MATHEMATICS VI Date: ___________ I.

Objective:

Add similar fraction in simple or mixed forms with regrouping

Value: Being Responsible II. Learning Content Adding a similar fraction with regrouping References: Materials: BEC-PELC II. H.4 Enfolding Mathematics VI strips of papers, pair of scissors

III. Learning Experiences: A. Preparatory Activities: 1. Drill Relay: Give the simples form. a. The teacher forms 3 groups with equal number b. The teacher flashes cards, which contains ex. 6/10, 9/10, 9/19, 2/6. c. Pupil 1 answers the first question, followed by the next pupil; this goes on until all the pupils have answered. d. The group with the most correct answer w ins. 2. Review: Write an equation for each short story. 1. Rode 5/10 km. Walk 2/10 km. Went how far in all? 2. Painted 3/8 of the fence before lunch. Painted 4/8 after lunch. How much was finished? 3. One package weighed 7/16 kg. Second package weigh 5/16 kg. How much in all? 3. Motivation: Migui needs 3 meters to make seat cover for his car. He has 3 pieces of cloth which measures , and meters respectively. Do you think these are enough? B. Developmental Activities: 1. Presentation: a. Activity 1 - Whole Class Discussion /Problem Opener The teacher presents the problem about Migui. Migui has 3 pieces of cloth which measure , , , meters. How long are the 3 pieces together? 1. Let the pupils get 4 strips of paper of same width and length. Let one piece be the basic length. 2. Ask the pupils to fold the strips into fourth. Label the steps: Strip A - Fold in 4 = parts, Mark the crease, cut 1 part Strip B - Fold in 4 = parts, Mark the crease, cut 3 parts Strip C - Fold in 4 = parts, Mark the crease, cut 3 parts 3. Ask pupils to tape the parts side by side with out over lapping. Slide the taped strips of paper on the basic strip. Make pupil observe the length of the three tapes strips in relation to the basic strip.

2. Fixing Skills: Find the total. Reduce answer to simplest form. 1. 4/7 + 2/7 + 5/7 2. 7/10 + 1/10 + 9/10

3. 3/9 + 4/9 + 5/9

3. Generalization: What are the steps in adding similar fractions with regrouping? IV. Evaluation: Find the sum. Reduce the answer to simplest form. 1) 9/12 + 4/12 2) 3/10 + 7/10 + 3/10 3) 8/24 + 17/24 + 9/24 4) 6/15 + 7/15 + 8/15 5) 6/18 + 2/18 + 4/18 + 11/18 V. Assignment Find the total. Reduce the fractional parts in needed.

1) 5/10 + 3/10 + 7/10 2) 2 13/16 + 1 7/16 + 5 2/16 3) 8/15+ 7/15+ 2 4/15 4) 2 3/11 + 2 1/11 + 1 7/11 5) 7/12 + 5/12 + 4 8/12
Remarks: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ _____

MATHEMATICS VI Date: ___________ I. Objective: Subtract similar fractions in simple and mixed forms with regrouping Value: Sharing ones blessing t o other people II. Learning Content Subtracting similar fractions in simple and mixed forms with regrouping References: Materials: BEC-PELC II.H.4 Enfolding Mathematics V strips of paper, pair of scissors, worksheet

III. Learning Experiences: A. Preparatory Activities: 1. Drill: Mental Computation Find the total 1) 5/8 + 3/8 2) 1 + 2 + 1 2. Review: Check up of assignment

3) 3 5/9 + 2 1/9 + 3

3. Motivation: Rename the given whole numbers as fraction as' suggested by the numbers at the left of equality sign. 1) 1 = __/4 2) 2 = __/8 3) 1 = __/6 4) 2 = __/4 B. Developmental Activities: 1. Presentation: a. Strategy 1 Whole Class Activity/Problem Opener Material: Strips of paper, pair of scissors Mechanics: 1. Present a problem. A family bought a pie for their merienda. They divided the into 8 equal parts. After each of them has eaten his share, 5/8 of it was left. When they came home mother gave 3/8 to their house help. The rest was kept in the refrigerator. What part of the pie was kept? Discuss the problem 2. Ask every pupil to get a strip of paper. Gold the strip into 8 equal parts. Mark crease label the parts into unit fraction. Cut the 3/8 from the whole to show that 5/8 was left. 3. How did we subtract similar fractions? 2. Fixing Skills: Find the difference. Reduce answer to simplest. 1) 1 17/20 - 6 19/20 2) 5 8/15 4 10/15 3) 4 5/16 8/16

3. Generalization: How do you subtract similar fractions with regrouping? IV. Evaluation: Solve for the difference. 1) 3 4/9 1 7/9 = 2) 4 3/12 2 7/12 = 3) 12 3/15 2 8/15 = 4) 16 4/17 11 9/17 = 5) 15 5/24 12 9/24 = V. Assignment

Find the remainder.

1) 2) 3) 4) 5) 20 2/7 6 6/79 = 29 3/12 2 5/8 = 25 1/12 16 7/12 = 21 3/8 7/8 = 21 1/4 9 3/4 = Remarks: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ _____

MATHEMATICS VI Date: ___________ I. Objective: Add dissimilar fractions in simple or mixed forms without regrouping Value: Obedience II. Learning Content Adding dissimilar fractions in simple or mixed forms without regrouping References: Materials: BEC-PELC II.H.5 Enfolding Mathematics VI fraction kit, strips of paper consisting of 2 color

III. Learning Experiences: A. Preparatory Activities: 1. Mental Computation: Strategy-Game: Pass It On Mechanics: 1. Form 4 groups wit equal number of members 2. Write on a flashcard the numbers. Direction: Give the LCD of pair of fractions. Ex. and 2/3 and 1/6 3/5 and 9/10 2/3 and 3. First pupil write his answers on the board, goes at the back, next pupil waits fur the teacher to flash the card, writes his answer on the board. 2. Review: Check up of assignment B. Developmental Activities: 1. Presentation: a. Activity 1 Whole Class Discussion/Problem Opener Materials: strips of papers, tapes, fraction kit Mechanics: 1) The teacher poses a problem Josie needs cup oil for a plain cake and 3/8 cup for pineapple sponge cake. How many cups of oil are needed? 2) Discussion about the problem. 3) Ask the pupils to get 2 strips of paper to represent the given data. 4) Let the pupils compare and 3/8 as to the number of divisions. Make some observation. 5) Tape the strips end to end without overlapping. 6) Slide it on the fraction kit, until you find a number of the same fractions. 7) Guide the pupils to discover that: is equal to 2/8 8) Discuss the steps in finding the sum. 2. Fixing Skills: Add: 1) 2/4 + 3/10 =

2) 7/15 + =

3) 1/5 + 3/10 + 1/15 =

3. Generalization: How do you add dissimilar fractions without regrouping? IV. Evaluation: Find the sum. 1) + + 3 1/8 = 2) + 5/8 = 3) 3 3/8 + 2 = 4) 4 + 2 1/3 = 5) 5 + 6 1/8 + 2 1/6 = V. Assignment Find the total 1) 1/5 + 2/5 = 2) 1 1/6 + 1 1/3 + 2 1/9 = 3) 3 + 2 + 1 1/12 = 4) 1 1/10 + 2 1/5 + 3 = 5) 6 1/5 + 1 + 2 1/10 = Remarks: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ _____

MATHEMATICS VI Date: ___________ I. Objective: Subtract dissimilar fractions in simple or mixed forms without regrouping Value: Concern for others/sharing II. Learning Content Subtracting dissimilar fractions in simple or mixed forms without regrouping References: Materials: BEC-PELC II.H.5 Enfolding Mathematics VI strips of paper, show me card

III. Learning Experiences: A. Preparatory Activities: 1. Mental Computation: Give me two numbers, which will make my statement true. 1) My sum is 17, my difference is 1. 2) My sum is 13, my difference is 3. 3) My sum is 12, my difference is 8. 4) My sum is 50, my difference is 0. 5) My sum is 17, my difference is 13. 2. Review: Solve the problem: 1) Music lesson: hour, practice 1/3 hr. How much time in all? 2) Recipe: 2/3 cup milk, 1/3 cup water. How much liquid? B. Developmental Activities: 1. Presentation: Activity 1 Whole Class Activity/Problem Opener Materials: Strips of paper, pair of scissors. Mechanics: 1. Present the problem: Erwin had half a melon. He cut the half melon into 2 and ate one part. The other part he left: will be for his younger brother Eric. What part of the melon did Eric get? 2. Discuss the problem 3. State the subtraction sentence - =. Let pupils do the activity wit the guidance of the teacher 4. Thru paper folding represent then fold again so you have now 4ths. How many 4ths: hence become 2/4 so of , is . 5. Discuss the steps. 6. What trait did Erwin show? 2. Fixing Skills: Find the difference. 1) 7/15 1/5

2) 6/12 2/24

3) 6 - 6

3. Generalization: What are the steps in subtracting dissimilar fractions without regrouping? IV. Evaluation: Find the difference. 1) 4/8 1/3 = 2) 2/5 3/10 = 3) 3 7/8 = 4) 6 6/7 2 = 5) Take 10/25 form 15/10? V. Assignment Solve for the difference. 1) 5/8 1/3 2) 6/7 3) 6 1/5 2 1/10 4) 19 2/7 4 5) 18 17/16 3 5/8 Remarks: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ _____

MATHEMATICS VI Date: ___________ I. Objective: Add dissimilar fractions in simple or mixed forms with regrouping Value: Hospitality II. Learning Content Adding dissimilar fractions in simple or mixed forms with regrouping References: Materials: BEC-PELC II.H.6 Enfolding Mathematics VI strips of paper, show me board, fraction kit

III. Learning Experiences: A. Preparatory Activities: 1. Mental Computation: Make Me the same a) - 1/3 b) - 1/3 2. Review: Check up of assignment

c) 1/5

d) 1/10

B. Developmental Activities: 1. Presentation: a. Activity 1 Problem Opener/Whole Class Activity Materials: strip of paper, fraction kit Mechanics: 1) Present a story problem. Pipoy has a visitor. He served his visitor some pineapple juice. He mixed 2/3 glass of sweetened pineapple juice and glass of water. How much is the mixture? 2) Discussion: a. What are the given data? b. What will you solve for? c. How do you solve the problem? d. Write the equation. 3) Represent the data by paper folding. 4) Guide the children to see: 2/3 is equal to 4/6 is equal to 3/6 5) Discuss the steps in adding 2. Fixing Skills: Find the sum. a) 2/3 + =

b) + 5/6

c) 3/8 + 1/3

d) 1/3 + 1 5/8

3. Generalization: What are the steps in adding dissimilar fractions with regrouping?

IV. Evaluation: Add: 1) + 2 3/6 2) + 1/3 + 3) 2 1/5 + 3 4/6 + 3 3/10 4) 3 1/5 + 1 3/15 + 2 1/10 5) 8 3/10 + 2 3/5 + 2 7/12 V. Assignment Find the total: 1) 2 4/5 + 3 7/10 2) 1 3/8 + 2 3) 3 + 2 + 3 5/8 4) 5 7/8 + 4 7/10 + 3 4/5 5) 8 3/10 + 2 3/5 + 2 7/12 Remarks: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ _____

MATHEMATICS VI Date: ___________ I. Objective: Subtract dissimilar fractions in simple or mixed forms with regrouping Value: Patience and Perseverance II. Learning Content Subtracting dissimilar fractions in simple or mixed forms with regrouping References: Materials: BEC-PELC II.H.6 Enfolding Mathematics VI worksheet, show me card

III. Learning Experiences: A. Preparatory Activities: 1. Mental Computation: Solve mentally. a) n + 6 = 12

b) n 8 = 14

c) 10 + n = 15

d) n 5 = 15

2. Review: 1) Check up of assignment 2) Give the next 3 equivalent fractions. a) 6/8, _____, _____, ______,. b) 1/3 2/6, _____, _____, ______,. c) 2/4, _____, _____, ______,. B. Developmental Activities: 1. Presentation: a. Activity 1 Whole Class Activity Materials: chart Mechanics: 1) Present a word problem. There was 1 melon left for dinner. At dinnertime, the family ate 2/3 of the melon. What part of the melon was left for the next meal? 2) Discussion: a. What are the needed information? b. How do we solve the problem? c. Write the equation. 1 - 2/3 = n 3) What kind of fraction are the given? 4) Guide the pupils to get the equivalent fractions, hence: 5) Lead the pupils to think of 1 now as 6/6 and 3/6; 2/3 as 4/6. 2. Fixing Skills: Subtract: a) 1 4/9 8/15

b) 6 9/12 5/6

c) 7 5/16 3 3/8

d) 2 - 1

3. Generalization: What are the steps in subtracting dissimilar fractions with regrouping? IV. Evaluation: Subtract: 1) 2 - 1 2/3 2) 6 2/3 3) 4 1/3 7/8 4) 6 1/5 2 5) 4 1/3 2 5/8 V. Assignment Solve: 1) 3 - 2) 13 5/16 2 3) 4 1/3 1 7/8 4) 8 2/9 5 5/6 5) 6 5/28 3 Remarks: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ _____

MATHEMATICS VI Date: ___________ I. Objective: Add mentally similar and dissimilar fractions using the properties of addition Value: Concern for family members II. Learning Content Adding mentally similar and dissimilar fractions using the properties of addition References: Materials: BEC-PELC II.H.7 Enfolding Mathematics VI flashcards, sheets of manila paper, strips of newspaper, pentel pen or crayon

III. Learning Experiences: A. Preparatory Activities: 1. Drill: Naming the fractions show by models a. Activity 1 Who am I Materials: flashcards Sample:

1) 2) 3) 4) 5)

Form 4 groups The teacher flashes as card One member of each group simultaneously goes to the board and writes the answer. The teacher checks the answer. The group having the most number of correct answers wins. 2. Review: Check up of assignment B. Developmental Activities: 1. Presentation: a. Activity 1-Acting Out the Problem Through fraction sense Conching a dressmaker has '12 m white cotton and another printed material of the same kind measuring % m and 2/8 m for her to sew the school uniform of her daughter. How long is her fabric? 1. Answering wh-questions: a) Who is the dressmaker? b) What does she have? c) Why is she sewing a school uniform? d) If you were a parent like Conching, will you also be doing the same: Why? 2. Analyzing the problem: a) What are you to solve for in the problem? b) What are the needed data? c) What are you going to do?

2. Fixing Skills: Add mentally using the properties of addition which will help you give the sum easily. Simplify your answer. a. + b. 2/4 + 2/4 c. 1/5 + 3/5 d. 1/8 + 3. Generalization: How do you add mentally similar and dissimilar using the properties of addition? IV. Evaluation: Add mentally using the properties of addition to arrive at the sum easily. Simplify your answer. 1) 6/12 + 3/12 2) 6/9 + 2/9 3) + 1/3 4) + 1/5 5) 1/3 + 1/5 V. Assignment Find the sum mentally. 1) + 1/6 2) 9/10 + 3/10 3) 4/5 + 4/5 4) 8/15 + 7/15 + 3/15 5) 7/14 + 3/14 + 2/14 Remarks: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ _____

MATHEMATICS VI Date: ___________ I. Objective: Solve 2-to 3-Step word problems involving addition, subtraction and multiplication of decimals including money.

Value: sharing II. Learning Content Solve 2-to 3-Step word problems involving addition, subtraction and multiplication of decimals including money. References: Materials: BEC-PELC II.H.8.3 Enfolding Mathematics VI dart and dartboard, activity cards

III. Learning Experiences: A. Preparatory Activities: 1. Drill on Identifying 2 numbers with a. sum of 20 and difference of 8. b. Product of 72 and sum of 17. c. Difference of 49 and product of 50 d. Product of 100 and difference of 15. 2. Review: Check up of assignment. B. Developmental Activities: 1. Presentation: a. Activity 1 Cooperative Learning Problem Opener: Each of the LB groups will analyze the problem written in an index with the following questions: a) What does the problem ask for? b) What are given? c) What process will you see to save it? d) What are the hidden questions? e) Translate it into a number sentence. f) Solve for the answer and label your answer. 2. Fixing Skills: Read and analyze to solve the problem. Rhoda bought 2 notebooks at P48.50 each and a pad paper at P30.75. if her money is a 200 pesos bill, how much is her change? 1) The problem asks you to look for ______ 2) The given fact in the problem are ______ 3) The relevant facts to solve the problem are _______ 4) The hidden question are ______ 5) The process to be used are _______.

3. Generalization: How many step problem is the first problem? Second problem? What is a hidden question? IV. Evaluation: Read analyze then solve the problem. Mary prepared sandwiches for the seminar participants. She bought 5 loaves of bread at P22.50 each. 2 bottles of mayonnaise at P55.50 a bottle, and 1.5 kilograms of ham at P240 a kilogram. If she gave the saleslady P1000, how much change did she receive? a) What is ask? b) What are given? c) What is/are the hidden question? d) What operation will you use to solve the problem? e) What is the number sentence? f) What is the answer? V. Assignment Read and analyze and solve for the answer. a. Mother bought 3 kg of sugar at P23.70 per kilogram and 2 kg of rice at P21.50 per kilogram. How much change did she receive from her P500-peso bill? b. Roy's allowance is P500 a week. He spent P80 for transportation and P225 for meal and snacks. How much money can he save for 4 weeks? Remarks: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ _____

MATHEMATICS VI Date: ___________ I. Objective: Analyze and solve 1-2 step word problems involving addition or subtraction of fractions in simple or mixed forms without or with regrouping

Value: Wise use of free time II. Learning Content Solving Word Problems Involving Addition or Subtraction of Fractions in simple or mixed forms without or with regrouping References: Materials: BEC-PELC II.H.8.3.1-8.3.3 Enfolding Mathematics VI flashcards, activity cards, charts

III. Learning Experiences: A. Preparatory Activities: 1. Mental Computation: Give an addition or subtraction sentence that will give the fraction 1 flash. a. 1/6 + 1/6 = 1/3 b. 4/9 + 1/9 = 1/3 c. 2/12 + 2/12 = 1/3 2. Review: Check up of assignment B. Developmental Activities: 1. Presentation: Activity 1 Whole Class Activity a. Follow the rule to find the output. Rule Add 2 Input 2 2/5 2 5 2. Fixing Skills: Study the table. Ingredients for Pastry Recipe 2 cups flour cup grated cheese cup minced raisins 1 egg 1/3 cup chopped nuts 1 cup of milk Answer the following 1. What is the total amount of solid ingredients? 2. What ingredients is the least? 3. What is the difference between the cup of milk and the grated cheese? 3. Generalization:

d. 1/9 + 2/9 = 1/3

How do we solve work problems? IV. Evaluation: Solve the following. 1. Margie is baking some doughnuts. She needs 5 cup of flour. She has 1 cups in her jar. How much flour does she need to buy? 2. She also needs 3 cup of milk and 1 cup of honey? What is the total amount of liquid she needs. Which is more? By how much? V. Assignment Study the graph. Answer the questions.

1. Which board is rented by most people? 2. What part of the whole rented the surfboard and skateboard? 3. What is the difference between the board rented by most and the least rented?

Remarks: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ _____

MATHEMATICS VI Date: ___________ I. Objective: Multiply a fraction by another fraction (with visual models) Explain and apply the rule for multiplying a fraction by another fraction

Value: Patience II. Learning Content Multiply a fraction by another fraction (with visual models) References: Materials: BEC-PELC II.Z.1 Enfolding Mathematics VI geometric regions, number line, flashcards, newspaper, pentel pen, crayons

III. Learning Experiences: A. Preparatory Activities: 1. Mental Computation: a. Activity 1 Drill Game on Multiplication Basic Facts Relay Game: Name the Baby 1. Divide the class into 6 groups (per column) 2. Teacher gives or writes the direction. Give as many multiplication sentences as you can for 24. ex. 1 x 24 2 x 12 3x8 4x6 3. The first pupil in each group; writes the sentence on the board assigned to them. Pupils in the group take his turn to write then number sentence 4. The group with the most number of correct answers wins. 2. Review: Check up of assignment B. Developmental Activities: 1. Presentation: Activity 1 Problem Opener - Whole Class Activity A farmer plowed % of his field. Then he planted rice on 2/3 of the plowed part. What fractional part of his field was planted to rice? Questions: 1. What fraction of the field is plowed? 2. What fraction of the plowed part is planted? 3. What fraction of the field is the part planted? 4. What equation translate "2/3 of % is 6/12,? 5. How do you multiply fractions?

2. Fixing Skills: Express the product in lowest terms a. + 1/5 = b. + 2/8 =

c. 1/3 + 3/5 =

d. 2/3 + 2/5 =

3. Generalization: How do we multiply fraction by another fraction using Visual method? What happens to the product when you multiply a fraction by a fraction? IV. Evaluation: Draw a model to represent each number sentence then solve. a) x = N b) x 2/5 = N c) x 2/5 = N d) 1/3 x 1/3 = N e) x 6/8 = N V. Assignment Study the problem and make a diagram to solve the problem. Mr. Tolo a sets aside 1/5 of his land for grazing and 4/5 is planted to different crops. He planted squash on 1/4 of the crops lane, 1/4 is for beans and Y 2is for corn. How many sections of each is used for the different purposes? Remarks: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ _____

MATHEMATICS VI Date: ___________ I. Objective:

Simplify factors by cancellation method before multiplying

Value: Cooperation and Cleanliness II. Learning Content Simplifying factors by cancellation method before multiplying References: Materials: BEC-PELC II.H.1.2 Enfolding Mathematics VI flashcards, activity cards, show me board

III. Learning Experiences: A. Preparatory Activities: 1. Mental Computation: Use of flashcards. Solve for the missing number. 1) 2/3 x n /2 = 2/6 = 2) n/4 x = 2/8 = 3) 5/6 x 3/20 = 15/30 = 4) 2/3 x n/4 = 6/12 = 5) 5/n x 3/5 = 15/40 = 2. Review: 1. Check up of assignment 2. Give the GCF. a. 3 & 15 b. 4 & 10 c. 2 & 6 d. 6 & 12 e. 15 & 30 B. Developmental Activities: 1. Presentation: Activity Cooperative Work by Learning Team Give each team an activity card to answer. 1) Identify the GCF of any one numerator and any one denominator, then cancel. Find the product. a) 1/3 x 15/16 = GCF of ___ and ___ is ____? The product is ____. b) 4/8 x 416 = N GCF of ___ and ___ is ____? GCF of ___ and ___ is ____? The product is ____.

c. 4/9 x 6/8 = N GCF of ___ and ___ is ____? GCF of ___ and ___ is ____? The product is ____. 2. Fixing Skills: Cancel first before finding the product. a) 2/5 x 5/6 b) x 6/8

c)

4/9 x 12/24

d) 2/3 x 9/18

3. Generalization: How do you simplify the factors? Why is there a need to cancel the factors before multiplying? IV. Evaluation: Cancel the factors if possible then multiply. 1) 2/9 x 3/8 3) x 2/3 2) 5/6 x 4) x 3/7

5. 2/4 x 4/5

V. Assignment Solve the problems: 1. Junjun found 3/4 of a pie in the refrigerator. He ate 1/3 of it What fraction of the whole pie did he eat? 2. Clarissa has 5/6 of cake left: after her party. If she gave % of the remaining cake to her cousins, what part of the whole cake did she give away? 3. Mang Teban can plow his 4/5 hectare-farm in an hour. If he would be able to plow for only 1/2 hour, what part of the farm was he able to plow? 4. Consuelo had 5/9 of the box of red candles. She sold 3/5 of the candles last Sunday. What part of the entire box of candles did she sell? Remarks: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ _____

MATHEMATICS VI Date: ___________ I. Objective: Multiply fractions in simple and mixed forms. Value: Diligence and Industry II. Learning Content Multiply fractions and mixed forms References: Materials: BEC-PELC II.1.3-1.3 Enfolding Mathematics VI flashcards, bond paper, crayon pentel pen, charts, mini show boards, scissors paste

III. Learning Experiences: A. Preparatory Activities: 1. Drill: Basic Multiplication/Division Facts Mental Computation Solve for N 1) (4 x 6 ) + 3 = N 2) ( 7 x 5 ) + 4 = N 2. Review: Multiplication of fraction by cancellation

3) ( 5 x 4 ) + 2 = N

B. Developmental Activities: 1. Presentation: a. Activity 1 Problem Opener Anselmo harvested 7 kilograms of pechay from his vegetable garden. He sold 3/5 of it in the market and the rest in the neighborhood. How many kilograms were sold in the market? Give the mathematical sentence: 3/5 of 7 = 3/5 x 7 = N 2. Fixing Skills: Find the product. Write the answer in simplest form. a) 15 x 3 3/5 b) 4 2/4 x 2/9 c) 3 1/5 x 3

d) 5 x 2/6 x 8

3. Generalization: How do we multiply simple and mixed fractions? Whole numbers by mixed numbers? Mixed number by another mixed number? What do you notice about the products in -relation to the factors?

IV. Evaluation: Find the product. Write the answer in simplest form. 1) 1/3 x 2 3) 3 x 2 2) 4 x 1/5 4) 1 1/3 x 4 1/5

5) 1 4/5 x 4

V. Assignment Solve these problems: 1. Find the area of a room 5 m by 4 2/3. 2. Fely picked 4 bags of guavas at the farm. Each bag weigh 2 kilograms. How many kilogram of guavas did Fely pick? 3. Charmie's mother is knitting a sweater. She knits 3 rows each hours. How may rows will she knits on 4 hours? 4. Think of this. Is 2 2/3 x4 more or less than 10? Explain how did you know without actually multiplying?

Remarks: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ _____

MATHEMATICS VI Date: ___________ I. Objective: Explain the meaning of reciprocal Identify the reciprocal of a given number Value: Resourcefulness II. Learning Content Explain the meaning of reciprocal Identify the reciprocal of a given number References: Materials: BEC-PELC 14, 4-1, 4-2 Enfolding Mathematics VI strips of papers, activity cards, show-m-board

III. Learning Experiences: A. Preparatory Activities: 1. Drill Mental Computation Rename as improper fraction. Use flashcards. Pupils write answer on their show-me-board 1) 1 2) 2 2/3 3) 8 4) 4 2/6 5) 9 2. Review: 1. Check up of assignment/homework. 2. Find the product. a) 3/8 x 7 2/3 = b) 5 x 16 =

c) 12 x 4/5

d) 4 2/5 x 5 =

B. Developmental Activities: 1. Presentation: Activity Whole Class Activity 1. Give some number pairs. Example: a) 3/5 x 5/3 = 15/15 = 1 b) 1 x 2/3 = 3/2 x 2/3 = 6/6 = 1 c) 9 x 1/9 = 9/1 = 9/9 = 1 2. Guide the pupils to examine examples a-c 3. Give them time to discuss their observations with a partner. 4. Lead them to discover the process in example a, b and c (a) Just: invert the fraction then multiply. (b) Change the mixed number to improper then do as In a. (e) Put a denominator to the whole number then do as in a.) 2. Fixing Skills: Give the reciprocal of each of the following. 1) 8 2) 1/5 3) 3/7

4) 8/10

5) 11/4

3. Generalization: How will you know that a number is a multiplicative inverse or a reciprocal of another number? IV. Evaluation: Make the sentence true.

1) 2) 3) 4) 5)

5 x ____ - = 1 3/5 x ____ = 1 6 x ___ = 1 8 1/10 x ___ = 1 3/100 x ____ = 1

V. Assignment Do as told. 1) Find the product fo 2/4 and 6/8, then give its reciprocal. 2) What is the reciprocal of the difference between 5/6 and ? 3) Multiply 1 by 4, then give its multiplicative inverse. 4) The sum of 2 1/5 and 3 is. What is its reciprocal? 5) Give the reciprocal of 5 1/6? Remarks: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ _____

MATHEMATICS VI Date: ___________ I. Objective: Solve 2-3 step word problem involving addition, subtraction and multiplication of numbers in mixed forms

Value: Sharing. Engage in decent job to earn a living II. Learning Content Solving 2-3 step word problem References: Materials: BEC-PELC -15.4-5.6 Enfolding Mathematics VI flashcards, activity cards

III. Learning Experiences: A. Preparatory Activities: 1. Drill Working with partner Ask the pupils to find the partner Give this instructions Choose a 3-digit even number Multiply by Add 15 Multiply by 10 Subtract 17 Subtract your number Whats your final answer? What did you discover about your answer?

2. Review: 1. Check up of assignment/homework 2. Answer the following a. 200 (4 x 40) = N b. 300 (2 x 80) = N

c. (3/4 x 12 2/3) + (4/5 x 16 ) = N d. (10 x P25) (5 x 50 ) = N

B. Developmental Activities: 1. Presentation: Story Problem: Mang Leandro and 4 of his friends went to his Ianzones farm. He was happy when he saw the trees with fruits ready to harvest. They were able to pick 10 baskets of Iansones. Each basket containec{ 8 2/3 kilograms. Mang Leandro gave each of his friends 3 kilograms for helping pick fruits and sold the rest at P60 a kilo How much did he get from selling the lanzones?

How did Mang leandro feel when he saw his lanzones farm? Where did he place the fruits picked by
him and his friends? How heavy did each basket hold? How did Mang Leandro thank his friends who helped him? Will you do the same? Why?

2. Fixing Skills: Read, think and solve the problem. 1. Bananas are for sale at P25 a kilogram and mangoes at P50 a kilograms. How much will pay if you are to buy 10 kilograms of bananas and 5 kilograms of mangoes? 2. Kim had 2 strips of bamboo measuring 3 decimeter long each. He used 2 decimeters for picture frame and 2 decimeters for a kite frame. How many decimeters of bamboo strips was left? 3. Generalization: How do we solve 2-to 3-step word problems involving addition, subtraction and multiplication? IV. Evaluation: Write the mathematical sentence for each and solve. 1. There are 19 boys in section 1 and 23 boys in section II. If 2/6 of them are boy scouts, how many boy scouts are there? 2. The boys scouts hiked 2 1/2 km before lunch. They had to cover a distance of km. How many more kilometers do they have to hike? V. Assignment Write the equation and solve the problem. 1) Marietta bought 4 metre of dress material which cost P55.00 per metre. She gave the seller a five hundred peso bill. How much change will she receive? 2) Out of 10 metre of doth a salesman have in his store, he was able to sell 3/5 of it one day. The average price of the cloth is P65.00. How much was his gross sales that day? Of the remaining cloth he has to sell how much more does he expect to earn?

Remarks: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ _____

MATHEMATICS VI Date: ___________ I. Objective: Solve word problem involving multiplication of numbers in mixed forms Value: Love of work II. Learning Content Solve word problem involving multiplication of numbers in mixed forms References: Materials: BEC-PELC II -1.5.5.3 Enfolding Mathematics VI chalk board, 3 by 5 cards, coupon bonds, worksheet

III. Learning Experiences: A. Preparatory Activities: Opening a Song: This is the Time 1. Mental Computation/Drill: Relay: a) Form teams of 5 players (no. of teams may vary 3 or more). b) The teacher places equal stacks of 3 by 5 cards with identical problems on top of a table/chalkboard. Example Content of the Card: Card 1 - Find the product of 7/10 and 3/5. Card 2 - What is 3M of 16? (12) Card 3 - The reciprocal of 4/9x2/3 is what? 2. Review: a) Check up of assignment b) Answer the following: 1. 4/3 x 2/9 = 3. x 6/7 x 14/15 = 2. 3/8 x 4/15 = 4. 3 1/5 x = 1

5. 10 x 5/6 =

B. Developmental Activities: 1. Presentation: a. Activity l-Use of Problem Opener -Whole Class Activity Problem: Mang Pedro, a handy man, was hired by someone to lay tiles in the rooms of his house. The first thing that he did was to measure the rooms. This is the measurement of the family room, its length is 4 1/2 meters, 3 1/3 wide. Let us help Mang Pedro solve for the area of the family room. Discussion: 1. Who is the handyman? 2. What information will help? 3. What are we going to do to help Mang Pedro? 4. How do you find the answer?

2. Fixing Skills: For the given problems: a. write the equation b. solve c. explain why your answer is reasonable 1. A chiffon cake needs 11h cups of flour. A baker will make 5 pans of cake. How many cups of flour will be needed? 2. Kuya Lando has 15 1/2 meters of wire. He used 2/5 of this to fence his garden. How many meters of wire did he use? 3. Generalization: What steps do your follow in solving word problems? IV. Evaluation: Solve the problem: 1. A rectangular lot is 10 1/3 m by 8 1/4 meters. What is the area of the lot? 2. Mr. Salas consumes a liter of gasoline in traveling 6112 km. How far can he travel with 4 1/3 liter of gasoline? 3. Benny has 12 meter of string for his kite. He shared 1/5 of this to his younger brother. How many meters did he share? V. Assignment Make (2) problems about multiplication of mixed fractions. Exchange your problem with your seatmate and have it solved. Remarks: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ _____

MATHEMATICS VI Date: ___________ I. Objective: Visualize division of a whole number by a number a fraction; a fraction by another faction Value: Share extra things to people in need II. Learning Content Visualizing division of a whole number by a number a fraction; a fraction by another faction References: Materials: BEC-PELC II. J. 1 Enfolding Mathematics VI Geometric figures, fraction chart, flashcards

III. Learning Experiences: A. Preparatory Activities: 1. Drill: Answer the following orally How many 5s are there in 45? How many 10s are there in 120? How many 9s are there in 72? 2. Review: Having a review on naming parts of a whole. What part is shaded?

Give 2 fractions for the shaded part? 2. Motivation: Have you ever experienced being given a part of a cake and still have to share that part to someone? B. Developmental Activities: 1. Presentation: Nica has 2 meters of cloth. She wants to make hand towels for her EPP project. How many hand towels can she make If each hand towel measures meters? Analyze the problem. Ask children what are the given facts. What is asked? What is the operation to be used? 2. Fixing Skills: Use a number line or a fraction chart to show: a. 3 b. 10 c. 8 4/5

d. 6/9 1/3 3. Generalization: How can we find the number of fractional parts in a fraction and in a whole? Why is the quotient of whole number divided by a fraction bigger than the divedent? IV. Evaluation: Answer the following orally? 1. 2 1/5 = N 3. = N 2. 4 1/6 = N 4. 1/3 = N V. Assignment

5. 2/8 = N

Illustrate the following division problems. (use geometric figures or the number line)
1. 12 = N 2. 6 2/3 = N 3. 8/10 4/5 = N Remarks: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ _____

MATHEMATICS VI Date: ___________ I. Objective: Divide a whole number by a fraction Value: Helpfulness II. Learning Content Dividing a whole number by a fraction References: Materials: PELC VI, Unit II J.2 Enfolding Mathematics VI number line, activity cards, flash cards

III. Learning Experiences: A. Preparatory Activities: 1. Drill: Present these exercises on flashcards. Let the pupils answer the following orally. 9 x 2/3 = n 5 x 2/5 = n

14 x 2/7 = n

18 x 5/6 = n

2. Review - Reciprocals What is reciprocals? What is the product of a number and its reciprocals? Give the following reciprocals of the numbers? 2/3; 12/7 9; 7/8; 1 3. Motivation: Ask the pupils if they help their parents at home especially during weekends. Explain the value of helpfulness. B. Developmental Activities: 1. Presentation: Mon is helping his father in their carpentry shop. They have 2 meters of wood which they will use to make frames. If each frame will be 2/3 m long, how many frames will they be able to make? Analyze the problem: a. What is asked? b. What facts are given? c. What is the needed operation? d. Write an equation for the problem? 2. Fixing Skills: Group Activity Cooperative learning Distribute the Activity cards and let the LB's (Learning Barkada) do them in groups 1. 10 5/6 = n 3. 24 6/8 = n 5. 36 4/9 = n 2. 16 4/8 = n 4. 18 9/6 = n

3. Generalization: How do we divide a whole number by a fraction? IV. Evaluation: Find the quotient. Show your solution. 1. 6 5/6 = n 2. 16 = n 3. 14 2/7 = n V. Assignment A. Find the value of n 1. 12 5/6 = 12/1 x 6/5 = n 2. 10 8/12 = 10/1 x 12/8 = n 3. 9 6/3 = 9/1 x 3/6 = n B. Divide the following 1. 14 3/7 = n 2. 30 5/6 = n 3. 24 3/8 = n Remarks: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ _____

MATHEMATICS VI Date: ___________ I. Objective: Divide the fraction by another fraction Value: Appreciation and preservation of tress II. Learning Content Divide the fraction by another fraction References: Materials: BEC-PELC II.J.2 Enfolding Mathematics VI flashcards

III. Learning Experiences: A. Preparatory Activities: 1. Drill Multiplying Proper Fractions Have pupils answer the following orally. (flashcards) 1/5 x 2/3 x 7/9 5/6 x 1/8 3/7 x

9/10 x 3/5

2. Review Dividing a Whole Number by a Fraction Check the assignment given the previous day. Allow pupils to show their solutions on the board. Recall the steps in dividing a whole number by a fraction. 3. Motivation: Discuss the value of trees and why we should take care of them. Ask the pupil how they can show appreciate and love for our natural resources, especially the trees. B. Developmental Activities: 1. Presentation: Present the problem situation: The Salem Bed Factory ordered 2/3 t of kapok. If each delivery truck can contain 1/6 t of kapok, how many trucks will be needed to load the order. a. b. c. d. What is asked? What facts are given? What is the needed operation? Write the equation.

2. Fixing Skills: Find the quotient. Explain the meaning of your answer. 1. 5/6 2/9 3. 6/5 2/9 5. 1/3 1/4 2. 3/8 4. 3/5 3. Generalization: How do we divide a fraction by another fraction? Why is the quotient seems to be bigger than the dividend?

IV. Evaluation: Find the quotients. Express the answers in lowest term. a. 1/6 5/9 = n b. 3/10 2/5 = n

c. 7/12 21/4 = n

V. Assignment Solve the problem: 1. Kaye found of a big birthday cake in the refrigerator. She served piece of the cake to each of her friends. How many of her friends ate the cake? 2. How many 2/5 meter long pieces can be cut from an 8/10 meter ribbon? 3. The quotient of 2 numbers is 20/21. If the dividend is 4/7, what is the divisor? Remarks: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ _____

MATHEMATICS VI Date: ___________ I. Objective: Divide fractions in different forms Value: Concern for the member of the family II. Learning Content Division of Fractions in Different Forms References: Materials: BEC-PELC II.J.3 Enfolding Mathematics VI flashcards, sheets of manila paper strips of newspaper

III. Learning Experiences: A. Preparatory Activities: 1. Drill Identifying the Reciprocal of a Mixed Fraction of Improper Fraction Activity 1 Concertration of Reciprocals Materials: set of flashcards turned face down on the board Mechanics: 1. Divide the class into 4 teams. 2. Each leader of the teams draws a number. The member of the group who has drawn number 1 is the first to choose 2 cards to open and match. If the cards do not match, he has to turn the cards face down again and gets no score. 3. The member of the next group who has drawn number 2 follows and so on. 4. The winner is the team having the highest number of correct answers. 2. Review: a. Checking of assignment b. Dividing fraction by another fraction 1. 4/6 1/3 = 4/6 x = or 2. 2/3 3. 6/8 2. Motivation: Who has a pillow which you can be proud to say its your favorite pillow? Do you share your pillow with the other members of the family? If you do, what trait did you show? How often do you change the pillow case? Why? What kind of cloth is your pillow case made of? B. Developmental Activities: 1. Presentation: Activity 1- Use of Manipulative in Solving Problems Sample: Elenas mother has 6 2/5 meter of cotton to sew pillow case for her daughters who love clean and beautiful pillow. She has to decide the measure of material which calls for the following: a. How many pillow cases each 4/5 of a meter long can she make from it? b. How many pillow cases can she make if she will use 1 3/5 m long for each pillow case?

1. Answer the following questions: a. Who will saw pillow cases? b. For whom will Elena's mother be sewing pillowcase? c. How long is the material for the pillow cases? 2. Analyzing the problem. a. What does the problem ask you to look for? b. What are the given data in the problem? c. What are the needed facts to solve the problem? 2. Fixing Skills: Fill in the box to make the division sentence true. 1. 3 2 = 9/4 = x = 2. 4 5/7 4/7 = 4/7 = x = 3. 2 6/8 = 6/8 = 3. Generalization: How do we divide mixed form by a fraction? A mixed form by another mixed form? IV. Evaluation: Find the quotient. Simplify your answer? 1. 6/8 3/16 2. 7/6 7/12 3. 3 3 6/8 4. 8 2/3 5/3 5. 3 7/8 V. Assignment Write the quotient in simplest form. 1. 5 x 11/16 2. 9 3/8 3 3. 6 2/5 1 1/5 4. 9 1/5 2 6/15 5. 9 2/7 5/7 Remarks: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ _____

MATHEMATICS VI Date: ___________ I. Objective: Solve the word problems involving division of fractions Value: Kindness. Thrift II. Learning Content Solving word problems involving division of fractions References: Materials: BEC-PELC II. J.4. 4. 1- 4.3 Enfolding Mathematics VI flashcards, activity sheets

III. Learning Experiences: A. Preparatory Activities: 1. Review: a. Check up of assignment. b. Use your show me board. Give the answer to the problems I will flash Sample: a. A number dividend by is equal to 5? b. A number multiplied by is equal to 10? c. A number divided by is equal to 2 ? 2. Motivation: Before presenting the word problems, discuss with the pupils the value of sharing or kindness. Ask how many of them practice this trait and what things they usually share with others. B. Developmental Activities: 1. Presentation: Present the problem below for the class discussion and analysis: Problem 1: After harvesting 20 sacks of com, 3 sacks were divided by.Mang Rico. He gave 1/4 of a sack of com to each of his neighbors. How many neighbors shared Mang Rico's good harvest? a. Strategy 1 Visualizing the Problem 1. Lead the pupils in analyzing the problem. 2. Have them identify: a. What is asked? b. What facts are given? c. What process is needed to solve the problem? 3. Ask the pupils what the drawing show. How many s are there in 3? Therefore, 3 = ?

2. Fixing Skills: Write the equation then solve. 1. A cafeteria is offering buko salad for a desert. They have 48 cups of buko salad. Each serving is 2/3 of a cup. How many servings can be made? 2. A dressmaker uses 1 meters of cloth for a blouse. If she has 10 meters of doth. How many blouses can she make? 3. Generalization: How do we analyze word problems involving division of fractions? IV. Evaluation: For each problem identify. What is asked? What facts are given? What operation is needed? What is number sentence? What is the answer? Problem 1: A car travels 11 V2 km for every liter of gasoline. How many liters of gasoline are needed for a 46 km trip? V. Assignment Solve the problems: 1. A garden hose is leaking liter of water every 3/4 hours. How many liters of water will it leak in 334 hours? 2. A faucet is leaking 1 liter of water energy 2 hours. How many liters will it leak in 8 hours? Remarks: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ _____

MATHEMATICS VI Date: ___________ I. Objective: Solve 2-3 step word problem involving or all operations on fractions Value: Keeping oneself healthy II. Learning Content Solve 2-3 step word problem involving or all operations on fractions References: Materials: BEC-PELC II. J.4.4.4.1-4.5 Enfolding Mathematics VI flashcards, activity cards

III. Learning Experiences: A. Preparatory Activities: 1. Drill Mental Computation Activity 1 Silent Reading/Identify Extra Information and Solving Problem Mechanics: 1. Read the problem silently. Tell the information not needed, then solve the problem mentally. a. A supermarket ordered 25 dozens packages of light bulbs. The light bulbs are sold at P150 per 2 packages. How much will 6 packages cost? 2. Review: a. Check-up of assignment b. Evaluate the equations. 1. 45 (7+8) = N

2.

(12-5) x 6 = N

3. 14 x 3 7 = N

Discussion: How did you solve the equation? What did you do first? B. Developmental Activities: 1. Presentation: Activity 1 Whole Class Activity: Use of Problem Opener What if you could remove all the water from a 90 kg. adult? How much would the adult weigh? Discussion: 1. What are the information given? 2. What will you solve for? 3. How do you solve the problem? 4. Write the equation. 5. Guide the pupils to evaluate the equation. 6. Final answer 7. Discuss the answer is logical 2. Fixing Skills: Write the equation, then solve:

1) One stormy morning, only 1/3 of the pupils in a class of 48 were present. a. How many were present? b. How many were absent? 2) Nena needs 1 V4 meters of red ribbon and 2 meters of white ribbon. If each meter of ribbon costs P3.50, how much money does she need to buy the ribbon? 3. Generalization: Recall the steps in problem solving. What is a "hidden question"? What do the set of parenthesis mean in a equation having more than one operations? IV. Evaluation: Identify the hidden information in each problem. 1. Nila bought 2 kg of beef at P140 per kg. How much change did she get from a P500 bill? 2. There are 19 boys in Section 1 and 23 boys in Section 2. If 2/6 of them are boy scouts, how many boy scouts are there in all? V. Assignment Read, analyze, then write the equation/number sentence and solve. 1. Loida needs 3 14 meters of curtain cloth to decorate each window in the house. If there are 8 Windows, how may meters of curtain cloth? 2. A farmer has 3 daughters and 7 ha. of land He gave 2/5 of it to the youngest daughter, 3/5 of what remained to the next youngest land what remained to the eldest. How much land did each daughter received? Remarks: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ _____

MATHEMATICS VI Date: ___________ I. Objective: Form ratio/ proportion for groups of objects/numbers Value: Carefulness II. Learning Content Forming ratio and proportion References: BEC-PELC II K.1.1, 1.11 Enfolding Mathematics VI Materials: box with different objects III. Learning Experiences: A. Preparatory Activities: 1. Mental Computation/Drill Solve for N. a. 5 3/5 = N b. = N 2. Review: Give the fractional part of the shaded portion. a. b.

c. 1/5 6 = N

B. Developmental Activity: 1. Presentation: a. Activity 1 Class Activity 1. Count the number of boys? Of girls? 2. Guide the pupils to show the relationship of the number of boys to the number of girls. How do write the comparison of the number of boys to the' numbered girls using fraction form? 25/2825 is the 1st term, 28 is the 2nd term is their another way of writing It? How? 3. Let the pupils count other objects/things. Let them give/write the ratio in 2 ways (colon and fraction forms). 2. Fixing Skills: Give the ratio of each of the following orally in two different ways. a. Squares to circle b. books to crayons c. flowers to leavers 3. Generalization: What is the ratio? Proportion? IV. Evaluation: Write the ratio of proportion for each of the following: 1. Eight compared to 28. 2. There are 5 kites to seven boys. 3. In a T-shirt factory, each box contains 3 t-shirts. Give the ratio of boxes to t-shirts.

V. Assignment Form ratio /proportion for the following using 2 different ways. 1) 7 to 8 2) 3 to 5 is equivalent to 6 to 15 3) two barangays to 13, 348 people 4) one boat to 3 people is equal to 6 boats to 18 people 5) 45 members of Glee Club to 30 members of Dance Club Remarks: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ________________________

MATHEMATICS VI Date: ___________ I. Objective: Reduce ratios to lowest terms Value: Keeping oneself healthy/proper health habits II. Learning Content Reducing ratios to lowest terms References: Materials: BEC-PELC II.k. 1.1 1.1.1 Enfolding Mathematics VI concrete objects, cutouts, flashcards

III. Learning Experiences: A. Preparatory Activities: 1. Mental Computation: Have a review on finding the greatest common factor (GCF) of 2 or 3 given numbers. What is the GCF of the following: 12 and 16 18 and 30 6, 12 and 15 2. Review: 1) Conduct a review on reducing fractions to lowest terms. Let the pupils do this mentally. Reduce these fractions to lowest terms: 8/10 12/15 18/30 6/20 2) Check up of assignment 3. Motivation: Before presenting the problem situation, ask the pupils about their favorite drink for "merienda," ex. calarnansi juice, ten, etc. Tell them that calamansi juice is good because of its nutritious value. B. Developmental Activity: 1. Presentation: a. Activity 1 1) Present this problem situation. Mother is preparing calamansi juice a. For each glass of calamansi juice, 5 pieces of calamansi are needed. b. If she makes 2 glasses, how many pieces of calamansi are needed? 2) Analyze the problem by asking the pupils to identify: a. What is asked? b. What facts are given? c. What strategies may be used to answer the problem? 2. Fixing Skills: Express in simplest or lowest terms the given ratio. 1. 8 hours to 10 hours 2. 40 minutes to 1 hour 3. 25 cents to a peso

3. Generalization: Can a ratio be expressed in lowest terms? How? IV. Evaluation: 1. Check the ratios that are expressed in lowest terms. a. 5:15 b. 9:20 c. 11:22 V. Assignment 1. Reduce the ratios to lowest terms a. 18:20 d. 9:36 b. 12:3 e. 28:50 c. 11:44 f. 60:12 2. Write the ratio in lowest terms. a. 15 minutes to 1 hour b. 8 months to 1 year c. 50 cm to 1 m Remarks: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ _____

d. 8:15

MATHEMATICS VI Date: ___________ I. Objective: Find the missing term in a proportion Value: Helpfulness II. Learning Content Finding the missing term in proportion References: Materials: BEC-PELC II. K 1.2. Enfolding Mathematics VI flashcards, pictures

III. Learning Experiences: A. Preparatory Activities: 1. Review: a. Check up of assignment. b. Have a review on equivalent fractions. Which of these fractions equivalent? 6/8 and 2/3 and 3/2

and 4/16

6/10 and 9/10

2. Drill: Conduct a drill on comparing fractions. How do we compare 2 given fractions? Use cross multiplication, then compare using >, < or = 4/16 5/1 10/2 8/10 5/6 2/3 B. Developmental Activity: 1. Presentation: Activity Give activity cards to the Learning Barkada or Team Sample contest of activity cards a. 9 compare to 6 is the same as 24 compared to 16. b. Some number n is to 8 as 9 is to 12 c. Is 9/15 = 4/10 a true proportion? If not make it a proportion d. 4 is to 12 as 5 is to 15 2. Fixing Skills: Solve for the missing team and check. a. 1/32 = c. x/9 = 49/63 b. 90/54 = 9/3 d. 2/5 = n/30 3. Generalization: What is a proportion? What are the terms or element in a proportion? How do we find the missing element in a proportion? IV. Evaluation: Find the missing term. 4/7 = x/14 3/y = 9/12 :n =

n/6 = 20/24

n/8 = 5/20

10/5 = 12/t

V. Assignment 1. Find the missing term to make the proportion true. a. 9:n = 27:15 b. N:8 = 12:32 c. 5:3 = 25:n 2. Complete the sentences. a. 10 books is to 5 pupils as books is to 15 pupils b. 3 bananas for P4.00 as 12 bananas for ____. c. 7 boys scouts to a tent as 42 boy scout to tents. Remarks: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ _____

MATHEMATICS VI Date: ___________ I. Objective: Solve word problems involving direct proportion Value: Industry and diligence II. Learning Content Solving word problems involving direct problem References: Materials: BEC-PELC II.K. 2.2.1 Enfolding Mathematics VI flashcards, problem-solving chart

III. Learning Experiences: A. Preparatory Activities: 1. Review: a. Check up of assignment b. Present simple and short problems involving ratio and proportion for the pupils to answers orally. Examples: 3 boiled camote sells for P5.00. How much do 9 pieces cost? 2 boys can point 5 desks in 1 day. How many desks can 10 boys point? 2. Drill: Conduct a drill or finding the missing term in a proportion. Use flashcard and have pupils answer orally. 3/n = 9/15 n/6 = 5/4 5/11 = 35/n x:9 = 12:18 B. Developmental Activity: 1. Presentation: 1. Present this problem Roy and Al sell newspapers on weekends to earn extra money. For every 3 newspapers that Roy sells, Al sells 5. If Roy sold 15 newspapers, how many did Al sell? 2. Analyze the problem. a. What are given? b. What is being asked? c. Illustrate the problem? 2. Fixing Skills: Solve the problem. a. A motorist travels 275 km in 5 hours. How far can be travel in 9 hours at the same speed? Proportion: ______________ Answer: ______________ 3. Generalization: Recall the steps in solving problems involving direct proportion. What must you remember when setting a direct proportion?

IV. Evaluation: Analyze each problem and write a proportion to solve it. Draw a diagram to help you when necessary. 1. A tree casts a shadow of 12 meters when a 5-meter pole cast a shadow of 4 meters. How tall is the tree? 2. At the rate of 3 items P10, how much will 12 items costs? A car travels 72 km on 8 liters of gasoline. At same rate about how far can 8t travel on 11 liters of gasoline? V. Assignment Write a proportion for each problem, the find the missing term. 1. The ratio of 2 numbers is 3:5. The larger number is 30. What is the smaller number? 2. There are 3 teachers to 125 pupils during the school program. How many teachers were there if there were 2500 pupils? 3. The ratio of male teachers to female teachers in or school in 2:9. If there are 108 female teachers, how many are male teachers? Remarks: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ _____

MATHEMATICS VI Date: ___________ I. Objective: Solve word problems involving partitive proporton Value: Industry and diligence II. Learning Content Solving word problems involving partitive proportion. References: Materials: BEC-PELC II.k.2.2.2 Enfolding Mathematics VI worksheet

III. Learning Experiences: A. Preparatory Activities: 1. Drill Find the hidden message Code: A = 12 E=8

H = 35

L=7

M=5

O=6

2. Review: What is a direct proportion? How would you set up the promotion? B. Developmental Activity: 1. Presentation: a. Activity 1 Story Problem Joy and Dale are twins. They always share their things equally. Even their mother gave them the same amount of anything, whether money, toys, candies and others. But one day their father gave them 5 chocolates, 2 chocolate for Joy and 3 chocolates for Dale. 1) What do you think each of the girls left? 2) Why did their mother gave them things equally? Joy and Dale find out that there are things that cannot be shared equally. So one day their mother gave them Pl50 so that the ratio is 2:3, 2 parts for Dale arid 3 parts for Joy. How much did each girt received? 1. What is asked to find? 2. What are the given facts? 3. How can we find the answer? 2. Fixing Skills Group/Fair Activity (use activity cards) Analyze and solve each Problem. 1) Two numbers are in the ratio 5:3. If the sum is 88, find the two numbers. 2) The ratio of chairs to tables is 2:7. There are 180 chairs and tables in the party. How many are there of each kind? 3) The sum of two numbers Is 215. If the ratio is, 2:3, find the larger number.

3. Generalization: How do you solve the word problems involving partitive proportion? What are the processes involved? IV. Evaluation: Analyze and solve the problem carefully. 1. The ratio of cats to dogs is 6:5. There are 495 dogs and cats in a certain barangay. a. How many cats are there? b. How many dogs are there? 2. Three numbers are bin the ratio 2:5:7. If their sum is 504, what are the three numbers? a. First number b. Second number c. Third number V. Assignment Analyze and solve the problem carefully. 1. The ratio of the angels of a triangle is 3:4:5. Find the measure of each angle. 2. Three numbers are in the ratio 1:4:7. Find the second number if their sum is 276. 3. The difference between two numbers is 40. They are in the ratio 9:7. What are the numbers? Remarks: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ _____

MATHEMATICS VI Date: ___________ I. Objective: Solve word problems involving inverse proportion Value: Kindness II. Learning Content Solving word problems involving inverse proportion References: Materials: BEC-PELC II.k.2.2.3 Enfolding Mathematics VI problem solving chart, flashcards

III. Learning Experiences: A. Preparatory Activities: 1. Drill Have a drill on finding the term in a proportion. Let the pupils answer these orally. n/8 = 9/24 9/4 = n/16 6/n = 18/21

n/8 = 15/24

2. Review: Recall the steps in solving problem involving direct proportion. a. 10 pieces of polvoron sell for 3 pesos 40 pieces of polvoron sell for _____ b. During recess, the ratio of pupils to teachers eating in the canteen is 7:3. if 84 pupils eat in the canteen, how many teachers are there? 3. Motivation: Ask the pupils if they have visited some of the places that care for the physically handicapped, aged, orphans and others. Discuss the importance of these places, and the value of helping our less fortunate brothers. B. Developmental Activity: 1. Presentation: a. Activity 1 Using a Problem Opener I have enough money to have a vacation of 12 days if I spend P 500 a day. For how many days will my money last if I decide to spend only P 400 a day. 1. Teacher writes the problem in an index card. 2. Teacher groups the pupils into 4. 3. Teacher will give each group an index card with the problem. 4. Each group solves the problem and present their solution to the whole class. 5. Analyze the problem: 2. Fixing Skills: Analyze and solve the problem. a. If 4 farmers can plow a 3 - hectare land in 6 days, how long will 8 fanners do it? b. Twelve painters can paint a building in 10 days. How many painters is needed to paint it in 6 days?

3. Generalization: What is an inverse proportion? How does it differ from a direct proportion? How do we set up an inverse proportion? IV. Evaluation: Solve the following proportions and solve. 1) A stock of food is enough to feed 50 persons for 14 days. How many days will ttie food last if more persons will be added? 2) Four equal pumps can fill a tank in 42 minutes. How long will 6 pumps of the same kind fill the tank? V. Assignment Solve these problems. 1) Four teachers can finish interviewing 100 applicants for the school entrance examination in 5 days. If the interview period is to be finished in 2 days only, how many teachers should there be? 2) Sixty boxes are needed to pack 720 brownies in batches of 12. How many boxes are needed if the brownies are packed in batches of 18? . 3) Mr. Datu has enough money to pay 8 workers for 15 days. If he adds 4 more workers, for how long can he pay them at the same rate?

Remarks: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ _____