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- 1. A Detailed Lesson Plan in Mathematics for Grade VI Prepared by: Pelaosa, Larino Jr. Salazar I. Objectives: At the end of the lesson, the students should be able to: 1. Multiply a mixed form by a fraction. 2. Solve worded problems involving mixed form and fraction. 3. Illustrate and describe the mixed form and fraction. 4. Determine the steps or process in multiplying between mixed form and fraction. 5. Appreciate fractions. Value: Cooperation and Patience II. Subject Matter: Multiplying a Mixed Form by a Fraction Reference: Mathematics for Everyday Use 6 Textbook (pp. 150) - Isabel V. Castro, Ed. D. - Carmelita C. Coronel - Luz O. Gallardo Materials: Board, Chalkboard, and Chart III. Procedure: A. Routinary Activities: Teacher’s Activity Students’ Activity “Good morning Class!” “Mr. /Ms._____, please leads the prayer.” “Thank You, kindly pick-up the dirt.” “Okay, take your sit.” “Good morning Sir!” (Mr./Ms._____, will lead the prayer.) (Students will pick-up the dirt.) (Students will sit properly.) B. Pre-activities: 1. Review: “Class, what do we have discussed last meeting?” “Mr./Ms._____, what have you learned with what we have discussed last meeting?” (Students’ answers may vary.) (Students’ answers may vary.) 2. Drill:
- 2. “Class, I have flashcards here containing fractions. All you have to do is to write it in words.” 1. ¼ 2. 1⅔ 3. ⅘ 4. 3 10 5. 3 2 (The class will get a piece of paper and perform what the teacher asked.) (Students’ expected answer.) 1. one-fourth 2. one and two thirds 3. four-fifth 4. three-tenth 5. three-halves 3. Motivation: “Class, what is the food that your mother cooked for your family?” “How many kilos of it do your mother usually bought?” “Is this enough for the whole family?” (Students’ answers may vary.) (Students’ answers may vary.) (Students’ answers may vary.) C. Engagement Activities: 1. Problem Analysis: a. (The Teacher will present a problem.) “Mother cooked ½ of 1 3 4 kilogram of beef. How many kilograms of beef did she cook?” b. (The Teacher will present an illustration and will describe the figure presented.) “Okay class, study the figure presented in the chart.” (Students will solve the problem.) (Students will study the figure and will describe it.) Students’ expected description:
- 3. Figure 1 1 3 4 Figure 2 7 4 Figure 3 1 2 of 1 3 4 1 2 of 7 4 “How many parts are in 1 2 of 7 4 ?” c. (The Teacher will present a step for the students easily solve the problem.) “Rename the mixed form into an improper fraction.” “Multiply the numerators.” “Multiply the denominators.” In Figure 1, it shows 1 3 4 . In Figure 2, it shows 7 4 . In figure 3, it shows 1 2 of 1 3 4 or 1 2 of 7 4 “The darkly shaded parts show 7 of 8 parts, or7 8 .” (Students’ expected answer.) 1 2 x 1 3 4 1 2 x 7 4 1 2 x 7 4 = 7 ? 1 2 x 7 4 = 7 8 Answer: “Mother cooked 7 8 kilogram of beef.”
- 4. d. (The Teacher will present another way of multiplying a mixed form by a fraction.) 1 3 x 1 1 2 = 1 3 x 3 2 = 1 2 (Students listen attentively.) C. Generalization: “How do we multiply mixed form by a fraction?” Students’ expected answer: “To multiply a fraction in mixed form by a fraction in simplest form, first change the mixed form to improper fraction. Multiply the numerators, then the denominators. Write the product of the numerators over the product of the denominators. Simplify the product.” D. Application: 1. Group Activity: (The Teacher will divide the class into 2 groups through count-off.) “Okay class, Group 1 will occupy the 1st row and group 2 will occupy the 2nd row.” (The Teacher will give the task to each group.) Group 1: “Aling Meding can sew a dress in 4 1 2 hours. If it takes her 2 3 as long to sew a skirt, how many hours does it take her to sew a skirt?” Group 2: “Linda baked a cake in 1 2 3 hour. Preparing the ingredients took up 4 5 of his time. How long did it take her to prepare the ingredients?” (The students will count-off from 1 to 2.) (Each group will occupy the seats assigned for them.) (Each Group will perform the task given to them.) IV. Evaluation: “And now, please get a piece of paper.” Find the products. Simplify the factors whenever possible. 1. 3 4 x 2 2 3 (The students will get a piece of paper and mind their own work.)
- 5. 2. 4 5 x 1 1 5 3. 2 3 x 4 3 4 4. 3 4 x 1 8 10 5. 4 7 x 2 5 8 6. 3 10 x 1 2 3 V. Assignment: Complete the multiplication process then illustrate. Example: 3 4 x 2 3 4 = 3 4 x 11 4 = 33 16 or 2 1 16 X = x = 1. 2 3 X 3 1 4 = 2 3 x ? ? = 2. 3 5 x 2 1 2 = ? ? x ? 2 = (Students will get their notes and copy what’s on the chart.)

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