Grade LevelGRADES 5 & 6 School Grade

HDA.5 EAMIGUEL ELEMENTARY Grade/Section Grade

FIVE 6 & SIX
Content StandardPLAN FOR demonstrates
LESSON MG understanding ofSCHOOL
whole numbers up to demonstrates understanding of adding and subtracting simple fractions
The learner 10 000 000.
Teacher MRS. MYRNALYN C. CAPISTRANO and mixed numbers.Subject MATHEMATICS
Performance Standard is able to recognize and represent
Date/Time whole numbers
AUGUST up to 10 000
29-30, 2023/2:50-4:10 is able to recognize
(M-W) and represent adding1STand
Quarter subtracting/ simple
QUARTER Week fractions
1 and
The learner 000 in various forms. mixed numbers.
Competencies  Visualizes numbers up to 10 000,000 with emphasis to various  Adds and subtracts simple forms and mixed numbers with or without
forms.M5NS –Ia-1.5 regrouping.M6NS-Ia-86
 Rounds numbers to the nearest hundred thousand and  Solves routine and non- routine problems involving addition and subtraction of
million.M5NS-Ia-15.3 fractions.M6NS-Ia-87.2
 Reads and writes numbers 10 000 000 in symbols and in  Creates problems ( with reasonable answer involving addition and subtraction
words.M5NS-Ia-9.5 of fractions using appropriate problem solving.M6NS-Ia-88.2
Day 1
Lesson Objectives To visualize numbers up to 10,000,000 with emphasis on To add and subtract simple fractions and mixed numbers without or with
numbers 100 001 – 10 000 000. M5NS-Ia-1.5 regrouping. M6NS-Ia-86
Process Skills: Visualizing numbers up to 10 000. Process Skills: Adding and Subtracting Simple Fractions and Mixed Numbers.
Values Integration: Care for the environment Values Integration: Thoughtfulness
Subject Matter Visualizing Numbers up to 10 000 000 with Emphasis on 100 Adding and Subtracting Simple Fractions and Mixed Numbers Without or With
001-10 000 000. Regrouping.
Learning Resources MG BOW,MELC, Module, TG,LM MG BOW,MELC, Module, TG,LM
,Procedure Grouping Structures (tick boxes):
 Whole Class  Ability Groups
Use these letter icons to show Describe the parts of the lesson (for example the  Friendship Groups
methodology and assessment introduction), where you may address all grade levels as  Other (specify)
activities. one group.  Combination of Structures
 Mixed Ability Groups
DT Direct Teaching  Grade Groups
GW Group Work Teaching, Learning and Assessment Activities
WHOLE CLASS ACTIVITY
IL Independent Learning
Let the pupils sing a song “Little Indian”.
A Assessment
DT Present this situation. GW Group the pupils into 3. Distribute activity sheets of each group.
GW
The Boy scouts of the different schools in Amulung joined a tree Appendix 1.
planting .There were 123,121 trees planted in all. Do you know how
big 123,121 is?
Discuss on how to answer the guide questions.
How many 100 000, 10 000s, 1000s do we have in 123,121?
Teacher asks more questions. Appendix 2.
GW Group the pupils into 3.Then give the following activity. DT Study the following problem.Then discuss it.
Appendix 3 Ask:How do we add and subtract simple fractions and mixed numbers
 without and with regrouping?
Appendix 4
IL Guide the pupils in giving instruction. Appendix 5 IL Let the pupils answer the given solving problem. .Appendix 6
A Appendix 7 A Appendix 8

Day 2
Lesson Objectives  To round numbers to the nearest hundred thousand and  To solve routine and non- routine problems involving addition and
million.M5NS-Ia-9.5 subtraction of fractions using appropriate problem solving strategies
 To read and write numbers up to 10 000 000 in symbols and in and tools.
words.M5NS-Ia-9.5  To create problems ( with reasonable answer involving addition and
Process Skills: Rounding numbers to the nearest hundred thousand and subtraction of fractions using appropriate problem solving.M6NS-Ia-
million. 88.2
Reading and writing numbers up to 10 000 000 in symbols and in Process Skills: Solving routine and non – routine problems involving
words. addition and subtraction of fractions.
Values Integration: Cooperation and team work Creating problems (with reasonable answer involving addition and
subtraction of fractions using appropriate problem solving.
Values Integration: Thoughtfulness
Subject Matter  Rounding Numbers to the Nearest Hundred Thousands and  Solving routine and non- routine problems involving addition and
Millions. subtraction of fractions.
 Reading and writing numbers up to 10 000 000 in symbols and in  Creating problems (with reasonable answer involving addition and
words. subtraction of fractions using appropriate problem solving.
Learning Resources MG BOW,MELC, Module, TG,LM MG BOW,MELC, Module, TG,LM
Procedure Grouping Structures (tick boxes):
 Whole Class
Use these letter icons to show Describe the parts of the lesson (for example the  Ability Groups Grade Groups
methodology and assessment introduction), where you may address all grade levels as  Friendship Groups
activities. one group.  Other (specify)
 Mixed Ability Groups  Combination of Structures

DT Direct Teaching Teaching, Learning and Assessment Activities

WHOLE CLASS ACTIVITIES
GW Group Work
Introduce a Mathematics song (To the tune of “Are you Sleeping”).
IL Independent Learning DT Present the problem. IL Solve the following and express the answer in simplest for if
A Assessment
Ask. How will you solve the problem? possible.
Guide the pupils to find the answers by estimation. Appendix 10 -Pupils create a problem based in the given problem.
Appendix 9

GW A. Pupils are group into three .Each group will be given an DT Present this problem.
activity sheet to answer. Appendix 11 Justin bakes an apple cake for her mother’s birthday. Her brother ate
 B. Let the pupils work on the activity. Appendix 12 3/5 while her sister ate 2/4. Process the problem then solve.
How do you solve routine and non-routine problems involving addition and
subtraction of fractions?
Appendix 13

IL A. Round off the following numbers to the indicated nearest GW Divide the class into 3 groups. Each group will be given activity
place value. Appendix 14 sheets. Appendix 15

A Let the pupils answer the given test. A Let the pupils answer the given task.
Appendix 16 Appendix 17

Day 3
Lesson Objectives Answer the summative test with at least 80% mastery.
Subject Matter Weekly Assessment. Weekly Assessment.
Learning Resources
Procedure Grouping Structures (tick boxes):
Use these letter icons to show  Whole Class  Ability Groups
methodology and assessment Describe the parts of the lesson (for example the  Friendship Groups
activities. introduction), where you may address all grade levels as  Other (specify)
one group.
DT Direct Teaching  Mixed Ability Groups  Combination of Structures
GW Group Work
 Grade Groups
Teaching, Learning and Assessment Activities
IL Independent Learning
WHOLE CLASS ACTIVITY
A Assessment Remind the pupils on the standards in taking a test
A Let the pupils answer the given test. A Let the pupils answer the given test.
Appendix 18 Appendix 19
Remarks

Reflection

REFERENCES

GRADE V GRADE VI
Curriculum Guide -M5NS-Ia-1.5 Curriculum Guide-M6NS –Ia-87.2
MG BOW MG BOW
 MELC MELC
Teachers Guide pp.1-4 Teachers Guide pp.76-79
LM –W1/Q1 pp.1-2 LM- W1/Q1 pp.46-47

Prepared by: Checked by:

MYRNALYN C. CAPISTRANO MARY DIANNE B. COTIANGCO

Teacher II School Head
APPENDICES

Appendix 1
Grade 6/Day1 MATH56 Q1-W1
Group the pupils into 3.Each group will perform the task.

ACTIVITY 1
Group the pupils into 3.Each group will perform the task.

Direction: Add the following fractions.

1. 3/4 +1/2 =

2.11/12 + 5/6 =

3. 2/4 + 7/8 =

4. 4/10 + 3/10 =

5. 5/6 + 1/5 =

ACTIVITY 2

Direction: Find the difference.

1. 5/6 – 3/8 =

2. 4/2 – 2/12 =

3. 3/4 – 2/3 =

4. 5/8 – 3/5 =

5. 2/3 –1/9 =

ACTIVITY 3

Direction: Add and subtract:

5 5
1. 2 +7 =
10 6

5 2
2. 6 + 1 =
8 2

8 1
3. 4 + 2 =
9 6

2 2
4. 7 - 3 =
3 5

6 1
5. 9 - 2 =
8 4

Appendix 2
Grade 5/Day 1 MATH 56 Q1-W1
Guide questions.
How many 100 000s did you use?
How many10 000s ?
How many 1000s ?
How many 100s ?
How many 10s?
How many 1s?
Expected answers written on the board.
Look back at their answer.
Ask. How many 100 000 do we have?
How many 10 000s do we have?
How many 1000s? how many 100s,10s and 1s?
Say:123 121 means I hundred thousands, 2 ten thousands,3 thousands ,1 hundreds ,2 tens and 1
ones.

Appendix 3
Grade5/Day1 MATH56 Q1-W1

Each group will answer the given activity.

ACTIVITY 1:
Direction: Distribute cut- outs of numbers (10 000 000s, 1000 000s, 100 000s, 10 000s, 1000s,
10s, 1s).Have them visualize the following.
a. 12, 987, 789
b. 3, 967, 765
c. 34,267
d. 567, 452
c. 2, 345,678
ACTIVITY 2:
Direction: Use number discs to show these numbers.
1. 13,450 123
2. 14, 445 223
3. 567, 789
4. 678, 900
5. 567, 908
ACTIVITY 3
Direction: Draw paper chips to show these numbers.
1. 456, 789
2. 3, 456, 678
3. 34, 123, 127
4. 67, 890, 780
5. 789, 561

Appendix 4
Grade6/Day1 MATH56 Q1-W1
A. Study the problem.
 3 2
. Musician practiced very well for the concert. He practiced 5 hours yesterday and hours today. How
6 5
many hours did he practice in two days?

3 2
The mathematical sentence is: 5 + =n
6 5

Step 1 Step 2 Step 3

Find the LCD of the add the fractional Add the whole numbers
Given fractions and rename parts reduce in lowest term
These to similar fraction if needed

3 6 9 12 15 15 15
5 = ,= ,=
6 12 18 24 30
, , 5 + 30 5 + 30

2 4 6 8 10 12 12 12
=¿= ,= ,= ,= ,= ,
5 10 15 20 25 30 30 30
______ ______
27 27 3 9
30
5
30 3
= 5 10

3
5 Will become
6

15
5
30

While

2 12
Will become the answer will be
5 30

27 3
5
30 3

9
And will become5 in lowest term.
10

Appendix 5
Grade5/Day1 MATH56 Q1-W1
Direction: Use number disc to show these numbers.

1. There are 678 000 people at the Grandstand.

2. About 14 000 000 people voted in favor of Leni Robredo.
3.478 278 345
4.156 789 234
5.134 678 914

Appendix 6
Grade6/Day1 MATH56 Q1- W1

Direction: Find the total of the following fractions.

1. 5/9 +1/4 =
2. 3/5 + 5/10 =
3. 3/8 - 2/8 =
4. 7/2 – 3/4 =
5. 12/6 -3/3 =

Appendix 7
Grade5/Day1 MATH56 Q1-W1

Direction: Draw number disc to show these numbers.

1. 345 678
2. 567 234
3. 987 456
4. 456 789
5. 789 561

Appendix 8
Grade 6/Day1 MATH56 Q1-W1

Direction: Add and subtract the following fractions. Reduce the answer to lowest term.

1.5/9 + 1/2 =
1 2
2.5 + 2 =
2 6
2 2
3.7 - 3 =¿
3 5
4.5/9 – 3/18 =
5.2/4 – 1/4 =

Appendix 9
Grade6/Day2 MATH56 Q1-W1

A. Solve the following and express their answer in simplest form.

1. Stacey is measuring milk to make pancake butter. The recipe calls for 3/4 cup of milk. She has
1/4 .How much more milk does she need?

2. Alvin had 450 tickets .He sold 1/2 to Antonio and 1/4 to Jason. Draw the representation of fractions.

B. Arrange and create a problem based on the given data.

Jim walk 1/4 of a kilometer How far did he walk? to Jane’s house
and 7/8 of a kilometer to the park

Appendix 10
Grade5/Day2 MATH56 Q1-W1

Present the problem.

The election count in the Philippines is almost over. Mr.Rodrigo

Duterte one of the presidential candidates is leading the election. He got a vote
of 15 249 345 and Mr. Mar Roxas his opponent got 8 933 789 votes. By how
many votes did Mr.Duterte have than Mr.Roxas?

Ask: How will you solve the problem?

Guide the pupils to find the answer by estimation.
Say:Let us use a number line. Label it from 8 000 000 to 16 000 000.
Find 8 933 789

16 000 000 15 000 000 14 000 000 13 000 000 12 000 000 11 000 000 10 000 000 9 000 000 8 000 000

Ask: To what number is it closer? 8 000 000 or 9 000 000?

Since it is closer to 9 000 000 round it up.
Ask: Find 15 249 345. Where is it located?
To what number is it closer? 15 000 000 or 16 000 000?
Since it is closer to 15 000 000 round it down.
Provide more examples of rounding numbers using the number line.
Guide pupils to see the pattern when to round up and when to round down.

Appendix 11
Grade5/Day2 MATH56 Q1-W1

Pupils are group into 3.Each group will be given an activity to answer.

ACTIVITY 1.
Direction: Encircle the number that could be round of to 5 000 000.
1.4 890 560
 2.4 783 456
3.5 034 456
4.5 346 678
5.3 567 156

ACTIVITY 2.
Direction: Round each number to the place value of underlined digit.
1.12 234 556
2. 5 098 678
3. 9 789 128
4. 3 456 871
5. 6 234 189

ACTIVITY 3
Direction: Round to the highest value.
1. 345 789
2.1 563 890
3.3 213 456
4. 312 465
5.2 389 07

Appendix 12

Grade5/Day2 MATH56 Q1- W1

Divide the class into 3 groups. Each group will be given an activity.

ACTIVITY 1
Direction: Write the following numbers in symbols.
1. Twelve million two hundred seventy- two thousand three hundred sixty-five.
2. Twenty – six million five hundred twenty-eight thousand four hundred twenty-four.
3. Thirty – one million six hundred sixty-one thousand three hundred thirty-eight.
4. Forty - two million seven hundred eighty – nine thousand seven hundred forty - two.
5. Ninety – four million eight hundred thirty – four thousand five hundred twenty one.

ACTIVITY 2.
Direction: Write the following numbers in words.
1. 1.12 723 961
2. 22 346 768
3. 34 435 231
4. 4.45 678 942
5. 78 923 488

ACTIVITY 3
Direction: Using all the digit 1,2,3,4,5,6,7 and 8.
1. What is the smallest number can be formed? Write it in symbol and in words.
2. What is the largest number that can be formed? Write it in symbols and in words.

Appendix 13
Grade 6/ Day 2 MATH56 Q1-W1

Justin bakes an apple cake for her mother’s birthday. Her brother ate 3/5 while her sister ate
2/4. .Who ate more? How much more?

Ask:

1. Who bake a cake?

2. What portion of an apple pie did Justine’s brother eat?
3. What about her sister?
4. What kind of sister is Justine?
5. Are you going to do the same?

Ask: What does the problem ask for?

How will you solve the problem?

Ask the pupils to solve the problems.

1. What is asked in the problem? Who ate more? By how much?

2. What are the given facts?
3. What operation to use?
4. What are the number sentence in the problem?

Show the solution and label the answer.

Appendix 14

Grade5/Day2 MATH56 Q1 –W1

A. Round off the following numbers to the nearest place value.

1. 2 456 356 ( hundred thousands)

2.4 564 231 ( hundred thousands)

3. 5 367 432 ( millions)

4. 6 563 532 ( millions )

5. 123 456 ( millions )

B. Read and write the following numbers in words.

1. 2 234 567

2. 8 565 231
 3. 1 458 987

4.20 345

5. 123 456

Appendix 15
Grade6/Day2 MATH56 Q1-W1
A. Divide the class into 3 group. Each group will be given an activity sheets. Read the problem
and answer the following questions.

ACTIVITY 1

Maria worked 5/12 of the problems on her Math test in the first hour. After the second hour .She
had worked 9/12 of the problems.

1. What does the problem ask for?

2. What are given facts?
3. What operation to be used?
4. Write the number sentence?
5. Solve the problem and, show the solution.
ACTIVITY 2

Andrei has a job in the circus walking on stilts .Andrei is 11/10 meters tall. The foot supports of
his stilts are 23/10 meters high. How high is the top of Andrei’s head when he is walking on his stilts?

1. What does the problem ask for?

2. What are given facts?
3. What operation to be used?
4. Write the number sentence?
 5. Solve the problem and, show the solution.
ACTIVITY 3

Joseph took 400 item test. He answered only 3/5 of test items. By what fraction didn’t answer by
Joseph and how many remained unanswered?

1. What does the problem ask for?

2. What are given facts?
3. What operation to be used?
4. Write the number sentence?
5. Solve the problem and, show the solution.

B. The pupils form three groups. Each group will perform the given task.

ACTIVITY 1

Direction. Arrange the jumbled problem.

each day working in an office. Ruby earns Php500
3/4 of it for food. He spends
ACTIVITY 2
Direction. Write a question for the given problem.
Liza bought ribbons to make flowers .She bought 2/8m of white ribbon and 2/4 of yellow ribbon.

ACTIVITY 3
Direction. Create problems using the information below.
1
Each sack of lemon weighs 18 kg.
2
71/8 sacks were sold
Appendix 16

Grade5/Day2 MATH56 Q1 –W1

A. Round off the following numbers to the nearest millions.

1. 8 789 345

2. 23 567 123

3. 5 234 543

4. 6 563 532

5. 123 123 456

B. Read and write the following numbers in words.

1. 2 234 567

2. 123 543 234

3. 23 456 567

4.12 345 457

5. 456 789 512

Appendix 17
Grade 6/Day2 MATH 56 Q1-W1

A. Read and understand the problem. Then solve answer the following questions.

Mark washed his car in 4/5 of an hour , cleaned the garage in 2/6 of an hour and painted
the garden fence in 3/4 hours. How long did it take him to do all the task?

1. What is being asked in the problem?

2. What are the given facts?
3. What operation be used?
4. Write the number sentence?
5. Solve for the answer.

B. Direction: Using the data, below create a problem.

Name Vegetables Quantity (in kg)

Raymond Pechay 1/2
Justine Cabbage 1/4
August okra 3/4

Appendix18

Grade5/Day2 MATH56 Q1-W1

A. Encircle the numbers that can be rounded to the given number.

1. 8 900 000
8 923 567 8 984 456 8 908 671 8 938 123 8 971 109

2. 7 000 000
6 821 507 7 284 471 7 578 653 6 968 123 7 771 178

3. 4 500 000
4 493 515 4 381 426 4 508 671 4 561 126 4 478 120

4. 3 200 000
3 194 100 3 283 401 3 221 611 3 138 170 3 201 156

5. 6 000 000
5 622 160 6 904 431 5 998 601 6 868 173 6 0001 101

B. Write the numbers in words.

1. 23 345 288
2. 108 980 345
 3. 345 678 456
4. 213 456 678
5. 123 678

Appendix 19
Grade6/Day2 MATH56 Q1-W1

A. Read and understand the problems .Then solve

1. Electrical installer in a cable company were tested to find out how long they could make
a cable connection. Juan did it in 4/5 hours while Bernard did it in 2/3 hour. Who work
faster? How much faster

2. Maria jogged 5/6 km while Jewel jogged in 7/12 km. Who jogged longer? By how
kilometer?

B. Create a word problem involving addition, and subtraction of fractions using the data below.

Days Grams of sugar used in making fruit salad

Monday 1/2 grams
Tuesday 2/5 grams
Wednesday 2/4 grams
Saturday 4/5 grams