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School: Patupat Elementary School Grade Level: VI-Green

GRADES 1 to 12 Teacher: Maria Vicenta T. Verano Learning Area: MATHEMATICS


DAILY LESSON LOG Teaching Dates and
Time: AUGUST 21-25, 2017 (WEEK 2)/8:30-9:20 Quarter: 2ND QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


I. OBJECTIVES
A. Content Standard The learner demonstrate understanding of order of operations, ratio and proportion, percent, exponent, and integers
B. Performance Standard The learner is able to apply knowledge of order of operations, ratio and proportion, percent, exponent, and integers in mathematical problems and real-life situations
C. Learning Competencies / 1) The learner sets up proportions for groups of object or numbers and for given situations M6NS-IIb-132
Objectives 2)Finds the missing term in a proportion ( direct, inverse, and partitive) M6NS-IIb-133
3) Solves problems involving direct proportion, partitive proportion, and inverse proportion in different contexts such as distance rate, and time using, appropriate strategies
and tools M6NS-IIc-134
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
Lesson 3: Comparing Ratios
Lesson 4: Understanding Proportion
Lesson 5: Solving Problems Involving Proportions
III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in learning. Ensure that there is a mix of concrete and
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teachers Guide pages Math for Life Teachers Guide Math for Life Teachers Guide Math for Life Teachers Guide Math for Life Teachers Guide Math for Life Teachers Guide
pp. 48-50 pp. 48-50 pp. 50-53 pp. 50-53 pp. 53-57
2. Learners Materials pages
3. Textbook pages Math for Life Textbook Math for Life Textbook Math for Life Textbook Math for Life Textbook Math for Life Textbook
pp.112-115 pp.112- 115 pp.116-120 pp.116-120 pp.121- 127

4. Additional Materials from


Learning Resource (LR)
Portal
B. Other Learning Resources Math For Life Textbook and Math For Life Textbook and Math For Life Textbook and Math For Life Textbook and Math For Life Textbook and
Teachers Guide, Power Point Teachers Guide, Power Point Teachers Guide, Power Point Teachers Guide, Power Point Teachers Guide, Power Point
Presentation Presentation Presentation Presentation Presentation
IV. PROCEDURES
A. Reviewing previous lesson or Have a short review on Ratios Have a short review on Ratios Review comparing ratios Review comparing ratios Review Understanding
presenting the new lesson and Rates and Rates Proportion
B. Establishing a purpose for the Display 3 notebooks and 8 Display 3 notebooks and 8 Jay will buy roses for his Jay will buy roses for his When do we use proportion in
lesson ballpoint pens on the table. ballpoint pens on the table. Call mothers birthday. If one rose mothers birthday. If one rose real life?
Call on pupil volunteers to give on pupil volunteers to give the costs P 50.00, how much will he costs P 50.00, how much will he
the ratio of the notebooks to ratio of the notebooks to the ball pay for 3 roses? pay for 3 roses?
the ball pens. pens.
C. Presenting Ask the class to compare the Ask the class to compare the Let N be the amount that Jay will Let N be the amount that Jay will A bottle of apple juice costs P
Examples/Instances of new doors and window in the doors and window in the room, pay for 3 roses. pay for 3 roses. 48.75. How much will 8 bottles
lesson room, cabinets, tables, cabinets, tables, pictures, charts, 1: 50 = 3:N 1: 50 = 3:N of apple juice cost?
pictures, charts, etc. Have etc. Have them give the ratio of
them give the ratio of the the doors to windows, doors to
doors to windows, doors to cabinets, and soon.
cabinets, and soon.
D. Discussing new concepts and Discuss. Think and Discuss. Think and Understand. Discuss Think and Understand. Discuss Think and Understand. Discuss Think and Understand.
practicing new skills #1 Understand. Math for Life Math for Life textbook. Refer pp. Math for life Textbook pp.116- Math for life Textbook pp.116- Math For Life Textbook pp. 121-
textbook. Refer pp. 112-113. 112-113. 117 117 123
E. Discussing new concepts and Discuss and highlights Discuss and highlights important Discuss Think and Understand. Discuss Think and Understand. Discuss Think and Understand.
practicing new skills #2 important details like: details like: Math for life Textbook pp.116- Math for life Textbook pp.116- Math For Life Textbook pp. 121-
a. extremes and means d. extremes and means 117 117 123
b. equivalent ratios e. equivalent ratios
c. different ways of f. different ways of
comparing ratios comparing ratios
F. Developing mastery Group Work Group Work Group Work Group Work Group Work
(Leads to Formative Write the symbol >, = and < in Write the symbol >, = and < in Group 1 Group 1 Each group will answer the given
Assessment) the blank to make statement the blank to make statement Use cross products to determine Use cross products to determine problems on Practice p. 123 of
true. true. whether each pair of ratios whether each pair of ratios Math for Life textbook.
1 .3:4 _________ 5:8 1 .3:4 _________ 5:8 forms a proportion. forms a proportion.
2. 8:11________ 6:10 2. 8:11________ 6:10 1. and 2/4 1. and 2/4
3. 12:15_______ 4:5 3. 12:15_______ 4:5 2. 7/5 and 9/3 2. 7/5 and 9/3
4. 9:10 _______ 7:8 4. 9:10 _______ 7:8 Group 2 Group 2
5. 4.3:9_______ 6: 7.5 5. 4.3:9_______ 6: 7.5 Solve for the n in each Solve for the n in each
proportion. proportion.
1. = n/20 3. = n/20
2. 2/3 = 6/ n 4. 2/3 = 6/ n

G. Finding practical applications Underline the ratio that will Underline the ratio that will Write a related proportion to Write a related proportion to Answer Keep Practicing pp. 124-
of concepts and skills in daily make the statement true. make the statement true. solve each problem. solve each problem. 125 of Math for Life textbook.
living 1. 5:9 < ( 1:2, 7:8 ) 1. 5:9 < ( 1:2, 7:8 ) 1. You can buy a 1. You can buy a
2. 10:15 > ( 3:8, 7: 9) 2. 10:15 > ( 3:8, 7: 9) Mathematics book for Mathematics book for P400.00.
3. 11: 22 < ( 2:6, 7:11 ) 3. 11: 22 < ( 2:6, 7:11 ) P400.00. How many can How many can you buy for
4. 4:7 < (8 :14, 3:4) 4. 4:7 < (8 :14, 3:4) you buy for P1200.00? P1200.00?
5. 8: 12 > ( 4:7, 7:8) 5. 8: 12 > ( 4:7, 7:8) 2. If you spend 3 hours 2. If you spend 3 hours
each day watching your each day watching your
favorite television favorite television programs,
programs, how many how many hours would you
hours would you spend spend watching TV in 15 days?
watching TV in 15 days?
H. Making generalizations and What are the different ways of What are the different ways of What is proportion? What is proportion? How do we solve problems
abstractions about the lesson comparing ratios? comparing ratios? What will you do to check What will you do to check involving proportions?
How can you tell if one ration How can you tell if one ration is whether two ratios form a whether two ratios form a
is greater or less than the greater or less than the other? proportion? proportion?
other?
I. Evaluating Learning A. Write the symbol >, = B. Write the symbol >, = A. Tell whether or not the given A. Tell whether or not the given Answer the following problems:
and < in the blank to and < in the blank to statement is true. statement is true. 1. The ratio of duck eggs
make statement true. make statement true. 1. 3/5 = 6/10 1. 3/5 = 6/10 to chicken eggs in a
1 .4.3:9 _________ 6 : 7.5 1 .4.3:9 _________ 6 : 7.5 2. 2/7 = 4/10 2. 2/7 = 4/10 store is 3: 9. If there are
2. 2 : 5.3________ 7:12 2. 2 : 5.3________ 7:12 3. 5:8 = 20: 32 3. 5:8 = 20: 32 5 dozen eggs in the
3. 16: 40________2:5 3. 16: 40________2:5 B. Solve for the N to make each B. Solve for the N to make each store, how many are
4. 5.5 : 3 _______ 6: 8.2 4. 5.5 : 3 _______ 6: 8.2 statement true. statement true. duck eggs?
5. 5.3:9_______ 5: 7.5 5. 5.3:9_______ 5: 7.5 1. N/8 = 1. N/8 = 2. John Paul paid P490. 00
2. 5/6 = 30/N 2. 5/6 = 30/N for two large pizzas.
How much would he
pay for 8 large pizzas?
J. Additional activities for Solve this problem. Solve this problem. Answer the following problems. Answer the following problems. Solve this problem.
application and remediation The teachers and parents who The teachers and parents who 1. The ratio of boys to girls 1. The ratio of boys to girls On the map, 2 inches
came to the meeting were came to the meeting were in a class is 4 to 5. How in a class is 4 to 5. How corresponds to 100 miles. What
divided into 2 equal groups divided into 2 equal groups and many pupils are there in many pupils are there in is the distance between two
and each group stayed in a each group stayed in a class if there are 24 class if there are 24 cities if there are 6 inches
classroom. The ratio of parents classroom. The ratio of parents boys? boys? apart on the map?
to teachers in room A was to 9. to teachers in room A was to 9. 2. The ratio of teacher 2. The ratio of teacher
In room B, the ratio was 6: 11. In room B, the ratio was 6: 11. advisers to pupils in a advisers to pupils in a
Which room had more Which room had more parents? club is 1 to 15. How club is 1 to 15. How
parents? many pupils are there if many pupils are there if
there are 5 teachers? there are 5 teachers?
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 use/discover
which I wish to share with
other teachers?

Prepared by:
MARIA VICENTA T. VERANO
Teacher Checked by:
MARIANO E. STA.CRUZ, JR.
Principal II

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