GAD – Based iC CEBU

Lesson Exemplar

Grade Level: Grade 6 Learning Area: Math Quarter: 1

Duration: 50 minutes
Learning Area/s Integrated: EPP, Health, EsP, English_________________________
Integration Approach Used: (Please tick.)
Multidisciplinary / Interdisciplinary Transdisciplinary
I. 21 Century Skills to be developed (Please tick.)
st

/ Communication Learning and Innovation / Problem Solving

/ Critical Thinking / Information Media and Technology / Life and Career
II. Focused Learning Competencies (LC) (Use Curriculum Guide (CG))
solve 1 or more steps routine problems involving addition and/or subtraction of decimals
using appropriate problem – solving strategies and tools
M6NS – Id 108.2

III. Focused GAD principle/s to be integrated

GAD – based Focused Principle to be developed Gender Equality- Men and women are
equally involved in the decision making
IV. Intended Learning Outcomes
Knowledge discuss the steps on how to solve 1 or 2 - step routine problems with
decimals
Skills solve 1 or more steps routine problems involving addition and/or
subtraction of decimals using appropriate problem – solving strategies and
tools

Attitude display teamwork while performing the activities

Values manifest appreciation of the ideas of others Makatao

V. Learning Solving 1 or More Steps Routine Problems Involving Addition and/or

Content/s Subtraction of Decimals Using Appropriate Problem – Solving Strategies
and Tools

Concept To solve routine problems, be able to:

Understand

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 Plan
Solve and
Look Back
DRRE
Safety Measures/Precautions During Extremely Hot Weather
Reference/s Curriculum Guide in Mathematics, 21st Century Mathletes TX pp.51-52,
21st Century Mathletes TM pp. 15 – 17

IMs Worksheets, ring cards, Show Me Boards, pentel pens, bell, meta cards,
task cards, manila papers, power point
VI. Learning Experiences (5 Es)
1. Engage A. Setting of standards - 1 minute
10 minutes What word that starts with L which your eyes can do? LOOK
What word that starts with L which your ears can do? LISTEN
What word that starts with C which your group will do?
COOPERATE
So today, look, listen and cooperate to the teacher and classmates
in the activities.

B. Review : Pretest - 2 minutes

Directions: Read the following problems and solve:

1. Mother bought 2.75 kg of mangoes on Saturday and father

bought 1.50 kg on Sunday. How many more kg of mangoes did
mother buy than father?
a. 1.25 kg b. 2.25 kg c. 3.25 kg d. 4.25 kg

2. Mr. Pepito bought a T-shirt for Php150.75, a pair of denim pants

for Php550.50. How much change did he get from his Php 1000
peso bill?
a. Php 680.50 b. Php 500.00 c. Php 300.75 d. Php 298.75

C. Skill Preparation
1. Show a picture of a school garden and ask the following
questions: 3 minutes

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 What does the picture show? school garden
Have you been to our school garden?
What did you see there? plants, vegetables, etc…
What are the plants grown there? eggplants, tomatoes,etc…
How did you prepare your garden? clean, cultivate, etc…
What are the garden tools did you use? bolos, pick mattock, etc…
How to avoid accident in using the garden tools? DRRE : Safety
measure in using garden tools
Carry the tools properly.
Clean it after using.
Return to the proper place after using.
-Let the pupils share their experiences in the garden.
-What are the benefits of having a vegetable garden? EPP- It helps
improve our supply of food , accept similar answers
What nutrients could we get from these vegetables? Health-
vitamins , minerals, accept similar answer
2. Present a word problem and let the pupils answer it.
The children planted 1.5 kg of eggplants on Monday and 1.25 kg of
eggplants on Tuesday. How many kg of eggplants did they plant in all?
3.75 kg
Ask: How did you get the answer?

2. Explore Group Activity:

15 minutes Each group is given a Task Card, manila papers and pentel pens to solve
and explain their assigned word problem.

Group 1 : Ready to go beyond

The children harvested 3.75 kg of tomatoes on Thursday

and 1.25 kg of tomatoes on Friday. How many kg of
tomatoes did they harvest? If they gave 2.50 kg of
tomatoes to their teacher, how many kg of tomatoes
remained?

Group 2: Just Ready

Liza picked 2.25 kg of tomatoes and his friends picked 2.50

kg of tomatoes, too. How many kg of tomatoes did they pick
all in all?

Group 3: Not ready to go beyond

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 The children planted 1.5 kg of pechay on Monday and
1.25 kg of pechay on Tuesday. How many kg of pechay did
they plant in all?

 Ask one representative from each group to discuss the process in

solving the problem. Learners take turn to discuss their group
outputs. English – Note: Insert concept on grammar, sentence
structure, correct usage

3. Explain
10 minutes  Ask the following questions:
1. How did you find the activity? challenging, enjoyable
2. What did you do in your group to find the correct answer?
have team work / cooperate - EsP Integration
3. How were you able to get the correct answer?
answer varies
4. What benefits do we get from planting vegetables? EPP- income
generating, eating fresh vegetables, spending leisure time
wisely
5. Are men the only capable of harvesting vegetables? No
6. Are women the only capable of harvesting vegetables? No
7. Do both men and women capable of harvesting vegetables? Yes
8. Do both men and women equally involved in decision making in
harvesting vegetables? Yes
GAD – Gender Equality: Men and women are equally involved
in decision making in harvesting vegetables.
9. What time of the day will you harvest the tomatoes? Why?
answer may vary
10. What will happen to the people if they are exposed to the heat
of the sun during harvesting? DRRE Activity : Picture Prompt/
Oral Discussion: Show picture of a person who got sunburn,
picture of a person who got stroke, accept similar answer.

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 11. How can we protect ourselves from extremely hot weather?
DRRE Activity: Explanation on how to take safety/precautionary
measures during extremely hot weather
-drink plenty of water, bring umbrella, wear jacket, apply
sunblock, wear hats, wear eyeglasses, accept similar answers
 Teacher elaborates further the concept on by asking how to solve
routine problems.

To solve routine problems, be able to:

Understand
Plan
Solve
Look Back

Forming of Generalization:
 Teacher asks: How do you solve routine problems?
To solve routine problems, be able to understand the
problem, plan on what to do, solve, and then look back if
the answer is correct.

4.Elaborate Group Activity: Tiered Activities

10 minutes Each group is given a Task Card, manila papers, and pentel pens. Learners
are to read the problem for 1 minute. After reading, the learners shall
answer the question for 3 minutes.

Group 3 ( Learners who are not ready )

Ben has 4.70 kg of guavas and gave 2.25 kg of

guavas to his friends?
How many kg of guavas remained

Group 2 ( Learners who are just ready )

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 Father bought 7.50 kg of bananas for the
family and mother bought 2.75 kg of bananas,
too. How many kg of bananas did they have in
all?

Group 1 ( Learners who are ready to go beyond )

Anne & John went to a department store and

bought a pair of shoes for P 595.00, a pair of
socks for P 69.75. They gave the cashier a
thousand peso – bill. How much change did they
get?
 Group Reporting English – Note: Insert concept on grammar,
sentence structure, correct usage
 Teacher processes the group output by deepening the salient point

5.Evaluate Directions: Read the following problems and solve: ICT- Interactive Quiz
{ 5 minutes}
1. The average length of a humpback whale is 13.7 meters. The
average length of a killer whale is 6.85 meters. How much longer is
the humpback whale than the killer whale?
a. 6.85 m b. 8.55 m c. 13.7 m d. 20.55 m

2. Mr. Roco bought a T-shirt for Php 250.00, a pair of denim pants for
Php 530.75. How much change did he get from his Php1000.00
peso bill?
a. Php780.75 b. Php 530.75 c. Php 250.00 d. Php 219.25

VII. Learning Do the following:

Enablement 1. Create your own problem on adding and subtracting decimals
To be done at including money.
home 2. Show solutions in solving the problem.

Teacher’s Reflection (Refer to DepED Order No. 42, s. 2016)

References: Curriculum Guide in Mathematics 6
21st Century Mathletes TX pp.51-52,
21st Century Mathletes TM pp. 15-17

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Prepared by:
BRENDA A. JUDAYA
Master Teacher 1
Tayud Elementary School, Consolacion District

Reviewed by:

PAMELA A. RODEMIO, Ed.D.

Education Program Supervisor- Mathematics

Verified :

MARY ANN P. FLORES, Ed.D.

Chief, Curriculum Implementation Division

Recommending Approval:

LEAH B. APAO, Ed.D., CESE

Assistant Schools Division Superintendent

Approved:

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 RHEA MAR A. ANGTUD,Ed.D., CESO VI
Schools Division Superintendent

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