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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

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

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?

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.

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

1.9 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.

_______

__________

______

_______

________

________

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

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

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

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

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

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

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.

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

meters

14.0

14.45

15.0

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

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

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

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

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