INSTRUCTIONAL PLANNING CHART

Don Bosco Technical College

Mandaluyong City

Basic Education Department

Subject : MATHEMATICS Quarter No.: FIRST

Level: 6 Week No: 1
Day No: 1–5 Inclusive Dates: JUNE 13 – 17, 2016

Competency: Adds and subtracts simple fractions and mixed numbers without or with regrouping .
Solves routine and non-routine problems involving addition and/or subtraction of fractions using appropriate problem solving strategies and tools.

INSTRUCTIONAL
ASSESSMENT/
OBJECTIVES CONTENT CONCEPTS TIME VALUES LEARNING EXPERIENCES MATERIALS/ REMARKS
HOMEWORK
REFERENCE(S)/

Day 1 Orientation  Effective Obedience to I. Routine

and teaching is rules and II. Set Induction:
At the end of the Diagnostic only possible regulations
lesson, the Test when a 10 Ask the students about their expectations
learners are positive min Showing to the subject Math and to their
expected to: climate is honesty in Mathematics teacher. The teacher also
establish for taking the test. gives her expectations to her students.
1. be familiar learning in the
with the rules classroom. III. Lesson Development:
and grading
components  Assessing 3 min 1. Explain the grading components for
of the subject schema of a Mathematics 6.
child helps the 6 min 2. Discuss the set of rules of the
2. assess the educator to following:
students guide them in a. behavior during discussion
using the learning. b. individual activity
c. pair work activity
Diagnostic
d. group work activity
Test 5 min 3. The student will practice the rules
explained by the teacher.
3. be aware of
3 min 4. Discuss the rules before and during
one’s
the exam.
strengths and
5. Ask the students if they are ready to
weaknesses
30 take the exam.
in the
min 6. Administer the Diagnostic Test
 INSTRUCTIONAL PLANNING CHART
Don Bosco Technical College
Mandaluyong City

Basic Education Department

competencies through the given time.
expected of 3 min 7. After the exam, discuss the rules on
him in his how to pass the paper.
Math subject.
IV. Closure:
The teacher will ask the students the
importance of implementing the said rules
in the class.

Call on pupils to answer the following

questions:
 Do you find the test easy or
difficult?
 What are the rules before
taking the exam?
 What are the rules during
examination?
 What are the rules after taking
the exam?

INSTRUCTIONAL
ASSESSMENT/
OBJECTIVES CONTENT CONCEPTS TIME VALUES LEARNING EXPERIENCES MATERIALS/ REMARKS
HOMEWORK
REFERENCE(S)/

DAY 2 Concepts and  Fractions Accuracy and I. Routine Reference: Individual Activity:
Facts About are parts of diligence in II. Set Induction:
At the end of the Fractions a whole, the answering the Taruc, A. M. (2006). A. Choose from the box
lesson, the whole can 7 min activities 1. Pre – Test Realistic Math 2nd the fractions identified
learners are stay the Simplify the following fractions: Edition.. Quezon below:
expected to: same even 21 City: Sibs
a. 1. Proper fractions
though the 42 Publishing House
1. differentiate number of Inc. 2. Improper fractions
and identify parts can 44 3. Mixed Numbers
proper change b. 4. Fractions in simplest
66
fractions, Nivera, G. (2011). form
 INSTRUCTIONAL PLANNING CHART
Don Bosco Technical College
Mandaluyong City

Basic Education Department

improper  A given part Math for All 6. 5. Equivalent fractions
fractions, of a whole 3 min 60 Philippines: Don
c. 112
and mixed can have 144 Bosco Press.
numbers many 2. On the board draw different
283
different geometric figures, such as a square, a
6 55
2. change names circle, a triangle, a rectangle, and lines Manipulative 3
improper of varoius lengths. Divide the figures materials: 4 88
fractions to into equal parts like halves, thirds,
39 6
mixed fourths, etc. Then ask: What do we  Geometric 2
numbers, call each part of these figures? figures 86 12
and vice 3 min
3 10 2
versa III. Lesson Development:
1. Point out to students that the equal
2 10 4
3. reduce parts of the figures on the board are
837 1
fractions to called fractions which can be 1
lowest terms represented by numbers. Lead the
3 6 the
B. Reduce 6 following
3
class in naming fractional parts of the fractions in simplest
1. 10 figures. Label these parts with the form.
min correct fractions.
2. Use the fraction written on the board 36
1.
to recall proper fractions. Stress that 48
these fractions are less than 1. Point
out that there are also fractions that 50
2.
are greater than 1 and these are 50
called improper fractions. Give several
examples of such fractions and 12
illustrate them. Afterward, say that 3. 3
60
improper fractions can be written in
another form, and this is as mixed 20
5 min numbers. Give several examples of 4.
18
this conversion.
3. Explain when a fraction is said to be in
64
simplest form and how the GCF of the 5.
12 numerator and the denominator of a
180
min fraction can be used to reduce to its
lowest term.
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Don Bosco Technical College
Mandaluyong City

Basic Education Department

20 4. Provide more examples for the
min students to master the lesson.

IV. Closure:
Have the students work on the activity
under “Assessment” column.

INSTRUCTIONAL
ASSESSMENT/
OBJECTIVES CONTENT CONCEPTS TIME VALUES LEARNING EXPERIENCES MATERIALS/ REMARKS
HOMEWORK
REFERENCE(S)/

DAY 3 Addition and  Similar Accuracy and I. Routine Reference: Individual Activity:
Subtraction fractions are diligence in II. Set Induction:
At the end of the of Similar fractions with answering the Taruc, A. M. Perform the indicated
lesson, the Fractions the same 10 activities 1. Pre – Test (2006). Realistic operations.
learners are denominator. min Perform the indicated operations: Math 2nd Edition..
expected to: 1 3 Quezon City: Sibs 4 1
a. + 1. +
 In adding and 8 8 Publishing House 10 10
1. Add and subtracting 8 2 Inc.
b. −
subtract similar 12 12 12 3
similar 2. −
fractions by 2 1 15 15
fractions simply adding c. 2 +3 Nivera, G. (2011).
3 3
or subtracting Math for All 6. 2 1
2. Add and the Philippines: Don 3. 1 +3
2. Give the class review exercises on 5 5
subtract numerators changing mixed numbers to Bosco Press.
mixed over the improper fractions and reducing
numbers with 2 2
common fractions to lowest term. 4. +
the same denominator. Manipulative 14 14
denominators 5 III. Lesson Development: materials:
min 5 1
1. Tell the class that if there are proper 5. −
and improper fractions, there are - Board and 6 6
also fractions called similar and marker
dissimilar fractions. Ask a student to 9 3
6. 5 −2
differentiate proper and improper 12 12
fractions. Then discuss the concept
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Don Bosco Technical College
Mandaluyong City

Basic Education Department

10 of similar and dissimilar fractions.
min 2. Discuss how to add and subtract
similar fractions. Give more examples
10 if deemed necessary.
min 3. Teach the class how to add and
subtract mixed numbers with similar
fractions using two different
methods.
a. Add/subtract the whole numbers
first, then add/subtract the
fractions.
b. Change the mixed numbers to
improper fractions first, then
10 add/subtract them.
min 4. Provide more examples to master
the lesson.

IV. Closure:
Generalization
Call on pupils to answer the following
questions:
 What are the steps in adding and
subtracting similr fractions?
 What are the steps in adding and
subtracting dissimilar fractions?

INSTRUCTIONAL
ASSESSMENT/
OBJECTIVES CONTENT CONCEPTS TIME VALUES LEARNING EXPERIENCES MATERIALS/ REMARKS
HOMEWORK
REFERENCE(S)/

DAY 4 Addition  Dissimilar Accuracy and I. Routine Reference: Individual Activity:

and fractions are diligence in II. Set Induction:
At the end of the Subtraction fractions with 10 answering the 1. Pre – Test Taruc, A. M. (2006). Perform the indicated
lesson, the of Dissimilar different min activities Perform the indicated operations: Realistic Math 2nd operations.
learners are Fractions denominators. 1 2 Edition.. Quezon
a. +
expected to: 4 8 City: Sibs
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Don Bosco Technical College
Mandaluyong City

Basic Education Department

2 1 Publishing House 1 1
b. − 1. +
1. Add and 12 6 Inc. 3 8
subtract 2 1
dissimilar c. 2 +3
3 5 1 1
fractions Nivera, G. (2011). 2. −
2 5
2. Give the class review exercises on Math for All 6.
2. Add and changing mixed numbers to improper Philippines: Don
2 1
subtract fractions and reducing fractions to Bosco Press. 3. 1 +3
5 5
mixed lowest term.
numbers with
different 5 min Manipulative 2 1
III. Lesson Development: 4. +
denominators 1. Review the students on how to get materials: 3 8
the LCM of two or more numbers.
Point out that in fractions, the LCM of - Board and 5 1
5. −
the denominators is the least marker 6 4
common denominator or LCD of the
10 fractions. 2 1
min 6. 5 −2
2. Show the students how to add and 3 4
subtract dissimilar fractions.
Emphasize the need to change the
fractions first to their equivalent
simikar fractions using their LCD.
10 Present some examples.
min 3. Next, discuss how to add and subtract
mixed numbers with dissimilar
10 fractions.
min 4. Finally, teach the students how to add
and subtract a fraction from a whole
number. Provide more examples.

IV. Closure:
Generalization
Call on pupils to answer the following
questions:
 What are the steps in adding and
subtracting similar fractions?
 INSTRUCTIONAL PLANNING CHART
Don Bosco Technical College
Mandaluyong City

Basic Education Department

 What are the steps in adding and

subtracting dissimilar fractions?

INSTRUCTIONAL
ASSESSMENT/
OBJECTIVES CONTENT CONCEPTS TIME VALUES LEARNING EXPERIENCES MATERIALS/ REMARKS
HOMEWORK
REFERENCE(S)/

DAY 5 Addition and  Adding and Accuracy and I. Routine Reference: Individual Activity:
Subtraction subtracting diligence in II. Set Induction:
At the end of the with mixed 10 answering the Pre – Test: Taruc, A. M. (2006). Add and subtract the
lesson, the Regrouping numbers with min activities Add/Subtract the following fractions: Realistic Math 2nd following using regrouping:
learners are unlike Edition.. Quezon
expected to: denominators 1 3 City: Sibs 2 7
1. 2 −1 1. +
can easily be 4 4 Publishing House 5 10
1. Add and solved by 2 1 Inc.
subtract converting 2. 1 +3
5 4 1 3
similar and fractional Nivera, G. (2011). 2. 7 −1
2 3 3 4
dissimilar parts to 3. + Math for All 6.
6 8
fraction with common Philippines: Don
5 2 3
regrouping denominators 4. − Bosco Press. 3. 6 +2
and
6 4 4
2 1
2. Add and regrouping 5. 4 −2
subtract fractions into 5 4 Manipulative 5 1
4. 7 −4
mixed whole materials: 8 16
numbers numbers. III. Lesson Development:
with - Projector 3 1
regrouping 5 min - Board and 5. 10 +
1. Tell the class that there is another way 4 3
marker
of adding and subtracting fractions
and that is by regrouping.
2. Present how to add and subtract
5 min
similar and dissimilar fractions by
converting fractional parts to common
denominators.
3. Present also how to add and subtract
10
fractions using fraction bar.
min 4. Present several board exercises in
 INSTRUCTIONAL PLANNING CHART
Don Bosco Technical College
Mandaluyong City

Basic Education Department

adding and subtracting mixed
10 numbers in regrouping.
min 5. Give more examples for the students
to work on and for them to master
the lesson.

IV. Closure:
Elicit from the students how to add and
subtract dissimilar fractions and mixed
numbers with regrouping.

Prepared by: Checked by:

____________________________ ____________________________
Ms. Mary Ann B. Tamayo Mrs. Alma P. Ellorda
Mathematics Teacher SAC – Mathematics