LEARNING PLAN IN MATHEMATICS 6

Date/Day: August 5, 2019 / Monday

I. Context: In the topics of Ratio, Proportion, Percent and Integers, the
learners demonstrate understanding of order of operations, ratio and
proportion, percent, exponents, and integers and are able to apply
knowledge of order of operations, ratio and proportion, percent,
exponents, and integers in mathematical problems and real-life situations.
This lesson covers the introduction to Ratio and ways in writing ratios
between two quantities.

II. Motivation: Activity 1:How Many? Complete the table below.

Number of students who are girls

Number of students who are boys

Number of students who are

lefthanded
Number of students who are
righthanded

Number of students in this classroom

Number of teachers inside this
classroom

III. Learning Competencies: At the end of a 60-minute period, the students

should have been able to:
a. express one value as a fraction of another given their ratio and vice
versa (M6NS-IIa129);
b. find how many times one value is as large as another given their ratio
and vice versa (M6NS-IIa130); and
c. show respect for individual differences.

IV. Development of the Lesson

After the “How many” activity, the teacher will ask the following questions:
Process Questions
1. What are the data that should be written in the table?
2. Observe the number of boys and girls. What can we say about these
numbers? Can we say that ____ boys is to ____ girls? ___
lefthanded students is to ____ righthanded students?
3. Observing the data again, can we say that ___ students is to ____
teacher(s)?
4. Knowing such, what will happen if you will not listen to the teacher?
Or if all of you will talk at the same time?
5. Can I expect you to listen to teacher during our class today?
6. As you can observe, each table contains two related numbers or
quantities. How do we express the relationship between these two
quantities? What is it called?

A. Input: A ratio expresses the relationship between two related

quantities. Ratios can be represented in a variety of forms including
fraction form, colon form and ____ is to ____ forms. (Ex:, 1/5, 1:5 and
1 to 5)

Activity 2. Ratio Forms. Given the data below, identify the ratio
between the two quantities in each item then write them in the form
indicated.
John has 15 pets. 9 of these pets are fishes, 3 are dogs while 3 are rabbits

1. Ratio of fishes to dogs (fraction form)

2. Ratio of dogs to rabbits (colon form)
3. Ratio of fishes to the number of pets (__ is to___ form)

Activity 3. Differentiated Instruction. This activity is tiered in process

based on Learning Profile. The teacher will divide the class according
to their Learning Profile. The students will then perform the task for the
specific Learning Profile.

I. Visual-Spatial

A. Here is a grid with different kinds of boxes.

1. Using the colon form (:), write the ratio of to

2. Using the fraction form, write the ratio of to the total
number of boxes in the grid.
3. Write the ratio in colon form of to the number of empty
boxes in the grid.
4. Write the ratio in “is-to” form of to
5. Using the fraction form, write the ratio of empty boxes to
the total number of boxes.
 II. Logical/Analytical

By analyzing the table, give the ratios asked in the items that
follows.

Gender
Sports
Boys Girls
Basketball 10 5
Volleyball 8 12

1. Number of all Boys to the number of all Girls (colon form)

2. Boys that play basketball to girls who play volleyball
(fraction form)
3. Boys that play basketball to the total number of boys
(colon form)
4. Girls that play volleyball to the total number of Girls (is-to
form)
5. Number of Boys and Girls who play basketball to the total
number of students. (fraction form)

III. Tactile. Students will be given a jar that contains beads mixed
all together. In order to determine the ratios, the students should
first separate/count the beads of different colors.

Given a jar of colored beads, determine the ratio of the

following:
1. Blue beads to Red beads (colon form)
2. Green beads to Blue beads (fraction form)
3. Red beads to the total number of beads (colon form)
4. Green beads to Red beads (is-to form)
5. Total number of beads to Blue beads (colon form)

Process Questions:
1. What are your answers?
2. How were you able to come up with your answers?
3. How did you make sure that your ratios are correct? What are the
things that you should keep in mind?

B. Generalization/Synthesis. After the discussion and various activities

on ratio, the teacher will ask the following process questions:

Process Questions:
1. What is ratio?
2. In what ways can we write ratios?
 3. When is it useful to be able to relate one quantity to another?
Can you cite some specific situations?
4. Can you give examples of ratios in real-life?

C. Integration of Urian Core Values

After the discussion and various group activities conducted involving
ratios, the students are expected to realize the value of order and
balance as key to unity as they venture through life.

Process Questions:
1. As discussed, ratio is just the expression of the relationship
between two quantities. Though divided among genders, how can
you describe your relationship with your classmates?
2. Does it affect your relationship with your classmates if you have
different genders, different hobbies, different interests? Why or
Why not?
3. What happens if you do not have a good relationship with your
classmates? Family? Will there be unity among you?
4. How do you improve your relationship with other people?

D. Evaluation
The jar below contains grape and lemon jelly beans. Give the ratio
asked in the items using the three forms.

1. What is the ratio of lemon jelly beans to grape jelly beans

2. What is the ratio of grape jelly beans to the total number of jelly
beans?

E. Assignment
Read and study “Ratio and Proportions” on pp. 82-87.

Prepared by:

ANDIE ANGELIKA L. BELTRAN

Mathematics Teacher
Submitted to:

MRS. LENY B. ABIAN

Chairperson, Math Division