School: Basing Elementary School DAILY LESSON PLAN (DLP) Learning Area: Mathematics 6

District: Binmaley District II Quarter: _First Quarter_ Week: __One___ Inclusive Dates: _______June 5 – 9, 2017___________ Teacher: Severino M. Manuel

Content Standard
(Pamantayang The learner demonstrates understanding of the four fundamental operations involving fractions and decimals.
Nilalaman)

Performance
Standard The learner is able to apply the four fundamental operations involving fractions and decimals in mathematical problems and real-life situations.
(Pamantayan sa

Pagganap)
Learning
Competencies The learner adds and subtracts simple fractions and mixed numbers without or with regrouping, solves routine and non-routine problems involving addition and/or subtraction
(Pamantayan sa of fractions using appropriate problem solving strategies and tools, and creates problems (with reasonable answers) involving addition/or subtraction of fractions.
Pagkatututo)

Monday Tuesday Wednesday Thursday Friday

Add similar fractions in simple
or mixed forms with regrouping.
Divide strips of paper equally.
Lesson Objectives Be responsible in doing one’s
(Layunin) job.
Subtract similar fractions in
simple and mixed forms with
regrouping.
Record answers neatly on paper.
Share/Cooperate with group
members.
Add dissimilar fractions in
simple or mixed forms without
regrouping.
Cut the strips of paper
carefully.
Follow directions carefully.
Subtract dissimilar fractions
in simple or mixed forms
without regrouping.
Illustrate the solution to a
given problem.
Share things to somebody.
Add or subtract dissimilar
fractions in simple or mixed
forms with regrouping.
Rename a given fraction to
its equivalent fraction.
Show hospitality to
visitors/ Keep left-over foods
for economy.

Subject Matter Adding or Subtracting

(Paksang Aralin) Adding Similar Fractions in Simple Subtracting Similar Fractions in Adding Dissimilar Fractions in Subtracting Dissimilar Fractions Dissimilar Fractions in Simple
or Mixed Forms with Regrouping Simple or Mixed Forms with Simple or Mixed Forms without in Simple or Mixed Forms or Mixed Forms with
Regrouping Regrouping without Regrouping Regrouping
 K12 CG in Math.6, PP 175-177 K12 CG in Math.6, PP 175-177 K12 CG in Math.6, PP 175-177 K12 CG in Math.6, PP 175-177 K12 CG in Math.6, PP 175-177
Lesson Guide in Elementary Lesson Guide in Elementary Lesson Guide in Elementary Lesson Guide in Elementary Lesson Guide in Elementary
Mathematics 6, pp.203-207 Mathematics 6, pp.207-211 Mathematics 6, pp.212-215 Mathematics 6, pp.216-219 Mathematics 6, pp.219-226
Learning Activity Book in Mathematics 6, Activity Book in Mathematics 6, M6NS-Ia-86 M6NS-Ia-86 Activity Book in Mathematics
Resources pp. 65 pp. 65 Strips of paper, scissors, Strips of paper, scissors, 6, pp. 68-69
(Kagamitang M6NS-Ia-86 M6NS-Ia-86 Flash cards/Sheets Flash cards/Sheets M6NS-Ia-86
Panturo) Strips of paper, scissors, Strips of paper, scissors, Activity Sheets Activity Sheets Strips of paper, scissors,
Scotch tape Scotch tape Scotch tape
Flash cards/Sheets Activity Sheets Activity Sheets
Activity Sheets

Learning Experiences ( Mga Gawaing Pampagkatuto )

Mental Computation
Mental Computation Mental computation Mental Computation
Strategy – Game: Pass It On
A. Preparatory Find the message Mechanics Give me two numbers “Make Me The Same”
Activities Relay on Giving the simplest form. 1. Form 6 groups with equal which will make my statement Direction: Mentally change to
Direction: Match column A with
number of members. true. similar fractions. How
Column B to form the message.
a. The teacher forms 6 groups with 2. Write on the flash many can you do?
Column A Column cards/sheets the fractions.
equal number. 1) My sum is 17, my difference
B Direction: Give the LCD of
1. Drill is one. 1) ½, 1/3 = ___, ____
1) 5/8 + 3/8 A. 5 each pair of fractions.
b. The teacher flashes cards which 2) ¾, 1/3 = ___, ____
3/4 ½ and ¼ 2/3 and ½
contain fractions, e.g.: 6/10, 9/10, 2) My sum is 13, my difference 3) 1/5, ¼ = ___, ____
2) 1 ¾ + 2 ¾ + 1 ¼ B. 8 2/3 2/3 and 1/6 4/5 and ¾
9/18, 2/6, etc. is 3. 4) 1/6, 1/5 = ___, ___
3/5 and 9/10 ¼ and 1/6 5) 2/3, 3/5 = ___, ___
3) 3 5/9 + 2 1/9 + 3 M. 1
c. Pupil 1 answers the first ¼ and 9/16 2/5 and 5/6 3. My sum is 12. my difference
question, followed by the next 4) 2 1/7 + 3 9/7 + 2 1/7 H. 4 is 8 Direction: Mentally change to
pupil. This goes on until all the 1/2 3. The teacher flashes the cards Lowest Terms:
pupils have answered. 5) 1 4/12 + 3 2/12 U 8 4/7 or sheets. First pupil writes his 4) My sum is 50, my difference
answer on the board, then goes is 0. 1) 16/18 = ____
d. The group with the most correct 6) 5 3/15 + 7 2/15 Y. 12 back. The next pupil waits for 2) 12/20 = ____
answers wins. 1/3 the teacher to flash the card 5) My sum is 17, my difference 3) 8/12 = _____
before he write his answer on is 13. 4) 3/15 = _____
the board. this continues until 5) 15/20 = ____
___ ___ ___ ___ ____ ___ ___ everyone in the group has
1 2 3 4 5 2 6 answered the question. The
highest scorer group wins.
 A. Find the difference. A. Find the total. Follow-the-Arrow
Write an equation for each A. Find the sum in lowest terms. 1) 1/5 + 2/5 = subtraction of Fraction Puzzle.
1) 1 6/8 – 7/8 =
short story. 2) 1 1/6 + 2 ¼ + 2 1/9 = Do the subtraction of fraction
1) 5 7/15 + 2 8/15 + 3 1/15 = 2) 12 ¼ - 4 ¾ = 3 ¼ + 2 ¼ + 1 1/12 = along the paths according to
2) 6 1/8 + 2 5/8 + 3 3/8 + 1 1/8 = 3) 4 1/6 – 3 5/6 = 4) 1 1/10 + 2 1/5 + 3 ½ =
the arrows until you get to the
1. rode 5/10 km., walk 2/10 5) 6 1/5 + 1 ½ + 2 1/10 =
3) 1 5/6 + 2 5/6 + 4 1/6 + 5 5/6 = 4) 1 3/10 decreased by 7/10 = end.
km., went how far in all? 5) Take away 12/13 from 4 3/13= B. Do addition of fractions along the
path according to the arrows until you
2. Review (Balik- B. Complete each table. get to the end. You should get to the 5 2/5
aral) 2. painted 3/8 of the fence B. Subtract 7/9 from the
- 1/2
same final answer.
before lunch, painted 4/8 after Add 5/6 to:
following: - 1/4 - 1/4
lunch. How much was painted?
7 1/6 1 3/6 8 5/6 3 2/6 9 9/6
15 3 4/9 20 30 2/5 + 1/4
3. One package weighed 7/16 2/9 6/9 3/9 - 1/2

kg. A second package weighed

5/16 kg. How many kilogram in + 1/2 + 5/12 - 5/10 - 5/10
Add 2/9 to:
all?
Reference:
8 13/9 1 11/9 4 8/9 - 1/2
Lesson 65, pp.65
+ 1/6
Activity Book in Mathematics 6
by Amber De Jesus

What do you call a small amount of

Migui needs 3 ¼ meters
to make a seat cover for
his car. He has 3 pieces of
3. Motivation cloth which measures ¼, ¾,
(Pagganyak ) and 2/4 meters
respectively. Do you think
these are enough?
food eaten between meals? Josie is good at How many of you have You have a visitor.
____ ____ ____ ____ ____ cooking. Every Saturday, brothers and sisters? Do You want to offer him
1 2 3 4 5 she sees to it that she you share anything with some pineapple juice.
Rename the given whole numbers as bakes some cake. them? When you give
fractions as suggested by the Josie would like to bake What things do you
something to somebody need to make the juice?
numbers at the left of the equality some plain cake and
what happen to the things
sign. pineapple sponge cake. Explain.
you had before? (Wait for
She uses only small
1) 1 = __/4 2) 2 = ___/8 amount of oil. For the some responses)
3) 1 = __/6 4) 2 = ___/4
plain cake, she needs ¼ What do you feel
5) 3 = __/3 when you share
cup and 3/8 cup for the
sponge cake. How many something to others?
6=A 8=C 9=K 16 =
cups of oil does she need Explain.
N 4=S

Activities
a. Act. 1- Whole Class Discussion
The teacher presents the
B. Developmental problem about Migui. “Migui has
Activities 3 pcs. of cloth which measure ¼,
¾, and 2/4. How long are the 3
pieces together?
1) Let the pupils get 4 strips of
paper of the same width & length.
Let 1 piece be the basic length.
2) Ask the pupils to fold the strips
into fourths:
Strip A – Fold in 4 equal parts,
1. Presentation mark the crease, cut 1 part.
(Paglalahad) Strip B – Fold in 4 equal parts,
mark the crease, cut 3 parts.
Strip C – Fold in 4 equal parts,
mark the crease, cut 2 parts.
3) Ask the pupils to tape the parts
side by side without overlapping.
Slide the taped strips of paper to
the basic strip. Make pupils
observe the length of the two
strips.
4) Guide them to count the total
fourths. On the board, thus:
¼ + ¾ + 2/4 = 6/4
5. How many wholes do you have?
(1)How many fourths left? (2/4)
Hence, ¼+3/4+2/4=
6/4=1 2/4 or 1 ½.
6) What part of the fraction did
you add? (only the numerator)
7) Guide the children to state how
to add similar fractions in simple
form.
Activities
a. Activity 1 - Whole Class Activity
Materials: strips of paper,
pair of scissors
Mechanics:
1) Present the problem:
A family bought a pie for their
merienda. They divided the pie into
8 equal parts. After each of them had
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. fold the strip into 8 equal
parts. Mark the crease, label the
parts into unit fraction. Cut the 3/8
from the whole to show that 5/8 was
left.
3) Remove or cut the 3/8 given to
the house help. How much was left?
Guide the children that what was left
is 2/8; hence 5/8 – 3/8 = 2/8. Guide
them to see that we only subtract
the numerators.
4) How do we subtract similar
fractions?
in all?
Activities
a. Activity 1 – Whole Class
Activity
Materials: Strips of papers,
tapes
Mechanics:
1) The teacher poses: “ Josie
needs ¼ cup oil for a plain cake,
and 3/8 cup for pineapple cake.
How many cups of oil are
needed?”
2) Discussions about the
problem.
3) Ask pupils to get 2 strips of
paper to represent the given
data.
4) Let pupils compare ¼ and 3/8
sa to the number of divisions.
Make some observations.
5) Tape the strips end to end
without overlapping.
6) Guide the pupils to discover
that: ¼ is equal to 2/8
3/8 is equal to 3/8
hence, ¼ = 2/8, Thus, 3+2=5 and
the denominator 8., therefore
the answer is 5/8
7. Discuss the steps in finding
the sum.
b. Activity 2 – Problem Opener
Materials: Fraction kit,
strip of paper
Mechanics:
1) Present a problem
a. Activity 1 – 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) Discussions
3) State the subtraction
sentence ½ - ¼ = N. Let the
pupils do the activity with
guidance of the teacher
4) Through paper folding,
represent ½ then fold again so
you have now 4ths. How many
fourths? Hence, ½ becomes 2/4
so ½ - ¼ = ¼.
5) Let the pupils cut ¼ from ½.
How many remained for Eric?
6) Discuss the steps.
7) What trait did Eric show?
b. Activity 2 – Working in Pairs
Materials: strips of paper,
a. Activity 1 – Problem Opener -1
Whole Class Activity
Materials: strips of paper
Mechanics:
1) Present a story problem:
Pipoy has a visitor. He
served his visitor pineapple
juice. He mixed 2/3 glass of
sweetened pineapple juice
and ½ glass of water. How
much is the mixture?
Valuing: Have you had a visitor
at home? What do you usually
offer to your visitors? Do you
offer them drinks or food?
Why or why not?
2) Discussions:
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.
a) Fold one strip into 3rds, put a
crease, and label each part. Show
2/3.
b) Fold another strip into halves,
put a crease, label each part.
Show ½.
4. Guide the children to see:
2/3 is equal to 4/6
½ is equal to 3/6, so 4/6 and 3/6
is equal to 7/6. In 7/6, there is a
whole and 1/6, so 7/6 = 1 1/6.
5) Discuss the steps in adding…
8) Recall the problem about Migui.
Are his pieces of cloth enough?
b. Act.2 - Problem Opener with
the Whole Class
Materials: strips of paper
Mechanics:
1) Present a problem
Ana is a seamstress. Someone
ordered a complete set of
beddings. She went to the store to
buy the cloth she needed. In one
store, 1 5/8 meters. How many
meters of cloth did she buy in all?
(Have a short discussion about the
problem.)
2) Into how many parts is each
whole divided in the given
problem?
a) First Given – 3 wholes and 1
part of eight
b) Second Given – 2 wholes and
3 parts of eight
c) Third Given – 1 whole and 5
parts of eight
3) Fold the parts of every given,
put a crease on the divisions, and
let them cut the fractional part.
Tape the fractional parts. Tell the
pupils to compare with a whole.
They must see that 1/8 + 3/8 + 5/8
= 9/8, so it is a whole and 1/8.
4) Write the equation: 3 1/8 + 2
b. Activity 2 - Whole Class Activity –
Problem Opener
Materials strips of paper
Mechanics:
1) Present a problem situation.
Mother has 3 ¼ cup of milk. She
used 1 ¾ from it. How much milk was
left?
2) Discuss the problem.
3) Ask the pupils to present the given
data by strips of papers. Into how
many parts are the wholes divided?
What is the fractional part?
Can you take away ¾ from ¼?
Why?
Ask the pupils what they need to do.
(Borrow 1 piece and cut into 4ths, so
you now have 4/4 + ¼ = 5/4) hence,
3¼ = 2 5/4
- 1¾ = - 1¾
------------- --------------
1 2/4
Change 2/4 to lowest terms = ½, so
1 2/4 = 1 ½.
4) Lead the pupils to make a
generalization on how to subtract
mixed numbers with regrouping.
scissors
Mechanics:
Josie needs 3 ¼ cups of b. Activity 2 – Problem Opener 2
flour for the plain cake and 2 1/3 1) Form a pair. Ask to bring out Whole Class Activity
cups for the pineapple sponge strips of paper. Mechanics:
cake. How many cups of flour 3) Solve the subtraction 1) Present a word problem in
does she need in all? sentence through paper a chart:
folding: There was 1 ½ melon left
2) Discussions
3) Use strips of paper to present a) ¾ - 1/8 = for dinner. At dinner time, the
the data. For 3 ¼ strips with all b) ½ - 1/8 = family ate 2/3 parts from the
the strips folded in fourths. Then c) ½ - 1/6 = melon. How many part of the
cut ¼ from the 4th strip. For 2 d) 7/8 – ¾ = melon was left for the next
1/3 strips, with all the strips e) 1/5 – 1/10 = meal?
folded into 3rds. From the third 4) Let the pupils discuss with
strip, cut 1/3. 2) Discussions
each partner the strips they are
4) Ask pupils to fold the fourths a) What are the needed
doing to get the difference.
and the thirds so that they will information?
have equal size of sections. 5) Represent the number b) How do we solve the
Guide the pupils to discover sentence by drawing the problem?
that: number line: c) Write the equation:
1 ½ - 2/3 = N
Number Line - A
1/3 and ¼ can be folded
into 12ths. 3) What kind of fractions are
1/3 = 4/12 and ¼ = 3/12 0 ¼ 2/4 ¾ 1 5/4 6/4 7/4 2 the given ones?
6) Guide them that they can add Number Line - B
the fractions by changing them 4) guide the pupils to get the
to similar fractions. equivalent fractions, hence:
7) discuss the steps in finding 2/3 =(2/3, 4/6, 6/9, 8/12…)
equivalent fractions. 1 2 3 4 5 6 7 1 9 10 11 12 13 14 15 2 1/2 = (1/2, 2/4, 3/6, 4/8… )
__ __ __ __ __ __ __ __ ___ __ __ __ __ __
8 8 8 8 8 8 8 8 8 8 8 8 8 8 5) Lead the pupils to think of
c. Activity 3 – Cooperative work 1 ½ now as 6/6 and 3/6; 2/3
Material: Worksheet Number line A shows ¾. as 4/6.
Mechanics: So: 1 ½ = 1 3/6 = 6/6 +3/6 = 9/6
1) Group the class by 4s. Number line B shows that ¾ is - 2/3= - 4/6 = - 4/6
2) Give worksheet to each equal to 6/8. 5/6
group. (For time management, the Thus, 3/4 = 6/8
teacher may distribute the items - 1/8 = 1/8 5) What good trait does the
among the groups, e.g. Group I = ____ family possess? Explain.
 3/8 + 1 5/8 =
Add the fractional part 1 + 3 + 5 =
9, how many eighths? (9)
Add the wholes 3 + 2 + 1 = 6
Hence: 3 1/8 + 2 3/8 + 1 5/8 = 6
9/8
Since there is a whole in 9/8,
change this to mixed number.
Thus, 9/8 = 1 1/8 so 6 + 1 1/8 = 7
1/8
5) Discuss with the class the steps
in adding mixed fractions with
regrouping.
Valuing: What traits did Migui and
Ana show in doing their work?
Why? If you were Migui and Ana,
would you do the same? Why?
Items a & b only, for Group II, items 7/8
c & d only, etc.) 6) Discuss with the pupils the
steps in subtracting dissimilar c. Activity 3 – Cooperative
Find the sum:
fractions without regrouping. Learning
7) Guide them to state the Materials: worksheet
c. . Strategy 3 – My seatmate, My steps using the LCD. Mechanics:
partner in learning a) 1/3 + 1/5 = 1) Give each group a
Activity 3 – Working in Groups worksheet:
b) ¾ + 1/8 + 1/5 =
Direction: With your seatmate, find Material: worksheet
the difference in each item. c) 3 1/3 + ½ = Mechanics: 1) 2.
2/3 4 2/5
1) Pupils join the learning
Pair 1) 4 2/7 – 1 5/7 = d) 5 1/12 + 3 ½ = team. + 3/4 + 5 2/8
2) Each team is given a
e) 1 1/8 + 2 1/3 + 6 1/6 =
Pair 2) 4 1/10 – 2 7/10 = worksheet
f) 2 1/5 + 2 1/15 + 3 2/6 = a) 2 ½ - 1 ¼ = c) 3 7/10 – 2 ½ =
Pair 3) 3 1/15 – 2 4/15 = b) 2 ¾ - 1 5/8 = d) 2 3/5 – 1 3/8 =
g) 2 ½ + 2 1/3 + 6/1/6 = e) 2 ½ - 1/6 = 3) 4)
3) Discuss: 5 ¼ 9 3/5
Pair 4) 11 5/9 – 3 7/9 =
h) 1 1/9 + 2 1/5 + 3 1/15 = What are the steps in
- 2 3/5 - 2 7/9
Pair 5) 18 3/5 – 6 4/5 = finding the LCD?
i) 5 2/3 + 6 1/6 + 2 ¾ =
After finding the LCD, what
Pair 6) 23 7/18 – 18 17/18 = j) 6 1/5 + 1 ½ + 2 1/10 = is the next step?
What part of the fraction do
you subtract?
What do you do with the
denominator?
What is the final step?

Find the difference. Reduce answers Add: Find the difference. Direction: Perform the
Find the total. Reduce the answer to simplest forms. indicated operation.
to simplest form. 1) 7/15 – 1/5 =
1) 2/4 + 3/10 =
2. Fixing Skills 1) 11 17/20 – 6 19/20 = 2) 6/12 – 2/24 = 1) 3/8 + 1/3 =
1) 7/10 + 1/10 + 9/10 = 2) 5 8/15 – 4 10/15 = 2) 7/12 + ¼ = 3) 6 ¾ - 6 ½ = 2) 6 3/5 + 1 1/3 =
2) 3/9 + 4/9 + 5/9 = 3) 7 5/16 – 8/16 3) 1/5 + 3/10 + 1/15 = 4) 8 5/8 – 2 ¼ = 3) 6 1/6 – 5/9 =
3) 5 6/12 + 1 7/12 + 2 5/12 = 4) 1 6/10 – 5 8/10 = 4) 4 1/5 + 5 1/8 = 5) 5 ½ - 2 ¼ = 4) 2 ¼ - 1 ¾ =
4) 1 11/20 + 2 17/20 + 1 9/20 = 5) 17 1/10 – 7 3/10 = 5) 4 ¼ + 1/3 + 1/6 = 5) 9 1/3 – 3 5/6
5) 1 24/24 + 3 15/24 + 6 2/24 =
 What are the steps in adding
similar fractions with regrouping?
3. Generalization How do you add similar
fractions with regrouping?
Find the total
1) Cooking: ¾ cup brown sugar
and ¾ cup white sugar. How many
in all?
2) Harvest: 3 ¼ cavans of rice, 1 ¾
C. Application cavans of corn, and 2 5/8 cavans
of mongo. What is the total
harvest?
Find the sum. Reduce the answer
to simplest form, if necessary.
1) ¼ + ¾ =
Formative Test
2) 2/8 + 3/8 + 4/8 =
3. 4/12 + 2/12 + 5/12 =
4) 2 1/7 + 3 4/7 + 5 6/7 =
How do you subtract similar fractions fractions without regrouping?
with regrouping? Mention the steps.
Solve:
Last month, Arnold weighed 37
3/8 kilograms. However, he got sick
so he now weighs 36 5/8 kilograms.
How many kilograms did he lose
weight?
Evaluation
Solve for the difference.
1) 4 3/12 – 2 7/12 =
2) 12 3/15 – 2 8/15 =
3) 16 4/17 – 11 9/17 =
4) 12 9/16 – 11 15/16 =
How do you add dissimilar
Direction: Solve for the answer
to the problem:
Mother went to market to
buy 3 1/6 kilos of ground beef
and 12 1/5 kilos of ground pork.
How many kilos of ground meat
did mother buy in all?
Find the sum.
1) 1/5 + 1/9 + 1/6 =
2) ½ + 5/8 =
3) 3 3/8 + 2 ¼ =
4) 6 1/3 + 1 1/7 + 3 1/12 =
5) 1 1/6 + 2 ¼ + 1 1/7 =
What are the steps in What are the steps in
subtracting dissimilar fractions adding dissimilar fractions
without regrouping? with regrouping?
How do we subtract
dissimilar fractions with
regrouping?
Solve for the answer. Solve for the answer.
If your neighbor shared to Mark has 5/8 of a pizza
you 2/5 of a whole pizza pie, pie. After sharing 1/5 to Luz
and you set aside the 2/6 for
and 2/6 to Violy, how much
your youngest brother and you
was left to him?
ate the rest, how much pizza
pie did you eat?
Is it good to share to
somebody what we have, like
food for example? why?
Solve for the difference. Perform the indicated
operation.
1) 4/5 – 1/3 =
2) 2/5 – 3/10 = 1) ½ + 2 3/6 =
3) 3 7/8 – ½ = 2) 8 5/6 + 3 7/12 + 3 1/5 =
4) 6 6/7 – 2 ¼ = 3) 1 3/8 + 3 ¾ =
5) Take away 10/25 from 15/10, 4) 2 ½ - 1 1/3 =
what is the difference? _____ 5) 4 1/3 – 7/8 =
 5) 6 3/16 + 3 9/16 = 5) 13 6/20 – 3 11/20 =

A. Find the sum in lowest terms. A. Find the difference. A. Find the total. Follow-the-Arrow sub- A. Find the total.
traction of Fraction Puzzle. Do
1) 5 7/15 + 2 8/15 + 3 1/15 = 1) 1 6/8 – 7/8 = 1) 1/5 + 2/5 = the subtraction of fraction 1) 15 7/9 + 3 5/12 =
2) 1 1/6 + 2 ¼ + 2 1/9 = along the paths according to 2) 5 7/8 + 3 4/5 =
2) 6 1/8 + 2 5/8 + 3 3/8 + 1 1/8 = 2) 12 ¼ - 4 ¾ =
3 ¼ + 2 ¼ + 1 1/12 = the arrows until you get to the 3) 4 ¾ + 2 ½ + 3 5/8 =
3) 1 5/6 + 2 5/6 + 4 1/6 + 5 5/6 = 3) 4 1/6 – 3 5/6 =
4) 1 1/10 + 2 1/5 + 3 ½ = end.
j. Additional 4) 1 3/10 decreased by 7/10 = 5) 6 1/5 + 1 ½ + 2 1/10 =
Activities B. Complete each table. 5) Take away 12/13 from 4 3/13 = B. Answer the following.
for Enrichment B. Do addition of fractions along
or Add 5/6 to: the path according to the arrows 5 2/5 - 1/2 1) Take away 3 ½ from 6 1/5.
Remediation B. Subtract 7/9 from the following: until you get to the end. You 2) 6 1/8 less 2 4/5 is equal to
7 1 8 3 9 should get to the same final 3) Subtract 3 8/15 from 7 1/9
1/6 3/6 5/6 2/6 9/6 answer. - 1/4 - 1/4 4) The difference: 9 5/9 and 6
15 2/9 3 4/9 20 6/9 30 3/9 6/7
5) 6 5/28 minus 3 ¼ = ____

Add 2/9 to: - 1/2

2/5 + 1/4

8 13/9 1 11/9 4 8/9

- 5/10 - 5/10
+ 1/2 + 5/12

- 1/2
Reference:
Lesson 64, pp.65 + 1/6
Reference:
Activity Book in Mathematics 6 Lesson 65, pp.65
by Amber De Jesus Activity Book in Mathematics 6
by Amber De Jesus
Remarks

Reflection
a. No. of learners
for application or
remediation
b. No. of learners
who require
additional activities
for remediation
who scored below
80%
c. Did the remedial
lessons work?
No. of learners
who have caught
up with the lesson
d. No. of learners
who continue to
require
remediation
e. Which of my
teaching strategies
worked well?
Why did these
work?
f. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
g. What innovation
or localized
materials did I
use/discover which
I wish to share with
other teachers?