1. A Detailed Lesson Plan in Mathematics for Grade VI
Prepared by: Pelaosa, Larino Jr. Salazar
I. Objectives:
At the end of the lesson, the students should be able to:
1. Multiply a mixed form by a fraction.
2. Solve worded problems involving mixed form and fraction.
3. Illustrate and describe the mixed form and fraction.
4. Determine the steps or process in multiplying between mixed
form and fraction.
5. Appreciate fractions.
Value: Cooperation and Patience
II. Subject Matter:
Multiplying a Mixed Form by a Fraction
Reference:
Mathematics for Everyday Use 6 Textbook (pp. 150)
- Isabel V. Castro, Ed. D.
- Carmelita C. Coronel
- Luz O. Gallardo
Materials:
Board, Chalkboard, and Chart
III. Procedure:
A. Routinary Activities:
Teacher’s Activity Students’ Activity
“Good morning Class!”
“Mr. /Ms._____, please
leads the prayer.”
“Thank You, kindly pick-up
the dirt.”
“Okay, take your sit.”
“Good morning Sir!”
(Mr./Ms._____, will lead the
prayer.)
(Students will pick-up the dirt.)
(Students will sit properly.)
B. Pre-activities:
1. Review:
“Class, what do we have
discussed last meeting?”
“Mr./Ms._____, what have you
learned with what we have
discussed last meeting?”
(Students’ answers may vary.)
(Students’ answers may vary.)
2. Drill:

2. “Class, I have flashcards here
containing fractions. All you
have to do is to write it in
words.”
1. ¼
2. 1⅔
3. ⅘
4.
3
10
5.
3
2
(The class will get a piece of
paper and perform what the
teacher asked.)
(Students’ expected answer.)
1. one-fourth
2. one and two thirds
3. four-fifth
4. three-tenth
5. three-halves
3. Motivation:
“Class, what is the food that
your mother cooked for your
family?”
“How many kilos of it do your
mother usually bought?”
“Is this enough for the whole
family?”
(Students’ answers may vary.)
(Students’ answers may vary.)
(Students’ answers may vary.)
C. Engagement Activities:
1. Problem Analysis:
a. (The Teacher will present a
problem.)
“Mother cooked ½ of 1
3
4
kilogram
of beef. How many kilograms of
beef did she cook?”
b. (The Teacher will present an
illustration and will describe the
figure presented.)
“Okay class, study the figure
presented in the chart.”
(Students will solve the
problem.)
(Students will study the figure
and will describe it.)
Students’ expected description:

3. Figure 1
1
3
4
Figure 2
7
4
Figure 3
1
2
of 1
3
4
1
2
of 7
4
“How many parts are in 1
2
of
7
4
?”
c. (The Teacher will present a
step for the students easily solve
the problem.)
“Rename the mixed form into an
improper fraction.”
“Multiply the numerators.”
“Multiply the denominators.”
 In Figure 1, it shows 1
3
4
.
 In Figure 2, it shows
7
4
.
 In figure 3, it shows 1
2
of
1
3
4
or 1
2
of 7
4
“The darkly shaded parts show
7 of 8 parts, or7
8
.”
(Students’ expected answer.)
1
2
x 1
3
4
1
2
x 7
4
1
2
x 7
4
= 7
?
1
2
x 7
4
= 7
8
Answer:
“Mother cooked 7
8
kilogram of
beef.”

4. d. (The Teacher will present
another way of multiplying a
mixed form by a fraction.)
1
3
x 1
1
2
=
1
3
x
3
2
=
1
2
(Students listen attentively.)
C. Generalization:
“How do we multiply
mixed form by a fraction?”
Students’ expected answer:
“To multiply a fraction in mixed
form by a fraction in simplest
form, first change the mixed
form to improper fraction.
Multiply the numerators, then
the denominators. Write the
product of the numerators over
the product of the
denominators. Simplify the
product.”
D. Application:
1. Group Activity:
(The Teacher will divide the class
into 2 groups through count-off.)
“Okay class, Group 1 will occupy
the 1st
row and group 2 will
occupy the 2nd
row.”
(The Teacher will give the task to
each group.)
Group 1:
“Aling Meding can sew a dress in
4
1
2
hours. If it takes her
2
3
as long
to sew a skirt, how many hours
does it take her to sew a skirt?”
Group 2:
“Linda baked a cake in 1
2
3
hour.
Preparing the ingredients took up
4
5
of his time. How long did it take
her to prepare the ingredients?”
(The students will count-off from
1 to 2.)
(Each group will occupy the
seats assigned for them.)
(Each Group will perform the
task given to them.)
IV. Evaluation:
“And now, please get a piece of
paper.”
Find the products. Simplify the
factors whenever possible.
1.
3
4
x 2
2
3
(The students will get a piece of
paper and mind their own work.)

5. 2.
4
5
x 1
1
5
3.
2
3
x 4
3
4
4.
3
4
x 1
8
10
5.
4
7
x 2
5
8
6.
3
10
x 1
2
3
V. Assignment:
Complete the multiplication process then
illustrate.
Example:
3
4
x 2
3
4
=
3
4
x
11
4
=
33
16
or 2
1
16
X
= x
=
1.
2
3
X 3
1
4
=
2
3
x
?
?
= 2.
3
5
x 2
1
2
=
?
?
x
?
2
=
(Students will get their
notes and copy what’s
on the chart.)