Académique Documents
Professionnel Documents
Culture Documents
Date: ___________
I. LEARNING OBJECTIVES
Multiply up to 3digit factors by 1to 2 digit factors of decimals and whole numbers without and
with regrouping and with zero difficulty.
Value:
3) 0.032
x 0.2
4) 0.0008
x 0.6
5) 0.03
x 3
3. Generalization
How do we multiply 1-3 digit by 1-2 digit factors of decimals and whole numbers with or
without regrouping and with zero difficulty?
IV. EVALUATION
Find the product.
1. 07 x 0.4
2. 0.412 x 0.8
3. 0.403 x 0.2
4. 0.34 x 0.21
5. 0.008 x 35
V. ASSIGNMENT
Multiply
1. 0.2 x 0.03
2. 0.236 x 0.04
3. 0.5 x 0.7
4. 0.1 x 0.1
5. 0.412 x 0.8
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Multiply decimals point up to the hundredths place.
Value:
Kindness
2. Practice Exercises
Solve the equation.
1. 0.23 x 0.12
2. 0.25 x 0.08
3. 0.36 x 0.75
4. 0.62 x 0.17
5. 0.14 x 0.42
3. Generalization
How do we multiply decimals up to the hundredths place?
IV. EVALUATION
Multiply
1. 0.38 x 0.64
2. 0.75 x 0.48
3. 0.59 x 0.37
4. 0.78 x 0.68
5. 0.27 x 0.93
V. ASSIGNMENT
Solve for what is being asked?
1. The product of 0.85 and itself is _________.
2. What is the product of 0.97 and the next odd decimal number?
3. Multiply 0.79 to the difference of 0.93 and 0.26.
4. I am thinking of two decimals. Add them and you get 0.1. multiply them and you get 0.0016.
What are the two decimals?
5. Multiply 0.86 to the sum of 0.37 and 0.28.
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Multiply mixed decimals by mixed decimals with hundredths.
Value:
a.
b.
c.
d.
e.
B. Developmental Activities
1. Presentation
Activity1:
Mix two sets of number cards, labeled 0 trough 9, in a container.
Draw boxes like the ones below for each student to copy
Ask the pupil to pick six cards one at a time, reading aloud each number drawn.
The pupils write the numbers in each box in order.
Have the pupils solve the product.
2. Practice Exercises
Solve:
a.
2.07
x 3.82
b.
48.12
x 5.50
c.
9.25
x 14.63
3. Generalization
How do you multiply mixed decimals by mixed decimals? How do you put the decimal
point?
IV. EVALUATION
1. Find the decimal point in each product correctly
1.
83.52
2.
6.5
3.
x 2.4
x 4.36
200448
2834
2.56
x 7.22
184832
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Multiply decimals by 10, 100 and 1 000
Value:
Being Observant
3. 35.68125 x 1000 =
4. 9.0573 x 10 =
5. 0.3612 x 100 =
3. Generalization
How do you multiply numbers by 10, 100 and 1000?
What did you do in getting the pattern? What have you observe?
IV. EVALUATION
Complete the table
Decimal
1. 8.4213
2. 0.95364
x 10
x 100
x 1000
3. 23.04987
4. 1.75805
5. 180.49326
V. ASSIGNMENT
Perform the indicated operation:
1. 10 x (1.34 + 7.6) = N
2. (3.7 x 8.113) x 100 = N
3. 1000 x (35.601 + 28.12) = N
4. (7.113-2.03) x 1000 = N
5. (25.123 11.2) x 100 = N
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Multiply mentally decimals by 0.1, 0.01, 0.001
Value:
a. How many square meters of the land will be converted to residential lots?
b. How big will be the lot given to Elen?
2. Practice Exercises
Multiply mentally.
1. 0.01 x 0.9
2. 0.09 x 0.1
3. 0.008 x 0.6
4. 0.001 x 5.8
5. 0.007 x 0.1
3. Generalization
How do you mentally decimals by 0.1, 0.01, 0.001?
What is a shorter way of doing this?
IV. EVALUATION
Multiply mentally. Choose the letter of the correct answer.
1. 0.01 x 8.56
a. 85.6
b. 8.56
c. 0856
d. 0.0856
2. 0.001 x 0.49
a. 4.9
b. 0.49
c. 0.049
d. 0.00049
3. 0.07 x 0.1
a. 7
b. 0.7
c. 0.07
d. 0.007
4. 0.003 x 0.01
a. 0.00003
b. 0.0003
c. 0.3
d. 30
5. 0.1 x 79.5
a. 79.5
b. 7.95
c. 0.795
d. 0.0795
V. ASSIGNMENT
Multiply mentally
1. 0.001 x 45.267
2. 40.1 x 0.1
3. 0.01 x 0.03
4. 0.217 x 0.001
5. 0.1 x 0.0011
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Apply the different properties of multiplication to compute products mentally
Value:
Teamwork
3. Generalization
How does the distribute property help simplify the calculation? How about the other
properties?
IV. EVALUATION
1. Collaborative Learning
a. Working in teams of four
b. Dictate a mental Math Problem to all the teams. The first team to give the correct answer and
name the property wins that found. Team with the property score wins.
2. Using the Show Me Card. The teacher gives the problem and the pupils have to write the answer
with the property on the Show Me Card.
Example:
a. (0.27x0.3) x 0.2 = 0.27 x (0.3 x 0.2)
b. 0.8 x 0.079 = 0.8 x (0.07 + 0.009)
c. 3.5 x 4.2 = 4.2 x 3.5
V. ASSIGNMENT
Give 2 examples for each property of multiplication.
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Solve word problems involving multiplication of decimals including money.
Value:
Thrift
2. Practice Exercises
Solve the following:
1.
16
2. 37.21
+ 15.56
- 19
3.
32.587
+ 19.63
4. 95.2
- 27.58
3. Generalization
What are the steps in solving a word problem?
How do you translate a problem into a number sentence or equation?
How would you describe your answer?
IV. EVALUATION
Read and Solve
1. A can of powdered milk has a mass of 0.345 kilogram. What is the mass of 12 cans of milk?
2. Mrs. Diaz bought a residential lot with an area of 180.75 m at P6.50 per square meter. How much
will 15 kilograms of ground beef cost in one kg costs P99.00?
3. How much will 15 kilograms of ground beef cost if one kg cost P99.00?
V. ASSIGNMENT
A. Translate these problems to number sentences then solve.
1. A contractor finished 0.25 of a highway in 5 days. If the highway is 60.8 kilometers long,
what part of the highway was finished?
2. Mark works 40 hours a week. If his hourly rate is P38.25, how much is he paid a week?
B. Write the number sentence, then solve.
1. The rental for a Tamaraw Fx is P3 500 a day. What will it cost you to rent it in 3.5 days?
2. What is the area of a rectangle with a length of 9.72 cm and a width 6.34 cm?
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Estimate quotients of whole numbers and decimals
Value:
Helpfulness
3. 7.5 225
4. 12.5 875
IV. EVALUATION
1. Estimate the following using compatible numbers
a. 5.8 3.257
b. 8.8 14.08
2. Estimate the quotient of the following:
By rounding off
a. 61.71 4308
b. 785 559.8
c. 4.8 196.7
c. 51.5 1019
V. ASSIGNMENT
Answer the following:
1. Rex traveled 154 km in 3.2 hours. Approximately, what was his average speed for the journey?
2. Jay has 6584 meters of ribbon. She wants to cut it into 25.6 meters. About how many ribbons can
be cut from it?
3. Bing has a ribbon 125 dm long. How many pieces of ribbon 2.5 dm long can be cut from it?
4. Rhoda has P75. she wants to give her nieces P12.50 each. How much does each receive?
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Divide 2-5 digit whole numbers by 1-2 digit decimals
Value:
Industry
3. 0.17 391
3. Generalization
How do we divide 2-5 digit whole numbers by 1-digit decimals?
IV. EVALUATION
Find the quotient. Be sure to place the decimal point correctly on your quotient.
1. 0.9 756
3. 0.13 2119
5. 0.06 138
2. 0.12 94
4. 0.8 968
V. ASSIGNMENT
Solve the following:
1. 64 0.4 =
2. 714 0.7 =
3. 933 0.03 =
4. 565 0.05 =
5. 2460 0.06 =
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Dividing 2-5 digit whole numbers by 2-digit decimals.
Value:
5. 0.36 22005
3. Generalization
How do you divide a whole number by a decimal?
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Divides whole number by whole numbers with decimal quotient
Value:
Fairness
5. 16 10 =
3. Generalization
When do you get a decimal quotient?
What is the rule in rounding the decimal quotient to the nearest tenths or hundredths?
IV. EVALUATION
Find the quotient. Round your answer to the nearest:
Tenths
Hundredths
1. 12 18
_______________
_______________
2. 5 6
_______________
_______________
3. 12 48
_______________
_______________
4. 16 80
_______________
_______________
5. 15 80
_______________
_______________
V. ASSIGNMENT
Find the quotient. Round your answer to the nearest:
Tenths
Hundredths
1. 3 4
_______________
_______________
2. 7 8
_______________
_______________
3. 15 48
_______________
_______________
4. 12 25
_______________
_______________
5. 45 48
_______________
_______________
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Recognize and differentiate between terminating and repeating/non-terminating decimal quotients
Value:
3. Generalization
How do you differentiate a terminating decimal from a repeating/non-terminating
decimal?
IV. EVALUATION
Identify if the decimal quotient is a terminating or repeating/non-terminating decimal.
1. 7 4
2. 15 9
3. 11 2
4. 3 16
5. 6 21
V. ASSIGNMENT
Solve and identify if the decimal quotient is a terminating or repeating/non-terminating decimal.
1. 3 20
2. 6 11
3. 20 12
4. 2 6
5. 81 48
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Divide mixed decimals by whole numbers
Value:
Helpfulness
2) 16 163.2
3) 30 92.55
3. Generalization
How do you divide mixed decimals by whole numbers?
IV. EVALUATION
Divide
1) 4.3 200
2) 5.5 550
3) 9 39.24
4) 66 16.5
5) 90 21.24
V. ASSIGNMENT
Divide
1) 25 426.5
3) 12 1027.68
3) 1.8 100
4) 6.2 400
5) 0.45 150
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Divide a whole number by decimal and mixed decimal
Value:
Industry
2) 457 100 = N
a. 7 28.7
b. 9 58.5
3) 79 10 = N
c. 6 4.80
d. 6 1.38
3. Motivation
Ask pupils if they own the lot money occupying.
Ask them also how they acquired it. If they dont own it yet, what must they do in order
to own the lot?
B. Developmental Activities
1. Presentation
Activity: Problem Opener
1. Present a problem to a board.
2. Ask the following questions:
a. How many hectares was the lot of the man?
b. How much does one son get?
3. Lead the pupils to solve the problem.
4. Answer the question in the problem.
5. Have another examples:
a. Make the divisor a whole number by moving the decimal point 2 places to the right or
multiply it by 100.
b. Multiply the dividend also by 100
c. Divide like dividing whole numbers
d. Place the decimal point of the quotient directly above the decimal point of the
dividend.
e. Check the answer through multiplication
2. Fixing Skills
Divide
1) 2.5 175
2) 7.2 648
3) 2.17 8463
3. Generalization
To divide whole numbers to decimals or mixed decimal, change the divisor into whole
number by the decimal point to the right or multiplying by power of 10. Multiply also the
dividend by the same power of 10. Then divide as in whole numbers. Check by multiplying.
IV. EVALUATION
Find the quotient
1) 905 7904
2) 3.15 2709
V. ASSIGNMENT
Divide and check through multiplication
1) 0.04 473
2) 0.53 656
3) 3.8 1026
4) 2.85 684
5) 1.2 780
3) 0.8 872
4) 0.06 264
5) 0.32 260
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Divide mixed decimals by mixed decimals
Value:
Honesty
c. 0.6 336
d. 0.8 480
3. Motivation
Have you seen table runners? How does it look like? Where do you use table runners?
How big is a table runner?
B. Developmental Activities
1. Presentation
Activity: Problem Opener
1. Present a problem on the board
2. Ask the following questions:
1. Who orders table runners?
2. How long is the table runner?
3. How many meters of cloth was left to be made into table runner?
4. How many table runners can be made from it?
5. Show your solution through:
a. changing 26.25 1.75 to mixed decimal.
b. dividing like whole numbers
c. Proceed to division like whole numbers. Align the decimal point of the quotient
with that of dividend.
2. Fixing Skills: Divide and check
1) 2.6 10.14
2) 1.5 1.332
3) 1.9 12.35
3. Generalization
How do we divide mixed decimals by mixed decimal? What are the two ways of making
the divisor a whole number?
IV. EVALUATION
Find the quotient. Check your answer.
1) 1.5 439.5
2) 5.7 27.36
3) 1.17 583.05
V. ASSIGNMENT
Solve and check
1) 3.6 73.8
3) 2.6 13.52
2) 4.9 313.11
4) 2.5 62.5
4) 1.4 37.24
5) 2.98 23.393
5) 2.5 35.14
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Divide decimals by 10, 100, 1000 mentally
Value:
Alertness
3) 58.33 1000 = N
3. Generalization
How do we divide decimals by 10, 100, 1000?
To divide decimals by 10, 100, 1000
a. Move the decimal point to the left as many zeros are there in the divisor.
b. Prefix zero/zeroes before the decimal point if needed.
IV. EVALUATION
Give the answers mentally as fast as you can.
1) 63.8 10
2) 56.61 100
3) 635.2 1000
4) 242.6 10
5) 2473 1000
V. ASSIGNMENT
1.
2.
3.
4.
5.
Decimal
14.8
27.632
129.74
176.24
88.29
1000
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Divides decimal mentally by 0.1, 0.01, 0.001
Value:
Cleanliness
5 x 100 =
5 x 400 =
c. 149.2 1000
3. Motivation:
Have you divided decimals by 0.1, 0.01, 0.001? how did you do it? Have you find some
easyways to do it?
B. Developmental Activities
1. Presentation
Activity: Role Playing
a. Have a group act out the situation.
b. Have them compute the problem mentally.
c. Ask: What is the answer in situation a? and b?
What is the pattern in dividing decimals by 0.1, 0.01, 0.001? Explain.
2. Fixing Skills:
1) 651 0.1
Perform mentally
2) 6.298 0.01
3) 85.72 0.001
3. Generalization
How do you divide decimals by 0.1, 0.01. 0.001. What is the pattern in dividing decimals
by 0.1, 0.01, 0.001?
IV. EVALUATION
Give the quotient orally.
1) 8.39 0.01
2) 125.85 0.001
V. ASSIGNMENT
Divide Mentally
1) 6.873 0.01
2) 1.62 0.1
3) 6.95 0.01
3) 49.67 0.001
4) 85.32 0.1
4) 4.32 0.01
5) 6.45 0.001
5) 32.8 0.01
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Solve word problems involving division of decimals including money
Value:
Decisiveness
b. 56 0.01
c. 56 0.001
1. Jon saves P105.35 a week. How long will it take him to save P 1 264.20?
2. Robert plans to go to the province for a vacation. He wanted to by presents for his nephews worth
P289.45 each. He allotted P1 157.80. how many nephews does he have in the province?
3. Christian is a businessman. Every first week of December, he deposits P51 025.00 for the
Christmas bonus of his employees. Each employee receives P6 378.50. How many employee are
there?
V. ASSIGNMENT
Make word problems involving division including money.
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Solve 2- to 3- step word problems involving decimals including money
Value:
Industry
c. 160 0.32 =
3. Motivation
Do you want to get high grades? What will you do?
B. Developmental Activities
1. Presentation
Activity:
1. Present this problem
Mang Tisoy brought 2 bags of onions to market. One bag weighs 8 kilograms and the
other bag weighs 6.5 kilograms. He repacked the onions in plastic bags of 0.25 kilograms
per pack and sold each pack for P12.50. How much will he get if all the packs were sold?
2. Analyze and solve the problem:
a. What is asked?
b. What are given?
c. What are the hidden question?
d. What operation will you use?
e. What is the equation for the problem?
3. Discussion
a. In solving
2-3 step
problems,
what
do
you
solve
first?
b. How do you express your answer to the problem?
2. Fixing Skills: Read Analyze then solve:
There are 18 girls and 17 boys who will equally share the expenses for a bus trip
amounting to P4 042.50. How much will each pay?
3. Generalization
How do you sold 2-3 step word problems involving decimals?
IV. EVALUATION
Solve the problem bellow and label your answer.
1. Lerna and her classmate went swimming. They spent P1 206.25 for food and P1 172.50 for
transformation and entrance fees. They got P1 196.75 from the club funds and each one shared
P98.50 to pay for the remaining expenses. How many shared in the amount?
2. Grace receives P220.50 as school allowance from her mother. Her aunt gave her an additional
P183.73. If her daily expenses is P36.75, for how many days will her allowance last?
V. ASSIGNMENT
Solve the following problems. Label your answers.
1. Jun and Richard repaired a broken rattan bed and were paid P 1 128.00. If Jun worked for 8.5
hours and Richard for 7.5 hours, how much were they paid per hour?
2. The barangay officials of Barangay Masaya received 150 sacks of rice weighing 50 kilograms
each. 350 kilograms were distributed to the flood victims for the barangay. The rest were
repacked in plastic bags of 2.5 kilogram each to the street children. How many street children
received the rice?
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Generalize when a number is divisible by another number
Value:
Sportmanship
10
840
144
184
4828
400
3. Generalization
How would you determine that a number is divisible by a certain number? Are the rules
formulated true all numbers?
IV. EVALUATION
Formative Test: List the numbers that divide the following.
1. 36
2. 150
3. 187
4. 225
5. 1260
V. ASSIGNMENT
Determine the divisibility of the following numbers by 2, 3, 4, 5, 9, 10.
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Identify prime and composite numbers
Value:
Kindness to animals
2. Fixing Skills:
Give the factors of the number. Then write prime if the number is prime number and
write composite if it is a composite number.
factors
________ 1.
27
________ 2.
37
________ 3.
49
________ 4.
53
________ 5.
60
3. Generalization
What are prime numbers? Composite numbers?
IV. EVALUATION
Write P if the number is prime and C if it is a composite number.
________ 1.
72
________ 2.
14
________ 3.
27
________ 4.
18
________ 5.
68
V. ASSIGNMENT
Find the prime number and composite number in:
Number
Least
a. 1-digit
b. 2-digit
c. 3-digit
d. 4-digit
Greatest
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Write the prime factorization of a given number
Value:
Helpulness
IV. EVALUATION
Give the prime factorization of:
1. 16 =
2. 27 =
3. 48 =
4. 56 =
5. 64 =
V. ASSIGNMENT
Give the prime factorization of:
1. 30 =
2. 56 =
3. 43 =
4. 72 =
5. 54 =
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Determine the greatest common factor (GCF) of 2 or more numbers.
Value:
Teamwork
BEC-PELC II F.1.6
Enfolding Mathematics VI
fish cutouts, improvised aquarium and fishing rod
a. 18 =
b. 27 =
c. 24 =
3. Motivation:
Tree different candies are to be put into candy bags so that the bags contain equal
amounts of candies of the same kind. There are 180, 240 and 300 of the different kinds of
candies respectively. Each candy has to got into a candy bag, that is, there must be no left
over candies. How many candy bags that could be filled? How many candies will there be in
a each bag? Can you think of away of getting the answer to this problem? Let us analyze the
problem. Since there should be no candies left over, the number of candies. This means that
the number of candy bags must be a factor of 180, 240 and 300. Let us work with simpler
numbers first.
B. Developmental Activities
1. Presentation
a. Factor Lists
A pupil will be asked to give a composite number less than 30, and give its factors.
Another pupil will be asked to give another number with its factors.
b. Prime Factorization
Discuss how to get the prime factors of a given number using the factor tree.
2. Fixing Skills: Write the GCF of the following sets of numbers.
a. 2 and 6
b. 5 and 20
c. 8 and 24
d. 8 and 56
3. Generalization
What are the methods of finding GCF of given numbers? Which method do you like
best? Why? Could these methods be used to find the GCF of 3 or more numbers?
IV. EVALUATION
Find the GCF of each set of numbers.
1. 98, 147
2. 20, 75
3. 30, 35
4. 66, 110
5. 18, 24, 54
V. ASSIGNMENT
Find the GCF of each set of numbers.
1. 210, 231
2. 420, 504
3. 50, 75, 100, 125
4. 35, 63
5. 75, 45
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Determine the least common multiple (LCM) of 2 or more numbers
Value:
Confidence
d. 12, 10
3. Generalization
To determine the LCM with a set of numbers, list down all the multiples of the numbers
and get the least common multiple. Can this procedure be used to get the LCM of three or
more numbers?
IV. EVALUATION
Determine the LCM of each pair of numbers using the listing method.
1. 10 and 25
2. 20 and 50
3. 42 and 48
4. 20 and 45
5. 24 and 18
V. ASSIGNMENT
Find the LCM and GCM of each pair of number.
1. 15 and 30
2. 21 and 45
3. 16 and 24
5. 12 and 32
4. 8 and 12
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Name the fraction or mixed number described by a shaded region, set or point on the number line
Value:
Cooperation
d. 12 and 16
3. Motivation:
a. show illustration of figures
b. Ask the following figures
1. Which region shows a fraction whose value is less than 1? Name the fraction.
2. Which region shows a fraction whose value is equal to 1? Give the fraction.
3. Which region shows a fraction whose value is greater than 1? Name the fraction.
B. Developmental Activities
1. Presentation
Activity:
1. Ask the students to cut out articles in newspapers or magazines that show a fraction or
mixed number.
2. Ask them to make a collage of these articles on bond paper.
3. Ask them also to highlight with a marker the fractions or mixed numbers in the articles.
4. Discuss the value of cooperation with a learning partner. Illicit from the pupils how best
they could show cooperation in everything they do in school and the effect of it in the
task at hand.
2. Fixing Skills: Look at the figure.
1. Look at the figure.
a. Give two fractions to tell what part of the rectangular region is shaded red.
b. Give two fractions to tell what part of the rectangular region is shaded blue.
c. What part of the region is not shaded?
d. Give two fractions to describe the part of the region that lies to the left of the red line.
2. What fraction names point B?
3. Generalization
What is fraction? What does the numerator of the fraction tell? What are the kinds of
fraction we discussed? How do we name fractions give shaded regions, sets and number line?
IV. EVALUATION
Write the fraction of the shaded part
1.
2.
a. Write an improper fraction for the shaded part.
b. Write a mixed number for the shaded part.
V. ASSIGNMENT
Illustrate/draw the following fractions
3/8
6/5
3 2/3
8/12
12/5
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Rename fractions as decimals and vice versa.
Value:
Helpfulness
Change to decimals
b. 4/5
c. 7/12
d. 9/20
e. 15/40
3. Generalization
How do you change fraction to decimals? How do you change decimals to fractions?
IV. EVALUATION
Rename the decimals as fractions.
1. 0.7
2. 0.16
3. 0.03
4. 7.24
5. 4.005
V. ASSIGNMENT
Rename as fractions or decimals.
1. 5/8
2. 0.001
3. 12 7/50
4. 50.8
5. 2 17/500
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Solve for the missing term in a pair of equivalent fractions
Value:
2. Review:
What bigger number can divide equally the given pair of number.
a. 5
b. 14
c. 16
10
42
24
3. Motivation:
Find a partner. Look for a body parts which come in pairs. Does each pair have the same
function? Discuss the functions? What do you think will happen of one of the pair will be
damage? How will you take care of your body parts so they can function well?
B. Developmental Activities
1. Presentation
Activity: Working by learning team.
Give activity card for each group to work on.
1) 1 = _
2) 16 = 2
3) 2 = 4
4) 100 = _
3 6
3
5
1000 10
2. Fixing Skills:
1) 2 = _
3 9
4) _ = 63
9 81
5) __ = 3
12 6
5) 40 = 16
20
3. Generalization
How do we solve for the missing term in an equivalent fraction?
IV. EVALUATION
Solve for the missing term
1) 2 = _
2) 40 = 4
4 8
50
3) 9 = 3
4
4) 1 = 9
2
5) _ = 20
5 25
V. ASSIGNMENT
Use the number in the box to write an equivalent fractions. You can use a number more than once.
8
12
1. 3/12
14
2
2. 2/6
1
3
4
18
3. 6/12
4. 6/7
5. 4/8
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Reduce fractions to lowest terms
Value:
3. Generalization
When is a fraction is lowest terms? How do you reduce fraction to lowest terms?
IV. EVALUATION
Determine whether the fraction is in lowest terms. Write Yes or No.
1. 3/5
2. 2/6
3. 4/10
4. 5/12
5. 21/28
V. ASSIGNMENT
Write each fraction in lowest terms.
1. 9/12
2. 24/32
3. 25/65
5. 10/16
4. 4/10
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Change mixed numbers to improper fractions and vice-versa
Value:
Helpfulness
4. 4 = _
3 9
5. 9 = 3
12
B. Developmental Activities
1. Presentation
Strategy: Use a problem opener
1. How many flowers are there? How many groups of 3 are there? So we can also write
it as 10/3 which is equal to 3
2. What part of the group is a flower?
3. How many groups are there?
4. What part of a group is the flower?
5. How many wholes are there? (3) What part of the group is the left over? (1)
6. How do you write a fraction for this? (3 )
7. How many 1/3 are there?
8. What fraction can you write for this?
2. Fixing Skills: Write an improper fraction for each mixed number
1. 2 1/6 = ( 2 x 6 ) + 1 = 13/6
4. 6 4/6
2. 3 2/4
5. 7
3. 5 2/8
3. Generalization
How is improper fractions changed to mixed number? How is mixed change to improper
fractions?
IV. EVALUATION
Write as a mixed number.
1. 9/5
2. 10/3
3. 7/3
4. 13/4
5. 15/2
V. ASSIGNMENT
Express fraction in lowest term
1. 54/8
2. 40/12
3. 57/8
4. 38/4
5. 37/9
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Estimate fractions close to 0, 1/2 , 1
Value:
d. P2.36
3. Motivation:
Have you ever help an elderly person carry her heavy load? For example a woman
coming from the market with 3 bags of groceries? Will it lighten the load if you help her
carry 2 bags for her? How does it feel to help a person?
B. Developmental Activities
1. Presentation
Activity:
Game Where do you belong
1. Teacher prepares fractions on flashcards.
She divides the board in 3 parts and write
0
1
2. Any number of players
3. Teacher holds up a fraction.
4. The players estimate if the fraction is close 0, , or 1.
5. The player goes to where the fraction is close to. If his estimation is wrong he gets out of
the game.
6. The player/s who stay in the game win.
2. Fixing Skills:
a. 3/5
e. 5/11
3. Generalization
What is the reference point to estimate fractions close to 0, or 1?
IV. EVALUATION
Indicate if the fraction is close to 0, , 1.
1. 1
2. 6
3. 2
7
8
16
4. 4
5
V. ASSIGNMENT
Use numberline to estimate the fractions close to 0, , 1.
1. 7
2. 2
3. 3
4. 9
8
2
5
12
5. 1
3
5. 2
14
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Find the least common denominator (LCD) of a set of fraction
Value:
Fairness
d.
e. 9 and 18
4/7
3. Generalization
What are the methods of finding LCD?
IV. EVALUATION
Find the LCD
1. 5/9,
V. ASSIGNMENT
Find the LCD
1. 3/6, 5/18, 2/3
2. 4/9, 2/6, 2/3
2. , 7/8
3. , 2/3
3. 2/6, 1/3,
4. 2/3, 1/5, 5/6
4. 4/9, 1/6
5. 2/3, 1/7
5. 4/5, , 3/4
6. MATHEMATICS VI
7. Date: ___________
8.
9. I.
LEARNING OBJECTIVES
10. Order fractions in simple and mixed forms in ascending or descending order using different
methods
11.
12. Value: Confidence
13.
14. II.
LEARNING CONTENT
15. Skill:
Order fractions in simple and mixed forms in ascending or descending order using
different methods
16. Reference: BEC-PELC II. G.10
17.
Enfolding Mathematics VI
18. Materials: strips of paper, activity cards, flashcards, drawings
19.
20. III.
LEARNING EXPERIENCE
21.
A. Preparatory Activities
22.
1. Mental Computation
23.
Change the following fractions to lowest term.
24.
a. 2/4
b. 6/15
c. 10/18
d. 21/36
e.
18/24
25.
2. Motivation:
26.
How do you usually arrange name of pupils in a record? Why do we usually do it?
How about numbers, how do we usually write it? Why? Can we also write the reserve way?
27.
28. B. Developmental Activities
29.
1. Presentation
30.
a. Activity: Small Group Activity
31. Sample Activity Cards. Order from greatest to least. 5 7/8, 5 5/6, 5
32. Exercise 1: Order the fractions from least to greatest.
33.
1. 2/3, 2/9, 2/7, 2/5
2. , 1/8, , 1/3
3. 5/7, 5/6,
5/12, 5/9
34. Exercise 2: Order the fractions from greatest to least.
35.
1. 1/9, 13/14, 4/9
2. , 5/8, 2/5
3. 4/5, 4/7,
36.
b. Make a report on the work of each group.
c.
Discuss.
37.
d. Guide the pupils for some learning insights.
38.
39.
2. Fixing Skills: Order the fraction in descending order:
40.
a. 6 , 6 2/3, 7 1/10, 5 2/3
b. 12 7/11, 12 , 13 1/11
c. 1 2/6, 1 3/6,
1 4/6
41.
42.
3. Generalization
43.
What are the different ways of ordering fractions? What should be the basis in
ordering fractions in ascending orders? Descending order?
44.
45. IV.
EVALUATION
46.
Arrange the fractions in ascending order
47.
1. 2/5,
48.
2. 5/8,
49.
3. ,
1/3, 4/8
, 2/3
2/3, 5/9
50.
4. 8 ,
5 2/5, 7
51.
5. 8
1/8, 2 1/8, 6 1/8
52.
53. V.
ASSIGNMENT
54.
Arrange the fractions in descending order.
1. 4/12, 4/9, 4/10, 4/7
3. 2/3, 5/6, 4/9
2. , 1/5, 1/10
4. 4/5, , 7/10
6. MATHEMATICS VI
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
Date: ___________
I.
LEARNING OBJECTIVES
Solve mentally word problems involving fractions
Value: Wise use of time
II.
LEARNING CONTENT
Skill:
Solving mentally word problems involving fractions
Reference: BEC-PELC G. II, 11.1
Enfolding Mathematics VI
Materials: Math Textbook
III.
1.
a.
b.
c.
26.
27.
28.
29.
32.
33.
34.
36.
37.
38.
39.
40.
41.
42.
43.
44.
49.
LEARNING EXPERIENCE
A. Preparatory Activities
Mental Computation
Game - Who are you
Form 4 team with equal members
Teacher flashes cards for pupils to answer.
The first pupil tries to answer the question or condition flashed. Each member takes turns
to satisfy the condition. The team with the most correct answers is declared the winner.
25.
2. Review: Check up of assignment
Reduce the following to lowest term:
a. 2/4
b. 6/8
c. 10/15
d. 10/6
e.
15/30
2. Motivation:
30.
Ask pupils if they have friends. Let them tell what they do with their friends.
31.
B. Developmental Activities
1. Presentation
Activity: Problem Opener
35.
Lito spends 1 hours gardening and 1 hours cleaning the yard on Saturday and
Sunday. How many hours of the day does he spend profitably?
a. What are the things you must look into the problem before solving it?
b. What is asked in the problem?
c. What facts are given?
d. Can you solve the problem mentally? Reduce your answer to lowest term.
e. What profitable things does Lito do on weekends?
2. Fixing Skills: Write your answer on your Show Me Board
1. My sum is 5/6. What fraction could we be?
2. I am a whole number and a fraction. What am I?
45. 3. I am dividend into 12 equal parts. You take 9 parts out of me. What names can you
give me?
46. 4. What my total and 6/8. Simplify my name?
47. 5. I am the number 1. Name me as a fraction. How many names can you give me?
48.
3. Generalization
50.
51.
52. IV.
EVALUATION
53. 1.
Father had 40 4/8 meters of wire. He used 10 2/8 meters to fence his rectangular
garden. How much wire was left?
54. 2.
The first swimmer to reach the finish line was timed 58 4/10 seconds while the last
swimmer was 64 8/10 seconds. What was the difference in time?
55. 3.
The first set of a volleyball game was finished 45 7/10 minutes. The second set was
finished in 35 5/10 minutes. How much longer did it take to finish the first set than the second
set?
56.
57. V.
ASSIGNMENT
58.
Make 5 word problems in fractions that can be solved mentally.
59. MATHEMATICS VI
60.
61.
62.
63.
64.
65.
66.
67.
68.
69.
70.
71.
72.
73.
74.
75.
76.
77.
Date: ___________
I.
LEARNING OBJECTIVES
Visualize addition and subtraction of fractions.
Value: Being physically fit
II.
LEARNING CONTENT
Skill:
Visualizing addition and subtraction of fractions
Reference: BEC-PELC II. H.1
Enfolding Mathematics VI
Materials: strips of paper, fractions chart, cutouts
III.
LEARNING EXPERIENCE
A. Preparatory Activities
1. Mental Computation Group Activity:
Wheres My Other Pair?
78.
Match the slippers below with its pair on the box so that the fraction written on it is
in its lowest terms.
79.
2. Review: Check up of assignment
80.
3. Motivation:
81.
Give each group sets of fractions written on flashcards. Let them group each set to
similar or dissimilar fractions.
82.
Examples: , , 5/7 , 3/5, 4/7
3/8, 1/8, 6/8
83. B. Developmental Activities
84.
1. Presentation
85.
Activity: Group Activity - Present a Word Problem
86.
Jose jogs regularly. He jogged 1/5 km then he saw a friend. He jogged another 3/5
km then he stopped for a while. How many kilometers have he jogged?
87.
a. What does Jose do regularly?
88.
b. What is asked in the problem?
89.
c. What are the given facts?
90.
d. What operation is needed to solve the problem?
91.
e. What is the number sentence?
92.
f. How can you solve the problem using your fraction chart
93.
2. Practice Exercises: Show how to add.
94.
a. 1/6 + 1/6
b. 1/3 + 1/3
c. + 1/4
d. +
95.
3. Generalization
96.
How do you visualized addition and subtraction of fractions
97.
98. IV.
EVALUATION
99.
Show the sum of:
100.
1.
102.
3.
103.
4.
+ 2/4
1+1
3/9 + 1/9
101.
2.
+ 2/9
3/8 + 1/8
104.
5.
3/4 +
105.
106.
V. ASSIGNMENT
107.
How many can you do mentally? Record your score.
1. 1/6 + 3/6 + 1/6
3. 4/15 3/15
2. 3/10 + 2/10 + 5/10
4. 1/9 + 5/9
6. MATHEMATICS VI
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
Date: ___________
I.
LEARNING OBJECTIVES
Estimate in sum in simple and mixed forms
Value: Kindness to animals
II.
LEARNING CONTENT
Skill:
Estimating the sum in simple and mixed forms
Reference: BEC-PELC II H.2
Enfolding Mathematics VI
Materials: flashcards
III.
1.
26.
27.
1.
2.
3.
4.
28.
29.
LEARNING EXPERIENCE
A. Preparatory Activities
Mental Computation
Drill on Estimating Fractions Close to 0, or 1
Activity Where do I Belong?
Materials: 3 sets of 10 flashcards with fractions in simple and mixed forms; 3 cards each
having 0, , 1
Mechanics:
Form 3 teams. Three pupils will be assigned to hold the cards, 0, 1/2 , or 1. They stand in
front of the class.
Distribute the 3 sets of cards to each team.
Ask the members of each team to line up on the post where their fraction belong.
The class will process the responses.
2. Motivation:
30.
Ask pupils if they have friends. Let them tell what they do with their friends.
31.
32. B. Developmental Activities
33.
1. Presentation
34.
Activity- Working In Pairs
35.
Complete each statement. Use each fraction in the circle once.
36.
1. 8/10 + ____ is about 2
37.
2. ___ + _____ is about 2
38.
3. ___ + 11/13 is close to 2
39.
4. ___ + ____ is about 1
40.
Have each pair of pupils work collaboratively to discover and identify the addends
that will result to the sum close to the given answers.
41.
42.
2. Fixing Skills: Estimate the sum.
43. a. 7/8 + 3/7
c. 6/7 + 8/9
e. 12/13 + 6/7
44. b. + 4/5 + 1 7/8
d. + 11/12
45.
46.
3. Generalization
47.
How do you estimate the sum of fractions in simple and mixed forms?
48.
49.
50. IV.
EVALUATION
51.
Estimate the sum.
52.
1. +
54.
3. 3/20
15/16 =
+ 5/9 =
53.
2. 3/5 +
55.
4. 6
9/10 =
1/10 + 7 =
57.
58. V.
ASSIGNMENT
59.
Estimate the sum
1. 4/9 + 5/8 + 35
2. 4 7/9 + 5 2/10
3. 8/15 + 9/10
4. 6 5/9 + 2 7/9
5. 3 1/8 + 10 3/5 + 9 9/10 + 12 6/6
60.
61.
62.
63.
64.
56.
5. 6
11/12 + 8 1/8 =
65. MATHEMATICS VI
66.
67.
68.
69.
70.
71.
72.
73.
74.
75.
76.
77.
78.
79.
80.
81.
82.
83.
84.
Date: ___________
I.
LEARNING OBJECTIVES
Estimate difference of fractions in simple and mixed forms.
Value: Thoughtfulness
II.
LEARNING CONTENT
Skill:
Estimate difference of fractions in simple and mixed forms.
Reference: BEC-PELC II.H.2
Enfolding Mathematics VI
Materials: flashcards with fractions in simple and mixed forms
III.
1.
85.
86.
87.
1.
2.
3.
88.
89.
90.
91.
92.
LEARNING EXPERIENCE
A. Preparatory Activities
Drill Mental Computation
Estimating Fraction Close to 0, , 1
Activity - Fishing
Materials:
3 sets of 8 flashcards with fractions in simple and mixed forms which are
color coded (4 colors)
3 big cards each having 0, , 1
Mechanics:
From 3 teams. Each leader of the team gets 1 of the 3 big having 0, , 1.
Have each member of the team get a card fastened on the board that will be close to the
figure (0, , 1) printed on the big card.
The class will process the answer of each team.
2. Review:
Estimate the sum to the nearest whole number
a. 5/12 + 10/18 b. 1/3 + 1/12
c. 14/15 + 1/20
d. 7/9 + 1/18
3. Motivation:
93.
Do you ever have the experience of measuring a ribbon? For a bow tie?
94.
Who have seen the bow and tie of a ribbon?
95.
96. B. Developmental Activities
97.
1. Presentation
98.
Activity: Tie a Ribbon
99.
Roda has 2 9/10 m of ribbon to tie a gift for mothers birthday. If she cuts 7/8 m to tie
he pig tails, about how long will be left for the birthday gift?
100.
1. Answer the questions:
101.
a.
Who has 2 9/10 m of ribbon?
102.
b.
Why does Rhoda have to put ribbon on the gift?
103.
c.
Why did Rhoda cut 7/8 m from the 2 9/10m?
104.
2. Lead the pairs of pupils to analyze and solve the problem.
105.
a.
Help them see what happened when Rhoda cut 7/8m form 2 9/10m?
106.
b.
Let them think aloud such as:
107.
2 9/10 7/8 =
108.
3 1 = 2, close to 2 m
109.
110.
2.
111.
1/6 2
112.
113.
3.
114.
forms?
115.
116.
117.
118.
-3=
119.
c. 1 - 9/12 =
d. 3
Generalization
How do you estimate the difference of fractions in simple and mixed
IV. EVALUATION
Estimate the difference.
1. 6
120.
2.
14 /15
7/9 =
121.
1/8 =
1/6 =
3.
1 3/8
122.
6/7 =
4.
5 7/9
5.
4 1/3
123.
124.
V. ASSIGNMENT
125.
Choose the fractions/mixed forms in the rectangle to complete the equations to
have estimated difference.
2 9/10
2/9
3 8/9
1. - 6 8/9 = 0
2. 5 1/9 - = 2
8
7 1/16
3. - 4/5 = 1
9 1/5
5
4. 6 8/9 - = 5
2 14/15
10/13
5. - 10/12 = 3
126.
127.
128.