Daily Lesson

Log

School
Teacher
Date/Time

MABINI HOMESITE INTEGRATED SCHOOL

NORBERTO B. ALMERON
SEPTEMBER 2, 2016

I. OBJECTIVES
A. Content Standards

B. Performance Standards
C. Learning Competencies/Objectives
II. CONTENT
LEARNING RESOURCES
A. References
1. Teachers Guides
2. Learners Material pages
3. Textbook Pages
4. Additional Reference from Learning Resource
B. Other Learning Resources
III. PROCEDURES

A. Reviewing previous lesson or presenting the new

lesson

B.

Establishing a purpose for the lesson

Grade
Learning Area
Quarter

SIX
MATHEMATICS
2nd QUARTER

Rename fractions as decimals and vice versa.

Write fractions as decimals and vice versa.

Rename fractions as decimals and vice versa.

BEC-PELC II G.2
Lessons Guide in Elem. Mathematics pp. 159-162
Mathematics in Everyday life
pp.
Workbook in Math pp.
Check up of assignment
Complete the table. Name the given parts of whole as:
Given
Words
Symbols
1. One of eleven equal parts
2. Three of five equal parts
3. Eight of them equal parts
4. Four of ten equal parts
5. Five of eleven equal parts
How many of you have gone to the market? Tell the class this situation.

C. Presenting examples/instances of the new lesson

Liza and their mother went to market to buy some fish. They asked for kg. of fish. The seller put
two fish on the scale and it reads 0.71 kg. Did they have enough of what they asked for?

D. Discussing new concepts and practicing new skill #1

Who help mother in our story? What kind of a child is Liza? If you were Liza, would you also help
your mother at home? How?

E. Discussing new concepts and practicing new skill #2

Activity: Use of a Grid

1. Use the 10 by 10 grid in Activity
2. Ask pupil to shade or color certain small square.
Example: color/shade 7 grids
How many grids are shaded of the 100 parts? (7/100). Guide them to see that 7/100 can also be
written as decimal (0.07). Lead them to see how it is done.
3. Continue the activity until the pupil can answer succeeding questions with ease.

F. Developing mastery (Leads to Formative Assessment)

Change to decimals
a. 15/20
b. 4/5
c. 7/12
d. 9/20
e. 15/40
1. Ann helped her mother clean the house 3/8 of an hour. How will you express this in decimal?
2. While cleaning she found out that one of their pails full of water. Express the contents in decimal.
How do you change fraction to decimals? How do you change decimals to fractions?

G. Finding practical applications of concepts and skills in

daily living

H. Making generalizations and abstractions about the

lesson
Rename the decimals as fractions.
I. Evaluating learning
J. Additional activities for application or remediation
IV. REMARKS
V. REFLECTION
A. No. of learners who earned 80% on the formative
assessment
B. No. of learners who require additional activities for
remediation
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?

1. 0.7
2. 0.16
3. 0.03
Rename as fractions or decimals.
1. 5/8
2. 0.001
3. 12 7/50

4. 7.24
4. 50.8

5. 4.005
5. 2 17/500

Daily Lesson
Log

School
Teacher
Date/Time

LUCENA EAST VIII ELEMENTARY SCHOOL

LILIA B. RAGAS
AUGUST 31, 2016

I. OBJECTIVES
A. Content Standards

B. Performance Standards
C. Learning Competencies/Objectives
II. CONTENT
LEARNING RESOURCES
C. References
1. Teachers Guides
2. Learners Material pages
3. Textbook Pages
4. Additional Reference from Learning Resource
D. Other Learning Resources
III. PROCEDURES

A. Reviewing previous lesson or presenting the new

lesson
B.

Establishing a purpose for the lesson

C. Presenting examples/instances of the new lesson

D. Discussing new concepts and practicing new skill #1

Grade
Learning Area
Quarter

SIX
MATHEMATICS
2nd QUARTER

Solving for the missing term in a pair of equivalent fractions

Form equivalent fractions

Solve for the missing term in a pair of equivalent fractions

BEC-PELC IV G.3.3-3.4
Lessons Guide in Elem. Mathematics pp. 162- 165
Mathematics in Everyday life
pp.
Workbook in Math pp.
What bigger number can divide equally the given pair of number.
a. 5
b. 14
c. 16
10
42
24
Find a partner. Look for a body parts which come in pairs. Does each pair have the same function? Discuss
the functions? What do you think will happen if one of the pair will be damage? How will you take care of
your body parts so they can function well?
Working by learning team.
Give activity card for each group to work on.
1) 1 = _
2) 16 = 2
3) 2 = 4
4) 100 = _
5) __ = 3
3
6
3
5
1000 10
12
6

Assign a number for each pair

Number 1 takes the strip that starts with 2
Number 2 takes the strip that starts with 3

Put the strips edge to edge on its length 2 on top 3 below.

2
4
6
8
10
12
14
16
18
20
3
6
9
12
15
18
21
24
27
30
Based on the arrangement of the strips make the pupils discover how each fractions equal to 2/3 is formed without using the strip.
E. Discussing new concepts and practicing new skill #2

What number is multiplied by 2 will give 4? (2x2=4)

F. Developing mastery (Leads to Formative Assessment)

Solve for the missing term

1) 2 = _
2) 6 = __
3) 5 = 25
4) _ = 63
5) 40 = 16
3
9
7 28
9
9
81
A recipe needs 2/3 cup of flour. You are going to make 3 recipes. How many cups of flour do you need?
You need tbsp. of sugar for a glass of lemonade. You are going to make 4 glasses. How much sugar do you need?
How do we solve for the missing term in an equivalent fraction?

G. Finding practical applications of concepts and skills in

daily living

20

H. Making generalizations and abstractions about the

lesson
Solve for the missing term
I. Evaluating learning
J. Additional activities for application or remediation

1) 2 = _
2) 40 = 4
3) 9 = 3
4) 1 = 9
5) _ = 20
4
8
50
4
2
5
25
Use the number in the box to write an equivalent fractions. You can use a number more than once.
8
4

IV. REMARKS
V. REFLECTION
A. No. of learners who earned 80% on the formative
assessment
B. No. of learners who require additional activities for
remediation
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

14

supervisor can help me solve?

G. What innovation or localized materials did I
use/discover which I wish to share with other teachers?

Daily Lesson
Log

School
Teacher
Date/Time

LUCENA EAST VIII ELEMENTARY SCHOOL

LILIA B. RAGAS
September 01, 2016

I. OBJECTIVES
A. Content Standards

B. Performance Standards
C. Learning Competencies/Objectives
II. CONTENT
LEARNING RESOURCES
A. References
1. Teachers Guides
2. Learners Material pages
3. Textbook Pages
4. Additional Reference from Learning Resource
B. Other Learning Resources
III. PROCEDURES

A. Reviewing previous lesson or presenting the new

lesson
B.

Grade
Learning Area
Quarter

SIX
MATHEMATICS
2ND QUARTER

Reducing fractions to lowest terms

Write the lowest term of a given fraction

Reduce fractions to lowest terms

BEC-PELC II G.5
Lessons Guide in Elem. Mathematics pp. 166-170
Mathematics in Everyday life
pp.
Workbook in Math pp.
Solving the missing term in a pair of equivalent fractions
3=n
_ = 20
4 = 24
4 16
5 25
3

5=_
6

30

Establishing a purpose for the lesson

C. Presenting examples/instances of the new lesson

D. Discussing new concepts and practicing new skill #1

Look at this fraction.

12 ( 1, 2, 3, 6, 12 )
15 ( 1, 2, 3, 6, 12 )
a. What are the fractions fo 12? ( 1 x 12, 3 x 4, 6 x 2)
b. What are the factors of 15? ( 1 x 15, 3 x 15 )
c. What is the largest number that is a factor of 12 and also a factor of 15? (3)
d. Divide the numerator and the denominator by the GCF 3.

12 3

15 3

E. Discussing new concepts and practicing new skill #2

F. Developing mastery (Leads to Formative Assessment)

List the factor of the numerator and the denominator. Encircle the greatest common factor.
1. 8 ( 1, 2, 4, 8)
9 ( 1, 2, 3 , 4 , 6, 12)
2. 2/4
3. 3/9
4. 5/9
5. 9/16

G. Finding practical applications of concepts and skills in

daily living

H. Making generalizations and abstractions about the When is a fraction is lowest terms? How do you reduce fraction to lowest terms?
lesson
Determine whether the fraction is in lowest terms. Write Yes or No.
I. Evaluating learning
J. Additional activities for application or remediation
IV. REMARKS
V. REFLECTION
H. No. of learners who earned 80% on the formative
assessment
I. No. of learners who require additional activities for
remediation
J. Did the remedial lessons work? No. of learners who
have caught up with the lesson
K. No. of learners who continue to require remediation
L. Which of my teaching strategies worked well? Why did
these work?
M. What difficulties did I encounter which my principal or

1. 3/5
2. 2/6
3. 4/10
Write each fraction in lowest terms.
1. 9/12
2. 24/32
3. 25/65

4. 5/12
4. 4/10

5. 21/28
5. 10/16

supervisor can help me solve?

N. What innovation or localized materials did I
use/discover which I wish to share with other teachers?

Daily Lesson
Log

School
Teacher
Date/Time

LUCENA EAST VIII ELEMENTARY SCHOOL

LILIA B. RAGAS
September 2, 2016

I. OBJECTIVES
A. Content Standards

B. Performance Standards
C. Learning Competencies/Objectives
II. CONTENT
LEARNING RESOURCES
A. References
1. Teachers Guides
2. Learners Material pages
3. Textbook Pages
4. Additional Reference from Learning Resource
B. Other Learning Resources
III. PROCEDURES

K. Reviewing previous lesson or presenting the new

lesson

Grade
Learning Area
Quarter

SIX
MATHEMATICS
2nd QUARTER

Changing mixed numbers to improper fractions and vice-versa

Writing mixed numbers to improper fractions and vice versa

Change mixed numbers to improper fractions and vice-versa

BEC-PELC II E.G.6
Lessons Guide in Elem. Mathematics pp. 170-173
Mathematics in Everyday life
pp.
Workbook in Math pp.
Strategy:

Tapping Game Reducing fraction to lowest term

1 Teachers prepares on flashcards with fractions to be changed to lowest terms.
2 The class is divided into 2 groups. The first player for each group stays in front.
3 The first player is determined by a toss coin.
4 The teacher raises a flashcard and the first player gives the lowest term of the fraction.
5 A correct answer will earn a point for the group. The group that scores more wins.
Use flashcards. Give the missing term
1. 3 = 1
2. 20 = 10
3. 1 = __
4. 4 =
_
5. 9 = 3
5
36
4
8
3
9
12

L.

Establishing a purpose for the lesson

M. Presenting examples/instances of the new lesson

N. Discussing new concepts and practicing new skill #1

O. Discussing new concepts and practicing new skill #2

P. Developing mastery (Leads to Formative Assessment)

Strategy: Use a problem opener

1. How many flowers are there? How many groups of 3 are there? So we can also write it as 10/3 which is
equal to 3
2. What part of the group is a flower?
3. How many groups are there?
4. What part of a group is the flower?
5. How many wholes are there? (3) What part of the group is the left over? (1)
6. How do you write a fraction for this? (3 )
7. How many 1/3 are there?
8. What fraction can you write for this?

Mother gathered 10 flowers in her garden. She arranged them by 3s in flower vases. How many groups of 3 did she make? How many
were leftover?
How do you write fraction for this 3 1/3?
Whole class discussion
Girlie helps her sister bake some cakes. Her sister asks her to measure 3 cups of flour. Can you give another name for 3 ?
Write an improper fraction for each mixed number
1. 2 1/6 = ( 2 x 6 ) + 1 = 13/6
4. 6 4/6
2. 3 2/4
5. 7

3. 5 2/8
Q. Finding practical applications of concepts and skills in
daily living

Edna a grade VI pupil, helps her mother to earn extra income. She wakes up early and helps gather roses in their garden. Everyday she gathers 25
roses and ties 3 roses to a bundle. The roses are sold by her mother in the market. How many bundles does Edna make everyday? What good traits
does Edna possess? Do you help your family?
How is improper fractions changed to mixed number? How is mixed change to improper fractions?

R. Making generalizations and abstractions about the

lesson
Write as a mixed number.
S. Evaluating learning
T. Additional activities for application or remediation
IV. REMARKS
V. REFLECTION
O. No. of learners who earned 80% on the formative
assessment

1. 9/5
2. 10/3
3. 7/3
Express fraction in lowest term
1. 54/8
2. 40/12
3. 57/8

4. 13/4
4. 38/4

5. 15/2
5. 37/9

P. No. of learners who require additional activities for

remediation
Q. Did the remedial lessons work? No. of learners who
have caught up with the lesson
R. No. of learners who continue to require remediation
S. Which of my teaching strategies worked well? Why did
these work?
T. What difficulties did I encounter which my principal or
supervisor can help me solve?
U. What innovation or localized materials did I
use/discover which I wish to share with other teachers?

PREPARED BY;
NORBERTO B. ALMERON
SUBSTITUTE TEACHER

NOTED BY;
SIR.ARTEMIO J. DIONISIO
PRINCIPAL - I