 3.12 =
new lesson 4) 1.24 – 0.123 =
5) 5.55 – 0.64 =

Present a simple story.

Andeng does not easily throw things or objects like paper bags, plastic spoons and forks, pieces of
strings or ribbons, Christmas or birthday wrappers, and others. She neatly stores them in a box or cabinet
for future use.
Establishing a purpose  What does Andeng do with the used things or objects?
for the lesson  What kind of girl is she?
 Do you also recycle things/objects? Why?

Problem Opener.
Oneday,Precious,Andrea’s younger sister needed 4 pieces of ribbon for her project. Linda gave her
yellow, pink, blue, and red ribbons with lengths 0.2 m, 0.48m,0.3m and 0.15m respectively. How long are
the yellow and blue ribbons if put together?

When Precious compared the red and pink ribbons which is longer? By how much?
Presenting
examples/instances of
the new lesson

l
 Let pupils write this on their “ Show Me Board”. Let them discuss/explain the placement of decimal
points and what place value should be added first, second and so on…
Discussing new 0.2 m
concepts and practicing + 0.3 m
new skills #1 0.5 m

Find the sum or difference.

1) 0.23 + 0.72 =______
Discussing new 2) 0.002 + 0.234 + 0.3141 = ________
concepts and practicing 3)0.4213 + 0.031 + 2.1122 = ________
new skills #2 4) 0.0925 – 0.033 = ____
5) 0.5571 – 0.1032 = ___

Perform the indicated operation

1. 0.234 2. 0.3234
+ 0.503 + 0.23

3. 0.2134 4. 0.2039
+ 0.1102 - 0.0237
Developing Mastery

5. 8.2648
- 2.1435

Solve:
1) How much more than 7.13 is 9.99?
2) Take away 1.5125 from 10.7899
Finding practical 3) Find the sum of 11.424 and 98.455
applications of concepts 4) Selling boiled corn. Mang Obet walked 2.5 km to Alfonso Market then 4.2 km around the town before
and skills in daily living taking rest. How many kilometers had he walked?
5) Cardo will give 23.75 kg of mangoes and 11.25 kg of chicos to his aunts. How many more kilogram are
the mangoes than the chicos?

Making generalizations Let the pupils determine on how to add/subtract decimals through ten thousandths without regrouping.
and abstractions about
the lesson
Write the decimals in column then perform the indicated operation.
1) 0.31 + 0.42 + 0.16 = N
2) 0.13 + 0.0002 + 0.1002 = N
V.Evaluating learning 3) 161.4676 – 20.1035 = N
4) 16.021 decreased by 13.9452 is ________
5) Take away 2.3145 from 12.6276

VI.Additional activities for

application or
remediation
(Assignment)

School: ERIBERTO A. REMIGIO Grade Level: VI

DAILY ELEM. SCHOOL
LESSON LOG Teacher: MS. JULIETA Y. GAMIDO Learning Area: MATHEMATICS
Teaching
Dates and
Time: October 5, 2022 Quarter: 1st QUARTER
Wednesday

I.OBJECTIVES
The learner demonstrates understanding of the four fundamental operations involving fractions and
Content Standards
decimals
Performance The learner is able to apply the four fundamental operations involving fractions and decimals in
Standards mathematical problems and real-life.
M6NS-Id-106.2
Learning
Adds and subtracts decimals and mixed decimals through ten thousandths with regrouping.
Competencies/
Objectives
Adding and Subtracting Decimals and Mixed Decimals Through Ten Thousandths without regrouping
II.CONTENT

III.LEARNING
RESOURCES
References
Teacher’s Guide
21st Century MATHletes TM page ________
pages
Learner’s Materials
pages
Textbook pages 21st Century MATHletes page __________
Additional Materials
from Learning
Resources (LR) Portal

Other Learning Powerpoint presentation

Resources

IV.PROCEDURE
Reviewing previous Mental Computation Drill on Adding/Subtracting decimals through Ten Thousandths Without Regrouping.
lessons or presenting the
new lesson
Establishing a purpose What will you do if you receive excess change from the amount/goods you bought?
for the lesson

Marianne bought a kilo of mango at Php 45.50 and pineapple at Php 35.00. Is it right to receive a change
of Php 29.50 at her Php 100.00? Why?
Presenting
examples/instances of
the new lesson
l

 What does the problem ask for?

 What are the given facts?
 What operations are needed to solve the problem?
Discussing new
 How much change did she get? Is it the right amount?
concepts and practicing  If you were given an excess change what will you do?
new skills #1  Is it good to eat fruits? Why?
 What good character traits does the problem show?

Solve the missing number:

1. ____ + 0.362 = 0.841
2. 0.56 + ____ = 0.9365
Discussing new
3. ____ - 0.4553 = 0.189
concepts and practicing 4. 0.743 - _____ = 0.58
new skills #2 5. 0.8644 – 0.3729 = ___

Developing Mastery Find the sum/difference vertically.

1. 0.2356 + 0.1156 = N
 2. 0.7651 + 0.3346 = N
3. 6.2785 + 11.1543 = N
4. 0.9623 – 0.3478 = N
5. 0.721 – 0.4625 = N

Solve these problem

Finding practical Dennis went to Ayala Mall in Tagaytay because he wants to buy shorts costing P 150. If he saved P 35.50
applications of concepts last week and P 47.25 this week, how much more will he save?
and skills in daily living
Making generalizations How do you add/subtract decimals through ten thousandths with regrouping?
and abstractions about
the lesson
Find the sum/difference
1) 0.1361 + 0.13 + 0.3462 = N
2) 0.556 + 0.1762 + 0.4417 = N
V.Evaluating learning 3) 0.923 – 0.05621 = N
4) Add 0.1352 to the sum of 0.3416 and 0.1235
5) Subtract 0.3286 from 0.7584.

VI.Additional activities for

application or
remediation
(Assignment)

October 4, 2022
Tuesday
 Mathematics 6

Asynchronous

ERIBERTO A. REMIGIO ELEMENTARY SCHOOL

Oroquieta Ext., Sta. Cruz, Manila
Tel. No. (02)8516-47-14/[email protected]

NAME: ____________________________ SCORE: ______

GRADE/SECTION: _______________

MATHEMATICS 6

A. Write in column form and add.

1. 12.48 + 0.009 + 0.23

2. 0.01 + 342.947 + 6.022
3. 753.008 + 62 + 0.3
4. 7521.09 + 0.878 + 0.006
5. 42.756 + 843 + 0.95

B. Write in column form and subtract.

1. 9.2 – 2.63
2. 7.526 – 2.84
3. 24.08 – 2.79
4. 39.43 – 7.857
5. 42.05 – 25.384

School: ERIBERTO A. REMIGIO Grade Level: VI

 DAILY ELEM. SCHOOL
LESSON LOG Teacher: MS. JULIETA Y. GAMIDO Learning Area: MATHEMATICS
Teaching
Dates and
Time: October 6, 2022 Quarter: 1st QUARTER
Thursday

I.OBJECTIVES
The learner demonstrates understanding of the four fundamental operations involving fractions and
Content Standards
decimals
Performance The learner is able to apply the four fundamental operations involving fractions and decimals in
Standards mathematical problems and real-life.
M6NS-Id-106.2
Learning
Adds and subtracts decimals and mixed decimals through ten thousandths with regrouping.
Competencies/
Objectives
Adding and Subtracting Decimals and Mixed Decimals Through Ten Thousandths without regrouping
II.CONTENT

III.LEARNING
RESOURCES
References
Teacher’s Guide
21st Century MATHletes TM page ________
pages
Learner’s Materials
pages
Textbook pages 21st Century MATHletes page __________
Additional Materials
from Learning
Resources (LR) Portal

Other Learning Powerpoint presentation

Resources

IV.PROCEDURE
Reviewing previous Mental Computation Drill on Adding/Subtracting decimals through Ten Thousandths Without Regrouping.
lessons or presenting the
new lesson
Establishing a purpose What will you do if you receive excess change from the amount/goods you bought?
for the lesson

Marianne bought a kilo of mango at Php 45.50 and pineapple at Php 35.00. Is it right to receive a change
of Php 29.50 at her Php 100.00? Why?
Presenting
examples/instances of
the new lesson
l

 What does the problem ask for?

 What are the given facts?
 What operations are needed to solve the problem?
Discussing new
 How much change did she get? Is it the right amount?
concepts and practicing  If you were given an excess change what will you do?
new skills #1  Is it good to eat fruits? Why?
 What good character traits does the problem show?

Solve the missing number:

1. ____ + 0.362 = 0.841
2. 0.56 + ____ = 0.9365
Discussing new
3. ____ - 0.4553 = 0.189
concepts and practicing 4. 0.743 - _____ = 0.58
new skills #2 5. 0.8644 – 0.3729 = ___
 Find the sum/difference vertically.
1. 0.2356 + 0.1156 = N
2. 0.7651 + 0.3346 = N
3. 6.2785 + 11.1543 = N
Developing Mastery 4. 0.9623 – 0.3478 = N
5. 0.721 – 0.4625 = N

Solve these problem

Finding practical Dennis went to Ayala Mall in Tagaytay because he wants to buy shorts costing P 150. If he saved P 35.50
applications of concepts last week and P 47.25 this week, how much more will he save?
and skills in daily living
Making generalizations How do you add/subtract decimals through ten thousandths with regrouping?
and abstractions about
the lesson
Find the sum/difference
1) 0.1361 + 0.13 + 0.3462 = N
2) 0.556 + 0.1762 + 0.4417 = N
V.Evaluating learning 3) 0.923 – 0.05621 = N
4) Add 0.1352 to the sum of 0.3416 and 0.1235
5) Subtract 0.3286 from 0.7584.

VI.Additional activities for

application or
remediation
(Assignment)

School: ERIBERTO A. REMIGIO Grade Level: VI

DAILY ELEM. SCHOOL
LESSON LOG Teacher: MS. JULIETA Y. GAMIDO Learning Area: MATHEMATICS
Teaching
Dates and
Time: October 10, 2022 Quarter: 1st QUARTER
Monday

I.OBJECTIVES
The learner demonstrates understanding of the four fundamental operations involving fractions and
Content Standards
decimals.
Performance The learner is able to apply the four fundamental operations involving fractions and decimals in
Standards mathematical problems and real – life situations.
M6NS-Ie-111.3
Learning
The learner multiplies decimals and mixed decimals with factors up to 2 decimal places
Competencies/
Objectives
Multiplying Decimals and Mixed Decimals with Factors Up to 2 Decimal Places
II.CONTENT

III.LEARNING
RESOURCES
References
Teacher’s Guide
21st Century MATHletes TM page ________
pages
Learner’s Materials
pages
Textbook pages 21st Century MATHletes page __________
Additional Materials
from Learning
Resources (LR) Portal

Other Learning Powerpoint presentation

Resources

IV.PROCEDURE
The school hosted a singing contest. The scores of two contestants in the Finals are shown in the table
below:
Stage Presence
Voice Quality (40)

Technique (25)

Impact (15)
Contestant

(20)

Reviewing previous
Jo 35.7 17.6 20.8 14
lessons or presenting the
J36.3 15.9 21 13.2
new lesson
e

Answer the following

Questions.
1) What is Jo's total score? What is Jen's total score?
2) Who won between Jo and Jen?
Flow many more points should the non-winner have scored to tie with the winner?
Ask:
Do you know how much we weigh on the Moon? To find out, we need to multiply our weight on Earth by
Establishing a purpose
approximately 0.17 so we would know our weight on the Moon
for the lesson Inform the learners that today they will be learning how to multiply decimals and mixed decimals by
whole numbers
Present this problem. "Louis, an astronaut, will travel to the moon to do some explorations on its surface. He weighs
63 kg here on Earth. What would be his weight when he lands on the moon?"
Check if they understand the problem (e.g., What is his weight here on Earth? What is the problem asking us to
do?).
Ask for an estimate of the answer.
Presenting Do you think his weight on the moon is more than 10 kg? What is the most it could be? Could it be 12 kg?
examples/instances of
the new lesson

Discussing new Think-Pair-Share Once an estimate is decided on, give each pair time to think about and solve the
 problem. Then, let them share their solutions with another pair.
63 x 0.17 = 10.71 kg
Using only the result of this computation and estimation, let them give the exact answer to each of the
concepts and practicing following:
new skills #1 6.3 x 0.17 63 x 1.7
0.63 x 0.17 6.3 x 1.7
Ask: How did you know where to place the decimal point in each product?

Find each product. Example: 3.04 x 0.6 (see also Proded Math 36- C, pp. 5-7)
Discussing new
Ask: How does multiplying decimals compare with multiplying whole numbers?
concepts and practicing
new skills #2
Encircle the statement that gives the greater product.
Examples:
Developing Mastery 1) 0.29 x 0.8 0.92 x 0.08
2) 5.4 x 0.17 0.45 x 7.1

A student assistant in a university earns P35 per hour. The table below shows the number of hours she worked each day
during a certain week.
Day Hours
Monday 3.5
Tuesday 2.25
FindingWednesday
practical 275
applications of
Thursday concepts22
and skills in daily living
Friday 4.10
How much did she earn
each day?
How much did each earn in
that week?

Making generalizations How do we multiply decimals and mixed decimals?

and abstractions about How do you know where to place the decimal point in the product?
the lesson
Complete each statement.
1.The product of 2.5 and 3.45 is .
2.18.72 imes 2.9 is______.
V.Evaluating learning III.2.35 x 1.6 =____.
4.24.56 multiplied by 3.5 is equal to .

Put the decimal point in the correct place in the product.

1) 1.2 x 6 =72
VI.Additional activities for
2) 12.4 x 0.78 = 9 6 7 2
application or
3) 3.34 x 1.4 = 4 6 7 6
remediation 4) 2.3 x 12.3 = 2 8 2 9
(Assignment) 5) 2.34 x 1.23 = 2 8 7 8 2

School: ERIBERTO A. REMIGIO Grade Level: VI

DAILY ELEM. SCHOOL
LESSON LOG Teacher: MS. JULIETA Y. GAMIDO Learning Area: MATHEMATICS
Teaching
Dates and
Time: October 11, 2022 Quarter: 1st QUARTER
Tuesday

I.OBJECTIVES
The learner demonstrates understanding of the four fundamental operations involving fractions and
Content Standards
decimals.
Performance The learner is able to apply the four fundamental operations involving fractions and decimals in
Standards mathematical problems and real – life situations.
M6NS-Ie-111.3
Learning
The learner multiplies decimals and mixed decimals with factors up to 2 decimal places
Competencies/
Objectives
Multiplying Decimals and Mixed Decimals with Factors Up to 2 Decimal Places
II.CONTENT

III.LEARNING
RESOURCES
References
Teacher’s Guide
21st Century MATHletes TM page ________
pages
Learner’s Materials
pages
Textbook pages 21st Century MATHletes page __________
Additional Materials
from Learning
Resources (LR) Portal

Other Learning Powerpoint presentation

Resources

IV.PROCEDURE
Flash the following and let each pair show their answers using their drill boards.
2.4 x 6 23.9 x 1.1

8.25 x 0.43
Reviewing 73 x 14.2
previous
lessons
23.4 x or presenting the
1.25
new lesson
Ask:
How do we multiply decimals and mixed decimals?
How do you know where to place the decimal point in the product
Ask:
Who among you do a lot of exercise? What activities do you engage in to make yourself physically fit? Why is it
Establishing a purpose
important for us to exercise? What benefits do we get from it?
for the lesson Inform the learners that today's lesson will help them improve their skills further in multiplying decimals
and mixed decimals
Present this problem.
"Lola Patring keeps her body healthy by walking everyday. She walks at a rate of 25.4 meters per minute. How far can
she walk in 4.75 minutes?"
Presenting Check if they understand the problem.
examples/instances of
(What does Lola Patring do to make her body healthy? How far can she walk in a minute? What is the problem asking
the new lesson
us to do?)
Ask for an estimate of the answer. Then, let them think about how they can arrive at the exact answer.

Think-Pair-Share Once an estimate is decided on, let them solve the problem with a partner. Then, let
them share their solutions with the class.
Discussing new 25.4 x 4.75 = 120.65 m Ask:
concepts and practicing What do you notice between the number of decimal places in the factors and the number of decimal places in the
new skills #1 product?
When do you drop zeros in a decimal product?

Discussing new Post the following situation.

concepts and practicing
 Fred and Perry are shown the following statement: 308 x 10.25 =

Fred thinks that the exact answer can be read up to the ten thousandths place. But, Perry thinks it would be easier to
new skills #2 read it until the hundredths place only. Which of them is correct? Why?

In this number puzzle, the number in each square is the product of the numbers in the circles on either
Developing Mastery side of the square complete the puzzele
Finding practical Mother bought 10.5 kilos of sugar at P52.95 a kilo. How much did she pay for it?
applications of concepts Ask the learners to think of other situations wherein multiplying decimals would be useful to them.
and skills in daily living
Making generalizations How do we multiply decimals and mixed decimals?
and abstractions about How do you know where to place the decimal point in the product?
the lesson
A swimmer can swim 50.2 meters in 1 minute. How far can he swim in:
1) 0.5 minute?
2) 1.25 minutes?
3) 3.75 minutes?
V.Evaluating learning 4) 10.25 minutes?
5.) half an hour .

VI.Additional activities for

application or
remediation
(Assignment)

ERIBERTO A. REMIGIO
DAILY School: ELEM. SCHOOL Grade Level: VI
LESSON LOG Teacher: MS. JULIETA Y. GAMIDO Learning Area: MATHEMATICS
Teaching October 12, 2022 Quarter: 1st QUARTER
Dates and
 Time:
Wednesday

I.OBJECTIVES
The learner demonstrates understanding of the four fundamental operations involving fractions and
Content Standards
decimals.
Performance The learner is able to apply the four fundamental operations involving fractions and decimals in
Standards mathematical problems and real – life situations.
M6NS-Ie-111.3
Learning
The learner multiplies decimals and mixed decimals with factors up to 2 decimal places
Competencies/
Objectives
Multiplying Decimals and Mixed Decimals with Factors Up to 2 Decimal Places
II.CONTENT

III.LEARNING
RESOURCES
References
Teacher’s Guide
21st Century MATHletes TM page ________
pages
Learner’s Materials
pages
Textbook pages 21st Century MATHletes page __________
Additional Materials
from Learning
Resources (LR) Portal

Other Learning Powerpoint presentation

Resources

IV.PROCEDURE
The school hosted a singing contest. The scores of two contestants in the Finals are shown in the table
below:
Stage Presence
Voice Quality (40)

Technique (25)

Impact (15)
Contestant

(20)

Reviewing previous
Jo 35.7 17.6 20.8 14
lessons or presenting the
J36.3 15.9 21 13.2
new lesson
e

Answer the following

Questions.
3) What is Jo's total score? What is Jen's total score?
4) Who won between Jo and Jen?
Flow many more points should the non-winner have scored to tie with the winner?
Ask:
Do you know how much we weigh on the Moon? To find out, we need to multiply our weight on Earth by
Establishing a purpose
approximately 0.17 so we would know our weight on the Moon
for the lesson Inform the learners that today they will be learning how to multiply decimals and mixed decimals by
whole numbers
Present this problem. "Louis, an astronaut, will travel to the moon to do some explorations on its surface. He weighs
63 kg here on Earth. What would be his weight when he lands on the moon?"
Check if they understand the problem (e.g., What is his weight here on Earth? What is the problem asking us to
do?).
Ask for an estimate of the answer.
Presenting Do you think his weight on the moon is more than 10 kg? What is the most it could be? Could it be 12 kg?
examples/instances of
the new lesson

Discussing new Think-Pair-Share Once an estimate is decided on, give each pair time to think about and solve the
concepts and practicing problem. Then, let them share their solutions with another pair.
new skills #1 63 x 0.17 = 10.71 kg
Using only the result of this computation and estimation, let them give the exact answer to each of the
 following:
6.3 x 0.17 63 x 1.7
0.63 x 0.17 6.3 x 1.7
Ask: How did you know where to place the decimal point in each product?

Find each product. Example: 3.04 x 0.6 (see also Proded Math 36- C, pp. 5-7)
Discussing new
Ask: How does multiplying decimals compare with multiplying whole numbers?
concepts and practicing
new skills #2
Encircle the statement that gives the greater product.
Examples:
Developing Mastery 3) 0.29 x 0.8 0.92 x 0.08
4) 5.4 x 0.17 0.45 x 7.1

A student assistant in a university earns P35 per hour. The table below shows the number of hours she worked each day
during a certain week.
Day Hours
Monday 3.5
Tuesday 2.25
FindingWednesday
practical 275
applications of concepts
Thursday 22
and skills in
Friday daily living
4.10
How much did she earn
each day?
How much did each earn in
that week?

Making generalizations How do we multiply decimals and mixed decimals?

and abstractions about How do you know where to place the decimal point in the product?
the lesson
Complete each statement.
1.The product of 2.5 and 3.45 is .
2.18.73 imes 2.9 is______.
V.Evaluating learning III.2.36 x 1.6 =____.
4.24.56 multiplied by 3.5 is equal to .

Put the decimal point in the correct place in the product.

6) 1.2 x 6 =72
VI.Additional activities for
7) 12.4 x 0.78 = 9 6 7 2
application or
8) 3.34 x 1.4 = 4 6 7 6
remediation 9) 2.3 x 12.3 = 2 8 2 9
(Assignment) 10) 2.34 x 1.23 = 2 8 7 8 2

ERIBERTO A. REMIGIO
DAILY School: ELEM. SCHOOL Grade Level: VI
LESSON LOG Teacher: MS. JULIETA Y. GAMIDO Learning Area: MATHEMATICS
Teaching October 13, 2022 Quarter: 1st QUARTER
 Dates and
Time:
Thursday

I.OBJECTIVES
The learner demonstrates understanding of the four fundamental operations involving fractions and
Content Standards
decimals.
Performance The learner is able to apply the four fundamental operations involving fractions and decimals in
Standards mathematical problems and real – life situations.
M6NS-Ie-111.3
Learning
The learner multiplies decimals and mixed decimals with factors up to 2 decimal places
Competencies/
Objectives
Multiplying Decimals and Mixed Decimals with Factors Up to 2 Decimal Places
II.CONTENT

III.LEARNING
RESOURCES
References
Teacher’s Guide
21st Century MATHletes TM page ________
pages
Learner’s Materials
pages
Textbook pages 21st Century MATHletes page __________
Additional Materials
from Learning
Resources (LR) Portal

Other Learning Powerpoint presentation

Resources

IV.PROCEDURE
Flash the following and let each pair show their answers using their drill boards.
2.4 x 6 23.9 x 1.1

8.25 x 0.43
Reviewing 73 x 14.2
previous
lessons or presenting the
23.4 x 1.25
new lesson
Ask:
How do we multiply decimals and mixed decimals?
How do you know where to place the decimal point in the product
Ask:
Who among you do a lot of exercise? What activities do you engage in to make yourself physically fit? Why is it
Establishing a purpose
important for us to exercise? What benefits do we get from it?
for the lesson Inform the learners that today's lesson will help them improve their skills further in multiplying decimals
and mixed decimals
Present this problem.
"Lola Patring keeps her body healthy by walking everyday. She walks at a rate of 25.4 meters per minute. How far can
she walk in 4.75 minutes?"
Presenting Check if they understand the problem.
examples/instances of
(What does Lola Patring do to make her body healthy? How far can she walk in a minute? What is the problem asking
the new lesson
us to do?)
Ask for an estimate of the answer. Then, let them think about how they can arrive at the exact answer.

Think-Pair-Share Once an estimate is decided on, let them solve the problem with a partner. Then, let
them share their solutions with the class.
Discussing new 25.4 x 4.75 = 120.65 m Ask:
concepts and practicing What do you notice between the number of decimal places in the factors and the number of decimal places in the
new skills #1 product?
When do you drop zeros in a decimal product?

Discussing new Post the following situation.

concepts and practicing
new skills #2 Fred and Perry are shown the following statement: 308 x 10.25 =
 Fred thinks that the exact answer can be read up to the ten thousandths place. But, Perry thinks it would be easier to
read it until the hundredths place only. Which of them is correct? Why?

In this number puzzle, the number in each square is the product of the numbers in the circles on either
Developing Mastery side of the square complete the puzzele
Finding practical Mother bought 10.5 kilos of sugar at P52.95 a kilo. How much did she pay for it?
applications of concepts Ask the learners to think of other situations wherein multiplying decimals would be useful to them.
and skills in daily living
Making generalizations How do we multiply decimals and mixed decimals?
and abstractions about How do you know where to place the decimal point in the product?
the lesson
A swimmer can swim 50.2 meters in 1 minute. How far can he swim in:
5) 0.5 minute?
6) 1.25 minutes?
7) 3.75 minutes?
V.Evaluating learning 8) 10.25 minutes?
5.) half an hour .

VI.Additional activities for

application or
remediation
(Assignment)

ERIBERTO A. REMIGIO
DAILY School: ELEM. SCHOOL Grade Level: VI
LESSON LOG Teacher: MS. JULIETA Y. GAMIDO Learning Area: MATHEMATICS
 Teaching
Dates and
Time: October 17, 2022 Quarter: 1st QUARTER
Monday

I.OBJECTIVES
Content Standards The learner demonstrates understanding of the four fundamental operations involving decimals
Performance The learner is able to apply the four fundamental operations involving decimals in mathematical
Standards problems and real-life situations.

Learning M6NS-If-113.3
Competencies/ The learner solves multi-step problems involving multiplication and addition or subtraction of decimals
and whole numbers including money using appropriate problem solving
Objectives
strategies and tools.
Solving Multi-Step Problems Involving Multiplication and Addition or Subtraction of Decimals and Whole
II.CONTENT Numbers Including Money Using Appropriate Problem Solving Strategies and Tools
III.LEARNING
RESOURCES
References
Teacher’s Guide
21st Century MATHletes TM page ________
pages
Learner’s Materials
pages
Textbook pages 21st Century MATHletes page __________
Additional Materials
from Learning
Resources (LR) Portal

Other Learning Powerpoint presentation

Resources

IV.PROCEDURE
Reviewing previous Review previous lesson on addition, subtraction and multiplication of decimals.
lessons or presenting the
new lesson
Ask: How much allowance do you get from your parents daily?
Establishing a purpose What do you usually buy out of it? When you have extra money left from your allowance, what do you do
for the lesson with it? Is it necessary for us to save money? Why?

Present the following problem to the class:

“Ronald counted seventeen 25-centavo coins from his coin purse this week. If he had a savings of ₱25.00
Presenting the previous week, how much money does he have in two weeks?”
examples/instances of
the new lesson Let the learners analyze and make clarifications regarding the problem.

Divide the class into groups. Emphasize the use of Polya’s 4 steps:
Discussing new
Understand, Plan, Solve, and Check. Encourage them to use any appropriate strategy that
concepts and practicing will help them solve the problem. Afterwards, let them display and explain their solutions to the
new skills #1 class.

Ronald has twenty 25 centavo coins, while Marvin has ₱6.00. Marvin says he has more money than
Ronald. Is this true? Why or why not?

Let them explain how they arrived at their answers.

Discussing new Point out the importance of identifying any hidden question/s in a given mathematical problem.
concepts and practicing Is there a question asking you to solve for the amount Ronald has? Why do we need to solve for it even if
new skills #2 it is not
being asked?

Developing Mastery Mother has fifty 25-centavo coins. She bought a cup of buko juice for ₱6.00. How much does she have
left?
 Ask the learners to think of situations at home wherein adding, subtracting and
Finding practical
multiplying decimals would be useful to them.
applications of concepts
and skills in daily living
Making generalizations How do we solve word problems involving multiplication and addition or subtraction of decimals?
and abstractions about
the lesson
Read, analyze and solve.
V.Evaluating learning “Racquel has seventy-five 10-centavo coins, while Kaye has one hundred 5- centavo coins. Who has more
money and by how much?”
Read and analyze the problem. Then solve.
VI.Additional activities for
application or “Mario needs to buy a notebook that costs ₱12.00. He already has one 5-peso coin, twenty 25-centavo
remediation coins, and thirty 10-centavo coins.
(Assignment) Does he have enough money to buy the notebook? Why?”

School: ERIBERTO A. REMIGIO Grade Level: VI

DAILY ELEM. SCHOOL
LESSON LOG Teacher: MS. JULIETA Y. GAMIDO Learning Area: MATHEMATICS
Teaching
Dates and
Time: October 18, 2022 Quarter: 1st QUARTER
Tuesday

I.OBJECTIVES
Content Standards The learner demonstrates understanding of the four fundamental operations involving decimals
Performance The learner is able to apply the four fundamental operations involving decimals in mathematical
Standards problems and real-life situations.
M6NS-If-113.3
Learning The learner solves multi-step problems involving multiplication and addition or subtraction of decimals,
Competencies/ mixed decimals and whole numbers including money using appropriate problem solving strategies and
Objectives tools.

Solving Multi-Step Problems Involving Multiplication and Addition or Subtraction of Decimals, Mixed
II.CONTENT Decimals and Whole Numbers
Including Money Using Appropriate Problem Solving Strategies and Tools
III.LEARNING
RESOURCES
References
Teacher’s Guide
21st Century MATHletes TM page ________
pages
Learner’s Materials
pages
Textbook pages 21st Century MATHletes page __________
Additional Materials
from Learning
Resources (LR) Portal

Other Learning Powerpoint presentation

Resources

IV.PROCEDURE
Reviewing previous Let the learners revisit their experiences in the previous lesson. How do you know if multiple
lessons or presenting the steps are required to solve a given word problem? Do you find the problems in the previous lesson
new lesson interesting and challenging? Have you experienced similar situations in real life?
Ask: Have you tried buying fruits from a vendor? What fruits do
Establishing a purpose you usually buy? Is it important for us to eat fruits? Why?
for the lesson

Present the following problem to the class:

“A vendor bought three

Presenting watermelons weighing 2.8 kg, 3.2 kg, and 2.9 kg to be sold in the nearby community. If
examples/instances of each kilogram costs ₱28.00, how much did he pay in all?”
the new lesson
Let the learners analyze and make clarifications regarding the problem.

Divide the class into groups. Emphasize the use of Polya’s 4 steps:

Understand, Plan, Solve, and Check. Encourage them to use any appropriate strategy that
will help them solve the problem. Afterwards, let them display and explain their solutions to the
Discussing new
class.
concepts and practicing
new skills #1 Ask: Is there any hidden question that you need to answer first before arriving at the final answer? How
do you know that your answer is correct?

Discussing new Another vendor bought three watermelons weighing 2.9 kg, 3.15 kg and 3.25 kg at P35.00 a kilogram.
concepts and practicing How much change did he get from ₱500.00?
new skills #2
Ask: How is this problem similar to/different from the previous problem? What information do we
know about this problem? What are we looking for? What operation/s do we need to perform?

Let them explain how they arrived at their answers.

 Read, analyze and solve.

“A store owner paid ₱180.00 for a tray of 30 eggs. At the end of the day, she sold all the eggs at ₱6.50
Developing Mastery each. How much profit did she get for selling all the eggs?”

Ask the learners to think of situations in a market wherein adding, subtracting and
Finding practical
multiplying decimals would be useful to them.
applications of concepts
and skills in daily living
Making generalizations How do we solve word problems involving multiplication and addition or subtraction of decimals?
and abstractions about
the lesson
Read, analyze, and solve.

“Susan bought 3.5 kilos of sugar at ₱40.75 a kilo and a dozen eggs at ₱4.90 each for the cake she will
V.Evaluating learning
bake. She gave the cashier ₱500.00. How much change did she
receive?”

Read and analyze the problem. Then solve.

VI.Additional activities for
“Ana rides a jeepney to a town 15 kilometres away. The fare is ₱8.00 for the first 4 kilometers and
application or
charges an additional ₱1.50 for every kilometer in excess of 4 kilometers. How much change will she get if
remediation she gives the driver a ₱50.00 bill?”
(Assignment)

ERIBERTO A. REMIGIO
DAILY School: ELEM. SCHOOL Grade Level: VI
LESSON LOG Teacher: MS. JULIETA Y. GAMIDO Learning Area: MATHEMATICS
Teaching October 19, 2022 Quarter: 1st QUARTER
 Dates and
Time:
Wednesday

I.OBJECTIVES
Content Standards The learner demonstrates understanding of the four fundamental operations involving decimals
Performance The learner is able to apply the four fundamental operations involving decimals in mathematical
Standards problems and real-life situations.

Learning M6NS-If-113.3
Competencies/ The learner solves multi-step problems involving multiplication and addition or subtraction of decimals
and whole numbers including money using appropriate problem solving
Objectives
strategies and tools.
Solving Multi-Step Problems Involving Multiplication and Addition or Subtraction of Decimals and Whole
II.CONTENT Numbers Including Money Using Appropriate Problem Solving Strategies and Tools
III.LEARNING
RESOURCES
References
Teacher’s Guide
21st Century MATHletes TM page ________
pages
Learner’s Materials
pages
Textbook pages 21st Century MATHletes page __________
Additional Materials
from Learning
Resources (LR) Portal

Other Learning Powerpoint presentation

Resources

IV.PROCEDURE
Reviewing previous Review previous lesson on addition, subtraction and multiplication of decimals.
lessons or presenting the
new lesson
Ask: How much allowance do you get from your parents daily?
Establishing a purpose What do you usually buy out of it? When you have extra money left from your allowance, what do you do
for the lesson with it? Is it necessary for us to save money? Why?

Present the following problem to the class:

“Ronald counted seventeen 25-centavo coins from his coin purse this week. If he had a savings of ₱25.00
the
Presenting previous week, how much money does he have in
examples/instances of two weeks?”
the new lesson
Let the learners analyze and make clarifications regarding the problem.

Divide the class into groups. Emphasize the use of Polya’s 4 steps:
Discussing new
Understand, Plan, Solve, and Check. Encourage them to use any appropriate strategy that
concepts and practicing will help them solve the problem. Afterwards, let them display and explain their solutions to the
new skills #1 class.

Ronald has twenty 25 centavo coins, while Marvin has ₱6.00. Marvin says he has more money than
Ronald. Is this true? Why or why not?

Let them explain how they arrived at their answers.

Discussing new Point out the importance of identifying any hidden question/s in a given mathematical problem.
concepts and practicing Is there a question asking you to solve for the amount Ronald has? Why do we need to solve for it even if
new skills #2 it is not
being asked?
 Mother has fifty 25-centavo coins. She bought a cup of buko juice for ₱6.00. How much does she have
Developing Mastery left?

Ask the learners to think of situations at home wherein adding, subtracting and
Finding practical
multiplying decimals would be useful to them.
applications of concepts
and skills in daily living
Making generalizations How do we solve word problems involving multiplication and addition or subtraction of decimals?
and abstractions about
the lesson
Read, analyze and solve.
V.Evaluating learning “Racquel has seventy-five 10-centavo coins, while Kaye has one hundred 5- centavo coins. Who has more
money and by how much?”
Read and analyze the problem. Then solve.
VI.Additional activities for
application or “Mario needs to buy a notebook that costs ₱12.00. He already has one 5-peso coin, twenty 25-centavo
remediation coins, and thirty 10-centavo coins.
(Assignment) Does he have enough money to buy the notebook? Why?”
 ERIBERTO A. REMIGIO
DAILY School: ELEM. SCHOOL Grade Level: VI
LESSON LOG Teacher: MS. JULIETA Y. GAMIDO Learning Area: MATHEMATICS
Teaching
Dates and
Time: October 20, 2022 Quarter: 1st QUARTER
Thursday

I.OBJECTIVES
Content Standards The learner demonstrates understanding of the four fundamental operations involving decimals
Performance The learner is able to apply the four fundamental operations involving decimals in mathematical
Standards problems and real-life situations.
M6NS-If-113.3
Learning The learner solves multi-step problems involving multiplication and addition or subtraction of decimals,
Competencies/ mixed decimals and whole numbers including money using appropriate problem solving strategies and
Objectives tools.

Solving Multi-Step Problems Involving Multiplication and Addition or Subtraction of Decimals, Mixed
II.CONTENT Decimals and Whole Numbers
Including Money Using Appropriate Problem Solving Strategies and Tools
III.LEARNING
RESOURCES
References
Teacher’s Guide
21st Century MATHletes TM page ________
pages
Learner’s Materials
pages
Textbook pages 21st Century MATHletes page __________
Additional Materials
from Learning
Resources (LR) Portal

Other Learning Powerpoint presentation

Resources

IV.PROCEDURE
Reviewing previous Let the learners revisit their experiences in the previous lesson. How do you know if multiple
lessons or presenting the steps are required to solve a given word problem? Do you find the problems in the previous lesson
new lesson interesting and challenging? Have you experienced similar situations in real life?
Ask: Have you tried buying fruits from a vendor? What fruits do
Establishing a purpose you usually buy? Is it important for us to eat fruits? Why?
for the lesson

Present the following problem to the class:

“A vendor bought three

Presenting watermelons weighing 2.8 kg, 3.2 kg, and 2.9 kg to be sold in the nearby community. If
examples/instances of each kilogram costs ₱28.00, how much did he pay in all?”
the new lesson
Let the learners analyze and make clarifications regarding the problem.

Divide the class into groups. Emphasize the use of Polya’s 4 steps:

Understand, Plan, Solve, and Check. Encourage them to use any appropriate strategy that
will help them solve the problem. Afterwards, let them display and explain their solutions to the
Discussing new
class.
concepts and practicing
new skills #1 Ask: Is there any hidden question that you need to answer first before arriving at the final answer? How
do you know that your answer is correct?

Discussing new Another vendor bought three watermelons weighing 2.9 kg, 3.15 kg and 3.25 kg at P35.00 a kilogram.
concepts and practicing How much change did he get from ₱500.00?
new skills #2
Ask: How is this problem similar to/different from the previous problem? What information do we
 know about this problem? What are we looking for? What operation/s do we need to perform?

Let them explain how they arrived at their answers.

Read, analyze and solve.

“A store owner paid ₱180.00 for a tray of 30 eggs. At the end of the day, she sold all the eggs at ₱6.50
Developing Mastery each. How much profit did she get for selling all the eggs?”

Ask the learners to think of situations in a market wherein adding, subtracting and
Finding practical
multiplying decimals would be useful to them.
applications of concepts
and skills in daily living
Making generalizations How do we solve word problems involving multiplication and addition or subtraction of decimals?
and abstractions about
the lesson
Read, analyze, and solve.

“Susan bought 3.5 kilos of sugar at ₱40.75 a kilo and a dozen eggs at ₱4.90 each for the cake she will
V.Evaluating learning
bake. She gave the cashier ₱500.00. How much change did she
receive?”

Read and analyze the problem. Then solve.

VI.Additional activities for
“Ana rides a jeepney to a town 15 kilometres away. The fare is ₱8.00 for the first 4 kilometers and
application or
charges an additional ₱1.50 for every kilometer in excess of 4 kilometers. How much change will she get if
remediation she gives the driver a ₱50.00 bill?”
(Assignment)