I.
Objectives
Content
Standards: Demonstrates understanding of the four fundamental
operations involving fractions and decimals.
Performance Standards: Is able to apply the four
fundamental operations involving
fractions and decimals in
mathematical problems and real-life situations.
Most Essential Learning Multiplies simple
fractions and mixed fractions
Competencies: Solves routine
or non-routine problems involving
multiplication without or
with addition or subtraction of fractions and mixed fractions using appropriate
problem solving strategies and tools
Specific Objectives A. Multiply fractions
with whole numbers
B. Solve word problems
involving multiplication of fractions and whole numbers
C. Extend help to those in need
II. Subject Matter
A. Multiplication of
fractions with whole numbers
B. M6NS-Ib-90.2; M6NS-Ib-92.2;
Enjoying Mathematics Workbook p. 88; Soaring 21st Century Mathematics pp 85-88
C. pictures, chart, video
clip
D. Helpfulness/Charity
III. Procedure
A. Preparatory Activities
1. Review (Fast-Talk)
·
Give the products of the
following:
a. 1/2 x 1/3 b. 3/4 x 1/5 c. 6/8 x 2/3 d. 3/4 x 1/6 e. 5/6 x 1/3
2. Motivation (Video Presentaion)
·
Show a short video clip
about Typhoon Odette.
·
Ask:
What is the video all about?
What do you know about typhoons? Integrate/Remind learners of their
lesson in Science.
What did you do when Typhoon Odette passed by Panay Island? What should
we do if there is a typhoon?
B. Developmental Activities
1. ACTIVITY
·
Let learners watch
another video clip on the aftermath and relief operations in areas affected by Odette.
·
Ask: What can we do to
help the typhoon victims? Integrate ESP to the learners by emphasizing the value
of charity and helpfulness.
·
Present the following
problem:
15 learners of Grade VI-
Aquino plan to donate relief goods to help those who were affected by typhoon
Odette. 2/5 of these learners will donate noodles while the rest will give
canned goods. How many pupils will donate noodles?
How many will give canned
goods?
2. ANALYSIS
·
Analyse the problem using
STAR Strategy
Search the
Problem:
What is asked in the
problem? What are the given facts? What operations should be used?
Translate the Problem:
What is the mathematical
sentence/equation?
Answer the Problem:
What is the answer/solution
to the problem?
Does the answer make
sense? Does it answer the problem?
3. ABSTRACTION AND COMPARISON
·
|
15 learners |
|
3 |
3 |
3 |
3 |
3 |
|
|
|
(noodles) |
|
(canned goods) |
|
|
b. Abstract Approach
1. noodles 2.
canned goods
15 x
Therefore, 6 learners
will donate noodles while 9 learners will give canned goods.
·
Review if the answers are
correct:
6 learners + 9 learners = 15 learners in all
·
Discuss another problem.
36 sacks of rice will be
delivered to the affected towns of Typhoon Odette. 1/6 of these will be
delivered to Negros Occidental. How many sacks of rice will be delivered to Negros
Occidental?
4. APPLICATION (PAIR-SHARE ACTIVITY)
·
Work together to solve
the following problems:
a. There are 45
volunteers in relief operations. If 7/9 of them are boys, how many volunteers
are boys?
b. Shelly has an
allowance of P50. She gave 2/5 of it as her contribution to typhoon victims.
How much was Shelly’s contribution?
c. A school has 32
teachers. 3/4 of them donated in cash while the remaining teachers donated in
kind. How many teachers donated in cash? In kind?
GENERALIZATION:
How do we multiply fraction with a whole number?
IV. Evaluation
Solve independently.
1. 1/3 x 27
2. 2/8 x 16
3. 1/12 x 48
4. Anjo donated 50 cans
of sardines and tuna. If 4/10 of these are cans of tuna, how many cans of tuna
did Anjo donate?
5. 1/4 of the volunteers
are women. If there are a total of 20 volunteers, how many women volunteers are
there? Men volunteers?
V. Assignment
a. Create a poster
campaigning for help in relief operations to the victims of Typhoon Odette.
b. Bring relief goods
(e.g. noodles, canned goods, rice, etc) to be donated to the typhoon victims.
Prepared by:
JAYLORD S. LOSABIA
Master Teacher I
A. Bonifacio Integrated
School
