FIRST QUARTER WEEK 5

I. OBJECTIVES
The learner demonstrates understanding of the four fundamental operations
A. Content Standards
involving fractions and decimals.
The learner is able to apply the four fundamental operations involving fractions and
B. Performance Standards
decimals in mathematical problems and real – life situations.
M6NS-Ie-111.3
C. Learning Competencies/
The learner multiplies decimals and mixed decimals with factors up to 2 decimal
Objectives
places

II. CONTENT Multiplying Decimals and Mixed Decimals with Factors Up to 2 Decimal Places

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
MISOSA Module Gr. 5 – Multiplication of Mixed Decimals; Proded Math 36-C:
Learning Resources (LR)
Multiplying Mixed Decimals
Portal
B. Other Learning Resources
IV. PROCEDURE
The school hosted a singing contest. The scores of two contestants in the Finals are
shown in the table below:
Stage Presence
Voice Quality (40)

Technique (25)

Impact (15)
Contestant

(20)

Jo 35.7 17.6 20.8 14

A. Reviewing previous lessons or
presenting the new lesson Jen 36.3 15.9 21 13.2

Answer the following

Questions.
1) What is Jo's total score? What is Jen's total score?
2) Who won between Jo and Jen?
3) Flow many more points should the non-winner have scored to tie with the
winner?
Ask:
Do you know how much we weigh on the Moon? To find out, we need to multiply our weight
B. Establishing a purpose for the
on Earth by approximately 0.17 so we would know our weight on the Moon
lesson
Inform the learners that today they will be learning how to multiply decimals and
mixed decimals by whole numbers.
Present this problem. "Louis, an astronaut, will travel to the moon to do some explorations
on its surface. He weighs 63 kg here on Earth. What would be his weight when he lands on the
moon?"
C. Presenting Check if they understand the problem (e.g., What is his weight here on Earth? What is the
examples/instances of the problem asking us to do?).
new lesson Ask for an estimate of the answer.
Do you think his weight on the moon is more than 10 kg? What is the most it could be? Could it
be 12 kg?

Think-Pair-Share Once an estimate is decided on, give each pair time to think about
and solve the problem. Then, let them share their solutions with another pair.
63 x 0.17 = 10.71 kg
D. Discussing new concepts and
Using only the result of this computation and estimation, let them give the exact
practicing new skills #1
answer to each of the following:
6.3 x 0.17 63 x 1.7
0.63 x 0.17 6.3 x 1.7
 FIRST QUARTER WEEK 5

Ask: How did you know where to place the decimal point in each product?

E. Discussing new concepts and Find each product. Example: 3.04 x 0.6 (see also Proded Math 36- C, pp. 5-7)
practicing new skills #2 Ask: How does multiplying decimals compare with multiplying whole numbers?
Encircle the statement that gives the greater product.
Examples:
F. Developing Mastery
1) 0.29 x 0.8 0.92 x 0.08
2) 5.4 x 0.17 0.45 x 7.1
A student assistant in a university earns P35 per hour. The table below shows the number of
hours she worked each day during a certain week.
Day Hours
Monday 3.5
G. Finding practical applications Tuesday 2.25
of concepts and skills in daily Wednesday 275
living Thursday 22
Friday 4.10
How much did she earn each day?
How much did each earn in that week?

How do we multiply decimals and mixed decimals?

H. Making generalizations and
How do you know where to place the decimal point in the product?
abstractions about the lesson
Complete each statement.
1) ______________The product of 2.5 and 3.45 is .
2) 18.72 times 2.9 is ___ .
I. Evaluating learning 3) 2.35 x 1.6 = _______ .
4) 24.56 multiplied by 3.5 is equal to .
5) When 3.57 is multiplied by 14.2, the number of decimal places in the product is
because
Put the decimal point in the correct place in the product.
1) 1.2 x 6 =72
J. Additional activities for 2) 12.4 x 0.78 = 9 6 7 2
application or remediation 3) 3.34 x 1.4 = 4 6 7 6
(Assignment) 4) 2.3 x 12.3 = 2 8 2 9
5) 2.34 x 1.23 = 2 8 7 8 2
Use the table below to find the amount to be paid for the given number of each
item.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
of the formative assessment
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson.
D. No. of learners who continue to
require remediation.
E. Which of my teaching strategies
worked well? Why did these
work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover which
I wish to share with other
teachers?

I.OBJECTIVES
A.Content Standards
B.Performance Standards
C.Learning Competencies/
Objectives
II.CONTENT
III. LEARNING RESOURCES
A.References
1.Teacher’s Guide pages
2.Learner’s Materials pages
3.Textbook pages
4.Additional Materials from
Learning Resources (LR) Portal
B.Other Learning Resources
IV.PROCEDURE
A.Reviewing previous lessons or
presenting the new lesson
B.Establishing a purpose for the
lesson
C.Presenting examples/instances
of the new lesson
D.Discussing new concepts and
practicing new skills #1
E.Discussing new concepts and
practicing new skills #2
F.Developing Mastery
FIRST QUARTER WEEK 5
The learner demonstrates understanding of the four fundamental operations
involving fractions and decimals.
The learner is able to apply the four fundamental operations involving fractions and
decimals in mathematical problems and real – life situations.
M6NS-Ie-111.3
The learner multiplies decimals and mixed decimals
with factors up to 2 decimal places
Multiplying Decimals and Mixed Decimals with Factors Up to 2 Decimal Places
MISOSA Module Gr. 5 - Multiplication of Mixed Decimals; Proded Math 36-C:
Multiplying Mixed Decimals
Flash the following and let each pair show their answers using their drill boards.
2.4 x 6 23.9 x 1.1 8.25 x 0.43 73 x 14.2 23.4 x 1.25
Ask:
How do we multiply decimals and mixed decimals?
How do you know where to place the decimal point in the product?
Ask:
Who among you do a lot of exercise? What activities do you engage in to make yourself
physically fit? Why is it important for us to exercise? What benefits do we get from it?
Inform the learners that today's lesson will help them improve their skills further in
multiplying decimals and mixed decimals
Present this problem.
"Lola Patring keeps her body healthy by walking everyday. She walks at a rate of 25.4 meters
per minute. How far can she walk in 4.75 minutes?"
Check if they understand the problem.
(What does Lola Patring do to make her body healthy? How far can she walk in a minute?
What is the problem asking us to do?)
Ask for an estimate of the answer. Then, let them think about how they can arrive
at the exact answer.
Think-Pair-Share Once an estimate is decided on, let them solve the problem with a
partner. Then, let them share their solutions with the class.
25.4 x 4.75 = 120.65 m Ask:
What do you notice between the number of decimal places in the factors and the number of
decimal places in the product?
When do you drop zeros in a decimal product?
Post the following situation.
Fred and Perry are shown the following statement: 308 x 10.25 =
Fred thinks that the exact answer can be read up to the ten thousandths place. But, Perry
thinks it would be easier to read it until the hundredths place only. Which of them is correct?
Why?
In this number puzzle, the number in each square is the product of the numbers in
the circles on either side of the square. Complete the puzzle
.
 FIRST QUARTER WEEK 5

Mother bought 10.5 kilos of sugar at P52.95 a kilo. How much did she pay for it?
Ask the learners to think of other situations wherein multiplying decimals would be
G.Finding practical applications of
useful to them.
concepts and skills in daily living

How do we multiply decimals and mixed decimals?

H.Making generalizations and How do you know when to annex or drop zeros in the decimal product?
abstractions about the lesson

A swimmer can swim 50.2 meters in 1 minute. How far can he swim in:
1) 0.5 minute?
2) 1.25 minutes?
I.Evaluating learning
3) 3.75 minutes?
4) 10.25 minutes?
1) half an hour
Read, analyze, and solve each problem. Show your complete and neat solution.
1) In April, a small business establishment spent an average of P175.25 daily on
electricity. How much did it pay for electricity during that month?
2) A carpenter is computing for the area of each room in the house that they are
J.Additional activities for
constructing. Help him complete the table below.
application or remediation
length width Area
(Assignment)
5.45 m 3.2 m
10.2 m 4.1 m
6.75 m 5.61 m
10.75 m 6.32 m
4.32 m 3.12 m
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80%
of the formative assessment
B.No. of learners who require
additional activities for remediation
C.Did the remedial lessons work?
No. of learners who have caught up
with the lesson.
D.No. of learners who continue to
require remediation.
E.Which of my teaching strategies
worked well? Why did these work?
F.What difficulties did I encounter
which my principal or supervisor
can help me solve?
G.What innovation or localized
materials did I use/discover which I
wish to share with other teachers?

I.OBJECTIVES
A.Content Standards
B.Performance Standards
C.Learning Competencies/
Objectives
II.CONTENT
III. LEARNING RESOURCES
A.References
1.Teacher’s Guide pages
2.Learner’s Materials pages
3.Textbook pages
4.Additional Materials from
Learning Resources (LR) Portal
B.Other Learning Resources
IV.PROCEDURE
A.Reviewing previous lessons or
presenting the new lesson
B.Establishing a purpose for the
lesson
C.Presenting examples/instances
of the new lesson
D.Discussing new concepts and
practicing new skills #1
E.Discussing new concepts and
practicing new skills #2
FIRST QUARTER WEEK 5
The learner demonstrates understanding of the four fundamental operations
involving fractions and decimals.
The learner is able to apply the four fundamental operations involving fractions and
decimals in mathematical problems and real – life situations.
M6NS-Ie-111.4
The learner multiplies mentally decimals up to 2 decimal places by 0.1, 0.01,10, and
100.
Multiplying Decimals Up to 2 Decimal Places by 0.1, 0.01, 10 and 100 Mentally
Revisit the previous lesson by giving some examples for the learners to work on.
Then ask them to explain how to multiply decimals and mixed decimals.
Then, flash the following and let them show their answers using their drill
23 x 1 23 x 10
23 x 100 23 x 1000
23 x 10 000
Ask: What is a quick way to get the answer when a whole number is multiplied by 10, 100, or
1000 (or even 10 000)?
Ask: Have you tried selling items to a junkshop before? What items have you sold? Is it good
that we sell items to junkshops? Why?
Inform the learners that the target for this lesson is for them to multiply decimals mentally not
only by 10 and 100, but also by 0.1 and 0.01.
Present this situation. Mang Ambo sold copper wire to the nearest junkshop. The table
below shows the packs of copper wires he sold.
Pack Amount per kg Weight in kg
A P45.75 0.01
B P45.75 0.1
C P45.75 10
D P45.75 100
Check if they understand the situation.
(How much is 1 kg of copper wire? How will Mang Ambo find the amount he will be paid for
each pack?)
Let them find how much Mang Ambo will be paid for each pack. Focus on Packs C
and D. Ask if they see any pattern.
45.75 x 10 = 457.5
45.75 x 100 = 4 575
Ask: When you multiply a decimal by 10 or 100, what do you notice about the multiplicand
and the product? What do you observe about their digits?
Provide more examples of multiplying decimals by 10 and 100.
Ask: When you multiply a decimal by 10 or 100, what is a quick way to get the
answer?
Focus on Packs A and B. Ask if they see any pattern.
45.75x 01 = 4.575
45.75 x 001 = 0.4575
 FIRST QUARTER WEEK 5

Ask: When you multiply a decimal by 0.1 or 0.01, what do you notice about the multiplicand
and the product? What do you observe about their digits?

Provide more examples of multiplying decimals by 0.1 and 0.01.

Complete the following puzzle.

F.Developing Mastery ACROSS

1) 1.436 x 100
2) 45.38 x 10
DOWN 1) 164 x 0.1
3) 10 x 3.83
4) 62.8 x 0.1
Mang Ambo found out that another junkshop buys copper wire at P48.5 per kg. How much
G.Finding practical applications of more could he have earned if he sold his 4 packs of copper wire to this junkshop than the other
concepts and skills in daily living one?
Ask: When is it useful to compute products mentally?
How do we multiply a decimal by 10 or 100? What is a quick way to get the answer
H.Making generalizations and
mentally?
abstractions about the lesson
How do we multiply a decimal by 0.1 or 0.01? What is a quick way to get the answer mentally?
Find the product mentally.
1) 8.4 x 10
2) 4.35 x 0.1
I.Evaluating learning
3) 134.23 x 0.01
4) 0.24 x 100
5) 1.23 x 0.1
Complete each table by following the rule.
Rule: Multiply by 0.1
Input Output
J.Additional activities for 0.5
application or remediation 7.12
(Assignment) 6.3
48.9
19.07

(Do this also for multiplying by 0.01, 10 and 100.)

V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80%
of the formative assessment
B.No. of learners who require
additional activities for remediation
C.Did the remedial lessons work?
No. of learners who have caught up
with the lesson.
D.No. of learners who continue to
require remediation.
E.Which of my teaching strategies
worked well? Why did these work?
F.What difficulties did I encounter
which my principal or supervisor
can help me solve?
G.What innovation or localized
materials did I use/discover which I
wish to share with other teachers?

I.OBJECTIVES
A.Content Standards
B.Performance Standards
C.Learning Competencies/
Objectives
II.CONTENT
III. LEARNING RESOURCES
A.References
1.Teacher’s Guide pages
2.Learner’s Materials pages
3.Textbook pages
4.Additional Materials from
Learning Resources (LR) Portal
B.Other Learning Resources
IV.PROCEDURE
A.Reviewing previous lessons or
presenting the new lesson
B.Establishing a purpose for the
lesson
C.Presenting examples/instances
of the new lesson
D.Discussing new concepts and
practicing new skills #1
E.Discussing new concepts and
practicing new skills #2
F.Developing Mastery
G.Finding practical applications of
FIRST QUARTER WEEK 5
The learner demonstrates understanding of the four fundamental operations
involving fractions and decimals.
The learner is able to apply the four fundamental operations involving fractions and
decimals in mathematical problems and real – life situations.
M6NS-Ie-113.2
The learner solves routine problems involving multiplication of decimals and mixed
decimals including money using appropriate problem solving strategies.
Solving Routine Problems Involving Multiplication of Decimals and Mixed Decimals
Including Money Using Appropriate Problem
NFE A&E Learning Material: Multiplication and Division of Decimals (2001), pp. 17-
21
Flash the following and let them show their answers using their drill boards.
10 x 0.56= 4.63 x 0.1
2.36 x 0 .01 0.36 x 0.001
Ask:
How do we multiply decimals and mixed decimals by 10 and 100? How do we multiply
decimals and mixed decimals by 0.1 and 0.01?
Ask: Do your parents sometimes ask you to buy goods in a market? What items do
you usually buy? How do you feel when your parents ask you to buy something in
market? Why is it important to help your parents?
Original File Submitted and Formatted by DepEd Club Member - visit
depedclub.com for more
Present the following problem to the class:
"Joan went to the market to buy fish to be cooked by her mother for lunch. She bought 2.5 kilos
of tilapia at P110 per kilo. How much did she pay for it?"
Check if they understand the problem. Ask for clarifications about it.
Let them think about how they can arrive at the exact answer. Then, ask for an
estimate of the answer
Let them work on this problem in pairs. Emphasize the use of Polya's 4 steps:
Understand Plan, Solve, and Check. Encourage them to use any appropriate
strategy that will help them solve the problem. Afterwards, let them display and
explain their solutions to the class
Read, analyze and solve. Mother bought 15.75 kilos of flour for making trays of polvoron. If
each kilo of flour costs P45.50, how much did she pay for it?
Let them present their solutions and explain why they think their answer is
accurate.
Point out the importance of following the four steps when solving word problems.
Read, analyze, and solve this problem.
The classroom is 12.5 meters long and 7.25 meters wide. What is its area?
[You may add more word problems. See NFE A&E Learning Material: Multiplication and
Division of Decimals (2001), pp. 17-18]
Ask the learners to think of situations outside the school wherein multiplying
 FIRST QUARTER WEEK 5

concepts and skills in daily living decimals would be useful to them

H.Making generalizations and
abstractions about the lesson
I.Evaluating learning
How do we solve word problems involving multiplication of decimals and mixed decimals?
(Referring to Polya's 4 steps) Why is each step important in problem solving?
Read, analyze and solve. Show your complete and neat solution.
Jason earns P380.65 daily. His sister earns 1.5 times what he earns daily. How much does his
sister earn in a day?
(You may add more.)

J.Additional activities for [See NFE A&E Learning Material: Multiplication and Division of Decimals (2001), pp.
application or remediation 19-21]
(Assignment)

V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80%
of the formative assessment
B.No. of learners who require
additional activities for remediation
C.Did the remedial lessons work?
No. of learners who have caught up
with the lesson.
D.No. of learners who continue to
require remediation.
E.Which of my teaching strategies
worked well? Why did these work?
F.What difficulties did I encounter
which my principal or supervisor
can help me solve?
G.What innovation or localized
materials did I use/discover which I
wish to share with other teachers?

I.OBJECTIVES
A.Content Standards
B.Performance Standards
C.Learning Competencies/
Objectives
II.CONTENT
III. LEARNING RESOURCES
A.References
1.Teacher’s Guide pages
2.Learner’s Materials pages
3.Textbook pages
4.Additional Materials from
Learning Resources (LR) Portal
B.Other Learning Resources
IV.PROCEDURE
A.Reviewing previous lessons or
presenting the new lesson
B.Establishing a purpose for the
lesson
C.Presenting examples/instances
of the new lesson
D.Discussing new concepts and
practicing new skills #1
E.Discussing new concepts and
practicing new skills #2
F.Developing Mastery
FIRST QUARTER WEEK 5
The learner demonstrates understanding of the four fundamental operations
involving fractions and decimals.
The learner is able to apply the four fundamental operations involving fractions and
decimals in mathematical problems and real – life situations.
M6NS-Ie-113.2
The learner solves non routine problems involving multiplication of decimals and
mixed decimals including money using appropriate problem solving strategies
Solving Non-Routine Problems Involving Multiplication of Decimals and Mixed
Decimals Including Money Using Appropriate Problem Solving Strategies
Let the learners revisit their experiences in the previous lesson.
Ask:
How do you know if a given word problem involves multiplying decimals and mixed decimals?
How do we solve such word problems?
Ask:
Do you find the problem, in the previous lesson interesting and challenging? Have you
experienced similar situations in real life?
Inform the class that the target in this lesson is fo them to develop their skills further in solving
word problems involving multiplication of decimal; and mixed decimals
Present the following problem to the class:
The area of a rectangular room is 24 square metres. What could be the possible dimensions of
the room?
Length Width Area
Check if they understand the problem. Ask for clarifications about it
Let them work on this problem in small groups. Emphasize the use of Polya's 4
steps: Understand, Plan, Solve, and Check. Encourage them to use any appropriate
strategy that will help them solve the problem. Afterwards, let them display and
explain their solutions to the class.
Some possible answers:
Length Width Area
3m 8m 24 m
2.4 m 10 m 24 m
7.5 m 3.2 m 24 m
. Ask:
How is this problem similar to/different from the problems we solved yesterday?
What makes this problem challenging?
Replace each letter with a numeral that will make the following computation true.
3 . A 4
x B . C
C . A B
 FIRST QUARTER WEEK 5

Point out that there are problem situations in the real world that they will find to
have no clear pat to an answer. Ask them why it is important for them to be
G.Finding practical applications of
capable of solving different types of problems.
concepts and skills in daily living

How do we solve word problems involving multiplication of decimals and mixed decimals?
H.Making generalizations and
(Referring to Polya's 4 steps) Why is each step important in problem solving?
abstractions about the lesson
Read, analyze and solve. Show your complete and neat solution.

I.Evaluating learning
J.Additional activities for
application or remediation
(Assignment)
Emily plans to make a 4.5m-by-4.5m square garden in her backyard. But due to lack
of space, she decides to make it rectangular instead, whil covering the same area.
What could be the possible dimensions of her garden?
Luis has P25, made up o' 10-centavo and 25- centavo coins. How man' of each kind
could he possibly have?

V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80%
of the formative assessment
B.No. of learners who require
additional activities for remediation
C.Did the remedial lessons work?
No. of learners who have caught up
with the lesson.
D.No. of learners who continue to
require remediation.
E.Which of my teaching strategies
worked well? Why did these work?
F.What difficulties did I encounter
which my principal or supervisor
can help me solve?
G.What innovation or localized
materials did I use/discover which I
wish to share with other teachers?
I.OBJECTIVES FIRST QUARTER WEEK 6
A. Content The learner demonstrates understanding of the four fundamental operations
Standards: involving fractions and decimals.
B. Performance The learner is able to apply the four fundamental operations involving fractions
Standards: and decimals in mathematical problems and real-life situations.
Solve multi-step problems involving multiplication
of decimals, mixed decimals and whole numbers
C. Learning
including money using appropriate problem solving
Competencies
strategies and tools.
M6NS-If-113.3
A. Solve multi-step problems involving multiplication of decimals, mixed
decimals and whole numbers including money using appropriate problem
A. Lesson
solving strategies and tools.( M6NS-If-113.3)
Objectives
B. Write an equation to solve word problems
C. Appreciate the value of cooperation in group activities.
Solving Multi-step Problems Involving
Multiplication of Decimals, Mixed Decimals
II. CONTENT and Whole Numbers Including money Using
Appropriate Problem Solving Strategies and
tools
III. LEARNING RESOURCE
A. References
1. Teacher's Lesson Guide in Elementary Math Grade 6. 2010. pp. 96-100
Guide pages
2. Learner's
Materials /pages

3. Textbook pages Building New Horizon in Math pp.89-92 by Ma. Dolora Zaragoza, Fidel G.
Zaragosa, Margarita R. Casupang, Analyn C. Macapagal, Ma Luisa D. Lecaros,
Doris L. Bartolome
4. Additional Materials
from Learning
Resource portal
B. Other Learning Spin wheel, activity cards, flashcards
Resources /SIM
IV. PROCEDURE
A. Reviewing previous Drill:
lesson or presenting Mental Computation (Using Spin Wheel)
the new lesson
(Introductory
Activity /Energizer)

 The teacher ask the pupils to take turn in spinning the wheel
 Each equation will be answered by the pupils mentally
 Use the show-me boards to write their answers
 The pupils with the most numbers of correct answers win

Review: Steps in solving problems involving multiplication of whole number

 Assign number to pupils by counting themselves 1 to 5.
 Have the pupils read the problem cards flash by the teacher
 Teacher will call:
 All 1s- give what is asked.
 All 2s- give the facts
 All 3s- give the operation
 All 4s- give the number sentence
 All pupils- solve and give the answer
Sample Problem:
Dana and Danise can make 12 brooms in one day. How many brooms
can the make in one week?
 B. Establishing a  How much “baon” or money do you have today?
purpose for the  How will you spend it?
lesson  Are you going to spend it all or save part of it? Why?
(Motivation)  Why do we need to be thrifty?
 Our problem today talks about a boy who spend his money wisely?

C. Presenting examples/ Developmental Activity (Using life situation problem)

instances of the new
lesson Philippe received P50 school allowance
(Demonstration/Mode from her mother. He plans to save 0.25 of it.
lling) How much money will he save?
 What is asked in the problem?
(Constructivism/Collaborative)  What are the facts given ?
 What process is to be used to solve the problem?
 What is the equation for the problem?
 Solve the problem using the correct operation
Present another example:
Rhoda bought 2 notebooks at P48.50 each and a pad at P30.75. If her
money was a 200-peso bill, how much was her change?
1.The problem asks you to look for_____
2. The given facts in the problem are____.
3. The relevant facts to solve the problem are___
4.The hidden question are____
5.The processes to be used are___
6.The equation for the problem is___
8. How many more notebooks and pad paper can she buy with her change?
Valuing: Give emphasis on being thrifty since the lesson involves money.
D. Discussing new From the activity
concepts and  What is asked in the problem?
practicing new skills  What are the given facts?
#1 (Analysis)  What are the facts given to come up with a solution?
 What process is to be used to solve the problem?
 What is the equation for the problem?
 Make them carry out the plan by performing the operation involved.
 Solve the problem using the correct operation
 How many digits are there in the factors?
 How many decimal places are there in all factors?
 What is the complete answer?
Provide another problem if necessary.
E. Discussing new Directions: Read and analyze the given problem carefully. Answer the question
concepts and on each number by choosing the letter of the correct answer.
practicing new skills
#2 Jan earns P24.95 an hour working in a school canteen
(Guided Practice) as working student. He works only 8 hours a week. How much
does he earn a week?
1. What is asked in the problem?
a. The number of days in a week
b. The money earns by Jan in an hour
c. The money earns by Jan in a week
d. The number of hours Jan works in a
week.
2. What are given in the problem?
a) P24.95, 8 hours a week
b) P24.95, P8 per hour
c) P24.95, 8 hours a day
d) P24.95, 8 hours a month
3. What is the operation to be used?
a) Addition

F. Developing mastery
(Independent Practice)
b) Subtraction
c) Multiplication
d) Division
4. What is the equation?
a) P24.95 + 8 = N
b) P24.95 - 8 = N
c) P24.95 x 8 = N
d) P24.95 ÷ 8 = N
5. What is the answer?
a. P32.95
b. P16.95
c. P199.60
d. P 3.12
Directions: Read and analyze the given problem. Then answer the questions on
each number.

Mother bought 15 pineapples at P15.50 each. How

much did she get from her P300.00 peso bill?

1. What is asked in the problem?

2. What are the given facts?
3. What operation to be used?
4. What is the equation for the problem?
5. What is the complete answer?
G. Finding practical Cooperative Work
applications of  Divide the class into 4 groups.
concepts and skills in  Let each group solve the problem using steps in solving word problem.
daily living Group 1 & 2
(Application) Mother bought 3 kg of sugar at P23.70 per kilogram and 2 kg of rice at P21.50
per kilogram. How much change did she receive from her P500.00?
Group 3& 4
Mr. Perez wanted to cover his garden with Bermuda grass. The length of his
garden is 8.34 m and the width is 5.16m . How many square meters of
Bermuda grass will he need?
H. Making What are the steps in solving a word problem?
generalizations and How do you translate problem into number sentence or equation?
abstractions about The following steps in solving word problem?
the lesson 1. Know what is asked in the problem.
(Generalization) 2. What are the given facts.
3. What is the operation to be used.
4. What is the equation.
5. Find and give the answer
Always remember in solving word problems, analyze the problem first
then write an equation about it and finally use the determined operation.
Always label the answer with the correct units.
I. Evaluating Learning Directions: Read and analyze the problem. Then complete the sentence for
(Evaluation) each number.

Ellaine wants to buy 6 cans of milk at P21.75 each.

How much money will she need to buy it?
1.The problem asks for _____________________
2.The given facts in the problem are ___________
3._______ is the operation involved in the problem.
4.The equation for the problem is ______________
5.________________ is the complete answer.

J. Additional activities Directions: Read each problem, analyze it step by step and solve.
 for application or 1.How much will 15 kg of ground beef cost if one kilogram costs P180.95?
remediation 2.A carpet costs P172.85 per square meter. If you want to buy 7.5 square meter
(Assignment) of carpet, how much will you pay? ( round your answer to the nearest centavo)

V.REMARKS
VI.REFLECTION
A. No. of learners who
earned 80% of the
formative assessment

B. No. of learners who

require additional
activities to
remediation

C. Did the remedial

lessons work? No. of
learners who have
caught up with the
lesson

D. No. of learners who

continue to require
remediation

E. Which of my teaching
strategies worked
well? Why did these
work?

F. What difficulties did I

encounter which my
principal or supervisor
can help me solve?

G. What innovation or
localized material did
I use/discover which I
wish to share with
other teachers?
I.OBJECTIVES FIRST QUARTER WEEK 6
A. Content The learner demonstrates understanding of the four fundamental operations
Standards: involving fractions and decimals.
B. Performance The learner is able to apply the four fundamental operations involving fractions
Standards: and decimals in mathematical problems and real-life situations.
Solves problems involving multiplication of decimals, mixed
C. Learning decimals and whole numbers including money using appropriate problem
Competencies solving strategies and tools.
( M6NS-If-113.3 )
A. Solve multi-step problems involving multiplication of decimals, mixed decimals
and whole numbers including money using appropriate problem solving strategies
D. Lesson
and tools
Objectives
B. Describe the answer in a complete sentence with proper label or units
C. Appreciate the value of cooperation in group activities.
Solving Multi-Step Problems Involving
Multiplication of Decimals, Mixed Decimals and
II. CONTENT Whole Numbers Including money Using
Appropriate Problem Solving Strategies and
Tools
III. LEARNING RESOURCE
A. References
1. Teacher's Lesson Guide in Elementary Math Grade 6. 2010. pp. 96-100
Guide pages
2. Learner's
Materials/
pages

3. Textbook Building New Horizon in Math pp.93-97 by Ma. Dolora Zaragoza, Fidel G.
pages Zaragosa, Margarita R. Casupang, Analyn C. Macapagal, Ma Luisa D. Lecaros,
Doris L. Bartolome
4. Additional Materials
from Learning
Resource portal
B. Other Learning Dart Board, activity card, flashcards
Resources /SIM
IV. PROCEDURE
A. Reviewing Drill:
previous lesson or Mental Computation
presenting the new  The teacher flashes cards with different equations base on their previous
lesson lessons
(Introductory  Let the pupils perform the indicated operations in the equations mentally
Activity /Energizer) by writing their answer on their show-me board
 Check the speed and accuracy of the pupils
 Sample equation

0.4 0.9 1.2 0.15 1

+ 0.7 x 0.8 - 0.5 x 0.3 - 0.2
Review:
Board Game

Mechanics:
a. Present a problem on the board.
b. Leaders will throw a die on the board placed on the table. The
corresponding points if they can answer correctly the questions are the
following:
 c. Failure to give the correct answer means a deduction from their points.
d. Teacher gives emphasis on analysing 2-step problems.
Example:
In a class of 27 boys and 25 girls, 16 joined the choir. How many are not
members of the choir?
B. Establishing a Song (Tune: It’s I Who Build Community)
purpose for the It’s us, it’s us, it’s us
lesson who can solve a Math problem
(Motivation) It’s us, it’s us, it’s us
who can solve a Math problem
It’s us, it’s us, it’s us
who can solve a Math problem
It’s us, it’s us who can solve all Math problems
Through cooperation and unity
We can solve Math problem easily
 What does the song tell us?
 How do we solve Math problem easily?
 Why do you think cooperation is important in working together?
C. Presenting Developmental Activity (Using life situation problem)
examples/
Daisy bought 2 notebooks at P48.50 each and a pad paper
instances of the
at P30.75. If her money was a 200 peso bill, how much was her
new lesson
change?
(Demonstration/Modelling)
(Constructivism/Collaborative)
Let the pupils analyze the pupils by asking the following question.
 What does the problem asked for?
 What are the relevant facts given to come up with a solution?
 Are there hidden questions in the problem? What are these hidden
questions?
 What are the processes to be used to solve the problem?
Group Activity: Cooperative learning

Activity Card
One day, Luz and Cheng visited a book fair in one of the
malls. Cheng saw 2 books costing P 44.85 and P 67.50 each.
She wanted to buy the 2 books and 8 pieces of bookmarks
which cost P8.75 each but she only had P127.85. Luz offered
to share her money. How much did Luz share to Cheng so
that she could buy the books and bookmarks?

Each of the groups will analyze the problem with the following questions:
a. What does the problem ask for?
b. What are given?
c. What process/es will you use to solve it?
d. What are the hidden question?
e. Translate into a number sentence.
f. Solve for the answer and label your answer.
The first to finish, will present their answers on the board.
Give another problem to be solved cooperatively by the class.
Sample Problem:
Mrs. Reyes makes blouses and skirts. She has 1.25 m for the blouse
and 1.35 m for the skirt. How much will 12 blouses and skirts cost if a meter
of the materials used costs P45.25?
D. Discussing new Let the pupils analyze the pupils by asking the following question.
concepts and  What does the problem asked for?
practicing new  What are the relevant facts given to come up with a solution?
skills #1  Are there hidden questions in the problem? What are these hidden
(Analysis) questions?
 What are the processes to be used to solve the problem?
 Ask them to make a plan by writing the correct equation for the problem
 What is the equation for the problem?

Make them carry out the plan by performing the operations involved.
 Solve the problem step by step

What is the complete answer?

How are we going to describe the answer?
Provide another problem if necessary.
E. Discussing new Directions: Read and analyze the given problem carefully. Answer the question
concepts and on each number by choosing the letter of the correct answer.
practicing new
skills #2 Danise bought 5 black pens at P5.25 each and a
(Guided Practice) ruler at P12.25. How much did she pay in all?

1. What is asked in the problem?

a. The total cost of ball pens
b. The cost of the ruler
c. The total cost she pay
d. The number of items bought
2. What is the hidden question?
e) What is the cost of the 5 black pens?
f) What is the cost of the ruler?
g) What is the cost of all the items?
h) How much is the change?
3. What are the operations involved?
e) Addition and subtraction
f) Addition and multiplication
g) Subtraction and multiplication
h) Addition, subtraction and multiplication
4. What is the equation or number sentence?
a) P5.25 x 5 = N
b) (P5.25 x 5) – P12.25 = N
c) (P5.25 x 5) + P12.25 = N
d) (P5.25 x 5) x P12.25 = N
5. What is the complete answer?
a) P26.25
b) P13.50
c) P38.50
d) P334.69
F. Developing Directions: Read and analyze the given problem. Then answer the questions on
mastery each number.
(Independent Practice)
 Teacher Kai prepared sandwiches for her pupils. She
bought 5 loaves of bread at P22.50 each and a bottle of
mayonnaise at P45.25. If she gave the seller P500.00, how
much change did she receive?

1. What is asked in the problem?

2. What is/are hidden questions?
3. What are the operations to be used?
4. What is the equation for the problem?
5. What is the complete answer?

G. Finding practical Cooperative Work

applications of  Divide the class into 5 groups.
concepts and skills  Read and analyze, then answer the questions that follow.
in daily living Rico saves P4.50 on Monday, P7.25 on
(Application)
Tuesday, P5.15 on Wednesday, P3.90 on Thursday and P8.20 on Friday from
his daily transportation allowance for 3 weeks. From these savings, he wants to
buy a t-shirt which costs P195.00. How much more must he save?
H. Making What are the steps in solving 2-to 3- steps word problem?
generalizations In order to solve multi-step word problem:
and abstractions 1. Analyze first the problem.
about the lesson 2. Find out the hidden questions that will lead you in determining the
(Generalization) operations to be used.
3. Write an equation about the problems.
4. Solve for the answer step-by-step.
Check your answer.
I. Evaluating Directions: Read and analyze the problem. Then complete the sentence for each
Learning number.
(Evaluation)
Mother bought 3 kilograms of sugar at P45.75 per
kilogram. She gave the seller 500 peso bill. How much change
did she get?

1.The problem asks for ____________________

2.The hidden question in the problem is ________
3._________ and _________are the operations involved in the problem.
4.The equation for the problem is _____________
5.________________ is the complete answer.
J. Additional Directions: Read each problem. Solve for the correct answer
activities for 1.Noel harvested coffee from his farm at Amadeo and gathered 15 sacks. Each
application or sack weighed 27 kg. How much is the total amount of coffee if a kilogram of it was
remediation P23.50?
(Assignment) 2.A vendor buys pineapple at P11.50. He sells it for P15.00. How much was his
gain if he was able to sell 25 pineapples?
V.REMARKS
VI.REFLECTION
A. No. of learners
who earned 80%
of the formative
assessment

B. No. of learners
who require
additional activities
 to remediation

C. Did the remedial

lessons work? No.
of learners who
have caught up
with the lesson

D. No. of learners
who continue to
require
remediation

E. Which of my
teaching strategies
worked well? Why
did these work?

F. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?

G. What innovation or
localized material
did I use/discover
which I wish to
share with other
teachers?
I. OBJECTIVES FIRST QUARTER WEEK 6
A. Content Demonstrates understanding of the four fundamental operations involving
Standards fractions and decimals.
B. Performance Is able to apply the four fundamental operations involving fractions and decimals
Standards in mathematical problems and real-life situations.
Creates problems (with reasonable answers) involving multiplication without or
C. Learning with addition or subtraction of decimals, mixed decimals and whole number
Competencies including money. M6NS-If-114

A. Creates problems (with reasonable answers) involving multiplication without or

with addition or subtraction of decimals, mixed decimals and whole number
including money.
D. Lesson
B. Construct problems involving multiplication without or with addition or
Objectives
subtraction of decimals, mixed decimals and whole number including money.
C. Appreciate the value of cooperation in group activities

Creating Problems (With Reasonable Answers) Involving Multiplication Without Or

II. CONTENT With Addition Or Subtraction Of Decimals, Mixed Decimals And Whole Numbers
Including Money
III. LEARNING
RESOURCE
A. References
1. Teacher's Lesson Guide in Elementary Mathematics 6, pages 93-100 (Ateneo de Manila
Guide pages University)
2. Learner's
Materials/
pages
3. Textbook
Building New Horizon in Math, 89-97 (Maria Dolora M. Zaragoza)
pages
4. Additional
Materials from
Learning
Resource
portal
B. Other Learning flash cards, activity cards, show-me-board
Resources / SIM
IV. PROCEDURES
1. Drill
Multiply the following mentally:
a. 0.6 X 0.8 = N c. 5.3 X 0.1= N e. 0.5 X 0.001 = N
b. 0.5 X 0.5= N d. 3.56 X 0.01= N

A. Reviewing Previous 2. Review:

Lesson or Recall problem-solving steps and strategies. Ask the learners to tell what they
Presenting the New understand about the following essential guide questions to problem solving.
Lesson
(Introductory Activity What is asked in the problem?
/ What are given?
Energizer) How will you solve the problem?
What operation will be used?
What is the number sentence?
Is the solution or process correct?

B. Establishing the Who among you have tricycle? Cars? Or anything we use for
Purpose of the transportation.
Lesson Do you know how much budget your parents allotted for the fuel of your car
(Motivation) (owned vehicle)?
Why do we have to budget?
C. Presenting
Examples/ Instances Cardo’s budget for his gasoline fuel is Php3000.00 a month and he saved
of the New Lesson the rest. At the end of the month he checked his gasoline slips and found he had
(Demonstration / used the following amounts of gasoline: 7.5 liters, 8.25 liters, 9.32 liters, 8.08 liters
Modeling) and 12.25 liters. If a liter of gasoline costs P46.50, how much did he save for the
(Constructivism/ month?
Collaborative)

 What is asked in the problem?

 What are given to solve the given facts?
 What are the hidden questions?
D. Discussing New  What are the operations to be used to solve the hidden questions?
Concepts and  What is the operation to be used to solve the problem?
Practicing New Skills
(Analysis)  Write an equation for the problem.
 What is the answer?
 What are the things that make up the problem?
 Do you think you can construct your own problem?

Complete the word problem by filling in the blank with words below.
Mrs. De Mesa _________ 3 books of puzzles at Php45.75 each and 6
educational posters for P52.00 _______. ______much was her ______ if she
E. Discussing New gave the ________ a 1000-peso bill?
Concepts and
Practicing New Skills a. each
#1 b. bought
c. How
d. seller
e. change

Create a word problem involving multiplication of decimal.

Andeng sold ribbons.

F. Developing Mastery 9 pieces of red ribbons- length 1.20 m each
7 pieces of blue ribbons - 3.2 m each

Group activity
Arrange the words to form a word problem and give the correct answer.
Materials: pentelpen, manila paper

Group I
a computer set

How much did she pay for the computer set?

G. Finding Practical
Applications of plus a value added tax of 0.12 times the cost
Concepts and Skills
in Daily Living
(Application) costing Php29,254.00

Chloe purchased
 Group II

Mrs. Dalisay’s garden is 8.5 m long and 4.5 m wide

her house

while her house is 20.5 m long and 15 m wide

What is the total area of

and garden together?

Group III

how much did the show earn?

and 50 children watched the show, If 20 parents

and children at Php100.50 a ticket.

Adult tickets in an animal show sells Php150.25

To create word problems:

H. Making
Generalization and
Abstractions About
the Lesson
(Generalization)
- Review and develop a list of vocabulary words used in Mathematics
- Identify the character , location or settings, number sentence and the key
question.

Performance based assessment

I. Evaluating Learning Group the pupils into 5. Ask them to create a problem involving multiplication
(Evaluation) without or with addition or subtraction of decimals, mixed decimals and whole
number including money. . Then let them give the answer

J. Additional Activities Make 2 problems about multiplication of decimals. Then give the answer
for Application or
Remediation
(Assignment)

V. REMARKS

VI. REFLECTION
A. No. of learners who
earned at least 80% on the
formative assessment
B. No. of learners who
require additional activities
for remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teacher?
I. OBJECTIVES FIRST QUARTER WEEK 6
A. Content Demonstrates understanding of the four fundamental operations involving fractions
Standards and decimals.
B. Performance Is able to apply the four fundamental operations involving fractions and decimals in
Standards mathematical problems and real-life situations.
Creates problems (with reasonable answers) involving multiplication without or with
C. Learning addition or subtraction of decimals, mixed decimals and whole number including
Competencies money. M6NS-If-114

D. Creates problems (with reasonable answers) involving multiplication without or

with addition or subtraction of decimals, mixed decimals and whole number
including money.
D. Lesson
E. Construct problems involving multiplication without or with addition or
Objectives
subtraction of decimals, mixed decimals and whole number including money.
F. Appreciate the value of cooperation in group activities

Creating Problems (With Reasonable Answers) Involving Multiplication Without Or

II. CONTENT With Addition Or Subtraction Of Decimals, Mixed Decimals And Whole Numbers
Including Money
III. LEARNING
RESOURCE
A. References
1. Teacher's Lesson Guide in Elementary Mathematics 6, pages 93-100 (Ateneo de Manila
Guide pages University)
2. Learner's
Materials/

pages
3. Textbook
Building New Horizon in Math, 89-97 (Maria Dolora M. Zaragoza)
pages
4. Additional
Materials
from
Learning
Resource
portal
B. Other Learning flash cards, activity cards, show-me-board, strips of paper
Resources / SIM
IV. PROCEDURES
1. Drill
Multiply the following mentally:
a. 0.6 X 0.8 = N c. 5.3 X 0.1= N e. 0.5 X 0.001 = N
b. 0.5 X 0.5= N d. 3.56 X 0.01= N
K. Reviewing 2. Review:
Previous Recall problem-solving steps and strategies. Ask the learners to tell what they
Lesson or understand about the following essential guide questions to problem solving.
Presenting the
New Lesson What is asked in the problem?
(Introductory
What are given?
Activity /
How will you solve the problem?
Energizer)
What operation will be used?
What is the number sentence?
Is the solution or process correct?

L. Establishing Who among you love to read books?

the Purpose of Have you experienced to visit a book fair?
the Lesson What books did you buy?
(Motivation) Why is it important to read books?
M. Presenting
Examples/
Instances of
the New One day, Onyok and Macmac visited a book fair in one of the malls. Onyok saw 2
Lesson books costing Php55.45 and Php72.50 each. He wanted to buy the 2 books and 5
(Demonstration pieces bookmarks which cost Php8.75 each but hhe only had Php150.00. Macmac
/ offered to share his money. How much did Macmac share to Onyok so that he
Modeling) could buy the books and the bookmarks?
(Constructivism
/
Collaborative)
 What does the problem ask for?
 What are given to solve the given facts?
N. Discussing  What processes will you use to solve it?
New Concepts  What are the hidden questions?
and Practicing
 Translate it into a number sentence.
New Skills
(Analysis)  Solve and label your answer.
 What are the things that make up the problem?
 Do you think you can construct your own problem?

Complete the word problem by filling in the blank with words below.
Mrs. Zapanta _______blouses and skirts. She has ______meter for
the blouse and 1.35 ______for the skirt. How much will 6 blouses and ______
O. Discussing skirts cost if a meter of the material used _______Php45.25?
New Concepts
and Practicing a. 6
New Skills #1 b. makes
c. meter
d. costs
e. 1.25

Create a word problem involving multiplication of decimals.

P. Developing Rhoda bought

Mastery 2 notebooks- Php48.50 each
Pad paper-Php32.25
Php200.00-Rhoda’s money

Group activity
Arrange the words to form a word problem and give the correct answer.
Materials: pentelpen, manila paper, strips of paper
Group I

How much was left of her money after paying?

Ivy bought 1.25 kilos of ham at Php252.00 a kilo

Q. Finding
She had Php1000.00
Practical
Applications of and 3 loaves of bread at Php45.00 a loaf
Concepts and
Skills in Daily 5 packs of butter for Php125.00
Living
(Application)

Group II

She bought 5 loaves of bread at Php60.25

Camia prepared sandwiches for her visitors.

2 bottles of Sandwich spread at Php65.50 a bottle

 If she gave Php1000 to the saleslady, how much
change did she receive?

and 4 bottle of soft drinks at Php39.75

Group III

How much change did he get from his Php1000-bill?

Bernard went to the mall and bought items on sale

and 2 pair of socks for P130.25

a pair of pants for Php499.25

a t-shirt at Php199.75
R. Making To create word problems:
Generalization - Review and develop a list of vocabulary words used in Mathematics
and - Identify the characters , location or settings, number sentence and the key
Abstractions question.
About the
Lesson
(Generalization
)
Performance based assessment
S. Evaluating Group the pupils into 5. Ask them to create a problem involving multiplication
Learning without or with addition or subtraction of decimals, mixed decimals and whole
(Evaluation) number including money. . Then let them give the answer

T. Additional Make 2 problems about multiplication of decimals. Then give the answer
Activities for
Application or
Remediation
(Assignment)

V. REMARKS

VI. REFLECTION
A. No. of learners who
earned at least 80% on
the formative
assessment
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
D. No. of learners who
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why did
these work?
F. What difficulties did
I encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share with
other teacher?

I.OBJECTIVES
A.Content Standards
B.Performance Standards
C.Learning Competencies/
Objectives
II.CONTENT
III. LEARNING RESOURCES
A.References
1.Teacher’s Guide pages
2.Learner’s Materials pages
3.Textbook pages
4.Additional Materials from
Learning Resources (LR) Portal
B.Other Learning Resources
IV.PROCEDURE
A.Reviewing previous lessons or
presenting the new lesson
B.Establishing a purpose for the
lesson
C.Presenting examples/instances
of the new lesson
D.Discussing new concepts and
practicing new skills #1
E.Discussing new concepts and
practicing new skills #2
F.Developing Mastery
G.Finding practical applications of
concepts and skills in daily living
H.Making generalizations and
abstractions about the lesson
I.Evaluating learning
J.Additional activities for
application or remediation
(Assignment)
V.REMARKS
VI.REFLECTION
FIRST QUARTER WEEK 7
Demonstrates understanding of the four fundamental operations involving
decimals
Is able to apply the four fundamental operations involving decimals in
mathematical problems and real-life situations
M6NS-Ig-116.3
Divides whole numbers by decimals up to 2 decimal places and vice versa
Dividing whole numbers by decimals up to 2 decimal places and vice versa
CG-Mathematics 6 K to 12
box, flashcards, activity sheets
Dividing whole number by 1-digit divisor
Who has a store? What are the goods that are repacked less than a kilo?
Why do you think they are doing it?
Mother has a small sari-sari store. Every time she buys a 50-kilo cavan
of sugar, she repacks it into smaller bags weighing 0.25 kilo. How many
small plastic bags are needed by mother?
a. What is asked in the problem?
b. What are the given facts?
c. What should be done to solve the problems?
Look at equations. Change the divisor to whole number by moving the
decimal point 2 places to the right. Annex 2 zeros to the dividend. Then,
divide the number as whole number.
Find the quotient.
Divide the class into 5 groups
The teacher prepares activity sheets for the groups to work on.
Each group solves within 30 seconds the problem given by the teacher.
How do you divide a whole number by a decimal?
Find the quotient.
1. 1225 ÷ .0.05 = N
2. 480 ÷ 0.12 = N
3. P16.20÷ 4 = N
Solve the following exercises.
1. 918 ÷ 0.17 = N
2. 324 ÷ 0.09 = N
3. 155 ÷ 0.25 = N
 FIRST QUARTER WEEK 7

A.No. of learners who earned 80%

of the formative assessment
B.No. of learners who require
additional activities for remediation
C.Did the remedial lessons work?
No. of learners who have caught up
with the lesson.
D.No. of learners who continue to
require remediation.
E.Which of my teaching strategies
worked well? Why did these work?
F.What difficulties did I encounter
which my principal or supervisor
can help me solve?
G.What innovation or localized
materials did I use/discover which I
wish to share with other teachers?
 FIRST QUARTER WEEK 7

I.OBJECTIVES
Demonstrates understanding of the four fundamental operations involving
A.Content Standards
decimals
Is able to apply the four fundamental operations involving decimals in
B.Performance Standards
mathematical problems and real-life situations

C.Learning Competencies/ M6NS-Ig-116.3

Objectives Divides whole numbers by decimals up to 2 decimal places and vice versa

Dividing whole numbers by decimals up to 2 decimal places and vice versa

II.CONTENT
III. LEARNING RESOURCES
A.References
1.Teacher’s Guide pages CG-Mathematics 6 K to 12
2.Learner’s Materials pages
3.Textbook pages
4.Additional Materials from
Learning Resources (LR) Portal
flashcards, activity sheets
B.Other Learning Resources
Powerpoint Presentation
IV.PROCEDURE
Game- “Number Scramble”

A.Reviewing previous lessons or

presenting the new lesson

B.Establishing a purpose for the What art projects do you do in your MAPEH Class? Do you have fun making
lesson them? Do you submit them on time?
A long bond paper which is 13 inches in length is equivalent to 33.02
C.Presenting examples/instances
centimeters. If Tony will divide the long bond paper into 2 centimeter strips of
of the new lesson
paper for his art project, how many strips of paper can he make?
a. What is asked? What are given?
D.Discussing new concepts and
b. What operation should you use to solve the problem? Why?
practicing new skills #1
c. Let the pupils write the number sentence on the board.
Group the pupils into two groups.
E.Discussing new concepts and Give activity cards for them to solve. After 10 min., let them exchange
practicing new skills #2 activity
cards.
Give the quotient.
a) 25÷2.5=N
F.Developing Mastery
b) 39÷ .25=N
c) 14.2÷3= N
Give the quotient.
G.Finding practical applications of a) 54÷0.6=
concepts and skills in daily living b) 78÷1.3=
c) 675÷4.5=
H.Making generalizations and How do we divide whole numbers by decimals and vice versa?
abstractions about the lesson
Give the quotient.
1) 37.68÷60= 4) 56÷12.2=
I.Evaluating learning
2) 32.2÷20= 5) 80÷2.5=
3) 24.2÷12
J.Additional activities for Solve.
application or remediation 1. Mang Kanor divided his 32.25 hectares land to his 3 children. How much
(Assignment) land does each children receive?

V.REMARKS
VI.REFLECTION
 FIRST QUARTER WEEK 7

A.No. of learners who earned 80%

of the formative assessment
B.No. of learners who require
additional activities for remediation
C.Did the remedial lessons work?
No. of learners who have caught up
with the lesson.
D.No. of learners who continue to
require remediation.
E.Which of my teaching strategies
worked well? Why did these work?
F.What difficulties did I encounter
which my principal or supervisor
can help me solve?
G.What innovation or localized
materials did I use/discover which I
wish to share with other teachers?

I.OBJECTIVES
A.Content Standards
B.Performance Standards
C.Learning Competencies/
Objectives
II.CONTENT
III. LEARNING RESOURCES
A.References
1.Teacher’s Guide pages
2.Learner’s Materials pages
3.Textbook pages
4.Additional Materials from
Learning Resources (LR) Portal
B.Other Learning Resources
IV.PROCEDURE
A.Reviewing previous lessons or
presenting the new lesson
B.Establishing a purpose for the
lesson
C.Presenting examples/instances
of the new lesson
D.Discussing new concepts and
practicing new skills #1
E.Discussing new concepts and
practicing new skills #2
F.Developing Mastery
G.Finding practical applications of
concepts and skills in daily living
H.Making generalizations and
abstractions about the lesson
I.Evaluating learning
J.Additional activities for
application or remediation
(Assignment)
FIRST QUARTER WEEK 7
Demonstrates understanding of the four fundamental operations involving
decimals
Is able to apply the four fundamental operations involving decimals in
mathematical problems and real-life situations
M6NS-Ig-116.4
Divides decimals/mixed decimals up to 2 decimal places
Dividing decimals/mixed decimals up to 2 decimal places
CG-Mathematics 6 K to 12
activity cards, charts, manila papers, marking pens
Recall the steps in dividing whole numbers by decimals and vice versa
Do you have things that you really need to buy? What do you do to buy
these things? Why is it important to save?
Mario saves his allowance to buy a pair of rubber shoes that costs ₱446.00.
If he earns ₱55.75 per week, how many weeks will he need to save?
Ask: What is asked? What are given?
What operation should you use to solve the problem? Why?
Let the pupils write the number sentence on the boar
Interactive Modelling
Students will be divided into groups of four. Each student will get a different
task: divide, multiply, bring down, or subtract. You can assign students
groups and tasks, or
allow them to choose their own groups and tasks.
Give the quotient.
a) 36.2÷2.5=N d) 36.3÷3.6=N
b) 8.4÷ .2=N e) 25.5÷1.5=N
c) 2.4÷1.2= N
Divide the following mixed decimals by decimal.
1) 3.72 ÷ .06 =
2.) 4.84 ÷ .21 =
3.) 8.82 ÷ .42 =
How do we divide decimals/mixed decimals up to 2 decimal places?
Choose the letter of the correct answer.
1.) .24 ÷ .04 =
a. 6 b. .6 c. .06 d. .006
Solve for N.
1. 25.0÷3.0=N 4. 7.50÷.25=N
2. 36.3÷3.3=N 5. 4.80÷2.4=N
3. 15.0÷1.5=N
 FIRST QUARTER WEEK 7

V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80%
of the formative assessment
B.No. of learners who require
additional activities for remediation
C.Did the remedial lessons work?
No. of learners who have caught up
with the lesson.
D.No. of learners who continue to
require remediation.
E.Which of my teaching strategies
worked well? Why did these work?
F.What difficulties did I encounter
which my principal or supervisor
can help me solve?
G.What innovation or localized
materials did I use/discover which I
wish to share with other teachers?

I.OBJECTIVES
A.Content Standards
B.Performance Standards
C.Learning Competencies/
Objectives
II.CONTENT
III. LEARNING RESOURCES
A.References
1.Teacher’s Guide pages
2.Learner’s Materials pages
3.Textbook pages
4.Additional Materials from
Learning Resources (LR) Portal
B.Other Learning Resources
IV.PROCEDURE
A.Reviewing previous lessons or
presenting the new lesson
B.Establishing a purpose for the
lesson
C.Presenting examples/instances
of the new lesson
D.Discussing new concepts and
practicing new skills #1
E.Discussing new concepts and
practicing new skills #2
F.Developing Mastery
G.Finding practical applications of
concepts and skills in daily living
H.Making generalizations and
abstractions about the lesson
I.Evaluating learning
FIRST QUARTER WEEK 7
Demonstrates understanding of the four fundamental operations involving
decimals
Is able to apply the four fundamental operations involving decimals in
mathematical problems and real-life situations
M6NS-Ig-116.4
Divides decimals/mixed decimals up to 2 decimal places
Dividing decimals/mixed decimals up to 2 decimal places
CG-Mathematics 6 K to 12
flash cards, activity cards, show-me-board
Drill on basic division facts
Who among you owns a lot?
How did your parents or family acquired it?
Mang Vic is a hardworking man who owns six hectares of land in Amadeo,
Cavite. In his will, he divided his lot equally among his sons. If each son will
get 1.2 hectares, how many sons does the man have?
How many hectares has Mang Vic?
How many hectares will each son get?
What is asked in the problem?
What are given to solve the problem?
What operation will you use to solve the problem?
Divide the following:
a. 2.5 175
b. 7.2 648
c. 1.75 749
Divide. (Pair Activity)
a) 28 ÷ 0.5
b) 42 ÷ 0.35
c) 53 ÷ 1.06
Solve the problem.
1) Mr. Navarro borrowed ₱5,115 from a friend to be repaid at ₱170.50
a week. How long will it take him to repay his friend?
How do we divide decimals and mixed decimals?
Albert cut a bamboo 12 meters long. If he were to cut it into pieces 1.2
meters long, how many pieces of bamboo will there be?
 FIRST QUARTER WEEK 7

J.Additional activities for Divide and check through multiplication.

application or remediation 1) 264 ÷ 0.06
(Assignment) 2) 260 ÷ 0.32
3) 672 ÷ 0.8
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80%
of the formative assessment
B.No. of learners who require
additional activities for remediation
C.Did the remedial lessons work?
No. of learners who have caught up
with the lesson.
D.No. of learners who continue to
require remediation.
E.Which of my teaching strategies
worked well? Why did these work?
F.What difficulties did I encounter
which my principal or supervisor
can help me solve?
G.What innovation or localized
materials did I use/discover which I
wish to share with other teachers?

I.OBJECTIVES
A.Content Standards
B.Performance Standards
C.Learning Competencies/
Objectives
II.CONTENT
III. LEARNING RESOURCES
A.References
1.Teacher’s Guide pages
2.Learner’s Materials pages
3.Textbook pages
4.Additional Materials from
Learning Resources (LR) Portal
B.Other Learning Resources
IV.PROCEDURE
A.Reviewing previous lessons or
presenting the new lesson
B.Establishing a purpose for the
lesson
C.Presenting examples/instances
of the new lesson
D.Discussing new concepts and
practicing new skills #1
E.Discussing new concepts and
practicing new skills #2
F.Developing Mastery
G.Finding practical applications of
concepts and skills in daily living
H.Making generalizations and
abstractions about the lesson
I.Evaluating learning
J.Additional activities for
application or remediation
(Assignment)
FIRST QUARTER WEEK 7
Demonstrates understanding of the four fundamental operations involving
decimals
Is able to apply the four fundamental operations involving decimals in
mathematical problems and real-life situations
M6NS-Ig-116.4
Divides decimals/mixed decimals up to 2 decimal places
Dividing decimals/mixed decimals up to 2 decimal places
CG-Mathematics 6 K to 12
flash cards, activity cards, show-me-board
Drill-Dividing numbers mentally
Do you have a lot/farm? How many hectares?
Mr. Santos owned 35 hectares of farm. He wants to divide it equally his
children. If each child will get 2.5 hectares, how many children does Mr.
Santos have?
What is asked in the problem?
What are given to solve the problem?
What operation will you use to solve the problem?
Find the quotient.
1) 105 ÷ 3.5
2) 460 ÷ 2.5
3) 324 ÷ 1.4
Divide.
a) 8463 ÷ 2.17
b) 486 ÷ 2.84
c) 136 ÷ 1.2
A developer will develop a subdivision in Trece Martires City with an area of
454 865 sq.meters to be subdivided into 72.5 sq.meters per lot. How
many lots would there be?
How do we divide decimals and mixed decimals?
How many pieces of cloth each 4.2 meters long can be cut from a 84-meter
piece?
Divide and check through multiplication.
1) 1219 ÷ 0.53
2) 546 ÷ 1.5
3) 780 ÷ 2.5
 FIRST QUARTER WEEK 7

V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80%
of the formative assessment
B.No. of learners who require
additional activities for remediation
C.Did the remedial lessons work?
No. of learners who have caught up
with the lesson.
D.No. of learners who continue to
require remediation.
E.Which of my teaching strategies
worked well? Why did these work?
F.What difficulties did I encounter
which my principal or supervisor
can help me solve?
G.What innovation or localized
materials did I use/discover which I
wish to share with other teachers?