Mathematics sample DLL

1. GRADES 1 to 12
DAILY LESSON LOG
School: Grade Level: VI
Teacher: Learning Area: MATHEMATICS
Teaching Dates and Time: (WEEK 3) Quarter: 1st
Quarter
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of the four fundamental operations involving fractions and decimals.
B. Performance Standard The learner is able to apply the four fundamental operations involving fractions and decimals in mathematical problems and real-life situations.
C. Learning Competencies /
Objectives
Divides simple
fractions
M6NS-Ic-96.2
Divides mixed fractions
M6NS-Ic-96.2
Solves routine and
non-routine problems
involving division without or
with any of the other
operations of fractions and
mixed fractions using
appropriate problem solving
strategies and tools
M6NS-Ic97.2
Creates problems (with
reasonable answers)
involving division without or
with any of the other
operations of fractions and
mixed fractions
M6NS-Ic-98.2
Conduct Summative Test
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Math 6 TG p 33-36 Math 6 TG p 33-36 Math 6 TG p 37-40
2. Learner’s Materials pages
3. Textbook pages 21st
Century Mathletes 6 p. 30-43
4. Additional Materials from
Learning Resource (LR)
Portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
A.) Checking of
assignment.
B.) Review on
multiplying simple and
mixed fractions.
A.) Checking of assignment.
B.) Review the steps in
dividing simple fractions.
A.) Checking of assignment.
B.) Use your show me
board. Give the answers to
the problems I will flash.
1) A number divided by 1/2
is equal to 5 = _____
2) A number divided by 3/4
is equal to 2 1/2 = _______
3) A number divided by 2/3
is 9 = ______
A.) Checking of assignment.
B.) Review the steps in
solving the problem.
Prepare the pupils by giving
them the standards in
taking the test.

2. B. Establishing a purpose for
the lesson
What do you use in
cooking your meals at
home? Do you use
firewood? Uling? Or
electric stoves? Which
would you prefer to
use?
Who has a favorite pillow?
Do you share your pillow
with the other members of
the family? If you do, what
trait did you show?
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.
Show pictures of the
following.
20 kilograms of sugar
1/2 kg of sugar
Ask: Can you create a
problem out of these
pictures?
Test Proper
C.Presenting
Examples/Instances of new
lesson
Diego has 8/10 m
piece of firewood he
got from the mountain
near their village. He
cut it equally into
shorter pieces of 1/5
m. How many shorter
pieces will there be?
Aling Tinang has 6 2/5 m of
cloth to sew pillow cases for
her sons who love clean and
beautiful pillows. She has to
decide the measurement of
the materials considering
the following:
A. How many pillow cases
each 4/5 of a meter long cn
Eric has been given by his
mother a 2/3 of a rice puto.
He wants to cut it into equal
parts such that each slice is
1/6 of a whole rice puto.
How many slices of rice
puto can he get?
Ask the pupils to read the
sentences written on strips.
Jose
has 20
kg of
sugar
in
bags
The 20
kg of
sugar
that
contai
n 1/2
kg per
How
many
bags
will he
need
to
pack

3. she made?
B. How many pillow cases
can she make if she will use
1 3/5 meter long for each
pillow case?
bag the
sugar?
D. Discussing new concepts
and practicing new skills #1
Illustration:
Based on the model,
we can say that 1/5 fits
into 8/10 four times.
Therefore we can write
the division equation
as
8/10÷1/5 = 4
Hence, there are four
pieces of 1/5 m of
firewood.
Answer the following
questions:
a) Who will sew pillow
cases?
b) For whom will Aling
Tinang be sewing
pillow cases?
c) What materials does
mother have?
d) How long is the
material for the pillow
cases?
Analyzing the problem.
1) What does the
problem ask to look for?
2) What are the given
data in the problem?
3) What are the
needed facts to solve the
problem?
4) What will you do to
arrive the solution of the
problem?
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 to
translate the word problem
into a number sentence.
2/3 ÷ 1/6 = ____
Let the pupils arranges the
sentences to from a word
problem by pairs. Give the
pupils an ample time to
work on the activity.
Expected Answer:
Jose has to pack 20 kg of
sugar in bags that contain
1/2 kg per bag. How many
bags will he need to pack
the sugar?
E. Discussing new concepts
and practicing new skills #2
If the products of two
numbers is 1, then
they are reciprocals or
multiplicative inverse
of each other. To find
the reciprocal of a
fraction, interchange
the numerator and
denominator.
Let us take 2/3. The
reciprocal of 2/3 is 3/2.
Multiplying the number
Group the pupils in 5
learning teams.
Step 1 - Write the fractional
number using division.
How many 1/4 kg of sugar
can you repack from 2 1/4
kg?
Write the number sentence.
Step 2 - Find the reciprocal
of the divisor. Remember
that 2 1/4 is the dividend
Group Activity
Organize the class in groups
of 5 or make use of the LB
(Learning Barkadas)
Provide each LB a copy of
the problem to be solved.
a) Three chocolate bars
are shared among
children. Each child
gets ¾ of a chocolate
bar. How many
Group Activity
Create a problem from the
given activity cards.
Act. Card 1
6 2/3 pails of rain water,
3 big container
Teacher’s cue: When the
water poured equally into
the big containers, how
many pails of water does it

4. and its reciprocal, we
have 2/3 x 3/2 = 6/6.
So, 2/3 and 3/2 are
reciprocals or the
multiplicative inverse
of each other.
while 1/4 is the divisor.
Write the reciprocal.
Step 3 - Change the
dividend 2 1/4 to improper
fraction. Then, multiply the
dividend by the reciprocal
of the divisor. If possible,
reduce t lowest term.
children are there?
Alma and her classmates
are making graduation
ribbons. How many 9/10
dm ribbons long can be
made from a spool of 53 ¾
dm long?
need?
Act. Card 2
3 ½ grams of mansanitas
fruit, set aside 2 grams, 4
children
Teacher’s cue: If the 4
children shared equally
the mansanitas fruit after
setting aside 2 grams.
How many grams did
they get?
Note: Add more
problems.
F. Developing mastery
(Leads to Formative Assessment
Solve the following.
1) 3/7 ÷ 3/5
2) 12/13 ÷ 8/39
3) 1/4 ÷ 2/3
4) 5/8 ÷ 2/5
5) 3/4 ÷ 2/5
Find the quotient. Explain
the meaning of your
answer.
1) 10 ÷ 5/6
2) 1 1/6 ÷ 3/4
3) 5 1/3 ÷ 1/4
4) 3 ¾ ÷ 2 ¼
5) 2 ½ ÷ 1/3
Solve each problem.
1) Aiko brought 4/5 of a
left over cake from her
birthday celebration
last night. She divided
it equally ans shared all
of it to her 3 friends.
How much cake did
each friend received?
2) Bing-bing bought 4 ½
kg of chicken foe 3
recipes that she
prepared. If she used
the same amount of
chicken per recipe, how
much chicken did each
recipe contain?
Create a problem using the
data below.
Activity 1
Mr. Tagsip has 12 5/6
farmland to plant with 7
different crops
Activity 2
Rene bought a large bread
from a bakeshop. He sliced
it into 8 parts. Nening eats
18 of the whole bread.
G. Finding practical
applications of concepts and
skills in daily living
Jason spent ½ of his
money for paper and
1/3 of it for pencils.
How much money did
he start with if he had
₱15.00 left?
Mother just received money
from 4P’s program. She
were able to buy loaf bread
for snack. It measures 18
inches long. How many
slices can she make if each
slice measures 1 1/8 inches
Louie drinks 2/3 liter of milk
each day. How long will he
finish drinking 5 liters of
milk? (Solve by following
the steps in solving problem
involving division of
fractions.)
Make a problem from the
given data.
During good season,
fisherman from
Kinablangan catch 199 3/8
kg of fish.
During lean season, they

5. long? catch only 39 7/8 kg of fish.
If they are going to sell 12
vendors in Baganga wet
market and 10 vendors in
supermarket.
H. Making generalizations
and abstractions about the
lesson
How do you divide
simple fractions?
How do you divide mixed
fractions?
 How do we analyze
word problems
involving division of
fraction?
 What steps do we
follow in solving the
problem involving
division of fraction?

How do you create word
problem involving division
or with any other
operations of fractions and
whole number?
I. Evaluating Learning Find the quotient.
Simplify if possible.
1) 7/6 ÷ 7/12
2) 6/8 ÷ 3/16
3) 1/2 ÷ 1/4
4) 10/9 ÷ 1/3
5) 25/33 ÷ 10/11
Find the quotient. Simplify if
possible.
1) 4 ½ ÷ 1 5/6
2) 1 ¼ ÷ 5/15
3) 4 3/8 ÷ 2 1/3
4) 3 ¾ ÷ 1 ¼
5) 2 6/13 ÷ 1 9/39
Solve the following
problem?
1) A car travels 11 ½ km
for every liter of
gasoline. How many
liters of gasoline are
needed for 46 km trip?
2) How many pieces of
string 5/6 dm long each
can be cut from 3 2/3
dm long?
3) Glenn spent 2/5 of an
hour solving 8 math
problems. What
fraction of an hour did
he spend solving each
problem/
4) Jeaneth put 1 ½ slices
of cheese for every
sandwich that she
made. How many
sandwiches did she
make out of 12 slices of
cheese?
5) Rosie used 12 4/5 m of
clothing material to
Create a problem using the
data below.
1) 3/5 liter of orange juice,
4/5 liter of lemonade, 6
cups
2) a school play costume
has a total of 87 1/2 yards
of cloth, each costume
requires 3 1/3 yards.
3) Mang Gabino has 15 1/2
kg of wax, uses 1 3/5 kg of
wax per candle
4) Maria has 12 ¾ m of
cloth, each blouse uses 1 ½
m of cloth
5) 26 2/5 meters long
bamboo, cut into 12 pieces

6. make 8 pillowcases.
How much material did
she used for each
pillowcase?
J. Additional activities for
application and remediation
Perform the following
operations. Express
your answer in
simplest form.
1) 51/50 ÷ 17/20
2) 3/4 ÷ 1/4
3) 2/3 ÷ 5/6
4) 7/12 ÷ 3/4
5) 8/21 ÷ 6/8
Perform the following
operations. Express your
answer in simplest form.
1) 12 ¾ ÷ 1 ½
2) ¾ ÷ 4 ¼
3) 18 1/3 ÷ ¾
4) 9/4 ÷ 1 4/5
5) 9 1/5 ÷ 2 6/15
Solve the problem.
Sam has 4 2/5 of a cake at
his party. He wants to
distribute the cake such
that each gets 1 1/6 of a
whole cake. How many
children can he distribute
cake to?
How many one-tenths are
there in all?
Create a word problem by
completing the data
needed.
1) Christine bought ____
eggs and shared to ___ of
her classmates for their EPP
Demo Lesson. How many
eggs each received?
2) How many volleyball
teams of ___ each can be
formed from ______
V. REMARKS
VI. REFLECTIONS
A. No. of learners who
earned 80% on the
formative assessment
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 this work?
F. What difficulties did I
encountered which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I

7. use/discover which I wish
to share with other
teachers?
Prepared by:
Sweet Formula Contributor