Math 6 DLP_q1_week 1

School: BasingElementarySchool DAILY LESSON PLAN (DLP) LearningArea:Mathematics6
District: BinmaleyDistrictII Quarter: _FirstQuarter_ Week:__One___ Inclusive Dates: _______June 5 – 9, 2017___________ Teacher:SeverinoM.Manuel
ContentStandard
(Pamantayang
Nilalaman)
The learnerdemonstratesunderstandingof the fourfundamental operationsinvolvingfractionsanddecimals.
Performance
Standard
(Pamantayansa
Pagganap)
The learnerisable to applythe fourfundamental operationsinvolvingfractionsanddecimalsinmathematical problemsandreal-life situations.
Learning
Competencies
(Pamantayansa
Pagkatututo)
The learneradds and subtractssimple fractionsandmixednumberswithoutorwithregrouping,solvesroutine andnon-routineproblemsinvolvingadditionand/orsubtraction
of fractionsusingappropriate problemsolvingstrategiesandtools,andcreatesproblems(withreasonable answers) involvingaddition/orsubtractionof fractions.
Monday Tuesday Wednesday Thursday Friday
LessonObjectives
(Layunin)
Add similar fractions in simple
or mixed forms with regrouping.
Divide strips of paper equally.
Be responsible in doing one’s
job.
Subtractsimilarfractionsinsimple
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 givenfraction to
its equivalent fraction.
Show hospitality to
visitors/ Keep left-over foods
for economy.
SubjectMatter
(PaksangAralin) AddingSimilarFractions inSimple
or MixedForms withRegrouping
SubtractingSimilarFractions in
Simple orMixedForms with
Regrouping
AddingDissimilarFractions in
Simple orMixedForms without
Regrouping
SubtractingDissimilarFractions
inSimple orMixedForms
withoutRegrouping
Addingor Subtracting
DissimilarFractionsinSimple
or MixedFormswith
Regrouping

Learning
Resources
(Kagamitang
Panturo)
K12 CG in Math.6, PP 175-177
LessonGuide inElementary
Mathematics6, pp.203-207
ActivityBookinMathematics6,
pp.65
M6NS-Ia-86
Stripsof paper,scissors,
Scotch tape
Flashcards/Sheets
ActivitySheets
K12 CG in Math.6, PP175-177
ActivityBookinMathematics6,
pp.65
M6NS-Ia-86
Scotchtape
ActivitySheets
M6NS-Ia-86
Flashcards/Sheets
ActivitySheets
M6NS-Ia-86
Flashcards/Sheets
ActivitySheets
ActivityBookinMathematics
6, pp. 68-69
M6NS-Ia-86
Scotchtape
ActivitySheets
Learning Experiences ( Mga Gawaing Pampagkatuto )
A. Preparatory
Activities
1. Drill
RelayonGivingthe simplest form.
a. The teacherforms6 groupswith
equal number.
b. The teacher flashescards which
contain fractions, e.g.: 6/10, 9/10,
9/18, 2/6, etc.
c. Pupil 1 answers the first
question, followed by the next
pupil. This goes on until all the
pupils have answered.
d. The group withthe mostcorrect
answers wins.
Mental Computation
Findthe message
Direction:Match columnA with
ColumnB to formthe message.
Column A Column
B
1) 5/8 + 3/8 A. 5
3/4
2) 1 ¾ + 2 ¾ + 1 ¼ B. 8 2/3
3) 3 5/9 + 2 1/9 + 3 M. 1
4) 2 1/7 + 3 9/7 + 2 1/7 H. 4
1/2
5) 1 4/12 + 3 2/12 U 8 4/7
6) 5 3/15 + 7 2/15 Y. 12
1/3
___ ___ ___ ___ ____ ___ ___
1 2 3 4 5 2 6
Mental Computation
Strategy– Game:PassIt On
Mechanics
1. Form 6 groupswithequal
numberof members.
2. Write onthe flash
cards/sheetsthe fractions.
Direction:Give the LCDof
each pairof fractions.
½ and ¼ 2/3 and½
2/3 and 1/6 4/5 and¾
3/5 and 9/10 ¼ and 1/6
¼ and9/16 2/5 and 5/6
3. The teacher flashes the cards
or sheets. First pupil writes his
answer on the board, then goes
back.The nextpupil waitsforthe
teacher to flash the card before
he write his answer on the
board. this continues until
everyone in the group has
answered the question. The
highest scorer group wins.
Mental computation
Give me two numbers
whichwill make mystatement
true.
1) My sumis 17, my difference
isone.
is3.
3. My sumis 12. mydifference
is 8
is0.
is 13.
Mental Computation
“Make Me The Same”
Direction:Mentallychange to
similarfractions.How
manycan youdo?
1) ½, 1/3 = ___, ____
2) ¾, 1/3 = ___, ____
3) 1/5, ¼ = ___, ____
4) 1/6, 1/5 = ___, ___
5) 2/3, 3/5 = ___, ___
Direction: Mentally change to
Lowest Terms:
1) 16/18 = ____
2) 12/20 = ____
3) 8/12 = _____
4) 3/15 = _____
5) 15/20 = ____

2. Review(Balik-
aral)
Write an equation for each
short story.
1. rode 5/10 km., walk 2/10 km.,
went how far in all?
2. painted 3/8 of the fence
before lunch, painted 4/8 after
lunch. How much was painted?
3. One package weighed 7/16
kg. A second package weighed
5/16 kg. How many kilogram in
all?
A. Findthe suminlowest terms.
1) 5 7/15 + 2 8/15 + 3 1/15 =
2) 6 1/8 + 2 5/8 + 3 3/8 + 1 1/8 =
3) 1 5/6 + 2 5/6 + 4 1/6 + 5 5/6 =
B. Complete eachtable.
Add5/6 to:
7 1/6 1 3/6 8 5/6 3 2/6 9 9/6
Add2/9 to:
8 13/9 1 11/9 4 8/9
A. Findthe difference.
1) 1 6/8 – 7/8 =
2) 12 ¼ - 4 ¾ =
3) 4 1/6 – 3 5/6 =
4) 1 3/10 decreasedby7/10 =
5) Take away 12/13 from 4 3/13=
B. Subtract 7/9 fromthe
following:
15
2/9
3 4/9 20
6/9
30
3/9
Reference:
Lesson 65, pp.65
Activity Book in Mathematics 6
by Amber De Jesus
A. Find the total.
1) 1/5 + 2/5 =
2) 1 1/6 + 2 ¼ + 2 1/9 =
3 ¼ + 2 ¼ + 1 1/12 =
4) 1 1/10 + 2 1/5 + 3 ½ =
5) 6 1/5 + 1 ½ + 2 1/10 =
B. Do additionof fractions along the
path according to the arrows until you
get to the end. Youshould get to the
same final answer.
Follow-the-Arrow
subtraction of Fraction Puzzle.
Do the subtraction of fraction
along the paths according to
the arrows until yougetto the
end.
3. Motivation
(Pagganyak)
Migui needs 3 ¼ meters
to make a seatcover for his
car. Hehas 3 pieces of cloth
which measures ¼, ¾, and
2/4 meters respectively.Do
you think these are
enough?
What do youcall a small amountof
foodeatenbetweenmeals?
____ ____ ____ ____ ____
1 2 3 4 5
Rename the givenwhole numbersas
fractionsas suggestedbythe
numbersat the leftof the equality
sign.
1) 1 = __/4 2) 2 = ___/8
3) 1 = __/6 4) 2 = ___/4
5) 3 = __/3
Josie is good at
cooking. Every Saturday,
she sees to it that she
bakes some cake.
Josie would like to bake
some plain cake and
pineapple sponge cake.
She uses only small
amount of oil. For the
plain cake, she needs ¼
cup and 3/8 cup for the
sponge cake. How many
cups of oil does she need
in all?
How many of you have
brothers and sisters? Do
you share anything with
them? When you give
something to somebody
what happen to the things
you had before? (Wait for
some responses)
What do you feel when
you share something to
others? Explain.
You have a visitor.
You want to offer him
some pineapple juice.
What things do you
need to makethe juice?
Explain.
6 = A 8 = C 9 = K
16 = N 4 = S
2/5 + 1/4
+
1/2
+
5/12
+ 1/6
5 2/5
- 1/2
-
1/4
-
1/4
- 1/2
-
5/10
-
5/10
- 1/2

B. Developmental
Activities
1. Presentation
(Paglalahad)
Activities
a. Act. 1- Whole ClassDiscussion
The teacherpresentsthe
problemaboutMigui.“Migui has
3 pcs.of clothwhichmeasure ¼,
¾, and 2/4. How longare the 3
piecestogether?
1) Let the pupilsget4 stripsof
paperof the same width& length.
Let 1 piece be the basic length.
2) Askthe pupilstofoldthe strips
intofourths:
StripA – Foldin4 equal parts,
mark the crease,cut 1 part.
StripB – Foldin4 equal parts,
mark the crease,cut 3 parts.
StripC – Foldin4 equal parts,
mark the crease,cut 2 parts.
3) Askthe pupilstotape the parts
side byside withoutoverlapping.
Slide the tapedstripsof paperto
the basic strip.Make pupils
observe the lengthof the two
strips.
4) Guide themto countthe total
fourths.Onthe board, thus:
¼ + ¾ + 2/4 = 6/4
5. How many wholesdoyouhave?
(1)Howmanyfourthsleft?(2/4)
Hence,¼+3/4+2/4=
6/4=1 2/4 or 1 ½.
6) What part of the fractiondid
youadd? (onlythe numerator)
7) Guide the childrentostate how
to add similarfractionsinsimple
form.
Activities
a. Activity1 - Whole ClassActivity
Materials:stripsof paper,
pair of scissors
Mechanics:
1) Presentthe problem:
A family bought a pie for their
merienda.Theydividedthe pie into8
equal parts. After each of them had
eaten his share, 5/8 of it was left.
Whentheycame home,mothergave
3/8 to theirhouse help.The restwas
keptinthe refrigerator.Whatpart of
the pie was kept?
Discussthe problem.
2) Askeverypupil togeta stripof
paper.foldthe stripinto8 equal
parts. Mark the crease,label the
parts intounitfraction.Cutthe 3/8
fromthe whole toshowthat5/8 was
left.
3) Remove orcut the 3/8 givento
the house help.Howmuchwas left?
Guide the childrenthatwhatwas left
is2/8; hence 5/8 – 3/8 = 2/8. Guide
themto see thatwe onlysubtract
the numerators.
4) How do we subtractsimilar
fractions?
Activities
a. Activity1 – Whole Class
Activity
Materials:Stripsof 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) Discussionsaboutthe
problem.
3) Askpupilstoget 2 stripsof
paperto representthe given
data.
4) Let pupilscompare ¼ and3/8
sa to the numberof divisions.
Make some observations.
5) Tape the stripsendto end
withoutoverlapping.
6) Guide the pupilstodiscover
that: ¼ is equal to2/8
3/8 isequal to 3/8
hence,¼ = 2/8, Thus,3+2=5 and
the denominator8.,therefore
the answeris5/8
7. Discussthe stepsinfinding
the sum.
b. Activity2– ProblemOpener
Materials:Fractionkit,
stripof paper
Mechanics:
1) Presenta problem
a. Activity1 – problemOpener
pair of scissors
Mechanics:
1) Presentthe problem:
Erwin had half a melon. He
cutthe half meloninto2andate
one part. The other part he left
will be for his younger brother
Eric. Whatpart of the melondid
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 becomes2/4
so ½ - ¼ = ¼.
5) Let the pupils cut ¼ from ½.
How many remained for Eric?
6) Discussthe steps.
7) What trait didEric show?
b. Activity2– WorkinginPairs
scissors
a. Activity 1 – Problem Opener -1
Whole ClassActivity
Materials:stripsof 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 youhadavisitor
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 solvefor?
c) How do you solvethe
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) Discussthe steps in adding…

8) Recall the problemaboutMigui.
Are hispiecesof clothenough?
b. Act.2 - ProblemOpenerwith
the Whole Class
Materials:stripsof paper
Mechanics:
1) Presenta problem
Ana is a seamstress. Someone
ordered a complete set of
beddings.She wenttothe 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 discussionaboutthe
problem.)
2) Into howmanyparts is each
whole dividedinthe given
problem?
a) FirstGiven– 3 wholesand1
part of eight
b) SecondGiven – 2 wholesand
3 parts of eight
c) Third Given– 1 whole and5
parts of eight
3) Foldthe parts of everygiven,
put a crease on the divisions,and
letthem cut the fractional part.
Tape the fractional parts.Tell the
pupilstocompare witha whole.
Theymust see that1/8 + 3/8 + 5/8
= 9/8, so it is a whole and1/8.
b. Activity2- Whole ClassActivity –
ProblemOpener
Materialsstripsof paper
Mechanics:
1) Presenta problemsituation.
Mother has3 ¼ cup of milk.She
used1 ¾ fromit.How much milkwas
left?
2) Discussthe problem.
3) Askthe pupilstopresentthe given
data by stripsof papers.Intohow
manyparts are the wholesdivided?
What isthe fractional part?
Can youtake away¾ from ¼?
Why?
Askthe pupilswhattheyneedtodo.
(Borrow1 piece andcut into4ths, so
younow have 4/4 + ¼ = 5/4) hence,
3 ¼ = 2 5/4
- 1 ¾ = - 1 ¾
------------- --------------
1 2/4
Change 2/4 to lowestterms= ½,
so 1 2/4 = 1 ½.
4) Lead the pupilstomake a
generalizationonhowtosubtract
mixednumberswithregrouping.
Josie needs3¼ cups of
flourforthe plaincake and2
1/3 cups forthe pineapple
sponge cake.Howmany cupsof
flourdoesshe needinall?
2) Discussions
3) Use strips of paper to present
the data. For 3 ¼ strips with all
the stripsfoldedinfourths.Then
cut ¼ from the 4th
strip. For 2 1/3
strips, with all the strips folded
into 3rds. From the third strip,
cut 1/3.
4) Askpupilstofoldthe fourths
and the thirdsso that theywill
have equal size of sections.
Guide the pupilstodiscover
that:
1/3 and ¼ can be folded
into 12ths.
1/3 = 4/12 and ¼ = 3/12
6) Guide themthat theycan add
the fractionsby changingthem
to similarfractions.
7) discussthe stepsinfinding
equivalentfractions.
c. Activity3 – Cooperative work
Material:Worksheet
Mechanics:
1) Group the classby 4s.
2) Give worksheettoeach
group. (For time management, the
teacher may distributethe items
among the groups,e.g. Group I =
Items a & b only,for Group II,items
c & d only,etc.)
Mechanics:
1) Form a pair.Ask to bringout
stripsof paper.
3) Solve the subtraction
sentence throughpaper
folding:
a) ¾ - 1/8 =
b) ½ - 1/8 =
c) ½ - 1/6 =
d) 7/8 – ¾ =
e) 1/5 – 1/10 =
4) Let the pupils discuss with
each partnerthe stripstheyare
doing to get the difference.
5) Represent the number
sentence by drawing the
number line:
NumberLine - A
0 ¼ 2/4 ¾ 1 5/4 6/4 7/4 2
Number Line -B
1 2 3 4 5 6 7 1 9 10 11 1213 14 15 2
__ __ __ __ __ __ __ __ ___ __ __ __ __ __
8 8 8 8 8 8 8 8 8 8 8 8 8 8
Numberline A shows¾.
Numberline Bshowsthat¾ is
equal to6/8.
Thus,3/4 = 6/8
- 1/8 = 1/8
____
7/8
b. Activity 2 – Problem Opener 2
Whole ClassActivity
Mechanics:
1) Presenta wordproblemin
a chart:
There was1 ½ melonleft
for dinner.Atdinnertime,the
familyate 2/3 parts from the
melon.Howmanypart of the
melonwasleftforthe next
meal?
2) Discussions
a) What are the needed
information?
b) How do we solve the
problem?
c) Write the equation:
1 ½ - 2/3 = N
3) What kindof fractionsare
the givenones?
4) guide the pupilstogetthe
equivalentfractions,hence:
2/3 =(2/3, 4/6, 6/9, 8/12…)
1/2 = (1/2, 2/4, 3/6, 4/8… )
5) Lead the pupilstothinkof
1 ½ nowas 6/6 and 3/6; 2/3
as 4/6.
So: 1 ½ = 1 3/6 = 6/6 +3/6 = 9/6
- 2/3= - 4/6 = - 4/6
5/6
5) What good traitdoesthe
familypossess?Explain.

4) Write the equation:31/8 + 2
3/8 + 1 5/8 =
Addthe fractional part 1 + 3 + 5 =
9, how manyeighths?(9)
Addthe wholes3 + 2 + 1 = 6
Hence:3 1/8 + 2 3/8 + 1 5/8 = 6
9/8
Since there isa whole in9/8,
change thisto mixednumber.
Thus,9/8 = 1 1/8 so 6 + 1 1/8 = 7
1/8
5) Discusswiththe classthe steps
inaddingmixedfractionswith
regrouping.
Valuing:WhattraitsdidMigui and
Ana showindoingtheirwork?
Why? If youwere Migui and Ana,
wouldyoudo the same?Why?
c. . Strategy3 – My seatmate,My
partnerinlearning
Direction:Withyourseatmate,find
the difference ineachitem.
Pair1) 4 2/7 – 1 5/7 =
Pair2) 4 1/10 – 2 7/10 =
Pair3) 3 1/15 – 2 4/15 =
Pair4) 11 5/9 – 3 7/9 =
Pair5) 18 3/5 – 6 4/5 =
Pair6) 23 7/18 – 18 17/18 =
6) Discuss with the pupils the
steps in subtracting dissimilar
fractions without regrouping.
7) Guide themtostate the steps
using the LCD.
Activity3 – Workingin Groups
Material:worksheet
Mechanics:
1) Pupilsjointhe learningteam.
2) Each teamisgivena
worksheet
a) 2 ½ - 1 ¼ = c) 3 7/10 – 2 ½ =
b) 2 ¾ - 1 5/8 = d) 2 3/5 – 1 3/8 =
e) 2 ½ - 1/6 =
3) Discuss:
What are the stepsin
findingthe LCD?
Afterfindingthe LCD,what
isthe nextstep?
What part of the fractiondo
yousubtract?
What do youdo withthe
denominator?
What isthe final step?
c. Activity3 – Cooperative
Learning
Materials:worksheet
Mechanics:
1) Give each groupa
worksheet:
1) 2.
3) 4)
2. FixingSkills
Findthe total.Reduce the answer
to simplestform.
1) 7/10 + 1/10 + 9/10 =
2) 3/9 + 4/9 + 5/9 =
3) 5 6/12 + 1 7/12 + 2 5/12 =
4) 1 11/20 + 2 17/20 + 1 9/20 =
5) 1 24/24 + 3 15/24 + 6 2/24 =
Findthe difference.Reduce answers
to simplestforms.
1) 11 17/20 – 6 19/20 =
2) 5 8/15 – 4 10/15 =
3) 7 5/16 – 8/16
4) 1 6/10 – 5 8/10 =
5) 17 1/10 – 7 3/10 =
Add:
1) 2/4 + 3/10 =
2) 7/12 + ¼ =
3) 1/5 + 3/10 + 1/15 =
4) 4 1/5 + 5 1/8 =
5) 4 ¼ + 1/3 + 1/6 =
Findthe difference.
1) 7/15 – 1/5 =
2) 6/12 – 2/24 =
3) 6 ¾ - 6 ½ =
4) 8 5/8 – 2 ¼ =
5) 5 ½ - 2 ¼ =
Direction:Performthe
indicatedoperation.
1) 3/8 + 1/3 =
2) 6 3/5 + 1 1/3 =
3) 6 1/6 – 5/9 =
4) 2 ¼ - 1 ¾ =
5) 9 1/3 – 3 5/6
Findthe sum:
a) 1/3 + 1/5 =
b) ¾ + 1/8 + 1/5 =
c) 3 1/3 + ½ =
d) 5 1/12 + 3 ½ =
e) 1 1/8 + 2 1/3 + 6 1/6 =
f) 2 1/5 + 2 1/15 + 3 2/6 =
g) 2 ½ + 2 1/3 + 6/1/6 =
h) 1 1/9 + 2 1/5 + 3 1/15 =
i) 5 2/3 + 6 1/6 + 2 ¾ =
j) 6 1/5 + 1 ½ + 2 1/10 =
2/3
+ 3/4
4 2/5
+ 5 2/8
5 ¼
- 2 3/5
9 3/5
- 2 7/9

3. Generalization
What are the steps in adding
similar fractions with regrouping?
How do you add similar
fractions with regrouping?
How doyou subtractsimilarfractions
withregrouping?Mentionthe steps.
How do you add dissimilar
fractions without regrouping?
What are the steps in
subtracting dissimilar fractions
without regrouping?
What are the steps in
adding dissimilar fractions
with regrouping?
How do we subtract
dissimilar fractions with
regrouping?
C. Application
Findthe total
1) Cooking:¾ cup brownsugar
and ¾ cup white sugar.Howmany
inall?
2) Harvest:3 ¼ cavansof rice,1 ¾
cavans of corn, and 2 5/8 cavans
of mongo.Whatis the total
harvest?
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?
Direction:Solve forthe answer
to the problem:
Mother went to market to
buy 3 1/6 kilos of ground beef
and 12 1/5 kilosof ground pork.
How many kilos of ground meat
did mother buy in all?
Solve forthe answer.
If your neighbor shared to
you 2/5 of a whole pizza pie,
and you set aside the 2/6 for
your youngest brother and you
ate the rest,howmuchpizzapie
did you eat?
Is it good to share to
somebody what we have, like
food for example? why?
Solve for the answer.
Mark has 5/8 of a pizza
pie. After sharing 1/5 to Luz
and 2/6 to Violy, how much
was left to him?
Evaluation
Formative Test
Findthe sum.Reduce the answer
to simplestform,if necessary.
1) ¼ + ¾ =
2) 2/8 + 3/8 + 4/8 =
3. 4/12 + 2/12 + 5/12 =
4) 2 1/7 + 3 4/7 + 5 6/7 =
5) 6 3/16 + 3 9/16 =
Solve forthe 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 =
5) 13 6/20 – 3 11/20 =
Findthe 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 =
Solve forthe difference.
1) 4/5 – 1/3 =
2) 2/5 – 3/10 =
3) 3 7/8 – ½ =
4) 6 6/7 – 2 ¼ =
5) Take away10/25 from
15/10, what isthe difference?
_____
Performthe indicated
operation.
1) ½ + 2 3/6 =
2) 8 5/6 + 3 7/12 + 3 1/5 =
3) 1 3/8 + 3 ¾ =
4) 2 ½ - 1 1/3 =
5) 4 1/3 – 7/8 =

j. Additional
Activities
forEnrichment
or
Remediation
A. Findthe suminlowestterms.
1) 5 7/15 + 2 8/15 + 3 1/15 =
2) 6 1/8 + 2 5/8 + 3 3/8 + 1 1/8 =
3) 1 5/6 + 2 5/6 + 4 1/6 + 5 5/6 =
B. Complete eachtable.
Add5/6 to:
7
1/6
1
3/6
8
5/6
3
2/6
9
9/6
Add2/9 to:
8 13/9 1 11/9 4 8/9
Reference:
Lesson64, pp.65
ActivityBookinMathematics6
by AmberDe Jesus
A. Findthe difference.
1) 1 6/8 – 7/8 =
2) 12 ¼ - 4 ¾ =
3) 4 1/6 – 3 5/6 =
4) 1 3/10 decreasedby7/10 =
5) Take away12/13 from4 3/13 =
B. Subtract 7/9 fromthe following:
15 2/9 3 4/9 20 6/9 30 3/9
Reference:
Lesson65, pp.65
ActivityBookinMathematics6
by AmberDe Jesus
A. Findthe total.
1) 1/5 + 2/5 =
2) 1 1/6 + 2 ¼ + 2 1/9 =
3 ¼ + 2 ¼ + 1 1/12 =
4) 1 1/10 + 2 1/5 + 3 ½ =
5) 6 1/5 + 1 ½ + 2 1/10 =
B. Do addition of fractions along
the path accordingto the arrows
until you get to the end. You
should get to the same final
answer.
Follow-the-Arrow sub-
traction of Fraction Puzzle. Do
the subtractionof fractionalong
the paths according to the
arrows until yougetto the end.
A. Findthe total.
1) 15 7/9 + 3 5/12 =
2) 5 7/8 + 3 4/5 =
3) 4 ¾ + 2 ½ + 3 5/8 =
B. Answerthe following.
1) Take away3 ½ from 6 1/5.
2) 6 1/8 less2 4/5 isequal to
3) Subtract 3 8/15 from 7 1/9
4) The difference:9 5/9 and 6
6/7
5) 6 5/28 minus3 ¼ = ____
2/5 + 1/4
+
1/2
+
5/12
+ 1/6
5 2/5 - 1/2
-
1/4
-
1/4
- 1/2
-
5/10
-
5/10
- 1/2

Remarks
Reflection
a. No.of learners
for applicationor
remediation
b. No.of learners
whorequire
additional activities
for remediation
whoscoredbelow
80%
c. Did the remedial
lessonswork?
No.of learners
whohave caught
up withthe lesson
d. No.of learners
whocontinue to
require
remediation
e.Which of my
teachingstrategies
workedwell?
Why didthese
work?
f.What difficulties
didI encounter
whichmyprincipal
or supervisorcan
helpme solve?
g. What innovation
or localized
materialsdidI
use/discoverwhich
I wishto share with
otherteachers?

Math 6 DLP_q1_week 1

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