School: Grade Level: VI

GRADES 1 to 12 Teacher: Learning Area: MATHEMATICS

DAILY LESSON LOG Teaching Dates and
Time: Quarter: 1ST QUARTER (week 1)
Content The learner demonstrates understanding of the four fundamental operations involving fractions and decimals.
Standard
(Pamantayang
Nilalaman)
Performance The learner is able to apply the four fundamental operations involving fractions and decimals in mathematical problems and real-life situations.
Standard
(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
(Pamantayan sa and/or subtraction of fractions using appropriate problem solving strategies and tools, and creates problems (with reasonable answers) involving addition/or
Pagkatututo) subtraction of fractions.
Lesson Add similar fractions in simple Subtract similar fractions in Add dissimilar fractions in Subtract dissimilar fractions Add or subtract dissimilar
Objectives or mixed forms with simple and mixed forms with simple or mixed forms in simple or mixed forms fractions in simple or mixed
(Layunin) regrouping. regrouping. without regrouping. without regrouping. forms with regrouping.
Divide strips of paper Record answers neatly on Cut the strips of paper Illustrate the solution to Rename a given fraction
equally. paper. carefully. a given problem. to its equivalent fraction.
Be responsible in doing Share/Cooperate with group Follow directions Share things to Show hospitality to
one’s job. members. carefully. somebody. visitors/ Keep left-over
foods for economy.
Subject Matter Adding Similar Fractions in Subtracting Similar Fractions in Adding Dissimilar Fractions in Subtracting Dissimilar Adding or Subtracting
(Paksang Aralin) Simple or Mixed Forms with Simple or Mixed Forms with Simple or Mixed Forms Fractions in Simple or Mixed Dissimilar Fractions in
Regrouping Regrouping without Regrouping Forms without Regrouping Simple or Mixed Forms
with Regrouping
Learning 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- K12 CG in Math.6, PP 175-
Resources Lesson Guide in Elementary Lesson Guide in Elementary Lesson Guide in Elementary 177 177
(Kagamitang Mathematics 6, pp.203-207 Mathematics 6, pp.207-211 Mathematics 6, pp.212-215 Lesson Guide in Elementary Lesson Guide in Elementary
Panturo) Activity Book in Mathematics 6, Activity Book in Mathematics 6, M6NS-Ia-86 Mathematics 6, pp.216-219 Mathematics 6, pp.219-226
pp. 65 pp. 65 Strips of paper, scissors, M6NS-Ia-86 Activity Book in
M6NS-Ia-86 M6NS-Ia-86 Flash cards/Sheets Strips of paper, scissors, Mathematics 6, pp. 68-69
 Strips of paper, scissors, Strips of paper, scissors, Activity Sheets Flash cards/Sheets M6NS-Ia-86
Scotch tape Scotch tape Activity Sheets Strips of paper, scissors,
Flash cards/Sheets Activity Sheets Scotch tape
Activity Sheets Activity Sheets
Learning Experiences ( Mga Gawaing Pampagkatuto )
A. Preparatory
Activities Mental Computation Mental Computation Mental computation Mental Computation

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

Reference: + +
1/2
8 13/9 1 4 8/9 Lesson 65, pp.65 5/12

11/9 Activity Book in Mathematics

6
by Amber De Jesus + 1/6

3. Motivation What do you call a small amount

(Pagganyak ) of food eaten between meals? Josie is good at How many of you have You have a visitor. You
Migui needs 3 ¼ meters to cooking. Every Saturday, brothers and sisters? Do you want to offer him some
make a seat cover for his car. ____ ____ ____ ____ ____ she sees to it that she share anything with them? pineapple juice. What
He has 3 pieces of cloth which 1 2 3 4 5 bakes some cake. When you give something to things do you need to make
measures ¼, ¾, and 2/4 meters Rename the given whole numbers Josie would like to bake somebody what happen to the juice? Explain.
respectively. Do you think as fractions as suggested by the some plain cake and the things you had before?
these are enough? numbers at the left of the pineapple sponge cake. (Wait for some responses)
equality sign. She uses only small What do you feel when
amount of oil. For the you share something to
1) 1 = __/4 2) 2 = ___/8 plain cake, she needs ¼ others? Explain.
3) 1 = __/6 4) 2 = ___/4 cup and 3/8 cup for the

B. Activities
Developmental a. Act. 1- Whole Class
Activities Discussion
The teacher presents the
problem about Migui. “Migui
has 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
1. Presentation length.
(Paglalahad) 2) Ask the pupils to fold the
strips into fourths:
Strip A – Fold in 4 equal
parts, mark the crease, cut 1
part.
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,
5) 3 = __/3
6=A 8=C 9=K
Activities 16 = N 4 = S
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.
sponge cake. How many
cups of oil does she need
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.
a. Activity 1 – Problem
a. Activity 1 – problem Opener -1
Opener Whole Class Activity
Materials: strips of paper
Materials: strips of paper, Mechanics:
pair of scissors 1) Present a story problem:
Mechanics: Pipoy has a visitor. He
served his visitor pineapple
1) Present the problem: juice. He mixed 2/3 glass of
Erwin had half a melon. sweetened pineapple juice
He cut the half melon into 2 and ½ glass of water. How
and ate one part. The other much is the mixture?
part he left will be for his
younger brother Eric. What Valuing: Have you had a
part of the melon did Eric visitor at home? What do
get? you usually offer to your
visitors? Do you offer them
2) Discussions drinks or food? Why or why
not?
3) State the subtraction
sentence ½ - ¼ = N. Let the 2) Discussions:
pupils do the activity with a) What are the given data?
guidance of the teacher b) What will you solve for?
c) How do you solve the
4) Through paper folding, problem?
represent ½ then fold again d) Write the equation.
so you have now 4ths. How
many fourths? Hence, ½ 3) Represent the data by
becomes 2/4 so ½ - ¼ = ¼. paper folding.
a) Fold one strip into 3rds,
5) Let the pupils cut ¼ from put a crease, and label each
½. How many remained for part. Show 2/3.
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.
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?
4) How do we subtract similar
fractions? b. Activity 2 – Problem
Opener
Materials: Fraction kit,
strip of paper
Mechanics:
1) Present a problem
b. Activity 2 - Whole Class Activity Josie needs 3 ¼ cups of
– flour for the plain cake and 2
Problem Opener 1/3 cups for the pineapple
sponge cake. How many cups
Materials strips of paper of flour does she need in all?
Mechanics:
2) Discussions
1) Present a problem situation. 3) Use strips of paper to
Mother has 3 ¼ cup of milk. present the data. For 3 ¼
She used 1 ¾ from it. How much strips with all the strips
milk was left? folded in fourths. Then cut ¼
from the 4th strip. For 2 1/3
2) Discuss the problem. strips, with all the strips
folded into 3rds. From the
3) Ask the pupils to present the third strip, cut 1/3.
given data by strips of papers. 4) Ask pupils to fold the
Into how many parts are the fourths and the thirds so that
wholes divided? What is the they will have equal size of
fractional part? sections.
Can you take away ¾ from ¼? Guide the pupils to discover
Why? that:
Ask the pupils what they need to
do. (Borrow 1 piece and cut into 1/3 and ¼ can be folded
4ths, so you now have 4/4 + ¼ = into 12ths.
5/4) hence, 1/3 = 4/12 and ¼ = 3/12
Eric? b) Fold another strip into
halves, put a crease, label
6) Discuss the steps. each part. Show ½.
4. Guide the children to
7) What trait did Eric show? see:
2/3 is equal to 4/6
b. Activity 2 – Working in ½ is equal to 3/6, so 4/6
Pairs and 3/6 is equal to 7/6. In
Materials: strips of paper, 7/6, there is a whole and
scissors 1/6, so 7/6 = 1 1/6.
Mechanics:
5) Discuss the steps in
1) Form a pair. Ask to bring adding…
out strips of paper.
3) Solve the subtraction
sentence through paper b. Activity 2 – Problem
folding: Opener 2
Whole Class Activity
a) ¾ - 1/8 = Mechanics:
b) ½ - 1/8 = 1) Present a word problem
c) ½ - 1/6 = in a chart:
d) 7/8 – ¾ = There was 1 ½ melon
e) 1/5 – 1/10 = left for dinner. At dinner
time, the family ate 2/3
4) Let the pupils discuss with parts from the melon. How
each partner the strips they many part of the melon
are doing to get the was left for the next meal?
difference.
2) Discussions
5) Represent the number a) What are the needed
sentence by drawing the information?
number line: b) How do we solve the
problem?
Number Line - A c) Write the equation:
1 ½ - 2/3 = N
 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
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
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.
c. . Strategy 3 – My seatmate, My
partner in learning
Direction: With your seatmate,
find the difference in each item.
Pair 1) 4 2/7 – 1 5/7 =
Pair 2) 4 1/10 – 2 7/10 =
Pair 3) 3 1/15 – 2 4/15 =
Pair 4) 11 5/9 – 3 7/9 =
Pair 5) 18 3/5 – 6 4/5 =
Pair 6) 23 7/18 – 18 17/18 =
6) Guide them that they can
add the fractions by changing 0 ¼ 2/4 ¾ 1 5/4 3) What kind of fractions
them to similar fractions. 6/4 7/4 2 are the given ones?
7) discuss the steps in finding
equivalent fractions. Number Line - B 4) guide the pupils to get
the equivalent fractions,
c. Activity 3 – Cooperative hence:
work 2/3 =(2/3, 4/6, 6/9, 8/12…)
Material: Worksheet 1/2 = (1/2, 2/4, 3/6, 4/8… )
Mechanics: 1 2 3 4 5 6 7 5) Lead the pupils to think
1) Group the class by 1 9 10 11 12 13 14 15 2 of 1 ½ now as 6/6 and 3/6;
4s. __ __ __ __ __ __ 2/3 as 4/6.
2) Give worksheet to __ __ ___ __ __ __ __ __ So: 1 ½ = 1 3/6 = 6/6 +3/6
each group. (For time 8 8 8 8 8 8 = 9/6
management, the teacher 8 8 8 8 8 8 8 8 - 2/3= - 4/6 =
may distribute the items - 4/6
among the groups, e.g. Group
I = Items a & b only, for Number line A shows ¾. 5/6
Group II, items c & d only,
etc.) Number line B shows that ¾ 5) What good trait does the
is equal to 6/8. family possess? Explain.
Find the sum: Thus, 3/4 = 6/8
- 1/8 = 1/8
____
a) 1/3 + 1/5 = 7/8 c. Activity 3 – Cooperative
6) Discuss with the pupils Learning
b) ¾ + 1/8 + 1/5 =
the steps in subtracting Materials: worksheet
c) 3 1/3 + ½ = dissimilar fractions without Mechanics:
regrouping. 1) Give each group a
d) 5 1/12 + 3 ½ =
7) Guide them to state the worksheet:
e) 1 1/8 + 2 1/3 + 6 1/6 = steps using the LCD.
1) 2/3 2. 4 2/5
f) 2 1/5 + 2 1/15 + 3 2/6 =
Activity 3 – Working in
Groups + 3/4 + 5 2/8
g) 2 ½ + 2 1/3 + 6/1/6 =
Material: worksheet
h) 1 1/9 + 2 1/5 + 3 1/15 =
i) 5 2/3 + 6 1/6 + 2 ¾ =
 with regrouping. Mechanics:
1) Pupils join the learning
Valuing: What traits did Migui team.
and Ana show in doing their 2) Each team is given a 3) 5 ¼
4) 9 3/5
work? worksheet
- 2 3/5 - 2 7/9
Why? If you were Migui and a) 2 ½ - 1 ¼ = c) 3 7/10 – 2
Ana, would you do the same? ½=
Why? b) 2 ¾ - 1 5/8 = d) 2 3/5 – 1
3/8 =
e) 2 ½ - 1/6 =
3) Discuss:
What are the steps in
finding the LCD?
After finding the LCD,
what 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 Add: Find the difference. Direction: Perform the
Find the total. Reduce the answers to simplest forms. indicated
answer to simplest form. 1) 2/4 + 3/10 = 1) 7/15 – 1/5 = operation.
2. Fixing Skills 1) 11 17/20 – 6 19/20 = 2) 7/12 + ¼ = 2) 6/12 – 2/24 =
1) 7/10 + 1/10 + 9/10 = 2) 5 8/15 – 4 10/15 = 3) 1/5 + 3/10 + 1/15 = 3) 6 ¾ - 6 ½ = 1) 3/8 + 1/3 =
2) 3/9 + 4/9 + 5/9 = 3) 7 5/16 – 8/16 4) 4 1/5 + 5 1/8 = 4) 8 5/8 – 2 ¼ = 2) 6 3/5 + 1 1/3 =
3) 5 6/12 + 1 7/12 + 2 5/12 = 4) 1 6/10 – 5 8/10 = 5) 4 ¼ + 1/3 + 1/6 = 5) 5 ½ - 2 ¼ = 3) 6 1/6 – 5/9 =
4) 1 11/20 + 2 17/20 + 1 9/20 = 5) 17 1/10 – 7 3/10 = 4) 2 ¼ - 1 ¾ =
5) 1 24/24 + 3 15/24 + 6 2/24 = 5) 9 1/3 – 3 5/6
 What are the steps in
adding similar fractions with How do you subtract similar fractions without regrouping? subtracting
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
C. Application ¾ 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.
Formative Test 1) ¼ + ¾ =
2) 2/8 + 3/8 + 4/8 =
3. 4/12 + 2/12 + 5/12 =
How do you add dissimilar What are the steps in
fractions with regrouping? fractions
Mention the steps. regrouping?
Solve: Direction: Solve for the
answer
Last month, Arnold weighed to the problem:
37 3/8 kilograms. However, he
got sick so he now weighs 36 5/8 Mother went to market to
kilograms. How many kilograms buy 3 1/6 kilos of ground beef
did he lose weight? and 12 1/5 kilos of ground
pork. How many kilos of
ground meat did mother buy
in all?
Evaluation
Solve for the difference. Find the sum.
1) 4 3/12 – 2 7/12 = 1) 1/5 + 1/9 + 1/6 =
2) ½ + 5/8 =
2) 12 3/15 – 2 8/15 = 3) 3 3/8 + 2 ¼ =
4) 6 1/3 + 1 1/7 + 3 1/12 =
3) 16 4/17 – 11 9/17 = 5) 1 1/6 + 2 ¼ + 1 1/7 =
4) 12 9/16 – 11 15/16 =
What are the steps in
dissimilar adding dissimilar fractions
without with regrouping?
How do we subtract
dissimilar fractions with
regrouping?
Solve for the answer. Solve for the answer.
If your neighbor shared Mark has 5/8 of a pizza
to you 2/5 of a whole pizza pie. After sharing 1/5 to Luz
pie, and you set aside the and 2/6 to Violy, how much
2/6 for your youngest was left to him?
brother and you 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 4) 2 ½ - 1 1/3 =
15/10, what is the 5) 4 1/3 – 7/8 =
difference? _____
 4) 2 1/7 + 3 4/7 + 5 6/7 =
5) 13 6/20 – 3 11/20 =
5) 6 3/16 + 3 9/16 =

A. Find the sum in lowest A. Find the difference. A. Find the total. Follow-the-Arrow sub- A. Find the total.
terms. traction of Fraction Puzzle.
1) 1 6/8 – 7/8 = 1) 1/5 + 2/5 = Do the subtraction of 1) 15 7/9 + 3 5/12 =
1) 5 7/15 + 2 8/15 + 3 1/15 = 2) 12 ¼ - 4 ¾ = 2) 1 1/6 + 2 ¼ + 2 1/9 = fraction along the paths 2) 5 7/8 + 3 4/5 =
2) 6 1/8 + 2 5/8 + 3 3/8 + 1 1/8 3) 4 1/6 – 3 5/6 = 3 ¼ + 2 ¼ + 1 1/12 = according to the arrows until 3) 4 ¾ + 2 ½ + 3 5/8 =
= 4) 1 3/10 decreased by 7/10 = 4) 1 1/10 + 2 1/5 + 3 ½ = you get to the end.
j. Additional 3) 1 5/6 + 2 5/6 + 4 1/6 + 5 5/6 5) Take away 12/13 from 4 3/13 = 5) 6 1/5 + 1 ½ + 2 1/10 =
Activities = B. Answer the following.
for Enrichment B. Do addition of fractions 5 2/5
- 1/2
or B. Complete each table. B. Subtract 7/9 from the along the path according to 1) Take away 3 ½ from 6
Remediation following: the arrows until you get to 1/5.
- -
Add 5/6 to: the end. You should get to 1/4
2) 6 1/8 less 2 4/5 is equal
1/4
the same final answer. to
7 1 8 3 9 15 3 4/9 20 30 3) Subtract 3 8/15 from 7
1/6 3/6 5/6 2/6 9/6 2/9 6/9 3/9 1/9
- 1/2
4) The difference: 9 5/9
2/5 + 1/4 and 6 6/7
- - 5) 6 5/28 minus 3 ¼ = ____
5/10 5/10
Add 2/9 to:
+
+
1/2
5/12
8 13/9 1 4
11/9 8/9 - 1/2

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