GRAGE 6-CARNATION School SAN RAFAEL ELEMENTARY SCHOOL Grade GRADE 6-CARNATION

DAILY LESSON LOG Teacher DAVID D. TOMINES JR. Learning Area MATHEMATICS
Week/Teaching Date WEEK 1 (JUNE 16-JUNE 20, 2025) Quarter 1ST QUARTER
Time 10:05 AM-10:50 AM / 1:00 PM -1:45 PM

WEEK MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates
understanding of the four understanding of the four understanding of the four understanding of the four understanding of the four
fundamental operations fundamental operations fundamental operations involving fundamental operations fundamental operations
involving fractions and decimals. involving fractions and fractions and decimals. involving fractions and decimals.
involving fractions and decimals.
decimals.
B. Performance The learner is able to apply the The learner is able to apply the The learner is able to apply the The learner is able to apply the The learner is able to apply the
Standards four fundamental operations four fundamental operations four fundamental operations four fundamental operations four fundamental operations
involving fractions and decimals involving fractions and involving fractions and decimals in involving fractions and decimals involving fractions and decimals
in mathematical problems and decimals in mathematical mathematical problems and real- in mathematical problems and
in mathematical problems and
real-life. problems and real-life. life. real-life.
real-life.
C. Learning adds and subtracts simple adds and subtracts simple adds and subtracts simple adds and subtracts simple adds and subtracts simple
Competencies fractions and mixed numbers fractions and mixed numbers fractions and mixed numbers with fractions and mixed numbers fractions and mixed numbers
with or without regrouping with or without regrouping or without regrouping (M6NS-Ia- with or without regrouping with or without regrouping
(M6NS-Ia-86) (M6NS-Ia-86) 86) (M6NS-Ia-86) (M6NS-Ia-86)
D. Learning Objectives adds and subtracts simple adds and subtracts simple adds and subtracts simple adds and subtracts simple adds and subtracts simple
fractions and mixed numbers fractions and mixed numbers fractions and mixed numbers with fractions and mixed numbers fractions and mixed numbers
with or without regrouping with or without regrouping or without regrouping (M6NS-Ia- with or without regrouping with or without regrouping
(M6NS-Ia-86) (M6NS-Ia-86) 86) (M6NS-Ia-86) (M6NS-Ia-86)
Adds And Subtracts Simple Adds And Subtracts Simple Adds And Subtracts Simple Adds And Subtracts Simple
Adds And Subtracts Simple
II. CONTENT Fractions And Mixed Fractions And Mixed Fractions And Mixed Fractions And Mixed
Fractions And Mixed Numbers
( Subject Matter) Numbers With Or Without Numbers With Or Without Numbers With Or Without Numbers With Or Without
With Or Without Regrouping
Regrouping Regrouping Regrouping Regrouping
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material
pages
3. Textbook pages
4. Additional Materials SLM/ADM SLM/ADM SLM/ADM SLM/ADM SLM/ADM
from Learning Resource
LR portal
B. Other Learning Audio-visual presentations, Audio-visual presentations, Audio-visual presentations, pictures Audio-visual presentations, Audio-visual presentations,
Resources pictures pictures pictures pictures
IV. PROCEDURE
A. Drill/Reviewing Let’s Bake! Let’s Make! Let’s Observe! Look at the problem situation ACTIVITY
previous Lesson or Your classmates will come over below.
to your house to play. You
presenting new lesson
want you make an orange juice Ellen bought 1 3/4 kilograms of
for them. Can you share with mangoes for her grandparents.
the class how to prepare an They ate1/2 kilogram of it. How
orange juice? Make sure to many kilograms of mangoes
write the ingredients. were left?
 What have you observe in
making orange? Do you use
fraction? Fraction is
everywhere is in it?

B. Establishing a purpose Find the Find the Find the Find the
for the lesson

Step 1. Find the Least Common

Denominator (LCD).
Step 1. Find the Least Common Step 1. Find the Least Step 2. Find the missing
Denominator (LCD). Common Step 1. Find the Least Common numerators.
Step 2. Find the missing Denominator (LCD). Denominator (LCD). To find the missing numerators,
numerators. Step 2. Find the missing Step 2. Find the missing divide the LCD by the
To find the missing numerators, numerators. numerators. denominator of the given
divide the LCD by the To find the missing To find the missing numerators, fraction. Multiply the quotient by
denominator of the given numerators, divide the LCD by divide the LCD by the denominator the numerator.
fraction. the denominator of the given of the given fraction. Multiply the Step 3. Write the equivalent
Multiply the quotient by the fraction. Multiply the quotient quotient by the numerator. forms.
numerator. by the numerator. Step 3. Write the equivalent Subtract the numerators; then
Step 3. Add the numerators. Step 3. Write the equivalent forms. bring down the whole number.
Then, write the sum over the forms. Subtract the numerators and use
common denominator. Then, add the numerators. the Least Common Denominator
Step 4. Rename the fraction. (LCD) as denominators.
C. Presenting examples/
instances of the new
lesson
D. Discussing new Here an example for you to Let’s Try! Here an example for you to study Here are some examples for you
concepts and practicing study. On the Board to study.
new skills.#1
Complete each item. Write
your answers on your answer
sheet.

E. Discussing new On the board: On the Board: Instruction: Complete each item. Instruction: Solve the following
concepts and practicing Instruction: Add the following Instruction: Add the following Write your answers on your answer word problem.
new skills #2. fractions. Express your answer to and change your answer to the sheet.
simplest form or lowest term, if lowest term if needed. Write 1. Gen spent 2/25 of her money
needed. Write your answers on your answer on your answer on transportation and 7/10 on
your answer sheet. sheet. food. What fraction of her money
was spent on transportation and
food?
2. Alin Mila bought 3 3/10 kg of
talakitok. She aksi bought 1 3/4
kg catfish. What is the total mass
of both kinds of fish?
F. Developing Mastery Think-Pair-Share Think-Pair-Share Perform the following activity with Group Activity:
Find a partner and solve the Find a partner and solve the a partner. You need a sheet of Instruction: The group will solve
(Lead to Formative
following equation. following equation. graphic paper and two different each word problem and show
Assessment 3)
Instruction: Add the following colors of crayons. their solution.
fractions. Express your answer to Instruction: Add the following
simplest form or lowest term, if fractions. Write your answers Your task is to subtract 4/9 from 1. Mother cooks food in 1 3/4
needed. Write your answers on on your answer sheet. 6/9 using a model. hours and prepares the
your answer sheet. children’s snacks in 4/6of an
1. 6/10 + 3/5 = 1. On the sheet of graphic paper, hour. How much longer does she
1. 4/10 + 1/5 = 2. 4/7 + 1/2 = draw a square with 9 small square cook the food than prepare the
 2. 2/7 + 1/2 = 3. 3/5 + 2/3 = or section in it. children’s snacks?
3. 2/9 + 6/9 = 4. 7/10 + 1/2 = 2. Color 6 sections to show 6/9 and 2. Mrs. Diaz finishes the laundry
4. 7/10 + 2/10 = 5. 1/2 + 3/5 = then draw a cross (x) on each of in 2 3/4 hours and cleans the
5. 1/2 + 2/5 = the 4 blue sections to show 4/9. house in 5/8 of an hour. How
much longer does she do the
Answer the question: laundry than cleaning the house?
How many sections of the square 3. Johnny practiced playing piano
were left? What fraction represent for 1 6/7 hours. He practiced
the number of colored sections playing the guitar for 4/7 of an
left? hour. How much longer did he
practice playing piano than
playing the guitar?
4. Aling Maris has 2 3/4 meters
of red cloth. She cut 3/5 meter
for her daughter’s blouse. How
many meters of cloth were left?
5. Yna bought 2 9/10 meters of
white ribbon. She cut 3/5 meter
for her project. How many
meters of ribbon were left?
G. Finding practical Get a 1 Whole Sheet of Paper. Do Let’s Try! Let’s Try! Instruction: Subtract the
application of concepts what you teacher will say. following fractions. Express your
1.Fold in to half Word Problem: Instruction: Subtract the fractions answer to simplest form or
and skills in daily living
2. Fold it again. Julia spends her free time using a model. Reduce the answer lowest term, if needed. Write
playing piano. Each day she to their lowest terms. your answers on your answer
spends 3/4 hour. When a sheet.
visitor came in, she has 1. 1/5 – 4/20 =
already played for 1/2 hour. To 2. 6/15 – 4/15 =
complete her schedule, how 3. 13/26 – 5/26 =
much longer does she need to 4. 14/16 – 10/16 =
play? 5. 12/18 – 7/18 =

How many fourths do you have?

Add another fold, how many
fourths do you have now?

What is your thought? Share it

with your classmates.

H. Making Generalizations In adding simple fractions In adding simple fractions with To subtract simple fractions: To subtract simple fractions from
and Abstraction about without regrouping: regrouping:  Find the Least Common mixed number without
 Find the Least Common  Find the Least Common Denominator (LCD). regrouping:
the Lesson.
Denominator (LCD). Denominator (LCD).  Rename the dissimilar  Find the Least Common
 Rename the dissimilar  Rename the dissimilar fractions to their equivalent Denominator (LCD).
fractions to their fractions to their fractions using the LCD.  Rename the dissimilar
equivalent fractions using equivalent fractions  Subtract the numerators. fractions to their equivalent
the LCD. using the LCD. Then, write the difference fractions using the LCD.
 Add the numerators. Then,  Add the numerators. over the common  Subtract the numerators.
write the sum over the Then, write the sum over denominator. Then, write the difference
common denominator. the common  Express the answer in over the common
 Express the answer in denominator. simplest form or lowest term, denominator.
 simplest form or lowest  If the sum is an improper if needed.  If the difference is an
term, if needed. fraction, rename it as a improper fraction, rename
mixed number. it as a mixed number.
I. Evaluating Learning Instruction: Read and solve the Instruction: Read and solve Instruction: Read and solve the Solve the following.
following problems. Show your the following problems. Show following problems. Show your
solutions and express your final your solutions and express solutions and express your final 1. 7 3/4 – 2/5 =
answer to simplest form or answer to simplest form or lowest 2. 9 7/4 – 7/8 =
your final answer to simplest
lowest term. Write it on your term. Write it on your answer 3. 1 1/2 – 3/4 =
answer sheet. form or lowest term. Write it on sheet. 4. 5 3/7 – 4/2 =
1.) Michelle spends her free time your answer sheet. 1.) Carol bought 4/ 5 kilogram of 5. 3 1/4 – 1/3 =
in reading short stories. If she ground pork. She used 3/4
spent reading 2/6 hour on 1.) One morning, a restaurant kilogram to make siomai. How
Monday and 3/6 hour on served a total of ½ of a loaf of many kilograms of ground pork
Tuesday, how many hours did wheat bread and 7/8 of a loaf were left?
she spent reading in two days? of white bread. How many
loaves were served in all?

2.) Joey walked ½ kilometer

yesterday and ¾ of a kilometer
today. How many kilometers
has John walked?

J. Additional Activities for Teacher will post a word problem Teacher will post a word Instruction: Subtract the Teacher will post a word problem
Application or on the board. problem on the board. following fractions. Express your on the board.
answer to simplest form or lowest
Remediation
Word Problem: Word Problem: term, if needed. Write your Word Problem:
answers on your answer sheet.
The grade 6 pupils of Makabayan Josephine is preparing for a Jerlin spent 2 8/10 hours doing
Elementary School went to final exam. She studied 4/5 her Math homework and 2/5 hour
Laguna for a field trip. Along the of an hour on Friday, 3/4 of an doing her English homework.
way, they dropped by a fruit hour on Saturday, and 2/3 of How much time did Jerlin spend
stand to buy pasalubong. Raven an hour on Sunday. How many on doing her Math homework
bought 4/5 kilograms of hours did she study in all? than in English homework?
lanzones, Andy bought 2/5 of
rambutan, while Rain bought 3/5
kilograms of chico. How many
kilograms of fruits did they buy
in all?

V. REMARKS

VI. REFLECTION
A.No. of learners who earned ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80%
80% in the evaluation above ___ of Learners who earned above above above
80% above
B.No. of learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
additional activities for additional activities for additional activities for additional activities for additional activities for additional activities for
remediation who scored below remediation remediation remediation remediation remediation
80%

C.Did the remedial lessons work? ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
No. of learners who have caught ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught up
the lesson the lesson lesson the lesson the lesson
up with the lesson

D.No. of learners who continue ___ of Learners who continue to ___ of Learners who continue ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
to require remediation require remediation to require remediation require remediation require remediation require remediation

E.Which of my teaching Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
strategies worked well? Why did __Group collaboration __Group collaboration __Group collaboration __Group collaboration __Group collaboration
these work? __Games __Games __Games __Games __Games
__Power Point Presentation __Power Point Presentation __Power Point Presentation __Power Point Presentation __Power Point Presentation
__Answering preliminary __Answering preliminary __Answering preliminary __Answering preliminary __Answering preliminary
__activities/exercises __activities/exercises __activities/exercises __activities/exercises __activities/exercises
__Discussion __Discussion __Discussion __Discussion __Discussion
__Think-Pair-Share __Think-Pair-Share __Think-Pair-Share __Think-Pair-Share __Think-Pair-Share

F.What difficulties did I __Comprehension __Comprehension __Comprehension __Comprehension __Comprehension

encounter which my principal or __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils
supervisor can help me solve?

G.What innovation or localized Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
materials did I use/discover __Fashcards __Fashcards __Fashcards __Fashcards __Fashcards
which I wish to share with other __Pictures __Pictures __Pictures __Pictures __Pictures
__Learning Activity Sheets __Learning Activity Sheets __Learning Activity Sheets __Learning Activity Sheets __Learning Activity Sheets
teachers?
__Math Module __Math Module __Math Module __Math Module __Math Module
__Tarpapel __Tarpapel __Tarpapel __Tarpapel __Tarpapel
__Drill Cards __Drill Cards __Drill Cards __Drill Cards __Drill Cards
__Powerpoint Presentation __Powerpoint Presentation __Powerpoint Presentation __Powerpoint Presentation __Powerpoint Presentation

Prepared by: Checked & Noted: Approved:

DAVID D. TOMINES JR. MARILOU T. MUÑOZ DARMER

HILDA O. AQUINO
Teacher I Master Teacher I Principal II