LESSON PLAN IN MATHEMATICS 6
I. OBJECTIVES
Content Standards: The learner demonstrates understanding of the four fundamental operations involving fractions.
Performance Standards: The learner is able to apply the four fundamental operations involving fractions in mathematical problems and real- life situations
Most Essential Learning
Competencies: The learner divides simple fractions and mixed fractions (M6NS-Ic-96.2)
Specific Objectives: a. Divide simple fractions
b. Formulate the steps in dividing fractions
c. Express the importance of world peace
II. SUBJECT MATTER
A. Dividing Fractions
B. K to 12 MELC, M6NS-Ic-96.2, p. 222; BEAM LG Grade 6, Module 10
C. TV, pictures, slides presentation, models, graphic organizers
D. Peace
III. PROCEDURE
A. ELICIT
Drill/Review of Division Facts
· Review division facts by letting learners choose a flag of different countries. For each flag, there is a division fact that they need to answer. Discuss the concept of division (partitive and quotative) as learners give their answers.
6 ÷ 3
10 ÷ 5
8 ÷ 2
9 ÷ 9
15 ÷ 1
0 ÷ 7
· Ask: What countries do these flags represent?
B. ENGAGE
· Relate that the flags presented where the flags of Allied and Axis Powers during World War II. This resulted to the creation of United Nations on October 24, 1945. The Philippines is one of the 51 founding members and one of only four Asian nations that signed the UN Charter.
· Ask: Do you think it is important to have the United Nations? Why? Why not?
· Integrated the value of peace in the discussion.
C. EXPLORE
· Share that the UN Headquarters is located in New York, USA. With this, let learners read the following problem:
The Philippine Airlines’ flies directly from Manila to New York.
It consumes 1/4 of its fuel tank in a single trip.
If its fuel tank is 1/2 full, how many single trips can Philippine Airlines fly?
· Discuss the problem using STAR Strategy
S-earch the problem.
What is asked?
What are the given facts/data?
T-ranslate the problem.
What is the mathematical expression?
÷
A-nswer the problem.
Hands-on Activity: Visualize dividing fractions using paper strips.
Let learners focus on the concept of quotative concept of division:
“How many can fit in
?”
|
|
|
|
|
|
Two s can fit in
.
Therefore, Philippine Airlines can fly 2 single trips going to New York.
R- eview the solution.
x
=
x
=
=
D. EXPLAIN
Group Activity: Concept Attainment Strategy
· Divide the class in groups with 4-5 members. Explain that dividing fractions can be solved abstractly.
· Provide the following comparison chart and guide learners to brainstorm and discover the steps in dividing fractions.
· Remind learners with the proper conduct during group activity.
MULTIPLYING FRACTIONS | DIVIDING FRACTIONS |
Example 1:
Example 2:
Example 3:
| Example 1:
Example 2:
Example 3:
|
· Let them show their findings using the given graphic organizer.
· Depending on the remaining time, encourage at least 3 groups to volunteer and present their discoveries in class.
· Those groups who opted not to present will verify and share their findings during discussion.
· After the discussion, share the steps in dividing fractions using the mnemonic device KFC.
K-eep the first fraction (dividend)
F-lip the second fraction (divisor)to its reciprocal
C-hange the operation from divide to multipl
D. ELABORATE
Dyad Activity: Guide learners to practice dividing simple fractions using KFC.
1. ÷
2. ÷
3. ÷
4. Mrs. Lopez has yard of cloth. She needs
yard of cloth to sew one handkerchief. How may handkerchiefs can she sew?
E. EVALUATE
Formative Assessment: Independent Task
· Direction: Answer the following questions.
1. ÷
2. ÷
3. ÷
4. A pitcher has liters of calamansi juice. How many glasses can it fill with
-liter glass?
F. EXTEND
Assignment
· Direction: Create 2 problems/math scenarios that involve dividing of fractions. Write this in one half sheet (crosswise) pad paper.
Prepared by:
JAYLORD S. LOSABIA
Master Teacher I Checked by:
LAURA M. MILAN, PhD, REB
Principal II
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