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Lesson 37: Creating Problems (with reasonable answers) Involving Addition

and/ or
Subtraction of Decimal Numbers Including Money
Week 2
OBJECTIVES:
Creating problems(with reasonable answers) involving addition and/ or
subtraction of
decimal numbers including money
Value Focus : Speed and
accuracy

Prerequisite Concept
and Skills:
Writing the correct
equation in solving a given
problem involving either addition or subtraction
of decimals including money
Solving word problems involving either addition or subtraction of decimals
including
Money
Creating problem involving addition and/ or subtraction of decimal numbers
including money
Materials: Play/ Real money, Chart, Real objects (found in the surroundings)
References: Lesson Guide in Elem. Math 5 p.268-270, Math for Life p.222-223
Instructional Procedures:
A. Preliminary Activities
1. Drill
Have pupils answer some mental computation.
25 + 20 =
83 24 =
75 27 =
17 8 =
39 + 27 =
2. Review
Conduct a review on adding or subtracting decimal numbers including
money using problem solving.
3. Motivation
How do we solve problem very fast or easily when we are in a group?
B. Developmental Activities
1. Presentation
Present the following problems.
1. It was mothers birthday. Nina Gave her a pair of slippers that
cost 55.50
and a bandana worth 27.75. How much in all did Nina spend for the
gifts?
Ask: What is the cost of the slippers? The bandana? How much was spend in
all?
Write the equation of the given problem.
1. The distance from Vigan to Laoag is 82.29 km. The distance
from Vigan to
Baguio is 195.6 km. How much farther is Baguio than Laoag from
Ask: What is
Vigan?
the distance
from Vigan to Laoag? What is the distance from Vigan to Baguio?
How much farther is Baguio than Laoag from Vigan? Write the correct
equation of the
given problem.
2. Aling Pasing charged Mrs Tuazon 257.25 for the uniforms of
her
children. Mrs Tuazon paid 300. How much is her change?
Ask: How much was charge for the uniforms? How much was paid by Mrs.
Tuazon? How much

change did she received? Write the correct equation of the given
problem.
2. Performing the Activity
Group the class into 4 or 5 groups.
Let the group work together to find the answers to the given problems.
Lat the different group display their outputs and ask them to discuss their
answers.
Expected answers:
Problem 1
Solution :
Understand: The problem asks for the costs of the slippers and the
bandana.
The given facts are: 55.50, 27.75
Plan: The operation to be used
Equation: 55.50 + 27.75 = N
Answer: Nina pays 83.25 in all.
Problem2
Solution:
Understand: The problem asks for the distance of the places.
The given facts are: 195.6 km, 82.29 km
Plan: What operation is to be used
Equation: 195.6 km 82.29 km = N
Answer: Baguio is 113.31 km far than Laoag from Vigan.
Problem 3
Solution:
Understand: The problem ask for the amount of change receive after paying
the charge.
The given facts are: 300, 257.25
Plan: How to solve for the change to be receive/ The operation to be used
Equation: 300 - 257.25 = N
Answer: Mrs. Tuazon receives 42.75 change.
3. Processing the Activity
After all the groups have presented, ask: How dod you find the activity?
How did you
find the answer to the first problem? What are the steps in solving wor problem?
What about
the second problem?
4. Reinforcing the Concept and Skill
A. Lead the pupils to understand more about solving word problems involving
addition and/or subtraction of decimal numbers including money under
Math for Life 5 p.223
Sample:
1. For his fathers birthday, Glen bought a gift worth 185.90. He paid it
using a five hundred-peso bill. From the change, he bought a bouquet of
flowers that cost 80.75 for his mother. How much money was left to him?
2. Jay paid 45.95 for a sketchpad and124.55 for a set of pencils. How
much money did he start with, if his change was 29.50?
3. A triangle has sides measuring 3.25 cm, 5.275 cm, and 6.1 cm. What is its
perimeter?

B. For more practice, have pupils work on the following word problem, then,
call some pupils to show their answers on the board.
Sample:
1. Anton is buying supplies for his school project. The items he is buying and
their prices are listed below. What is the total cost of the items?
Illustration board
=
22.45
Pentel pen
=
98.70
Art paper
=
15.65
Glue
=
35.95
2. In a sale, a cellphone was sold at 2,681.25. If its regular price was
3,575, how much less was the sale price?
3. Alvin bought a bunch of flowers for 140.50. If he gave 100 bill and a 50
bill, how much was his change?
5.Summarizing the Lesson
Lead the pupils to give the following generalization by asking: What steps
did you learn to
solve a mathematical problem?
The steps to follow in solving
mathematical problem:
1. Analyze the word problem by identifying:
a. What is asked?
b. What are the given facts?
2. Decide the process
3. Write the mathematical sentence/
equation
4. Solve the problem
C. Assessment
A. Solve each problem by following the correct steps.
1. Ellen has 7.35 while her brother has 4.95. How much money do they have?
How much more does Ellen have than her brother?
2. Out of her 1 350.00 savings, Lea bought a presence worth 476.95 for her
mother. She bought a photo album that cost 200.75. How much of her
savings were left?
B. Create one word problem involving addition and/ or subtraction of decimal
numbers including money.
D.Home Activity
Remediation
Find the answers to the problems below.
1. A meat vendor has 56.8 kilos of pork. She sold 49.5 kilos. How many kilos
were left?
2. Ameter measures about 39.37 inches. How much longer is a meter than a
yard?
Enrichment
Solve the following problem.
1. At enrolment time, Mrs. Tuazon paid 825.50 for Jolos fees, 637.80 for
Lovelys fees, and 425.75 for Stephs fees. What was total amount she spent
for the fees?
2. Victor cut a 2.5 m of wire from a 9 m wire to repair the fence. Then he cut
another 4.25 m to make a clothesline. How long was the wire left?
3. Lita needs 1.25 m of green ribbon and 1.6 m of yellow ribbon for her art
project. How many meters of ribbon does she need?

Prepared:
MARITES L. UBALDO
Teacher III

Lesson 38: Visualizing Multiplication of Decimal Numbers Using Pictorial


Models
Week 13
Objectives: Visualizes multiplication of decimal numbers using pictorial models
Value focus: Keep ones work and work area neat
and clean
Prerequisite Concepts and Skills
Visualizing multiplication of decimals using models
Drawing and coloring neatly the decimal models
Appreciating the value of clean work
Materials: Flash cards, colored chalk, drawings
References: Lesson Guide in Elem. Math 5 p.274, TG in Math Elem. Level p.174
Instructional Procedure:
A. Preliminary Activities
1. Drill
Group the class into 4 or 5 groups.
Conduct a drill using flash cards with a fraction written on it.
The first member of the group will go to the board and make an illustration of
the fraction.
The one with correct drawing gets the point. Continue until everyone has
participated.
2. Review
Have a review in solving a word problem mentally.
Sample:
1.) Aling Rosa bought 0.8 kg of hotdog. She placed 0.25 kg of it in the
refrigirator and cooked the rest. How much hotdog did she cook?
2.) A Math book is 0.6 dm thick. A Science book is 0.2 times as thick. How
thick is the Science book?
B. Developmental Activities

1. Presentation
Using a transparent plastic.
*Mr. Tuazons farm is 0.3 km long and 0.1 km wide. How big is his land?
1 / 10 x 3 / 10
= 3 / 100

0.3 or 3 / 10

0.1 or 1 / 10

a. Into how many parts the whole is divided?


b. How is 0.3 shown in the grid? What about 0.1?
c. How many squares are double shaded?
In fraction form write 1/10 of 3/10 = 1/10 x 3/10 = 3/100.
Another way of writing fractions is in decimal form, 0.1 of 0.3 = 0.1 x 0.3
= 0.03
d. How many decimal places are there in both factors? How about in the
product?

2. Performing the Activity


Have the pupils to work in group.
1. Coloring (using paper grid).

`
0.8

0.8

1 0.60
1.6
How many grids did we use to show 0.8?
Why?
2.

Use of Number Line


2 x 0.8 = N
0.8
0.8
1
8

2
3
9 10

4
0.8

9 10
0.8

1 2

4 5

.1

.2 .3 .4 .5

. 6 .7 .8 .9

1.0 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8

1.9 2.0
How many number line did we use to show 0.8? Why?
The number line above shows that when we joined the two eight
tenths, we completed one line of 1.6. Therefore, 2 x 0.8 = 1.6.
3. Processing the Activities
After the group presented and checked their work, call on the leader of
each group to relate what they had done in using the grid and/ or number
line.
Ask: How did you find the activity? Which is easier to use? The grid or
number line?
Who finished first?
4. Reinforcing the Concept and Skill
A. Use the number line to show the product of the following.
1.
0
1
2
3 x 0.4
2.
0

3
4 x 0.6
B. Using paper grid, show the product of the numbers by shading it more
darkly.
1. 0.5 x 0.4 =
2. 0.7 x 0.8 =
C. Give the factors of the illustration showing the products of the
following:

0 .1 .2 .3 .4 .5 .6 .7 .8 .9 1.0 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 2.0

1
____ x ____ = ____

_____ x
______ = ______
5. Summarizing the
Lesson
Ask: How do we
visualize
multiplication of decimals?
Multiplying decimals can be visualized by representing each
factor with the horizontal and vertical lines placed over the other. The
double shaded part represents the answer to the equation.
6. Applying to New and Other Situations
Using an illustration, give the answers of the following situations:
1. Every morning Yvan goes jogging. He can jog a distance of 0.9
kilometer. How many kilometers can be jog in 6 days. (number line)
2. A rectangular table is 0.8 m and 0.5 m. Find its area. (Paper grid)
C.Assessment
A. Write the correct multiplication equation for each of the following numbers
represented
by the
shaded region.

_______
__________

______
_______

________

________

B.Illustrate the following number sentences:


1.)
2.)
3.)
4.)
5.)

2 x 0.5 = N
0.6 x 0.7 = N
4 x 0.3 = N
0.9 x 0.2 = N
0.8 x 0.4 = N

D. Home

Activity
Remediation
Prepare paper grid divided into 100 equal parts
ready to show your own multiplication equation of
decimals.
the following multiplication equations by using
number lines:
x 0.6 =
x 0.8 =
x 0.4 =
x 0.9 =
x 0.6 =

and be
Show
1.) 0.3
2.) 0.5
3.) 0.7
4.) 0.2
5.) 0.5
E.
Shade
1.)
2.) 0.3 x 0.4

Prepared:
MARITES L. UBALDO
Teacher III

Enrichment
the figures to represent each number sentence.
0.8 x 0.3
4.) 0.9 x 0.6
3.) 0.7 x 0.7
5.) 0.4 x 0.9

Lesson 39: Multiplying Decimal up to 2 Decimal Places by 1 to 2 digit Whole


Numbers
Week 13
Objectives: Multiply Decimals up to 2 Decimal Places by 1 to 2-digit Whole Numbers
Value Focus: Work well with
others
Prerequisite Concepts and Skills
Multiplying decimals up to 2 decimal places by 1 to 2 digit whole numbers
Act promptly on given work
Materials: Cards with whole and decimal numbers, charts, cubes with numbers, activity
sheets
References: Lesson Guide in Elem. Math 5, TIMSS Activities for lesson dev. in Math
Instructional Procedure:
A. Preliminary Activities
1. Drill
Conduct a drill on basic multiplication facts. Use flash cards.
2. Review
a. Use a dice. Tossing the dice with faces: 0.1, 0.2, 0.3, 0.3, 0.4,0.5, 0.6.
b. Distribute 2 cubes to each group.
c. One pupil rolls the cube and another records the face up digits.
d. The group who gives the most number of correct answers wins the game.
3. Motivation
Which are whole numbers? Which are decimal numbers?
2
0.7
0.5
7
4
0.8
0.9
Whats the difference between a whole number and a decimal number? Can we
multiply the two numbers?
B. Developmental Activities
1. Presentation
Get a card with a whole number and another one with a decimal number. Lets
multiply.
Example: 0.44 x 2 = ___
Strategy 1: Using Number Cards
Multiply like whole numbers
0.44
X 2
Multiply each digit of the multiplicand with the
multiplier.
0.88
2x4=8
Start from the hundredths to the tenths.
2x4=8
2x0=0

The answer is 0.88

How many decimal number in the multiplicand? (Two). Then put the
same number
of decimal places in the answer.
Strategy 2: Problem opener
*A faucet can fill a large pail in 0.25 minutes. How many minutes will it
take to fill 3
pails?
a. What is the problem asking us to find?
b. How can we solve for the answer? Multiply 0.25 by 3
c. What kind of number is 0.25 and 3?
d. How many decimal places are there in 0.25? What about 3?
e. How many decimal places should there be in the product? Therefore: 0.25
x 3 = 0.75
2. Performing the activity
Use of activity sheets
Distribute the activity sheets with the following problems.
A.) 0.78
2.) 0.04
3.) 0.62
4.) 0.49
5.)
0.68
X 46
x 9
x 21
x 32
x 6
a. Divide the class into groups with 5 members each.
b. They will work on the activi5ty sheets.
c. Remind the pupils to estimate first the products. Tell them that estimating
the product before performing the actual multiplication will help them
place the decimal point correctly in the final product. Remind them also to
count the decimal places in the product starting from the right. Emphasize
that in multiplying decimals, there is no need to line up the decimal
points.
d. After doing the activity, the members of the group will exchange their
solutions for checking.
3. Processing the Activities
How did you find the activity?
Which method is easier?
How did you multiply decimals up to 2 decimal places by 1 to 2-digit whole
numbers?
4. Reinforcing the Concept and Skills
A. Tell how many decimal places each product will have without actually
computing.
1. 0.64 x 5
2. 0.35 x 12
3. 0.97 x 3
4. 0.16 x 10
5. 0.46 x 6
B. Find each product.
1.) 0.33 x 26
2.) 0.95 x 18
3.) 0.84 x 15
4.) The product of 0.48 x 12 is _____.
5.) If a pin cost 0.75, how much is the cost of 7 pins?
5.Summarizing the Lesson
How do we multiply decimals up to 2 decimal places by 1 to 2-digit whole
numbers?
To multiply decimals, multiply them as in whole numbers. The number of
decimal places in
the product corresponds to the total number of decimal places in the factors.
6.Applying to New and Other Situations
1. Complete the table by giving each product.
X
0.26 0.58
4
13

2.Andrei bought post cards for 0.20 each. How much did he pay for 65 post
cards?
3.A working student earns 0.95 a minute. How much does he earn in 4 hours?
C. Assessment
A. Tell whether the decimal point is written on the proper place.
Put a check mark () in the box to indicate correct answers.
1. 0.35
2. 0.63
3. 0.12
4. 0.42
0.54
X 12
x 7
x 82
x 29
D. Home Activity
Remediation
Copy and give the product.
1. 0.76
2. 0.12
X 14
x 26

3. 0.57
x 6

4. 0.93
x
8

5.
x 6

5. 0.38
x 47

Enrichment
Write the product with the decimal point in the correct place. Be ready to read your
answer.
1. 0.38 x 32
2. .67 x 18
3. 0.46 x 9
4. 0.72 x 15
5. 0.84
x8

Prepared:
MARITES L. UBALDO
Teacher III

Lesson 40: Multiplying Decimals With Factors Up to 2 Decimal Places


Week 13
Objectives: Multiply decimals with factors up to 2 decimal places
Value Focus:
Sharing
Prerequisite Concepts and Skills
Multiplies decimals with factors up to 2 decimal places
Tell the rules in multiplying decimals
Appreciate the value of helping one another
Materials: pictures, flash cards, number cards
References: Lesson Guide in Elem. Math 5 p.282
Instructional Procedure:
A. Preliminary Activities
1. Drill
Conduct a drill on basic multiplication facts. Use flash cards.(Relay)
a. Let 3 pupils stand on the aisle of the room.
b. Flash a card containing basic multiplication facts, then the pupils answer.
c. The pupil who gets the correct answer first moves to one step forward. (One
step for every right answer)
d. The pupil who reaches the place of the teacher first wins the game.
2. Review
Give the class mental computations on problem solving.
a. Ann bought 7 pins. If each pin cost 0.85, how much did she pay for it?
b. A sachet of sugar weighs 0.95 kg. What is the weight of 10 sachets of sugar?

3. Motivation
Show a picture of a family.
What can you say about the family in the picture? Why do you think the family
looks happy? How do you help your younger brother or sister?
B. Developmental Activities
1. Presentation
Acting out the problem.
A piece of chocolate bar is 0.16 dm long. James shared it with his sister. If
James got 0.2 of the chocolate bar, how long was for her sister?
a. How do you find James and his sister in the story?
b. In school, how will you show your care for others?
c. What are we going to find in the problem?
d. What are given?
e. What operation will we use?
f. How will you state the number sentence?
Study the following solutions:
Multiply the decimals as if they are whole numbers: 16 x 2 = 32
Count the number of decimal places in both factors. The number of decimal
places in the factors
is equal to the number of decimal places in the product. 0.16 x 0.25 = 0.032
2. Performing the Activity
Tell how many decimal places each product will have without actually computing.
1. 0.6 x 0.05 = ____
2. 0.11 x 0.7 = ____
3. 0.58 x 0.9 = ____
4. 0.8 x 0.12 = ____
5. 0.95 x 0.6 = ____
3. Processing the Activity
Have the pupils focus on their work. Let them check if all their answers are
correct. Recall them the decimal place in the product.
Ask: How did you find the activity? How did you place the decimal point in the
product?
4. Reinforcing the Concept and Skill
Do the following exercises:
1. 0.23
2. 0.09
3. 0.63
X 0.4
x 0.3
x 0.5

4. 0.51
x 0.7

5. 0.9
x 0.25

5. Summarizing the Lesson


Ask: How do we multiply decimals with factors up to 2 decimal places?
To multiply decimals with factors up to 2 decimal places, multiply like
whole numbers and count as many decimal places in the product as there are in
the multiplicand and multiplier together.
6. Applying to New and Other Situations
1. Multiply and place the decimal point correctly in the product.
a. 0.41 x 0.2
2. 0.24 x 0.3 3. 0.11 x 0.6
5. 0.12 x 0.4

4. 0.32 x 0.3

2. Solve.
A book is to be covered with a plastic cover 3 cm more than the
dimensions of the book 0.65 dm and 0.8 dm. How much plastic cover is
needed to cover it?
C. Assessment
A. Place the decimal point in the product.
1.) 0.6 x 0.32 = 0192
2.) 0.09 x 0.45 = 00405

3.) 0.2 x 0.45 = 0090


4.) If 0.9 x 0.45 = 0405, what is 0.90 x 0.45 = N?
5.) 0.49 times 0.7 is 0.343, what is 4.9 times 0.7?
B. Multiply and place the decimal point in the product.
1.) 0.34 x 0.4 = ____
2.) 0.6 x 0.47 = _____
3.) 0.74 x 0.6 = _____
4.) What is the area of a rectangle with a length of 0.75 dm and a width of 0.5
dm?
5.) What is the area of a picture frame having a length of 0.95 dm and a width of
0.6 dm?
D. Home Activity
Remediation
A. Write in column and multiply.
1.) 0.28 x 0.3 = ___
2.) 0.6 x 0.36 = ____
3.) 0.7 x 0.95 =
____
4.) 0.4 x 0.04 = ____
5.) 0.24 x 0.6 = ____
B. Think of your own decimal numbers in hundredths and in tenths, multiply
them. Construct atleast 2 problems?
Enrichmet:
Multiply then express answers in decimals.
1. 0.14 x 0.3
2. 0.22 x 0.4
3. 0.35 x 0.2
4. 0.41 x 0.5
5. 0.62 x 0.6

Prepared:
MARITES L. UBALDO
Teacher III

Lesson 41: Estimating the Products of Decimal Numbers with Reasonable


Results
Week 14
Objectives: estimate the products of decimal numbers with reasonable results
Value Focus: Keeping the body
Prerequisite
Concepts and Skills
physically fit
Concept of place
values
Rounding numbers
Multiplying decimals
Materials: cutouts, activity sheets, flash cards
References; MISOSA Gr.6 Estimating quotients of decimal
Instructional Procedure;
A. Preliminary Activities
1. Drill
Have a drill on identifying the place value of the underlined digit using flash
cards.

Samples of flash cards with decimal numbers.


0.5

0.05

0.15

0.25

0.35

a. Divide the class into groups of two. Divide the class into groups of two.
b. Flash the cards one at a time. Each pupil answers whats on the card.
c. Check the pupils answers. The pupil with the most number of correct answers
wins.
2. Review
Have a review on rounding whole numbers.
Numbers
Round to Tens
1. 456
_________________
2. 575
_________________
3. 682
_________________
4. 735
`
_________________
5. 848
_________________

Round to hundredths
_____________________
_____________________
_____________________
_____________________
_____________________

3. Motivation
Have the pupils walk 5 steps forward and backward for 2 or 3 times.
Ask: How did you find the activity?
Ask the pupils about the forms of exercises that are good for the body. Elicit
from that exercising regularly is good for the body. This makes their body
physically and mentally fit in doing mathematical problems and exercises.
B. Developmental Activity
1. Presentation
Present the situation below to the class.
Cynthia and Cathy are competing with each other to walk
a distance in one minute. Cynthia recorded a distance of 16.67
meters while Cathy had a distance of 14.45 meters. Who walked
a longer distance in one minute?
Ask: Who were competing to walk in one minute? How long did Cynthia walk?
How about
Cathy? What is asked in the problem? How will you find
the answer to the problem?
2. Performing the Activities
A. Have pupils work in pairs. Give them time to solve for the answer to the
problem by illustration.

16

16.67

17

16.67 is nearer to 17 than to 16. Cynthia walked a distance of about 17


meters
14.0

14.45

15.0

14.45 is Cynthia walked a distance of about 14.


Cathy walked a distance of about 14 meters.
So, Cynthia walked a longer distance than Cathy.
Solution: By following the rules in rounding whole numbers, Round off 16.67
to the nearest
whole numbers
1 6.6 7

The digit to the right is greater than 5, so round up.


Round off place
16.67 rounded to the nearest whole number is 17.
B. Have the pupils play by pair. The pair who gets the most number of correct
answers wins.
Flash the cards one at a time. Let the pupils estimate the product to the
nearest tenths.
0.12 x 0.3

0.11 x 0.2

0.8 x 0.25

0.11 x 0.7

0.23 x 0.9

3. Processing the Activities


After all groups have played, ask, How did you find the activity? How did you
estimate number to the nearest indicated place value.
4. Reinforcing the Concepts and Skills
Ask pupils to work on items 1 to 5. Checked their answers. For mastery, have
them answer the items sa likod ng bahay.
5. Summarizing the lesson
Lead the pupils to give the following generalization by asking: How to round / or
estimate decimal numbers to the nearest nearest indicated place value.
To round/ estimate the product of decimals:
a.) Find the place where rounding is to be done.
b.) Look at the digit to the right of the rounding place.
c.) Look at the digit to right of the rounding. If the digit is less than 5, round
down. If the digit is equal to or greater than 5, round up.
6. Applying to New and Other Situations
Ask pupils to do the activity under below:
1.) 0.15 x 0.11
2.) 0.36 x 0.12
3) 0.26 x 0.42
5.) 0.67 x 0.38

4.) 0.64 x 0.39

C.Assessment
Fill in the table by writing the. Answers to your notebook.
1) 0.57 x 0.9
2.) 0.46 x 0.89 x 0.2
3.) 0 .48 x 0.72
x 0.72

4.) 0.29

D.Home Activity
Remediation
Round the following decimal numbers to the nearest tenths and hundredths.
Nearest
Nearest
Estimated
Tenth
Hundredths
Product
1.) 0.12 x 0.93 _________
__________
__________
2.) 0.145 x 0.56 _________
__________
__________
3.) 0.26 x 0.165 _________
__________
__________
4.) 0.38 x 0.32 _________
__________
__________
5.) 0.364 x 0.14 _________
__________
__________
Enrichment
Write the estimated product.
1.) 0.45 x 0.74
2.) 0.92 x 0.12
3.) 0.56 x 0.8
4.) 0.84 x 0.24
5.) 0.45 x 0.73

Prepared:
MARITES L. UBALDO
Teacher III