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MATHEMATICS VI
Date: ___________
I. Objective:
Define expression.
II. Learning Content:
Defining expressions
References:
Materials:
BEC-PELC A.1.1.1
Enfolding Mathematics VI
activity card
4. Generalization:
What is an expression? How do you translate word phrases into an expressions?
5. Application
Write an expression for the following.
1. seventy five decreased by five.
2. fourteen divided by the sum of three and four.
3. triple the sum of eleven and six.
IV. Evaluation:
Which expressions is correct? Choose between A or B
1. The sum of eleven and nineteen
a. 11 x 19
b. 11 + 19
2. Eight decreased by five
a. 8 5
b. 8 x 5
3. Twelve plus thirty-six
a. 12 + 36
b. 12 x 36
V. Assignment:
Write 5 examples of mathematical phrases with their corresponding translation to numerical
expression.
MATHEMATICS VI
Date: ___________
I. Objective:
Translate word phrases to numerical expressions
II. Learning Content:
Translating mathematical phrases to expressions
References:
Materials:
BEC-PELC A.1.1.1
Enfolding Mathematics VI
activity card
5. Application
Write an expression for the following.
1. eighty five decreased by twenty seven.
2. thirty six divided by the sum of three and four.
3. double the sum of twelve and eight.
IV. Evaluation:
Write the expressions for the following.
1. one more than the product of six and eight.
2. Seventy-five decreased by five
3. Fourteen divided by the sum of three and four
4. Triple the sum of eleven and six
5. twenty plus five less eight.
V. Assignment:
Write is thirteen years old. Helens father is four years more than twice her age.
MATHEMATICS VI
Date: ___________
I. Objective:
Give the meaning of equation, exponent and base
II. Learning Content:
Giving the meaning of equation, exponent and base
References:
Materials:
BEC-PELC A1.1.1
Enfolding Mathematics VI
chart
c. 12 5
90 10
d. 9 x 7
8x6
2. Review
What is an expression? How do you translate word phrases into an expression?
B. Developmental Activities:
1. Motivation:
1. Show pictures of the map of the Philippines and General Emilio Aguinaldo and let them
read the following sentences.
2. Ask them too which of the sentence is true or false. Let them tell why.
2. Presentation:
Activity 1:
Rhoda has to sew a tablecloth 9 dm by 9 dm for their square-shaped table in the living
room in preparation for Christmas. Express how big the area of the table cloth is.
1. Answering Guide Questions.
a. Who has to sew a table cloth?
b. What is the shape of their table?
c. Where is the table place?
2. Answering questions about the problem.
a. What is the mathematical phrase used in the problem? What expression can this be?
b. What number sentence best fits to the problem? 9 x 9 = N
c. What makes your sentence true? What sign is used to show that your sentence is
true?
3. Fixing Skills:
Complete the equation.
a. 18 - ___ = 5 + 6
___ = 11
b. ___ = 10 x ___
100 = 100
c. ___ 3 = 8
64 = 64
4. Generalization:
What is equation? Exponent? Base?
5. Application
Write YES or NO. Explain why you answer NO.
1. If N is 2, then 3N + 1 = 7
2. If A is 4, then 12 / A = 3 +2
IV. Evaluation:
Complete the equation to make a true statement.
1. P150 - ___ = P65
2. ___ 3 = 3 x 9
27 = ___
3. 9 x ___ = ___ x 27
54 = 54
V. Assignment:
1. Write an equation about the problem and make your statement true.
Marie is 30 years old. Her age is 5 x the age of her son. How old is her son?
2. Use the numerals less than 10 to make the equation true.
2 x __ = 12 - ___
5 x ___ = 28 +
___ = 36 ___
MATHEMATICS VI
Date: ___________
I. Objective:
Give the meaning of exponent and base
II. Learning Content:
Giving the meaning of exponent and base
References:
Materials:
Number cells
present
2
4
8
16
32
What do you notice about the cancer cells from day 1 to day 10?
How is this obtained?
3. Fixing Skills:
Write the number using an exponent then answer.
1. 7 x 7 x 7 =
2. 8 x 8 x 8 x 8 x 8 x 8 =
3. 6 x 6 x 6 x 6 =
4. Two to the seventh power
4. Generalization:
What is the meaning of exponent and base?
5. Application:
Write the number using exponent then answer.
1. 3x3x3x3 =
2. 5x5x5x5x5 =
3. 4x4x4x4x =
IV. Evaluation:
Complete the following sentences.
1. In 53, ___ is the base and ____ is the exponent.
2. 62 is the exponent form of 6 x ____
3. 144 is the ____ power of 12.
V. Assignment:
Fill in the blanks.
1. 9 = 3 x 3 = 3
2. 16 = ___ x ___ = ____2
3. 8 = 2 x 2 x 2 = 2 -
4. 102 = 10 x 10 = _____
5. 103 = ____ x _____ x ____ = _____
MATHEMATICS VI
Date: ___________
I. Objective:
Evaluate an expression with two different operations with exponents and parenthesis/grouping
symbols.
II. Learning Content:
Evaluating an expression with two different operations with exponents and parenthesis/grouping
symbols.
References:
Materials:
BEC-PELC A1.1.1.3
Enfolding Mathematics VI
Flashcards, illustrations, counters, charts
2x2
2. Review
Write the number using exponent then answer.
1. 3x3x3 =
2. 2x2x2x2x2 =
3. seven to second power
B. Developmental Activities:
1. Motivation:
Have you ever used marbles in your games? After usng the marbles where o you plae
them?
2. Presentation:
Activity 1: Use of counters
Sample problem
Danny has specialized square tray of marbles. He has 2 sets of tray with 3 marbles on a
side and 8 more in a bag. Danny says he has 36 marbles. Is the right? Why?
1. Ask the following questions
a. Who has marbles?
b. Where does he keep the marbles?
2. Have each pair of pupil use counters to visualize the problem. Let them answer the
following questions.
a. What are the given data?
b. What are the operations to be used?
3. Lead each pair of pupils think aloud of a numerical expressions about the problem.
3. Practice Exercises/Fixing Skills:
Evaluate the expressions
a. (9-4)2 x 43
b. (27 3) x 33
c. (16-7)2 - 23
4. Generalization:
Expected Question:
How do we evaluate an expression with two different operations, with exponents and
parenthesis/grouping symbols?
5. Application:
Evaluate the expressions
a. (6-3)2 x 4
b. (24 8) x 23
IV. Evaluation:
Evaluate the following expressions.
1. (80 + 220) 102
2. (2 + 32) x 5
3. (25 15)3 + 42
V. Assignment:
Evaluate the following expressions
a.
( 8 + 7 )2 20
b.
1002 (32 x 5)2
c.
(42 7) x 23
d.
(3 + 4)3 + 6
e.
(7-3)3 x 52
c. (11-7)2 - 23
MATHEMATICS VI
Date: ___________
I. Objective:
Evaluate an expression with two different operations without exponents and parenthesis/grouping
symbols.
II. Learning Content:
Evaluate an expression with two different operations without exponents and parenthesis/grouping
symbols.
References:
Materials:
BEC-PELC II A .1.1.3
Enfolding Mathematics VI
flashcards, chart
c. (16-7)2 - 23
B. Developmental Activities:
1. Motivation:
Ask the pupils about the occupation of their parents. Let them tell how they help their
parents earn a living
2. Presentation:
Activity 1:
Jethro is helping his mother in their store when a delivery man comes and delivers 20
dozens of eggs at P42 a dozen. If the delivery man gives him P160, how much is his money?
Is he right asking for P260, if his money is P1000? Why?
1. Ask the following questions:
a. Who helps mother in the store?
b. Who delivers dozens of eggs?
2. Have each pair of pupils act it out using play money and ask them to answer the
following:
a. What are the given data?
b. What are the operations to be used?
3. Lead each pair of pupils to think of an expressions related to the problem.
4. Let them evaluate the expressions they have formulated?
P160 + 20 x P42
P160 + P840
P1000 money of Jethro
3. Practice Exercises/Fixing Skills:
Evaluate the expressions:
a. 8 + 4 2
b. 5 x 8 4
c. 65 91 7
d. 67 + 33 25
4. Generalization:
Expected Question:
How do we evaluate an expression with two different operations without exponents and
parenthesis/grouping symbols?
5. Application:
Evaluate the following expressions.
1. 7 x 8 + 30
3. 15 + 7 20
2. 12 - 8 x 4
4. 56 8 + 5
IV. Evaluation:
Evaluate the following expressions.
1. 4 x 3 + 8
3. 53 + 7 20
2. 84 3 x 4
4. 76 8 + 5
V. Assignment:
Evaluate the following expressions.
a. 8 x 15 9
b. 44 + 56 5
c. 67 + 3 x 9
d. 27 8 4
e. 3 x 8 6
5. 10 x 5 + 15
5. 3 x 5 + 25
MATHEMATICS VI
Date: ___________
I. Objective:
Evaluate an expression with more than 2 operations with exponents
II. Learning Content:
Evaluating an expression with more than 2 operations with exponents
References:
Materials:
BEC-PELC II A.1.1.4
Enfolding Mathematics VI
flashcards, charts
5x3
4x7
8x8
2. Review:
e. ( 15 + 3 ) x 2 =
B. Developmental Activities:
1. Motivation:
What do you observe when somebody in your home is sick? Does he take medicine? It is
liquid or tablets? How are tablets kept?
2. Presentation:
Activity
Being asks her son to do his homework and looks at the notebook. She find the
following:
Evaluate the expressions
a. 6 + ( 2 x 7 + 52)
c. 5 x [24 2 x (10 8)2 10
b. 3 x ( 4 x 82 ) 10
d. (15 6 ) + (4 1) x 23
c. (36 6) x (3 x 4)2 + 7
d. 122 x 30 + (890 2)
4. Generalization:
How do we evaluate an expressions with more than two operations with exponents and
parenthesis/grouping symbols?
5. Application:
Evaluate the expression.
3x4+97=
16 7 + 8 =
IV. Evaluation:
Evaluate the following expression.
1. (9-2) + 32 x 21)
3. 36 2 + 4 x (4-2)
2. (18 + 14) (6+2)
4. (36 6 ) + [32 x 2 + 7]
V. Assignment:
Evaluate the following expressions:
a. (34 4) x (75 52)
c. (38 7) + 6 (2 x 3)
b. (35 3) x 32 + 9
MATHEMATICS VI
Date: ___________
I. Objective:
Evaluate an expression with more than 2 operations without exponents and parenthesis/ grouping
symbols.
II. Learning Content:
Evaluate an expression with more than 2 operations without exponents and parenthesis/ grouping
symbols.
References:
Materials:
BEC-PELC II A.1.1.4
Enfolding Mathematics VI
flashcards, charts, play money, counters
5x3
4x7
8x8
27 8 4
3x86
B. Developmental Activities:
1. Motivation:
Have you ever been to the market? What do you see in the market?
2. Presentation:
Activity 1: Using Problem Opener
Lulu comes from the school with a heavy heart because of the homework she has.
Her elder brother gives her a helping hand to lighten the load she has. He has seen the
following.
Evaluate the expressions:
a. 12 3 + 18 6 x 3
b. 7 x 9 3 + 8
c. 18 12 6 + 7
3. Practice Exercises/Fixing Skills:
a. 1200 200 x 4 8 + 9
b. 60 + 48 2 x 4
c. 12 + 19 x 6 4 7
4. Generalization:
How do we evaluate an expression with more than two operations without exponents and
parenthesis/grouping symbols?
5. Application:
Evaluate the following expressions
1. 9 3 x 7 6 + 8
2. 3 x 8 + 5 2 x 3
IV. Evaluation:
Evaluate the following expressions
1. 2 x 7 9 3 + 8
3. 4 x 15 5 + 6 4
2. 60 + 48 2 x 5
4. 7 x 9 3 7 + 8
V. Assignment:
Evaluate the following expressions:
a. 18 + 24 9 x 12
b. 15 + 9 x 8 7
c. 9 3 x 25 5 + 8
d. 7 3 + 45 3 x 5
e. 3 x 8 + 5 2 x 3
5. 6 x 4 + 7 8 2
MATHEMATICS VI
Date: ___________
I. Objective:
Evaluate an expression with more than two operations with or without exponents and parenthesis/
grouping symbols
II. Learning Content:
Evaluate an expression with more than two operations with or without exponents and parenthesis/
grouping symbols
References:
Materials:
BEC-PELC II A.1.1.4
Enfolding Mathematics VI
flashcards, charts, cross number puzzles
6x7
2x8
3x8
2. Review:
Place parenthesis in the equation so that each equation will be a statement.
1. 16 7 + 8 = 1
3. 18 6 x 3 = 1
5. 12 2 + 4 = 2
2. 3 x 5 4 = 3
4. 16 7 + 8 =17
B. Developmental Activities:
1. Motivation:
Do you like to go hunting? Lets have a word hunting game. (written on the chart)
2. Presentation:
a. Study the rules in the order of operations (written on the chart)
b. Ask:
1. What rules did we follow in sample 1? What did we do with the exponent in sample 2?
2. What are the rules for the order of operation when parenthesis, exponent, addition,
subtraction, multiplication and division are involved?
3. What should you remember in answering some exercises in mathematics?
3. Fixing Skills:
Simplify the expressions below and solve.
1. 36 2 x 22
3. ( 15 - 6 ) + (4 1) x 23
2. 6 2 + 1 x 4
4. 3 x [3 + 2 x (10-3)]
4. Generalization:
What rule you follow in evaluating expressions with more than two operations? State the
rule.
5. Application:
Simplify and solve.
1. (7 x 9) + (3 x 21)
2.
72 + [(8 + 2)x 6]
IV. Evaluation:
Simplify and solve
1. 63 7 + 5 + 22 6 + 3
2. 6 (2 x 7 + 52)
3. 3 x ( 4 + 82 ) 8
4. 37 + 3 x 2 6
5. 14 2 3 + 2 x 2
V. Assignment:
Answer the following questions
1. 10127 is one followed by how many zeros.
2. Find (x2)2 if x = 3
3. If your calculator does not an exponent key, can you use the definition of the exponent in 2 3 + 2 =
2 x 2 x 2 + 3? How?
MATHEMATICS VI
Date: ___________
I. Objective:
Solve 2 to 3 step word problems involving whole numbers.
II. Learning Content:
Applying the order of operations in solving 2 to 3 step word problems.
References:
Materials:
d. (18-4) (5+3) = N
B. Developmental Activities:
1. Motivation:
What do you like to be when you grow up?
2. Presentation:
Read and study the problem below.
Mr. Gonzales put up a capital coming from the following:
Bank P250,000.00
Private P100,000.00
Personal Money + P150,000.00
The cause of merchandise he bought was P365, 273.00. How much was left from his
capital? Ask: Where did Mr. Gonzales get his capital? How much was the merchandise he
bought? Let us analyze the problem.
- What is asked?
- What facts are given?
- What is the hidden question?
- What operations are needed?
- What is the number sentence?
- What is the solution to the problem?
- Is the answers correct? Check.
3. Fixing Skills:
Analyze and solve the problem below.
A movie earned P5,470,568.00 in 27 theaters in Manila and P2,005,971.00 in 161 movie
houses in other parts of the country. Combining the two amounts, what was the average
income per theater from his movie?
4. Generalization:
What are the steps to follow in solving 2-3 steps words problems? What is the first thing
you need to know? Why?
IV. Evaluation:
Read the problem bellow and do what is asked?
The girls scout troop no. 131 collected 150kg of rice on the first week and 110kg on the second
week. Troop no. 250 collected 98kg and 100 kg on the first and second weeks respectively. If the rice
they collected will be distributed equally among 20 families of Mahabang Parang and 23 families of
Sitio Pinagpala, how many kg should each family receive?
1. Asked ____________
2. Hidden question 1 ____________
3. Hidden question 2 ____________
4. Step 1 ____________
5. Step 2 ____________
6. Step 3 ____________
7. Number sentence ____________
8. Solution ____________
9. Answer with the correct unit ____________
10. Check. ____________
V. Assignment:
Analyze and solve.
Mr. Cruz had P4,500.00. He spent P2,500.00 for food; P750 for transportation and P275.00 for
other expenses and divided the rest among his 5 brothers. How much was the share of each?
1. Asked ____________
2. Hidden question 1 ____________
3. Hidden question 2 ____________
4. Step 1 ____________
5. Step 2 ____________
6. Step 3 ____________
7. Number sentence ____________
8. Solution ____________
9. Answer with the correct unit ____________
10. Check if your answer make sense ____________
MATHEMATICS VI
Date: ___________
I. Objective:
Name a decimal for a given model.
II. Learning Content:
Naming a decimal for a given model.
References:
Materials:
a.
c.
b.
MATHEMATICS VI
Date: ___________
I. Objective:
Rename fractions whose denominators are power of 10 in decimal form.
II. Learning Content:
Rename fractions whose denominators are power of 10 in decimal form.
References:
Materials:
BEC-PELC II B.2
Enfolding Mathematics VI
flashcards, sheets of manila paper, meter stick
5. 3/10
4. Generalization:
How do you rename fractions whose denominators are power of 10 in decimal form?
5. Application:
Solve the problem.
Jethro has 25 one-centavo coins in his piggy bank. He writes in figures the money he has
as 25/100. How should he write this using peso sign?
IV. Evaluation:
Rename the fraction in decimal form.
1. 90/100
3. 8/10
2. 38/1000
4. 8/100
V. Assignment:
Rename the fraction in decimal form.
1. 7/10
6. 160 /1000
2. 7/100
7. 625/1000
3. 7/1000
8. 62/100
4. 16/100
9. 62/1000
5. 16/1000
10. 2/100
5. 78/1000
MATHEMATICS VI
Date: ___________
I. Objective:
Identify the value/place value of a digit in a given decimal.
II. Learning Content:
Identifying the value/place value of a digit in a given decimal.
References:
Materials:
At the signal of Go by the teacher, the pupils will go around to find the value of the
number phrase/fraction/decimal he/she is holding.
The first set of pupils to find their brother/sister wins
B. Developmental Activities:
1. Motivation:
When you see 5, what does it mean to you? How about .5? Do we read it simply as point
5? Is there a way of reading it correctly?
2. Presentation:
Activity 1 Pair Share
3. Fixing Skills:
Give the value and place value of each digit.
1. 4397.482
3. 4.219
2. 123.7654
4. 743.2143
4. Generalization:
How do you know the value and place value of each digit in a given decimal?
5. Application:
Read:
96.3127
Identify the place value of each decimal numbers.
IV. Evaluation:
Write the following decimals in words then identify the value and the place value of the
underlined digit.
Value
Place Value
1. 3.2741
2. 43.0018
3. 135.30
4. 656.8743
5. 300.003
V. Assignment:
Follow the directions.
1. Form 5 decimal numbers out of digits 1, 2, 3, 4, 5, 6, 7, 8, 9.
2. Write each number in words.
3. Identify the value of each digit.
MATHEMATICS VI
Date: ___________
I. Objective:
Read and write decimals through ten thousandths.
II. Learning Content:
Reading and writing decimals through ten thousandths.
References:
Materials:
c. 12 5
90 10
d. 9 x 7
8x6
2. Review:
At the signal of Go by the teacher, the pupils will go around to find the value of the
number phrase/fraction/decimal he/she is holding.
The first set of pupils to find their brother/sister wins.
B. Developmental Activities:
1. Motivation:
When you see 5, what does it mean to you? How about .5? Do we read it simply as point
5? Is there a way of reading it correctly?
2. Presentation:
Write in numerals then identify the place value of each digit.
Ex. One and three thousand nine hundred eighty-four then thousandths.
a. One and eight thousand three hundred five hundred sixty-seven ten thousandths.
b. One and two thousand three hundred seventy-four thousandths.
c. Two and three hundred two ten thousandths.
3. Fixing Skills:
Read each situation then answer the questions that follow.
1. One meter is equal to 39 37/100 inches
a. Write 39 37/100 as decimals
b. Identify each place value and value of each digit.
4. Generalization:
How do we read decimal numbers? How do you read the decimal point?
5. Application:
Read:
15.8164
Identify the place value of each decimal numbers.
IV. Evaluation:
Write each in symbols, then give the value and place value of the underlined digit.
1. Five and three hundred then-thousandths.
2. Twenty-five and two hundred ten-thousandths.
3. Fifteen hundreds
V. Assignment:
Copy the decimals that have 5 in the ten-thousandths place. Give the value and place value of the
digit after the decimal point.
a. 5.5543
b. 19.5555
c. 6.4625
d. 5555
e. 3.4835
MATHEMATICS VI
Date: ___________
I. Objective:
Write decimals through ten thousands in different notations-standard and expanded notation.
II. Learning Content:
Write decimals through ten thousands in different notations-standard and expanded notation.
References:
Materials:
BEC-PELC II.B.3.3
Enfolding Mathematics VI
place value chart, drill boards, charts, cutouts
MATHEMATICS VI
Date: ___________
I. Objective:
Compare and order decimals through tent thousandths
II. Learning Content:
Comparing and order decimals through tent thousandths
References:
Materials:
BEC-PELC II B.4
Enfolding Mathematics VI
activity cards
2. Review:
Arranging number in ascending or descending order
1. Group the class with 5 remember each.
2. Each member of the group will be given card with numbers.
3. The teacher gives instruction to arrange themselves in ascending order then descending
order.
4. The first group to arrange themselves correctly and quickly wins the game.
B. Developmental Activities:
1. Motivation:
Do you know the density of water at different temperature? Do you agree that water is
not lost? Why?
2. Presentation:
a. Strategy 1 Pair Share
1. Post the information on the board. The density of water at:
a. 0C is about 0.9999 grams per cubic cm
b. 20C is close o 0.9982 grams per cubic cm
c. 100C is near to 0.9584 grams per cubic cm
2. Task for each group:
a. Which is lesser?
0.9999 or 0.9982?
0.9584 or 0.9999?
b. If these decimals are to be arrange from:
- Least to greatest, which has the greatest value?
MATHEMATICS VI
Date: ___________
I. Objective:
Round decimals through ten thousands
II. Learning Content:
Rounding decimals through ten thousands
References:
Materials:
BEC-PELC II B.5
Enfolding Mathematics VI
activity cards
3.
3.54783
B. Developmental Activities:
1. Motivation:
What percent is the molecules of carbon dioxide present in the earth's atmosphere?
2. Presentation:
a. Strategy 1 Pair Share
1. Provide each pair with activity card like:
Of the 100% total molecules present composition of the Earths atmosphere, only 0.0325
percent is carbon dioxide.
2. Ask:
a. What number is closest to 0.0325? Why? Why not?
b. What are other possible number closest to 0.0325?
c. What are the rule in rounding off decimal numbers?
3. Practice Exercises:
Round off 29.8492 to nearest:
a. tenths
___________
b. ones
___________
c. hundredths
___________
d. thousandths
___________
e. tens
___________
4. Generalization:
How do you round off decimal numbers? What are the rules in rounding off decimal
numbers?
5. Application:
Round the following to the nearest underlined digit.
1. 6.8497
2. 2.0825
3. 29.0434
IV. Evaluation:
Round off following numbers to its underline digit.
1. 6.8497
3. 62.842
5. 0.8943
2. 2.0825
4. 29.0434
V. Assignment:
Complete the table.
MATHEMATICS VI
Date: ___________
I. Objective:
Estimate sums and differences of whole numbers and decimals
II. Learning Content:
Estimate sums and differences of whole numbers and decimals
References:
Materials:
BEC-PELC II C.1
Enfolding Mathematics VI
counters, paper bag, index card
7x8
4x9
8x5
4x4
2. Review:
Round off decimals to the nearest tenths
Example: a. 84.815
b. 2. 845
3x9
6x7
c. 6. 0125
2x8
3x8
d. 26.897
B. Developmental Activities:
1. Motivation:
You were asked by your mother to buy some groceries after class. Without computing,
how would you know that the money given to you is enough or, not? Why?
2. Presentation:
a. Strategy 1 Role Playing
a. Divide the class into groups.
b. Provide an activity card to each group for them to act out or role play.
Ex.
Ron has P12, 720 in his savings account. He wants to buy a stereo and speakers
while they are on sale. The stereo cost P9,889.99 and the speakers cost P915.50.
About how much of his savings will be left after the purchase?
c. They have to act out also the following:
1. What information is given in the problem?
2. What should be done first so that Ron will have an idea of the following:
About how much he has to pay?
About how much will be left of his savings?
d. Have them compute the actual answer and compare it with the estimated answer.
e. Have each group present their work in front.
3. Fixing Skills:
Round off the nearest tenths ands solve for the answer.
4. Generalization:
How do you find the estimated sums and differences of whole numbers and decimals?
5. Application:
Solve the problem.
Luis has Php 250 for his daily allowances. He spent Php 95.50 for fare and Php 75.75 for
food and save the rest. About how much is his savings?
IV. Evaluation:
Arrange the number in column. Round off the number to the nearest hundredth, then find the
estimated sums and difference.
1. 36.5 + 18.91 + 55.41 = N
2. P285.15 + P27.35 + P627.30 = N
3. 8.941 8.149 = N
V. Assignment:
Round of numbers to the nearest tenths and solve for the answer.
a. 7.13 + 8.57 + 23.09 =
b. 29.81 + 35.16 + 41.95 =
c. 873.22 + 128.55 + 456.19 =
MATHEMATICS VI
Date: ___________
I. Objective:
Add and subtract whole numbers and decimals.
II. Learning Content:
Adding and subtracting whole numbers and decimals.
References:
Materials:
BEC-PELC II C.2
Enfolding Mathematics VI
flashcards
b. ____ - 27 = 55
c. 44 + 59 = ____
d. 71 43 = ____
2. Review:
a. Group the class in pairs.
b. Teacher flashes activity card
Ex.
5.684 + 2.795
c. Player 1 for each group will give the estimated answer mentally.
d. Player 2 checks the answer by solving it using pencil and paper.
e. The group with the most number of correct answer wins.
B. Developmental Activities:
1. Motivation:
Present the following on the board: 85.03 + 105 + 16.005 - 28.79 = N
Ask: What is the fastest way of solving the problem? Why?
2. Presentation:
1. Presentation:
Present the lesson thru the following:
a.
Strategy 1 Matching Game Mechanics:
a. Divide the class into 2 groups.
b. First group will be given problem cards.
c. Second group will be holding the answer card.
d. The pupils raise the card they are holding when the teacher gives the "go" signal.
e. Pupils should toy to find their partner by pairing the problem card with the
correct answer card.
f. The first pair to match correctly wins. Ex. Problem Card
Tina bought a pair of shoes for P495.50, a coat for P527.20 and a pocketbook
for P94.75. How much change did she receive from her P2000?
g. Have the pair read and solve the problem on the board to check if their cards
match.
3. Fixing Skills:
Solve the following
1. 16 + 15.56 =
2. 92.2 27.58
3. 37.21 19 =
4. 32.587 + 19.63
4. Generalization:
How do you find the estimated sums and differences of whole numbers and decimals?
5. Application:
Write in column the compute.
1. 36 + 18.9 15.6 = N
2. 89 29.341 + 14 = N
3. 62.5 + 3.96 + 9.3 = N
IV. Evaluation:
Solve the problems.
1. Add 82.839 to the difference of 189 and 158.84.
2. The sum of 15.16, 97 and 68.3 is _______
3. Add the difference of 25 and 16.82 to the sum of 43 and 18.28.
V. Assignment:
Solve.
1. 89 84.63 + 74.13 = N
2. 105.89 49 + 29.834 = N
3. What is the answer when 215 is added to 15.398?
4. What is the answer when 612 is added to the difference of 65 and 47.892?
MATHEMATICS VI
Date: ___________
I. Objective:
Add/subtract decimals through ten thousandths without regrouping (with concrete/visual models)
II. Learning Content:
Adding/subtracting decimals through ten thousandths without regrouping
References:
Materials:
BEC-PELC II C.3
Enfolding Mathematics VI
strips of paper, 10 x 10 grid, number line, show me board
2. Review:
Round to the tenths place. Estimate the sum or difference.
1. 0.975 + 0.325
2. 2.92 + 7.68
3. 7.22 + 0.99
3.
B. Developmental Activities:
1. Motivation:
Present a simple story.
Linda does not easily throw things or objects like paper bags, plastic spoons and forks,
pieces of strings or ribbons, Christmas or birthday wrappers and others. She neatly store them
in a box or cabinet for future use.
Discussion:
1. What does Linda do with used things or objects?
2. What kind of a girl is she?
2. Presentation:
a. Activity 1 - Pair Activity
One day, Debbie, Linda's younger sister needed 4 pieces of ribbon for her project.
Linda gave her yellow, pink, blue and red ribbons with lengths 0.2 m, 0.48 m, 0.3 m and
0.15 m respectively.
How long are the yellow and blue ribbons if put together?
Discussion:
a. Analyze the problem.
b. Identify the lengths of yellow and blue ribbon.
c. Let the pupils find the sum using strips of paper.
d. To show: 0.2 m + 0.3 = N
There is another way of writing 0.2 + 0.3 to find the sum. How? Let pupils write this
in their Show Me Boards. Let them discuss/explain the placement of decimal points and
what place value should be added first, second and so on.
0.2 m
+ 0.3 m
0.5 m
3. Fixing Skills:
Find the sum or difference.
1. 0.27 + 0.61
3. 0.261 + 0.03
2. 0.13 + 0.22 + 0.45
4. 0.005 + 0.24 + 0.3142
4. Generalization:
How do we add/subtract decimals through ten thousandths without regrouping?
5. Application:
Read and solve.
Lindas father found a 0.75 m piece of wood, he cut 0.5 m from it. How many meters of
wood were left?
IV. Evaluation:
Add or subtract
V. Assignment:
Find the sum or difference.
MATHEMATICS VI
Date: ___________
I. Objective:
Add/subtract decimals through ten thousands with regrouping
II. Learning Content:
Adding/subtracting decimals through ten thousands with regrouping
References:
Materials:
BEC-PELC II C.3
Enfolding Mathematics VI
flashcards, manila paper
2. Review:
Mental Computation: Adding/subtracting decimals through ten thousandths without
regrouping.
B. Developmental Activities:
1. Motivation:
Present a simple story.
Linda does not easily throw things or objects like paper bags, plastic spoons and forks,
pieces of strings or ribbons, Christmas or birthday wrappers and others. She neatly store them
in a box or cabinet for future use.
Discussion:
1. What does Linda do with used things or objects?
2. What kind of a girl is she?
2. Presentation:
a. Strategy 1
Bentong, a neighbor, came home one afternoon with a problem: "From the sum of
0.2784 and 0.5869, subtract 0.3854."
a. Guide the pupils in analyzing the problem by asking the following questions:
What is being asked?
What are given?
What operations will be used?
What is the equation?
b. Teacher writes the equation horizontally on the board, for example, (0.2784 +
0.5869) - 0.3854 = N, then asks a volunteer to solve the equation, step-by-step. Let
the pupil explain his work.
c. Teacher emphasizes the importance of aligning the decimal points properly and
correctly before adding or subtracting
d. Discuss the value of helping others in need.
3. Practice Exercises:
4. Generalization:
How do you add/subtract decimals through ten thousands with regrouping?
5. Application:
Find the sum/difference.
1. 0.3564
+0.13
0.2834
IV. Evaluation:
Solve for the missing number.
V. Assignment:
Perform the indicated operation.
2.
0.7493
-0.247
MATHEMATICS VI
Date: ___________
I. Objective:
Add and subtract mixed decimals with regrouping
II. Learning Content:
Adding and subtracting mixed decimals with regrouping
References:
Materials:
BEC-PELC II C.4
Enfolding Mathematics VI
flashcards
2. Review:
Adding/Subtracting Decimals without Regrouping GAME:
a. Divide the class into 6 groups (per column).
b. First student in each column solves mentally the equation given by the teacher.
c. The first to answer correctly gets 1 point for his/her group.
d. Continue flashing cards until everyone in the group has participated.
e. Group with the most number of points wins.
SAMPLE EQUATIONS:
a. 2.143 + 1.3
b. 3.5 + 1.021
c. 2.0008 + 3.14
B. Developmental Activities:
1. Motivation:
Mother has P1,000. She went shopping in a mall. She bought 3 pairs of stockings worth
P153.75 and a bag which cost P426.85. How much change did she receive?
2. Presentation:
a. Work on the problem together.
1. Ask:
a. What does the problem ask for?
b. What are the given facts?
c. What will you do to solve for the answer?
2. Translate the problem into a number sentence. Then show the solution on the board.
3. How much change did she get? What if she received P520.40?
4. What do you think will mother do? Why? If you were given an extra change, would
you return it? Why?
5. Have pupils solve more exercises:
3. Fixing Skills:
Solve the indicated operations.
4. Generalization:
How do you add/subtract mixed decimals with regrouping?
5. Application:
Solve as indicated.
1. The difference between 95.827 and 58.39 is _____.
2. Find the sum of 1.853 and 10.05.
3. When 35.20 is added to 43.86, the sum is ____.
IV. Evaluation:
Find the sum/difference.
V. Assignment:
Perform the indicated operations
MATHEMATICS VI
Date: ___________
I. Objective:
Apply different properties of addition to compute sums mentally
II. Learning Content:
Applying different properties of addition to compute sums mentally
References:
Materials:
BEC-PELC II C.5
Enfolding Mathematics VI
charts, illustrations
4. Generalization:
How do you add mentally using the properties of addition?
5. Application:
Add the following mentally.
1. 1.1 + 2.1
2. 0.19 + 0.26
IV. Evaluation:
Add the following mentally.
1. 3.7 + 5.6
3. 0.77 + 0.15
2. 1.6 + 2.4 + 1.2
4. 0 + 18.2 + 7.4
V. Assignment:
Add the following mentally.
1. 0.31 + 0.53
2. 0.49 + 0.10
3. 0.12 + 0.42
4. 0.13 + 0.25 + 0.11
5. 1.21 + 2.02 + 3.14
3. 2.4 + 1.3
5. 0.648 + 0
MATHEMATICS VI
Date: ___________
I. Objective:
Solve 1-to-2-step word problems involving addition and subtraction of decimals
II. Learning Content:
Solving 1-to-2-step word problems involving addition and subtraction of decimals
References:
Materials:
BEC-PELC II C.6.2
Enfolding Mathematics VI
flashcards, charts, manila paper
d. 1 0.455 =
B. Developmental Activities:
1. Motivation:
Lani and Sol went to a book fair. Lani found 2 good books which cost P45.00 and
P67.50. She only had P58.00 in her purse but wanted very much to buy the books. Sol offered
to give her money. How much did Sol share to Lani? What traits shows by Sol?
2. Presentation:
a. Ask the following questions:
1. What is being asked?
2. What are given?
3. What operations are needed to solve the problem?
4. What is the hidden question?
5. What is the number sentence needed to solve the problem?
b. Call on a volunteer to solve the number sentence on the board.
c. Teacher discusses the step-by-step solution on the board.
3.. Fixing Skills:
Give another set of examples:
a. Annie bought 13.6 gal and 12.8 gal of gas in each of 2 consecutive weeks. Her total
consumption of gas in 3 weeks is 38.35 gal. How much gas did she consume on the 3d
week?
b. How much more is 8.24 increased by 0.8 than 2.7?
c. How much less is the sum of 24.5 and 18.762 than 50?
4. Generalization:
What are the important steps in problem solving?
How do we solve 2-3 step word problems on addition/subtraction of decimals?
5. Application:
Read the problem and answer.
Annie bought 13.6 gal and 12.8 gal of gas in each 2 consecutive weeks. Her total
consumption of gas in 3 weeks is 38.35 gal. How much gas did she consume on the 3 rd
week?
IV. Evaluation:
Read the problem and answer the questions about it. Write the letter only.
Binoy wanted to buy a notebook for P18.75 and a ball pen for P28.75. He had only P19.85. How
much more does he need to buy the 2 items?
1. The operations involved in the problem are:
a. +, c. + and
b. x and +
d. - and
2. The hidden question is:
a. How much money does Binoy have?
b. How much more does Binoy need to buy 2 items?
c. How much does the notebook and ball pen cost altogether?
3. The correct number sentence for the problem is:
a. P19.85 + (P18.75 - P28.75) = N
b. (19.85 + P18.75) - P28.75 = N
c. (18.75 + P28.75) - P1985 = N
V. Assignment:
Write the number sentence and solve.
1. Barangay Maligaya is 28.5 km from the town proper. In going there, Ricardo traveled 12.75
kilometers by jeep, 8.5 km by tricycle, and the rest by hiking. How many kilometers did Ricardo
hike?
2. Delia filled the basin with 2.95 liters of water. Her brother used 0.21 liter when he washed his
hands and her sister used 0.8 liter when she washed her face. How much water was left in the
basin?
MATHEMATICS VI
Date: ___________
I. Objective:
Estimate products of whole numbers and decimals
II. Learning Content:
Estimating products of whole numbers and decimals
References:
Materials:
BEC-PELC II D.1
Enfolding Mathematics VI
number cards, problem cards
59.001
25 365
2. Review:
Round to the nearest whole number and estimate the sum/difference. How many can you
do orally?
Example:
1. 7.82 + 2.35 =
3. 9.15 + 3.84 =
5. 8.46 + 1.93 =
2. 7.82 2.35 =
4. 9.15 3.84 =
3.
B. Developmental Activities:
1. Motivation:
Present the following problems.
Carlo bought 5 notebooks at P38.95 each. About how much did he pay in all?
2. Presentation:
a. Ask the following questions:
1. What are given?
2. What is being asked?
3. Do we need an exact answer or just an estimate to solve the problem? Why do you
think so?
4. What is the number sentence?
5. How do we estimate products of whole numbers and decimals?
b. Explain step-by-step the process of estimating products of whole numbers and decimals.
If possible, extract this from the pupils or have them do the explaining.
c. Discuss the importance of estimation and its practical applications in real life. Elicit
examples of situations where estimation is needed.
3. Practice Exercises:
Estimate each product by rounding the multiplicand.
1. 22.7 x 0.08 =
3. 4.53 x 0.77 =
5. 78.5 x 1.2 =
2. 4.3 x 0.9 =
4. 6.28 x 0.58 =
4. Generalization:
How do you estimate the products of whole numbers and decimals?
5. Application:
Read and solve.
The following are some items you need to buy from a store.
Socks 20.95, T-shirt 119.50, face towel 8.75, handkerchief 24.25 and shorts 52.30
About how much money you will have to be able to buy: a pair of socks, two t-shirts, five
face towel and seven handkerchief?
IV. Evaluation:
Estimate each product by rounding the multiplicand.
V. Assignment:
Estimate each product by rounding
MATHEMATICS VI
Date: ___________
I. Objective:
Multiply up to 3 digit factors by 1- to 2 digit factors whole numbers and decimals with or without
regrouping
II. Learning Content:
Multiplying up to 3 digit factors by 1- to 2 digit factors whole numbers and decimals with or
without regrouping
References:
Materials:
BEC-PELC II D.2
Enfolding Mathematics VI
charts
2. Review:
Estimate the cost.
1. 2 kilos of tomatoes at P8.50 per kilo
2. 31 meters of cotton dress materials at P49.95 per meter
3. 90 bananas at P0.85 each
B. Developmental Activities:
1. Motivation:
What is your hobby? Is it a worthwhile one? Why do you say so?
2. Presentation:
Present the lesson thru the following:
a. Activity 1
A hobbyist loves to collect different kinds of butterflies. In one of his framed
collection, he mounted 12 butterflies of one species with the same length and width. If
one butterfly weighs 0.43 gram, what is the total weight of the butterflies?
Discussion:
a. Analysis of the problem.
b. Let each pair draw the butterflies and write the weight of each of them. Then let them
find the total weight.
c. How did you find the answer? What process did you see?
0.43 g
0.43 g 0.43 g 0.43 g 0.43 g 0.43 g
0.43 g
0.43 g 0.43 g 0.43 g 0.43 g 0.43 g
Addition sentence: 0.43 + 0.43 + 0.43 + 0.43
+0.43 + 0.43 + 0.43 + 0.43
+0.43 + 0.43 + 0.43 + 0.43
Multiplication sentence: 12 x 0.43 = N
3. Fixing Skills:
Find the product.
1. 0.432 x 0.23
2. 0.83 x 35
3. 0.914 x 0.6
4. 0.7 x 46
5. 0.132 x 0.54
4. Generalization:
How do you mentally decimals and whole numbers?
5. Application:
Read and solve.
The butterfly collector measures the wings of a butterfly. It has a length of 0.79 dm. If 25
butterflies have the same length of wings, what is the total length of all the wings?
IV. Evaluation:
Find the product.
1. 0.67 x 0.24
2. 34 x 0.293
3. 0.518 x 0.65
4. 0.92 x 57
5. 0.39 x 0.764
V. Assignment:
Multiply
1. 0.57 x 0.24
2. 0.442 x 26
3. 65 x 0.179
4. 0.392 x .78
5. 0.827 x 0.36
MATHEMATICS VI
Date: ___________
I. Objective:
Multiply up to 3-digit factors by 1-to 2-digit factors of decimals and whole numbers without and
with regrouping and with zero difficulty
II. Learning Content:
Multiplying up to 3-digit factors by 1-to 2-digit factors of decimals and whole numbers without
and with regrouping and with zero difficulty
References:
Materials:
BEC-PELC II D.2
Enfolding Mathematics VI
charts, card with number sentences
5. 335 + 92
6. 1649 929
c. 0.36 x 25
d. 89.254 x 2.3
B. Developmental Activities:
1. Motivation:
What are the things that you do to make you physically fit and healthy?
2. Presentation:
a. Present the lesson by doing the following Activity 1
Nutritionists say we need 0.0017 gram of riboflavin everyday. How much do we need
in a week?
Discussion:
1. Let the pupils analyze the problem.
2. Let each group give an estimate of the answer.
3. Let them get the actual answer. Discuss the steps they make in finding the product.
0.0017 - 4 decimal places
x
7 - none
0.119 - 4 decimal places
a. Multiply the decimals as with whole numbers.
b. Count the number of decimal places in the factors (multiplicand and multiplier)
c. Place the decimal point in the product. The number of decimal places in' a
product is the sum of the number of decimal places in number multiplied.
d. Sometimes it is necessary to insert zero/s in the product when the number of
digits obtained in the product is less than the total number of decimal places in
the factors. (In the example, we need to insert 1 zero.)
3. Fixing Skills:
Find the product.
1. 0.432 x 0.23
2. 0.83 x 35
3. 0.914 x 0.6
4. 0.7 x 46
5. 0.132 x 0.54
4. Generalization:
How do you mentally decimals and whole numbers?
5. Application:
Solve.
a. Find N in this equation: 0847 x 0.69 = N
b. The product of 86 and 0.249 is ____.
IV. Evaluation:
Find the product.
1. 0.67 x 0.24
2. 34 x 0.293
3. 0.518 x 0.65
4. 0.92 x 57
5. 0.39 x 0.764
V. Assignment:
Multiply
1. 0.57 x 0.24
2. 0.442 x 26
3. 65 x 0.179
4. 0.392 x .78
5. 0.827 x 0.36
2nd
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Multiply up to 3digit factors by 1to 2 digit factors of decimals and whole
numbers without and with regrouping and with zero difficulty.
B. Developmental Activities
1. Presentation
Activity:
Nutritionists say we need 0.0017 gram of riboflavin everyday. How much do we need in
a week?
Discussion:
1. Lets the pupils analyze the problem.
2. Let each group give an estimate of the answer.
3. Let them get the actual answer. Discuss the steps the make in finding the product.
4. Provide the examples:
2. Practice Exercises
Multiply:
1) 0.003
2)
x 0.4
0.52
3) 0.032
x 0.013
4) 0.0008
x 0.2
5) 0.03
x
0.6
x 3
3. Generalization
How do we multiply 1-3 digit by 1-2 digit factors of decimals and whole numbers with or
without regrouping and with zero difficulty?
IV. EVALUATION
Find the product.
1. 07 x 0.4
0.008 x 35
2. 0.412 x 0.8
5.
V. ASSIGNMENT
Multiply
1. 0.2 x 0.03
0.1
2. 0.236 x 0.04
5. 0.412 x 0.8
3. 0.5 x 0.7
4. 0.1 x
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Multiply decimals point up to the hundredths place.
Value: Kindness
2. Motivation
Mike bought a dozen doughnuts worth P9095 each. He gave these to some street children
whom he saw begging for food. How much did he pay for the doughnuts? What good trait
did Mike show? Have you had the same experience? How did you feel?
B. Developmental Activities
1. Presentation
Present the lesson by discussing the problem.
What is being asked?
What are given?
What operation is needed to solve the problem?
What is the equation or number sentence?
Elicit the equation: 12 x P9.95 = N
Discuss the step by step solution to the problem.
Place the decimal point correctly in the product.
Mike paid P119.40 for the doughnuts.
Discuss the importance of showing helping others in need, even in small
ways.
10. Give more examples: 0.76 x 1.2
1.
2.
3.
4.
5.
6.
7.
8.
9.
2. Practice Exercises
Solve the equation.
1. 0.23 x 0.12
3. 0.36 x 0.75
2. 0.25 x 0.08
4. 0.62 x 0.17
5. 0.14 x 0.42
3. Generalization
How do we multiply decimals up to the hundredths place?
IV. EVALUATION
Multiply
1. 0.38 x 0.64
0.93
3. 0.59 x 0.37
2. 0.75 x 0.48
4. 0.78 x 0.68
5. 0.27 x
V. ASSIGNMENT
Solve for what is being asked?
1.
2.
3.
4.
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Multiply mixed decimals by mixed decimals with hundredths.
2. Motivation
Problem Opener
Rina weighs 46.15 kilograms. Cathy weighs 1.06 times as much as
Rina. If you were Rina, how would you know heavy Cathy is?
B. Developmental Activities
1. Presentation
Activity1:
a. Mix two sets of number cards, labeled 0 trough 9, in a container.
b. Draw boxes like the ones below for each student to copy
c. Ask the pupil to pick six cards one at a time, reading aloud each
number drawn.
d. The pupils write the numbers in each box in order.
e. Have the pupils solve the product.
2. Practice Exercises
Solve:
a.
2.07
b.
x 3.82
48.12
c.
x 5.50
9.25
x 14.63
3. Generalization
How do you multiply mixed decimals by mixed decimals? How do you put the decimal
point?
IV. EVALUATION
1. Find the decimal point in each product correctly
1.
83.52
x 2.4
200448
2.
6.5
x
3.
2.56
4.36
x 7.22
2834
184832
V. ASSIGNMENT
1. Find the product.
a. 72.08 x 6.9
b. 8.056 x 7.4
c. 59.17 x 2.04
c. 129.3 x 31.5
d. 1.293 x 3.15
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Multiply decimals by 10, 100 and 1 000
x 1000
800
750
394
1.204
12.04
120.4
1240
3.0615
30.615
306.15
30615
What have you observe in multiplying a decimal by 10, 100 and 1000? Do
you see any pattern?
2. Practice Exercises
Let us have other exercises:
1. 27.385 x 10 =
0.3612 x 100 =
2. 806.259 x 100 =
3. 35.68125 x 1000 =
4. 9.0573 x 10 =
3. Generalization
How do you multiply numbers by 10, 100 and 1000?
What did you do in getting the pattern? What have you observe?
IV. EVALUATION
Complete the table
Decimal
x 10
1. 8.4213
2. 0.95364
3. 23.04987
4. 1.75805
5. 180.49326
V. ASSIGNMENT
Perform the indicated operation:
1.
2.
3.
4.
5.
10 x (1.34 + 7.6) = N
(3.7 x 8.113) x 100 = N
1000 x (35.601 + 28.12) = N
(7.113-2.03) x 1000 = N
(25.123 11.2) x 100 = N
x 100
x 1000
5.
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Multiply mentally decimals by 0.1, 0.01, 0.001
Handout number puzzles to each group. Tell each group to complete the puzzles. Tell the
groups to paste the pieces on a piece of paper or tape them together. Post their work on the
board in an organized way.
Ask if they could identify the numbers they formed. Give a hint that the exponents
indicate the number of decimal places to the left or right of 1. Have a free guess and check
activity as well as an open discussion on their answers.
Sample Answer:
103 = 1000
10-2 = 0.01
5
10 = 100000
10-4 = 0.0001
B. Developmental Activities
1. Presentation
Activity 1:
Present this problem:
Mrs. Santos owns 0.9 hectares of land. She plans to make 0.1 of the
land into a residential lot by putting up an apartment. She asked her
tenant, Elen, to manage the said apartment. Since Elen is a trustworthy
and loyal tenant, Mrs. Santos decided to give Elen. 0.01 of 0.9 hectares of
land, near the apartment lots.
a. How many square meters of the land will be converted to
residential lots?
b. How big will be the lot given to Elen?
2. Practice Exercises
Multiply mentally.
1. 0.01 x 0.9
2. 0.09 x 0.1
3. 0.008 x 0.6
4. 0.001 x 5.8
5. 0.007 x 0.1
3. Generalization
How do you mentally decimals by 0.1, 0.01, 0.001?
What is a shorter way of doing this?
IV. EVALUATION
Multiply mentally. Choose the letter of the correct answer.
1. 0.01 x 8.56
a. 85.6
b. 8.56
c. 0856
b. 0.49
c. 0.049
d. 0.0856
2. 0.001 x 0.49
a. 4.9
d. 0.00049
3. 0.07 x 0.1
a. 7
b. 0.7
c. 0.07
d. 0.007
4. 0.003 x 0.01
a. 0.00003
b. 0.0003
c. 0.3
d. 30
c. 0.795
d. 0.0795
5. 0.1 x 79.5
a. 79.5
b. 7.95
V. ASSIGNMENT
Multiply mentally
1.
2.
3.
4.
5.
0.001 x 45.267
40.1 x 0.1
0.01 x 0.03
0.217 x 0.001
0.1 x 0.0011
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Apply the different properties of multiplication to compute products mentally
Value: Teamwork
2. Motivation
1. Present this puzzle card to each group.
3. Generalization
How does the distribute property help simplify the calculation? How about the other
properties?
IV. EVALUATION
1. Collaborative Learning
a. Working in teams of four
b. Dictate a mental Math Problem to all the teams. The first team to give the
correct answer and name the property wins that found. Team with the
property score wins.
2. Using the Show Me Card. The teacher gives the problem and the pupils have
to write the answer with the property on the Show Me Card.
Example:
a. (0.27x0.3) x 0.2 = 0.27 x (0.3 x 0.2)
b. 0.8 x 0.079 = 0.8 x (0.07 + 0.009)
c. 3.5 x 4.2 = 4.2 x 3.5
V. ASSIGNMENT
Give 2 examples for each property of multiplication.
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Solve word problems involving multiplication of decimals including money.
Value: Thrift
2. Motivation
What are the steps in solving a word problem?
Why do we have to analyze the word problem before giving the answer?
How do you know that your answer is correct?
B. Developmental Activities
1. Presentation
1. Teacher prepares word problems involving multiplication of decimals including money.
Example:
Cris spends P35.50 for food each day. How much does she spends in 12 days?
2. What is asked?
What are the facts?
What is the math sentence?
Solution:
3. The first pupil to top the board will answer the first question, followed by other member
of his group.
4. Other group can steal if the given answer is wrong.
5. After the game, teacher will give emphasis on solving word problem involving
multiplication of decimals including money.
Valuing:
Give emphasis on being thrifty since the lesson involves money
Example:
How do you spend your baon/money?
Why do you have to be thrifty?
Will sisters/brothers is benefit you? How about your family?
2. Practice Exercises
Solve the following:
1.
16
2.
+ 15.56
37.21
-
3.
19
32.587
4.
+ 19.63
27.58
3. Generalization
What are the steps in solving a word problem?
How do you translate a problem into a number sentence or equation?
How would you describe your answer?
IV. EVALUATION
Read and Solve
95.2
-
1. A can of powdered milk has a mass of 0.345 kilogram. What is the mass of 12
cans of milk?
2. Mrs. Diaz bought a residential lot with an area of 180.75 m at P6.50 per
square meter. How much will 15 kilograms of ground beef cost in one kg
costs P99.00?
3. How much will 15 kilograms of ground beef cost if one kg cost P99.00?
V. ASSIGNMENT
A. Translate these problems to number sentences then solve.
1. A contractor finished 0.25 of a highway in 5 days. If the highway is 60.8
kilometers long, what part of the highway was finished?
2. Mark works 40 hours a week. If his hourly rate is P38.25, how much is he
paid a week?
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Estimate quotients of whole numbers and decimals
Value: Helpfulness
2. Motivation
What do carpenters do before buying materials for building a house? Would it be alright
0.8 7.31
1.7 35.68
2. Practice Exercises
Estimate the quotient
1. 1.25 325
2. 2.5 625
3. 7.5 225
4. 12.5 875
5. 1.2 48
3. Generalization
How do you estimate quotient?
What are compatible numbers?
IV. EVALUATION
1. Estimate the following using compatible numbers
a. 5.8 3.257
196.7
b. 8.8 14.08
c. 4.8
b. 785 559.8
c. 51.5 1019
V. ASSIGNMENT
Answer the following:
1. Rex traveled 154 km in 3.2 hours. Approximately, what was his average
speed for the journey?
2. Jay has 6584 meters of ribbon. She wants to cut it into 25.6 meters. About
how many ribbons can be cut from it?
3. Bing has a ribbon 125 dm long. How many pieces of ribbon 2.5 dm long can
be cut from it?
4. Rhoda has P75. she wants to give her nieces P12.50 each. How much does
each receive?
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Divide 2-5 digit whole numbers by 1-2 digit decimals
Value: Industry
B. Developmental Activities
1. Presentation
Activity1:
Present the following problem:
Aling Dolores sews table cloth to sell. She uses 0.6 meters of linen for
every table cloth she makes. How many table cloths can she make out of
18 m of linen?
1. What is being asked in the problem?
2. What are given?
3. What operation will you use to solve the problem?
4. Give the number sentence for it.
2. Practice Exercises
Solve the following:
1. 0.3 12
2. 0.9 135
3. 0.17
391
3. Generalization
How do we divide 2-5 digit whole numbers by 1-digit decimals?
IV. EVALUATION
Find the quotient. Be sure to place the decimal point correctly on your quotient.
1. 0.9 756
3. 0.13 2119
2. 0.12 94
4. 0.8 968
5. 0.06 138
V. ASSIGNMENT
Solve the following:
1. 64 0.4 =
2. 714 0.7 =
3. 933 0.03 =
4. 565 0.05 =
5. 2460 0.06 =
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Dividing 2-5 digit whole numbers by 2-digit decimals.
2. Motivation
Who has a store? What are the goods that are packed less than a kilo? Why do you think
they are doing it?
B. Developmental Activities
1. Presentation
Activity: Problem Analysis
1. Present the problem on the board:
Mother has a small sari-sari store. Everytime she buys a 50 kilo
cavan of sugar, she repacks it into a smaller bags weighing 0.25 kilo.
How many small plastic bags are needed by mother?
2. Have the class work by pairs.
3. Tasks:
a. What is asked in the problem?
b. What are the given facts?
c. What should be done to solve the problem?
d. Translate the problem into an equation.
e. Show your solution, step by step:
f.
2. Practice Exercises
Find the quotient. Check your answer.
1. 0.15 456
3. 0.61 5185
2. 0.32 48
4. 0.25 125
5. 0.36 22005
3. Generalization
How do you divide a whole number by a decimal?
What are the 2 ways of making the divisor a whole number?
If you change the divisor into a whole number, what will you do with the dividend?
IV. EVALUATION
Solve and check
1.
2.
3.
4.
5.
0.32 1984 =
0.04 92 =
13 588 0.43 =
39 102 0.06 =
848 0.04 =
V. ASSIGNMENT
Solve and check
1.
2.
3.
4.
5.
0.30
0.23
0.07
0.62
0.05
19470
11868
44919
21204
105 =
=
=
=
=
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Divides whole number by whole numbers with decimal quotient
Value: Fairness
2. Motivation
How many are you in the family?
Have you experienced to bring home something which is not enough for your family?
How did you share it equally to each one?
B. Developmental Activities
1. Presentation
Activity1:
1. Form a group of 4
2. Present this problem.
Ana brought home 3 pieces of suman. She has 4 sisters, how will
she divide it equally among her sisters?
3. Task for each group
4. Have each group present their work
5. Teacher should guide pupils how to round the answer to a given place
value like tenths and hundredths.
2. Practice Exercises
Find the quotient. Show your solution.
1. 5 4 =
2. 50 49 =
3. 5 3 =
4. 25 24 =
5. 16 10 =
3. Generalization
When do you get a decimal quotient?
What is the rule in rounding the decimal quotient to the nearest tenths or hundredths?
IV. EVALUATION
Find the quotient. Round your answer to the nearest:
Tenths
Hundredths
1. 12 18
_______________
_______________
2. 5 6
_______________
_______________
3. 12 48
_______________
_______________
4. 16 80
_______________
_______________
5. 15 80
_______________
_______________
V. ASSIGNMENT
Find the quotient. Round your answer to the nearest:
Tenths
Hundredths
1. 3 4
_______________
_______________
2. 7 8
_______________
_______________
3. 15 48
_______________
_______________
4. 12 25
_______________
_______________
5. 45 48
_______________
_______________
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Recognize and differentiate between terminating and repeating/non-terminating
decimal quotients
0.6
0.125
0.75
0.2
0.4
0.6
0.25
0.75
Tell them that hidden in the puzzle are the two terms that are
important in the days lesson. To get what these are, tell the pupils to look
for the letters corresponding to the decimal in the review portion. Once
the pupil identified the terms, ask if any one knows these two are.
B. Developmental Activities
1. Presentation
Activity1:
1. Have the pupils take a look at their solutions to the problem sheets.
Ask them for their observation. Lead them to notice that the last
remainder is zero. Tell them that the decimal quotient of these
problems are called terminating decimal.
2. Hand out another set of problem sheets to be solved.
3. Have volunteers form each group show their solutions on the board.
4. Lead them to say that the decimal quotient is the repeating decimal.
5. Have an open discussion on the difference between terminating and
repeating/non-terminating decimal.
2. Practice Exercises
Solve and identify if the decimal quotient is a TERMINATING or a
REPEATING/NON-TERMINATING decimal.
1 13
5 13
2 13
6 13
3 13
4 13
3. Generalization
How do you differentiate a terminating decimal from a repeating/non-terminating
decimal?
IV. EVALUATION
Identify if the decimal quotient is a terminating or repeating/non-terminating
decimal.
1.
2.
3.
4.
74
15 9
11 2
3 16
5. 6 21
V. ASSIGNMENT
Solve and identify if the decimal quotient is a terminating or repeating/nonterminating decimal.
1.
2.
3.
4.
5.
3 20
6 11
20 12
26
81 48
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Divide mixed decimals by whole numbers
Value: Helpfulness
2. Motivation
Your parents both have their work from Monday to Saturday. Everyday, before they
leave, they just leave for food for your meals in the morning and for lunch when you and
your brothers and sister come home from school. They also leave you just enough money for
your other expenses at home while theyre gone. Before your parents leave, they always
remind you to take care of your brothers and sister.
How will you help your parents take care of your brothers and sisters?
B. Developmental Activities
1. Presentation
Activity:
1. From pupils into groups of 5s. Tell them to role play the situation. Give 5 minutes for
brainstorming and 2-3 minutes each group for their presentation.
2. After all have presented, discuss what they did, what value/s they portrayed in the role
play, etc.
3. Extended the problem
4. Use play money to show partitive division in each of a, b and c.
5. Give other numbers for practice, e.g. P100.25 5 etc.
2. Fixing Skills
Divide
1) 8 18.16
2) 16 163.2
3) 30 92.55
3. Generalization
How do you divide mixed decimals by whole numbers?
IV. EVALUATION
Divide
1) 4.3 200
2) 5.5 550
16.5
5) 90 21.24
V. ASSIGNMENT
Divide
3) 9 39.24
4) 66
1) 25 426.5
3) 12 1027.68
5) 0.45 150
3) 1.8 100
4) 6.2 400
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Divide a whole number by decimal and mixed decimal
Value: Industry
2) 457 100 = N 3) 79 10 = N
2. Review
Divide:
a. 7 28.7
b. 9 58.5
1.38
3. Motivation
Ask pupils if they own the lot money occupying.
c. 6 4.80
d. 6
Ask them also how they acquired it. If they dont own it yet, what must they do in order
to own the lot?
B. Developmental Activities
1. Presentation
Activity: Problem Opener
1. Present a problem to a board.
2. Ask the following questions:
a. How many hectares was the lot of the man?
b. How much does one son get?
3. Lead the pupils to solve the problem.
4. Answer the question in the problem.
5. Have another examples:
a. Make the divisor a whole number by moving the decimal point 2 places to the right or
multiply it by 100.
b. Multiply the dividend also by 100
c. Divide like dividing whole numbers
d. Place the decimal point of the quotient directly above the decimal point of the
dividend.
e. Check the answer through multiplication
2. Fixing Skills
Divide
1) 2.5 175
2) 7.2 648
3) 2.17 8463
3. Generalization
To divide whole numbers to decimals or mixed decimal, change the divisor into whole
number by the decimal point to the right or multiplying by power of 10. Multiply also the
dividend by the same power of 10. Then divide as in whole numbers. Check by multiplying.
IV. EVALUATION
Find the quotient
1) 905 7904
2) 3.15 2709
684
5) 1.2 780
V. ASSIGNMENT
Divide and check through multiplication
3) 3.8 1026
4) 2.85
1) 0.04 473
5) 0.32 260
2) 0.53 656
3) 0.8 872
4) 0.06 264
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Divide mixed decimals by mixed decimals
Value: Honesty
21
54
86
10 9
2. Review
Dividing whole numbers by decimals
a. 0.5 250
480
b. 0.2 308
c. 0.6 336
d.
0.8
3. Motivation
Have you seen table runners? How does it look like? Where do you use table runners?
How big is a table runner?
B. Developmental Activities
1. Presentation
Activity: Problem Opener
1. Present a problem on the board
2. Ask the following questions:
1. Who orders table runners?
2. How long is the table runner?
3. How many meters of cloth was left to be made into table runner?
4. How many table runners can be made from it?
5. Show your solution through:
a. changing 26.25 1.75 to mixed decimal.
b. dividing like whole numbers
c. Proceed to division like whole numbers. Align the decimal point of the quotient
with that of dividend.
2. Fixing Skills:
3) 1.9 12.35
3. Generalization
How do we divide mixed decimals by mixed decimal? What are the two ways of making
the divisor a whole number?
IV. EVALUATION
Find the quotient. Check your answer.
1) 1.5 439.5
2) 5.7 27.36
62.5
5) 2.98 23.393
3) 1.17 583.05
4) 2.5
V. ASSIGNMENT
Solve and check
1) 3.6 73.8
5) 2.5 35.14
2) 4.9 313.11
3) 2.6 13.52
4) 1.4 37.24
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Divide decimals by 10, 100, 1000 mentally
Value: Alertness
0.63 x 100 =
0.383 x 1000 =
1.5 x 10 =
3.25 x 100 =
24.58 x 1000 =
2. Review
When multiplying decimals by 10, 100, 1000 what do we do with the
decimal point?
To what direction do we move the decimal point?
B. Developmental Activities
1. Presentation
Activity:
a. Study the following sets of equations:
SET A
SET B
450 10 = 45
2.8 10 =0.28
450 100 = 4.5
2.8 100 = 0.028
450 1000 = 0.45
2.8 1000 = 0.0028
b. What do we notice in each set? Is there a patter?
c. Elicit the pattern from the students.
d. Discuss the rule/steps in dividing whole numbers or decimals by 10, 100, 1000.
e. Give more examples
2. Fixing Skills:
Divide mentally
1) 34.5 10 = N
3. Generalization
How do we divide decimals by 10, 100, 1000?
To divide decimals by 10, 100, 1000
a. Move the decimal point to the left as many zeros are there in the divisor.
b. Prefix zero/zeroes before the decimal point if needed.
IV. EVALUATION
Give the answers mentally as fast as you can.
1) 63.8 10
4) 242.6 10
2) 56.61 100
5) 2473 1000
3) 635.2 1000
V. ASSIGNMENT
Complete the table bellow.
Decimal
10
100
1000
1.
2.
3.
4.
5.
14.8
27.632
129.74
176.24
88.29
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Divides decimal mentally by 0.1, 0.01, 0.001
Value: Cleanliness
5 x 1000 =
5 x 40 =
5 x 100 =
5 x 400 =
2. Review
Multiplying numbers mentally
a. 34.83 10 =
1000
3. Motivation:
b. 168.37 100 =
c.
149.2
Have you divided decimals by 0.1, 0.01, 0.001? how did you do it?
Have you find some easyways to do it?
B. Developmental Activities
1. Presentation
Activity: Role Playing
a. Have a group act out the situation.
b. Have them compute the problem mentally.
c. Ask: What is the answer in situation a? and b?
What is the pattern in dividing decimals by 0.1, 0.01, 0.001?
Explain.
2. Fixing Skills:
Perform mentally
1) 651 0.1
2) 6.298 0.01
3) 85.72
0.001
3. Generalization
How do you divide decimals by 0.1, 0.01. 0.001. What is the pattern in dividing decimals
by 0.1, 0.01, 0.001?
IV. EVALUATION
Give the quotient orally.
1) 8.39 0.01
2) 125.85 0.001
0.1
5) 6.45 0.001
3) 6.95 0.01
4) 85.32
V. ASSIGNMENT
Divide Mentally
1) 6.873 0.01
2) 1.62 0.1
0.01
5) 32.8 0.01
3) 49.67 0.001
4) 4.32
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Solve word problems involving division of decimals including money
Value: Decisiveness
2. Review
Divide numbers mentally
a. 56 0.1
b. 56 0.01
c. 56 0.001
B. Developmental Activities
1. Presentation
Strategy:
a. Group the class into pairs
b. Task for each pair
1. Is there a problem in the situation presented? Whats the problem
all about?
2. What are the given facts?
3. Is it possible that they can buy plates worth P 273.50? How?
4. What is the number sentence?
5. About how much is the cost of each plate? Why?
c. Have each group presented their work to the class.
2. Exercises:
3. Generalization
What are the steps in solving word problems?
How do you analyze and solve word problems involving decimals?
IV. EVALUATION
Read the word problems. Analyze then solve.
1. Jon saves P105.35 a week. How long will it take him to save P 1 264.20?
2. Robert plans to go to the province for a vacation. He wanted to by presents
for his nephews worth P289.45 each. He allotted P1 157.80. how many
nephews does he have in the province?
V. ASSIGNMENT
Make word problems involving division including money.
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Solve 2- to 3- step word problems involving decimals including money
Value: Industry
3. Motivation
b. 0.8 3 = N
c. 160 0.32 =
B. Developmental Activities
1. Presentation
Activity:
1. Present this problem
Mang Tisoy brought 2 bags of onions to market. One bag weighs 8
kilograms and the other bag weighs 6.5 kilograms. He repacked the
onions in plastic bags of 0.25 kilograms per pack and sold each pack
for P12.50. How much will he get if all the packs were sold?
2. Analyze and solve the problem:
a. What is asked?
b. What are given?
c. What are the hidden question?
d. What operation will you use?
e. What is the equation for the problem?
3. Discussion
a. In solving 2-3 step
problems, what do you
b. How do you express your answer to the problem?
2. Fixing Skills:
solve
first?
There are 18 girls and 17 boys who will equally share the expenses for
a bus trip amounting to P4 042.50. How much will each pay?
3. Generalization
How do you sold 2-3 step word problems involving decimals?
IV. EVALUATION
Solve the problem bellow and label your answer.
1. Lerna and her classmate went swimming. They spent P1 206.25 for food and
P1 172.50 for transformation and entrance fees. They got P1 196.75 from the
club funds and each one shared P98.50 to pay for the remaining expenses.
How many shared in the amount?
2. Grace receives P220.50 as school allowance from her mother. Her aunt gave
her an additional P183.73. If her daily expenses is P36.75, for how many days
will her allowance last?
V. ASSIGNMENT
Solve the following problems. Label your answers.
1. Jun and Richard repaired a broken rattan bed and were paid P 1 128.00. If Jun
worked for 8.5 hours and Richard for 7.5 hours, how much were they paid per
hour?
2. The barangay officials of Barangay Masaya received 150 sacks of rice
weighing 50 kilograms each. 350 kilograms were distributed to the flood
victims for the barangay. The rest were repacked in plastic bags of 2.5
kilogram each to the street children. How many street children received the
rice?
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Generalize when a number is divisible by another number
Value: Sportmanship
2. Review
Group activity using activity cards
a.
3. Motivation
Ask pupils if they want to learn some ways of getting quotients more
easily.
B. Developmental Activities
1. Presentation
Activity: Lets Explore
1. Study the following equations. 2 x 8 = 16
2. Ask: a. What are the factor of 16?
by 2? By 8?
16 2 = 8
16 8 = 2
Relay
Test for the divisibility of the following numbers. Put a check on the
proper column.
2
1
840
144
184
4828
400
10
3. Generalization
How would you determine that a number is divisible by a certain number? Are the rules
formulated true all numbers?
IV. EVALUATION
Formative Test: List the numbers that divide the following.
1. 36
2. 150
3. 187
4. 225
5. 1260
V. ASSIGNMENT
Determine the divisibility of the following numbers by 2, 3, 4, 5, 9, 10.
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Identify prime and composite numbers
Materials:
Mechanics:
1. Form 4 groups
2. The teacher flashes a card.
3. The groups of pupils are given 1 minute to divide what their answers
be.
2. Review
Lets Pick Flower
1. Pick a flower from the garden.
2. Read the number aloud and tell if it is even or odd.
3. Place the number in the basket provided for.
3. Motivation
Ask pupils if they have been to the zoo. Let them tell their experience
of going to the zoo. Let them also tell what they commonly see at the zoo.
Illicit from the pupils what should be done to preserve the animals at the
zoo.
B. Developmental Activities
1. Presentation
Activity:
1. Divide the group into 2
2. Use the basket of even and odd numbers.
3. List down the factors of the number in each basket.
4. Report to the class the factors of each number and tell how many composite/prime
number their group has.
5. Report to the class the factors of each number and tell how m any composite/prime
number their group has.
2. Fixing Skills:
Give the factors of the number. Then write prime if the number is
prime number and write composite if it is a composite number.
factors
________ 1.
27
________ 2.
37
________ 3.
49
________ 4.
53
________ 5.
60
3. Generalization
What are prime numbers? Composite numbers?
IV. EVALUATION
Write P if the number is prime and C if it is a composite number.
________ 1.
72
________ 2.
14
________ 3.
27
________ 4.
18
________ 5.
68
V. ASSIGNMENT
Find the prime number and composite number in:
Number
a.
b.
c.
d.
1-digit
2-digit
3-digit
4-digit
Least
Greatest
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Write the prime factorization of a given number
Value: Helpulness
2. Review
Check up of assignment
3. Motivation
Ask pupils if they have heard the term prime factorization of
numbers. Let them make inferences as to what I means.
B. Developmental Activities
1. Presentation
a. Problem Opener
b. Let them answer the following:
1. What does Mary Jane have?
2. What does she want to do with the fruits?
3. How many guavas does he have? How many mangoes does she have?
c. Ask the pupils to find the factors of 36 and 24
d. Show the class a factor tree.
e. Lead the class to discover the 2 x 3 x 2 x 3 are the prime factorization
of 36 and 3 x 2 x 2 x 2 are the prime factorization of 24.
2. Practice Exercises:
Write TRUE if the prime factorization of the give number is correct and
FALSE if it is wrong
a. 24 = 2 x 2 x 2 x 3
c. 81 = 3 x 3 x 3 x 3
b. 18 = 2 x 3 x 2
d. 76 = 2 x 2 x 19
3. Generalization
A number be it a prime or composite number will have prime factors. The process to get
the prime factors of a certain number is called prime factorization.
IV. EVALUATION
Give the prime factorization of:
1. 16 =
5. 64 =
2. 27 =
3. 48 =
4. 56 =
V. ASSIGNMENT
Give the prime factorization of:
1. 30 =
5. 54 =
2. 56 =
3. 43 =
4. 72 =
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Determine the greatest common factor (GCF) of 2 or more numbers.
Value: Teamwork
Mechanics:
A pupil be asked to catch fish which has a number pasted
on it. The child identifies if the number is prime or composite.
b.
27
3. Motivation:
Tree different candies are to be put into candy bags so that the bags
contain equal amounts of candies of the same kind. There are 180, 240
and 300 of the different kinds of candies respectively. Each candy has to
got into a candy bag, that is, there must be no left over candies. How
many candy bags that could be filled? How many candies will there be in a
each bag? Can you think of away of getting the answer to this problem?
Let us analyze the problem. Since there should be no candies left over, the
number of candies. This means that the number of candy bags must be a
factor of 180, 240 and 300. Let us work with simpler numbers first.
B. Developmental Activities
1. Presentation
a. Factor Lists
A pupil will be asked to give a composite number less than 30, and
give its factors. Another pupil will be asked to give another number
with its factors.
b. Prime Factorization
Discuss how to get the prime factors of a given number using the
factor tree.
2. Fixing Skills:
a. 2 and 6
c. 8 and 24
d. 8 and 56
3. Generalization
What are the methods of finding GCF of given numbers? Which method do you like
best? Why? Could these methods be used to find the GCF of 3 or more numbers?
IV. EVALUATION
Find the GCF of each set of numbers.
1. 98, 147
2. 20, 75
3. 30, 35
4. 66, 110
5. 18, 24, 54
V. ASSIGNMENT
Find the GCF of each set of numbers.
1.
2.
3.
4.
5.
210, 231
420, 504
50, 75, 100, 125
35, 63
75, 45
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Determine the least common multiple (LCM) of 2 or more numbers
Value: Confidence
2. Motivation:
Ask pupils if they have friends. Let them tell what they do with their
friends.
B. Developmental Activities
1. Presentation
Activity:
1. Present a dialogue
2. Answer the following:
a. What did Mr. Santos want to give to the boys?
b. What do you think they would do with the seedlings?
c. What benefit do we get from this activity
d. What do you call the number 36, the least number visible by 12 and
9?
2. Fixing Skills:
a. 21, 15
c. 16, 20
d. 12, 10
3. Generalization
To determine the LCM with a set of numbers, list down all the multiples of the numbers
and get the least common multiple. Can this procedure be used to get the LCM of three or
more numbers?
IV. EVALUATION
Determine the LCM of each pair of numbers using the listing method.
1. 10 and 25
45
5. 24 and 18
2. 20 and 50
3. 42 and 48
4. 20 and
V. ASSIGNMENT
Find the LCM and GCM of each pair of number.
1. 15 and 30
5. 12 and 32
2. 21 and 45
3. 16 and 24
4. 8 and 12
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Name the fraction or mixed number described by a shaded region, set or point
on the number line
Value: Cooperation
b. 38, 9, 54
c. 36, 57
b. 15 and 35
c. 12 and 9
d.
12 and
3. Motivation:
a. show illustration of figures
b. Ask the following figures
1. Which region shows a fraction whose value is less than 1? Name the
fraction.
2. Which region shows a fraction whose value is equal to 1? Give the
fraction.
3. Which region shows a fraction whose value is greater than 1? Name
the fraction.
B. Developmental Activities
1. Presentation
Activity:
1. Ask the students to cut out articles in newspapers or magazines that
show a fraction or mixed number.
2. Ask them to make a collage of these articles on bond paper.
3. Ask them also to highlight with a marker the fractions or mixed
numbers in the articles.
4. Discuss the value of cooperation with a learning partner. Illicit from the
pupils how best they could show cooperation in everything they do in
school and the effect of it in the task at hand.
2. Fixing Skills:
1
3
3. Generalization
What is fraction? What does the numerator of the fraction tell? What are the kinds of
fraction we discussed? How do we name fractions give shaded regions, sets and number line?
IV. EVALUATION
Write the fraction of the shaded part
1.
2.
6/5
3 2/3
8/12
12/5
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Rename fractions as decimals and vice versa.
Value: Helpfulness
2. Review:
Check up of assignment
3. Motivation:
How many of you have gone to the market? Tell the class this
situation.
Liza and their mother went to market to buy some fish. They asked for
kg. of fish. The seller put two fish on the scale and it reads 0.71 kg. Did
they have enough of what they asked for?
Who help mother in our story? What kind of a child is Liza? If you were
Liza, would you also help your mother at home? How?
B. Developmental Activities
1. Presentation
Activity: Use of a Grid
1. Use the 10 by 10 grid in Activity
2. Ask pupil to shade or color certain small square.
Example: color/shade 7 grids
How many grids are shaded of the 100 parts? (7/100). Guide them
to see that 7/100 can also be written as decimal (0.07). Lead them to
see how it is done.
3. Continue the activity until the pupil can answer succeeding questions
with ease.
2. Fixing Skills:
a. 15/20
Change to decimals
b. 4/5
c. 7/12
d. 9/20
e.
15/40
3. Generalization
How do you change fraction to decimals? How do you change decimals to fractions?
IV. EVALUATION
Rename the decimals as fractions.
1. 0.7
2. 0.16
3. 0.03
4. 7.24
5. 4.005
V. ASSIGNMENT
Rename as fractions or decimals.
1. 5/8
17/500
2. 0.001
3. 12 7/50
4. 50.8
5. 2
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Solve for the missing term in a pair of equivalent fractions
5. 43
3. 15
girls
have
shoes
pupils
are
absent
(43/50)
(15/20)
2. Review: What bigger number can divide equally the given pair of
number.
a. 5
b. 14
c. 16
10
42
24
3. Motivation:
Find a partner. Look for a body parts which come in pairs. Does each
pair have the same function? Discuss the functions? What do you think
will happen of one of the pair will be damage? How will you take care of
your body parts so they can function well?
B. Developmental Activities
1. Presentation
Activity: Working by learning team.
Give activity card for each group to work on.
1) 1 = _
5) __ = 3
12
3
6
2) 16 = 2
6
2. Fixing Skills:
3) 2 = 4
4) 100 = _
1000 10
1) 2 = _
2) 6 = __
3) 5 = 25
4) _ = 63
5) 40
= 16
3
20
28
81
3. Generalization
How do we solve for the missing term in an equivalent fraction?
IV. EVALUATION
Solve for the missing term
1) 2 = _
= 20
2) 40 = 4
3) 9 = 3
4) 1 = 9
5) _
50
25
V. ASSIGNMENT
Use the number in the box to write an equivalent fractions. You can use a
number more than once.
8
4
1. 3/12
14
2. 2/6
3. 6/12
4. 6/7
5. 4/8
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Reduce fractions to lowest terms
4 = 24
5=_
16
25
30
B. Developmental Activities
1. Presentation
Look at this fraction.
12 ( 1, 2, 3, 6, 12 )
15 ( 1, 2, 3, 6, 12 )
2. Practice Exercises:
List the factor of the numerator and the denominator. Encircle the greatest
common factor.
1. 8 ( 1, 2, 4, 8)
9 ( 1, 2, 3 , 4 , 6, 12)
2. 2/4
3. 3/9
4. 5/9
5. 9/16
3. Generalization
When is a fraction is lowest terms? How do you reduce fraction to lowest terms?
IV. EVALUATION
Determine whether the fraction is in lowest terms. Write Yes or No.
1. 3/5
2. 2/6
3. 4/10
4. 5/12
5. 21/28
V. ASSIGNMENT
Write each fraction in lowest terms.
1. 9/12
2. 24/32
3. 25/65
4. 4/10
5. 10/16
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Change mixed numbers to improper fractions and vice-versa
Value: Helpfulness
1. 3 = 1
5. 9 = 3
2. 20 = 10
3. 1 = __
36
4. 4 =
4
_
3
12
B. Developmental Activities
1. Presentation
Strategy: Use a problem opener
1. How many flowers are there? How many groups of 3 are there? So
we can also write it as 10/3 which is equal to 3
2. What part of the group is a flower?
3. How many groups are there?
4. What part of a group is the flower?
5. How many wholes are there? (3) What part of the group is the left
over? (1)
6. How do you write a fraction for this? (3 )
7. How many 1/3 are there?
8. What fraction can you write for this?
2. Fixing Skills:
1. 2 1/6 = ( 2 x 6 ) + 1 = 13/6
2. 3 2/4
4. 6 4/6
5. 7
3. 5 2/8
3. Generalization
How is improper fractions changed to mixed number? How is mixed change to improper
fractions?
IV. EVALUATION
2. 10/3
3. 7/3
4. 13/4
5. 15/2
V. ASSIGNMENT
Express fraction in lowest term
1. 54/8
2. 40/12
3. 57/8
4. 38/4
5. 37/9
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Estimate fractions close to 0, 1/2 , 1
3. Motivation:
b. P0.89
c. P3.75
d. P2.36
Have you ever help an elderly person carry her heavy load? For
example a woman coming from the market with 3 bags of groceries? Will
it lighten the load if you help her carry 2 bags for her? How does it feel to
help a person?
B. Developmental Activities
1. Presentation
Activity: Game Where do you belong
1. Teacher prepares fractions on flashcards.
She divides the board in 3 parts and write
0
2. Fixing Skills:
a. 3/5
c. 1/5
d. 5/7
e. 5/11
3. Generalization
What is the reference point to estimate fractions close to 0, or 1?
IV. EVALUATION
Indicate if the fraction is close to 0, , 1.
1.
2. 6
7
3. 2
8
4. 4
16
5. 1
5
V. ASSIGNMENT
Use numberline to estimate the fractions close to 0, , 1.
1.
2.
8
3. 3
2
4. 9
5
5. 2
12
14
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Find the least common denominator (LCD) of a set of fraction
Value: Fairness
b. 4 and 12
c. 6 and 8
B. Developmental Activities
1. Presentation
Activity: Find the LCD of , , 1/6.
1. What are the denominators?
2. Get the multiples of each denominator.
3. What smallest number can be found in the list? (12)
d. 4 and 12
a. 2/5
b. 1/6
2. Fixing Skills:
a. , 5/6
3/8
c.
4/7
d.
4/7
3/6
3. Generalization
What are the methods of finding LCD?
IV. EVALUATION
Find the LCD
1. 5/9,
5. 2/3, 1/7
2. , 7/8
3. , 2/3
4. 4/9, 1/6
V. ASSIGNMENT
Find the LCD
1. 3/6, 5/18, 2/3
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Order fractions in simple and mixed forms in ascending or descending order
using different methods
Value: Confidence
b. 6/15
c. 10/18
d. 21/36
e.
18/24
2. Motivation:
How do you usually arrange name of pupils in a record? Why do we
usually do it? How about numbers, how do we usually write it? Why? Can
we also write the reserve way?
B. Developmental Activities
1. Presentation
a. Activity: Small Group Activity
Sample Activity Cards. Order from greatest to least. 5 7/8, 5 5/6, 5
Exercise 1: Order the fractions from least to greatest.
1. 2/3, 2/9, 2/7, 2/5
5/12, 5/9
2. , 1/8, , 1/3
3. 5/7, 5/6,
2. , 5/8, 2/5
3.
c.
Discuss.
2. Fixing Skills:
b. 12 7/11, 12 , 13 1/11
c. 1
3. Generalization
What are the different ways of ordering fractions? What should be the basis in ordering
fractions in ascending orders? Descending order?
IV. EVALUATION
Arrange the fractions in ascending order
1. 2/5, 1/3, 4/8
3. , 2/3, 5/9
2. 5/8, , 2/3
4. 8 , 5 2/5, 7
5. 8 1/8, 2 1/8, 6
1/8
V. ASSIGNMENT
Arrange the fractions in descending order.
1. 4/12, 4/9, 4/10,
4/7
2. , 1/5, 1/10
3. 2/3, 5/6, 4/9
4. 4/5, , 7/10
5. 5/6, 7/8, 13/6
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Solve mentally word problems involving fractions
Check up of assignment
b. 6/8
c. 10/15
d. 10/6
e. 15/30
Ask pupils if they have friends. Let them tell what they do with their
friends.
B. Developmental Activities
1. Presentation
Activity: Problem Opener
Lito spends 1 hours gardening and 1 hours cleaning the yard on
Saturday and Sunday. How many hours of the day does he spend
profitably?
a. What are the things you must look into the problem before solving it?
b. What is asked in the problem?
c. What facts are given?
d. Can you solve the problem mentally? Reduce your answer to lowest
term.
e. What profitable things does Lito do on weekends?
2. Fixing Skills:
3. Generalization
How do you solve problem mentally?
IV. EVALUATION
1. Father had 40 4/8 meters of wire. He used 10 2/8 meters to fence his
rectangular garden. How much wire was left?
2. The first swimmer to reach the finish line was timed 58 4/10 seconds while
the last swimmer was 64 8/10 seconds. What was the difference in time?
3. The first set of a volleyball game was finished 45 7/10 minutes. The second
set was finished in 35 5/10 minutes. How much longer did it take to finish the
first set than the second set?
V. ASSIGNMENT
Make 5 word problems in fractions that can be solved mentally.
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Visualize addition and subtraction of fractions.
1. Presentation
Activity: Group Activity - Present a Word Problem
Jose jogs regularly. He jogged 1/5 km then he saw a friend. He jogged
another 3/5 km then he stopped for a while. How many kilometers have
he jogged?
a. What does Jose do regularly?
b. What is asked in the problem?
c. What are the given facts?
d. What operation is needed to solve the problem?
e. What is the number sentence?
f.
How can you solve the problem using your fraction chart
2. Practice Exercises:
a. 1/6 + 1/6
c. + 1/4
d. +
3. Generalization
How do you visualized addition and subtraction of fractions
IV. EVALUATION
Show the sum of:
1. + 2/4
3. 1 + 1
2. 3/8 + 1/8
5. 3/4 +
V. ASSIGNMENT
How many can you do mentally? Record your score.
1. 1/6 + 3/6 + 1/6
2. 3/10 + 2/10 +
5/10
3. 4/15 3/15
4. 1/9 + 5/9
5. 5/20 + 3/20 +
7/20
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Estimate in sum in simple and mixed forms
2. Motivation:
Ask pupils if they have friends. Let them tell what they do with their
friends.
B. Developmental Activities
1. Presentation
Activity- Working In Pairs
Complete each statement. Use each fraction in the circle once.
1. 8/10 + ____ is about 2
2. ___ + _____ is about 2
3. ___ + 11/13 is close to 2
4. ___ + ____ is about 1
Have each pair of pupils work collaboratively to discover and identify
the addends that will result to the sum close to the given answers.
2. Fixing Skills:
a. 7/8 + 3/7
c. 6/7 + 8/9
b.
d. + 11/12
+ 4/5 + 1 7/8
e.
12/13 + 6/7
3. Generalization
How do you estimate the sum of fractions in simple and mixed forms?
IV. EVALUATION
Estimate the sum.
1. + 15/16 =
3. 3/20 + 5/9 =
2. 3/5 + 9/10 =
4. 6 1/10 + 7 =
5. 6 11/12 + 8 1/8
=
V. ASSIGNMENT
Estimate the sum
1.
2.
3.
4.
5.
4/9 + 5/8 + 35
4 7/9 + 5 2/10
8/15 + 9/10
6 5/9 + 2 7/9
3 1/8 + 10 3/5 + 9 9/10 + 12 6/6
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Estimate difference of fractions in simple and mixed forms.
Value: Thoughtfulness
c. 14/15 + 1/20
d. 7/9
+ 1/18
3. Motivation:
Do you ever have the experience of measuring a ribbon? For a bow tie?
Who have seen the bow and tie of a ribbon?
B. Developmental Activities
1. Presentation
Activity: Tie a Ribbon
Roda has 2 9/10 m of ribbon to tie a gift for mothers birthday. If she
cuts 7/8 m to tie he pig tails, about how long will be left for the birthday
gift?
1. Answer the questions:
a. Who has 2 9/10 m of ribbon?
b. Why does Rhoda have to put ribbon on the gift?
c. Why did Rhoda cut 7/8 m from the 2 9/10m?
2. Lead the pairs of pupils to analyze and solve the problem.
a. Help them see what happened when Rhoda cut 7/8m form 2
9/10m?
b. Let them think aloud such as:
2 9/10 7/8 =
3 1 = 2, close to 2 m
2. Fixing Skills:
a. 6 4/9 7/8 =
d. 3 1/6 2
b. 7/8 - =
c. 1 - 9/12 =
3. Generalization
How do you estimate the difference of fractions in simple and mixed forms?
IV. EVALUATION
Estimate the difference.
1. 6 - 3 =
2. 14 /15 1/8 =
3. 1 3/8 7/9 =
4. 5 7/9 1/6 =
5. 4 1/3 6/7 =
V. ASSIGNMENT
Choose the fractions/mixed forms in the rectangle to complete the equations to
have estimated difference.
2 9/10
1.
2.
3.
4.
5.
- 6 8/9 = 0
5 1/9 - = 2
- 4/5 = 1
6 8/9 - = 5
- 10/12 = 3
2/9
3 8/9
8
1/16
3rd
MATHEMATICS VI
Date: ___________
I.
Objective:
v Add similar fraction in simple or mixed forms with regrouping
Value: Being Responsible
1. Let the pupils get 4 strips of paper of same width and length. Let one piece
be the basic length.
2. Ask the pupils to fold the strips into fourth. Label the steps:
Strip A - Fold in 4 = parts, Mark the crease, cut 1 part
Strip B - Fold in 4 = parts, Mark the crease, cut 3 parts
Strip C - Fold in 4 = parts, Mark the crease, cut 3 parts
3. Ask pupils to tape the parts side by side with out over lapping. Slide the taped
strips of paper on the basic strip. Make pupil observe the length of the three
tapes strips in relation to the basic strip.
2. Fixing Skills:
Find the total. Reduce answer to simplest form.
1. 4/7 + 2/7 + 5/7
2. 7/10 + 1/10 + 9/10
3. Generalization:
What are the steps in adding similar fractions with regrouping?
IV. Evaluation:
Find the sum. Reduce the answer to simplest form.
1) 9/12 + 4/12
2) 3/10 + 7/10 + 3/10
3) 8/24 + 17/24 + 9/24
4) 6/15 + 7/15 + 8/15
5) 6/18 + 2/18 + 4/18 + 11/18
V. Assignment
Find the total. Reduce the fractional parts in needed.
1)
MATHEMATICS VI
Date: ___________
I.
Objective:
Subtract similar fractions in simple and mixed forms with regrouping
Value: Sharing ones blessing t o other people
BEC-PELC II.H.4
Enfolding Mathematics V
strips of paper, pair of scissors, worksheet
3) 3 5/9 + 2 1/9 + 3
2. Review:
Check up of assignment
3. Motivation:
Rename the given whole numbers as fraction as' suggested by the numbers at
the left of equality sign.
1) 1 = __/4
2) 2 = __/8
3) 1 = __/6
4) 2 = __/4
B. Developmental Activities:
1. Presentation:
a. Strategy 1 Whole Class Activity/Problem Opener
Material: Strips of paper, pair of scissors
Mechanics:
1. Present a problem.
A family bought a pie for their merienda. They divided the into 8 equal
parts. After each of them has eaten his share, 5/ 8 of it was left. When they
came home mother gave 3/8 to their house help. The rest was kept in the
refrigerator. What part of the pie was kept?
Discuss the problem
2. Ask every pupil to get a strip of paper. Gold the strip into 8 equal parts. Mark
crease label the parts into unit fraction. Cut the 3/8 from the whole to show
that 5/8 was left.
3. How did we subtract similar fractions?
2. Fixing Skills:
Find the difference. Reduce answer to simplest.
1) 1 17/20 - 6 19/20
2) 5 8/15 4 10/15
3) 4 5/16 8/16
3. Generalization:
How do you subtract similar fractions with regrouping?
IV. Evaluation:
Solve for the difference.
1) 3 4/9 1 7/9 =
2) 4 3/12 2 7/12 =
3) 12 3/15 2 8/15 =
4) 16 4/17 11 9/17 =
5) 15 5/24 12 9/24 =
V. Assignment
Find the remainder.
1)
2)
3)
4)
5)
20 2/7 6 6/79 =
29 3/12 2 5/8 =
25 1/12 16 7/12 =
21 3/8 7/8 =
21 1/4 9 3/4 =
MATHEMATICS VI
Date: ___________
I.
Objective:
v Add dissimilar fractions in simple or mixed forms without regrouping
Value: Obedience
BEC-PELC II.H.5
Enfolding Mathematics VI
fraction kit, strips of paper consisting of 2 color
2) 7/15 + =
3. Generalization:
How do you add dissimilar fractions without regrouping?
IV. Evaluation:
Find the sum.
1) + + 3 1/8 =
2) + 5/8 =
3) 3 3/8 + 2 =
4) 4 + 2 1/3 =
5) 5 + 6 1/8 + 2 1/6 =
V. Assignment
Find the total
1)
2)
3)
4)
5)
1/5 + 2/5 =
1 1/6 + 1 1/3 + 2 1/9 =
3 + 2 + 1 1/12 =
1 1/10 + 2 1/5 + 3 =
6 1/5 + 1 + 2 1/10 =
MATHEMATICS VI
Date: ___________
I.
Objective:
v Subtract dissimilar fractions in simple or mixed forms without regrouping
Value: Concern for others/sharing
BEC-PELC II.H.5
Enfolding Mathematics VI
strips of paper, show me card
2) 6/12 2/24
3) 6 - 6
3. Generalization:
What are the steps in subtracting dissimilar fractions without regrouping?
IV. Evaluation:
Find the difference.
1) 4/8 1/3 =
2) 2/5 3/10 =
3) 3 7/8 =
4) 6 6/7 2 =
5) Take 10/25 form 15/10?
V. Assignment
Solve for the difference.
1)
2)
3)
4)
5)
5/8 1/3
6/7
6 1/5 2 1/10
19 2/7 4
18 17/16 3 5/8
MATHEMATICS VI
Date: ___________
I.
Objective:
v Add dissimilar fractions in simple or mixed forms with regrouping
Value: Hospitality
BEC-PELC II.H.6
Enfolding Mathematics VI
strips of paper, show me board, fraction kit
b) - 1/3
c) 1/5
d) 1/10
2. Review:
Check up of assignment
B. Developmental Activities:
1. Presentation:
a. Activity 1 Problem Opener/Whole Class Activity
Materials: strip of paper, fraction kit
Mechanics:
1) Present a story problem.
Pipoy has a visitor. He served his visitor some pineapple juice. He mixed
2/3 glass of sweetened pineapple juice and glass of water. How much is
the mixture?
2) Discussion:
a. What are the given data?
b. What will you solve for?
c. How do you solve the problem?
d. Write the equation.
3) Represent the data by paper folding.
4) Guide the children to see:
2/3 is equal to 4/6
is equal to 3/6
5) Discuss the steps in adding
2. Fixing Skills:
Find the sum.
a) 2/3 + =
b) + 5/6
c) 3/8 + 1/3
3. Generalization:
What are the steps in adding dissimilar fractions with regrouping?
IV. Evaluation:
Add:
1) + 2 3/6
2) + 1/3 +
3) 2 1/5 + 3 4/6 + 3 3/10
4) 3 1/5 + 1 3/15 + 2 1/10
5) 8 3/10 + 2 3/5 + 2 7/12
V. Assignment
Find the total:
1)
2)
3)
4)
5)
2 4/5 + 3 7/10
1 3/8 + 2
3 + 2 + 3 5/8
5 7/8 + 4 7/10 + 3 4/5
8 3/10 + 2 3/5 + 2 7/12
d) 1/3 + 1 5/8
MATHEMATICS VI
Date: ___________
I.
Objective:
Subtract dissimilar fractions in simple or mixed forms with regrouping
Value: Patience and Perseverance
BEC-PELC II.H.6
Enfolding Mathematics VI
worksheet, show me card
b) n 8 = 14
c) 10 + n = 15
2. Review:
1) Check up of assignment
2) Give the next 3 equivalent fractions.
a) 6/8, _____, _____, ______,.
b) 1/3 2/6, _____, _____, ______,.
c) 2/4, _____, _____, ______,.
B. Developmental Activities:
1. Presentation:
a. Activity 1 Whole Class Activity
Materials: chart
Mechanics:
1) Present a word problem.
2) Discussion:
a. What are the needed information?
b. How do we solve the problem?
c. Write the equation.
1 - 2/3 = n
3) What kind of fraction are the given?
4) Guide the pupils to get the equivalent fractions, hence:
5) Lead the pupils to think of 1 now as 6/6 and 3/6; 2/3 as 4/6.
d) n 5 = 15
2. Fixing Skills:
Subtract:
a) 1 4/9 8/15
b) 6 9/12 5/6
c) 7 5/16 3 3/8
d) 2 - 1
3. Generalization:
What are the steps in subtracting dissimilar fractions with regrouping?
IV. Evaluation:
Subtract:
1) 2 - 1 2/3
2) 6 2/3
3) 4 1/3 7/8
4) 6 1/5 2
5) 4 1/3 2 5/8
V. Assignment
Solve:
1)
2)
3)
4)
5)
3-
13 5/16 2
4 1/3 1 7/8
8 2/9 5 5/6
6 5/28 3
MATHEMATICS VI
Date: ___________
I.
Objective:
v Add mentally similar and dissimilar fractions using the properties of addition
Value: Concern for family members
BEC-PELC II.H.7
Enfolding Mathematics VI
flashcards, sheets of manila paper, strips of newspaper, pentel pen or crayon
1) Form 4 groups
2) The teacher flashes as card
3) One member of each group simultaneously goes to the board and writes the
answer.
4) The teacher checks the answer.
5) The group having the most number of correct answers wins.
2. Review:
Check up of assignment
B. Developmental Activities:
1. Presentation:
a. Activity 1-Acting Out the Problem Through fraction sense
Conching a dressmaker has '12 m white cotton and another printed material
of the same kind measuring % m and 2/8 m for her to sew the school uniform of
her daughter. How long is her fabric?
1. Answering wh-questions:
a) Who is the dressmaker?
b) What does she have?
c) Why is she sewing a school uniform?
d) If you were a parent like Conching, will you also be doing the same: Why?
2. Analyzing the problem:
a) What are you to solve for in the problem?
b) What are the needed data?
c) What are you going to do?
2. Fixing Skills:
Add mentally using the properties of addition which will help you give the sum
easily. Simplify your answer.
a. +
b. 2/4 + 2/4
c. 1/5 + 3/5
d. 1/8 +
3. Generalization:
How do you add mentally similar and dissimilar using the properties of addition?
IV. Evaluation:
Add mentally using the properties of addition to arrive at the sum easily. Simplify your
answer.
1) 6/12 + 3/12
2) 6/9 + 2/9
3) + 1/3
4) + 1/5
5) 1/3 + 1/5
V. Assignment
Find the sum mentally.
1)
2)
3)
4)
5)
+ 1/6
9/10 + 3/10
4/5 + 4/5
8/15 + 7/15 + 3/15
7/14 + 3/14 + 2/14
MATHEMATICS VI
Date: ___________
I.
Objective:
v Solve 2-to 3-Step word problems involving addition, subtraction and multiplication of
decimals including money.
Value: sharing
BEC-PELC II.H.8.3
Enfolding Mathematics VI
dart and dartboard, activity cards
Rhoda bought 2 notebooks at P48.50 each and a pad paper at P30.75. if her
money is a 200 pesos bill, how much is her change?
1) The problem asks you to look for ______
2) The given fact in the problem are ______
3) The relevant facts to solve the problem are _______
4) The hidden question are ______
5) The process to be used are _______.
3. Generalization:
How many step problem is the first problem? Second problem? What is a hidden
question?
IV. Evaluation:
Read analyze then solve the problem.
Mary prepared sandwiches for the seminar participants. She bought 5 loaves of bread at
P22.50 each. 2 bottles of mayonnaise at P55.50 a bottle, and 1.5 kilograms of ham at P240
a kilogram. If she gave the saleslady P1000, how much change did she receive?
a) What is ask?
b) What are given?
c) What is/are the hidden question?
d) What operation will you use to solve the problem?
e) What is the number sentence?
f)
V. Assignment
Read and analyze and solve for the answer.
a. 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-peso bill?
b. Roy's allowance is P500 a week. He spent P80 for transportation and P225 for meal
and snacks. How much money can he save for 4 weeks?
MATHEMATICS VI
Date: ___________
I.
Objective:
v Analyze and solve 1-2 step word problems involving addition or subtraction of fractions
in simple or mixed forms without or with regrouping
Value: Wise use of free time
BEC-PELC II.H.8.3.1-8.3.3
Enfolding Mathematics VI
flashcards, activity cards, charts
MATHEMATICS VI
Date: ___________
I.
Objective:
v Multiply a fraction by another fraction (with visual models) Explain and apply the rule for
multiplying a fraction by another fraction
Value: Patience
BEC-PELC II.Z.1
Enfolding Mathematics VI
geometric regions, number line, flashcards, newspaper, pentel pen, crayons
2. Fixing Skills:
Express the product in lowest terms
a. + 1/5 =
b. + 2/8 =
c. 1/3 + 3/5 =
d. 2/3 + 2/5 =
3. Generalization:
How do we multiply fraction by another fraction using Visual method?
What happens to the product when you multiply a fraction by a fraction?
IV. Evaluation:
Draw a model to represent each number sentence then solve.
a) x = N
b) x 2/5 = N
c) x 2/5 = N
d) 1/3 x 1/3 = N
e) x 6/8 = N
V. Assignment
Study the problem and make a diagram to solve the problem.
Mr. Tolo a sets aside 1/5 of his land for grazing and 4/5 is planted to different crops. He
planted squash on 1/4 of the crops lane, 1/4 is for beans and Y2 is for corn. How many
sections of each is used for the different purposes?
MATHEMATICS VI
Date: ___________
I.
Objective:
v Simplify factors by cancellation method before multiplying
Value: Cooperation and Cleanliness
BEC-PELC II.H.1.2
Enfolding Mathematics VI
flashcards, activity cards, show me board
c. 4/9 x 6/8 = N
GCF of ___ and ___ is ____?
GCF of ___ and ___ is ____?
The product is ____.
2. Fixing Skills:
Cancel first before finding the product.
a) 2/5 x 5/6
b)
x 6/8
c)
4/9 x 12/24
d) 2/3 x 9/18
3. Generalization:
How do you simplify the factors? Why is there a need to cancel the factors before
multiplying?
IV. Evaluation:
Cancel the factors if possible then multiply.
1) 2/9 x 3/8
3) x 2/3
2) 5/6 x
4) x 3/7
5. 2/4 x 4/5
V. Assignment
Solve the problems:
1. Junjun found 3/4 of a pie in the refrigerator. He ate 1/3 of it What fraction of the whole
pie did he eat?
2. Clarissa has 5/6 of cake left: after her party. If she gave % of the remaining cake to
her cousins, what part of the whole cake did she give away?
3. Mang Teban can plow his 4/5 hectare-farm in an hour. If he would be able to plow for
only 1/2 hour, what part of the farm was he able to plow?
4. Consuelo had 5/9 of the box of red candles. She sold 3/5 of the candles last Sunday.
What part of the entire box of candles did she sell?
MATHEMATICS VI
Date: ___________
I.
Objective:
v Multiply fractions in simple and mixed forms.
Value: Diligence and Industry
BEC-PELC II.1.3-1.3
Enfolding Mathematics VI
flashcards, bond paper, crayon pentel pen, charts, mini show boards,
scissors paste
3) ( 5 x 4 ) + 2 = N
2. Review:
Multiplication of fraction by cancellation
B. Developmental Activities:
1. Presentation:
a. Activity 1 Problem Opener
Anselmo harvested 7 kilograms of pechay from his vegetable garden. He
sold 3/5 of it in the market and the rest in the neighborhood. How many
kilograms were sold in the market?
Give the mathematical sentence:
3/5 of 7 = 3/5 x 7 = N
2. Fixing Skills:
Find the product. Write the answer in simplest form.
a) 15 x 3 3/5
b) 4 2/4 x 2/9
c) 3 1/5 x 3
d) 5 x 2/6
x8
3. Generalization:
How do we multiply simple and mixed fractions? Whole numbers by mixed
numbers? Mixed number by another mixed number? What do you notice about the
products in -relation to the factors?
IV. Evaluation:
Find the product. Write the answer in simplest form.
1) 1/3 x 2
3) 3 x 2
2) 4 x 1/5
4) 1 1/3 x 4 1/5
5) 1 4/5 x 4
V. Assignment
Solve these problems:
1. Find the area of a room 5 m by 4 2/3.
2. Fely picked 4 bags of guavas at the farm. Each bag weigh 2 kilograms. How many
kilogram of guavas did Fely pick?
3. Charmie's mother is knitting a sweater. She knits 3 rows each hours. How may rows
will she knits on 4 hours?
4. Think of this. Is 2 2/3 x4 more or less than 10? Explain how did you know without
actually multiplying?
MATHEMATICS VI
Date: ___________
I.
Objective:
v Explain the meaning of reciprocal Identify the reciprocal of a given number
Value: Resourcefulness
c) 12 x 4/5
d) 4
B. Developmental Activities:
1. Presentation:
Activity Whole Class Activity
1. Give some number pairs.
Example:
a) 3/5 x 5/3 = 15/15 = 1
b) 1 x 2/3 = 3/2 x 2/3 = 6/6 = 1
c) 9 x 1/9 = 9/1 = 9/9 = 1
2. Guide the pupils to examine examples a-c
3. Give them time to discuss their observations with a partner.
4. Lead them to discover the process in example a, b and c (a) Just: invert the
fraction then multiply. (b) Change the mixed number to improper then do as In a.
(e) Put a denominator to the whole number then do as in a.)
2. Fixing Skills:
Give the reciprocal of each of the following.
1) 8
2) 1/5
3) 3/7
5) 11/4
4) 8/10
3. Generalization:
How will you know that a number is a multiplicative inverse or a reciprocal of
another number?
IV. Evaluation:
Make the sentence true.
1) 5 x ____ - = 1
2) 3/5 x ____ = 1
3) 6 x ___ = 1
4) 8 1/10 x ___ = 1
5) 3/100 x ____ = 1
V. Assignment
Do as told.
1)
2)
3)
4)
Find the product fo 2/4 and 6/8, then give its reciprocal.
What is the reciprocal of the difference between 5/6 and ?
Multiply 1 by 4, then give its multiplicative inverse.
The sum of 2 1/5 and 3 is. What is its reciprocal?
5) Give the reciprocal of 5 1/6?
MATHEMATICS VI
Date: ___________
I.
Objective:
v Solve 2-3 step word problem involving addition, subtraction and multiplication of
numbers in mixed forms
Value: Sharing. Engage in decent job to earn a living
BEC-PELC -15.4-5.6
Enfolding Mathematics VI
flashcards, activity cards
2. Review:
1. Check up of assignment/homework
2. Answer the following
a. 200 (4 x 40) = N
c. (3/4 x 12 2/3) + (4/5 x 16 ) = N
b. 300 (2 x 80) = N
d. (10 x P25) (5 x 50 ) = N
B. Developmental Activities:
1. Presentation:
Story Problem: Mang Leandro and 4 of his friends went to his Ianzones farm. He
was happy when he saw the trees with fruits ready to harvest. They were able to pick
10 baskets of Iansones. Each basket containec{ 8 2/3 kilograms. Mang Leandro
gave each of his friends 3 kilograms for helping pick fruits and sold the rest at
P60 a kilo How much did he get from selling the lanzones?
How did Mang leandro feel when he saw his lanzones farm? Where did he
place the fruits picked by him and his friends? How heavy did each basket
hold? How did Mang Leandro thank his friends who helped him? Will you do
the same? Why?
2. Fixing Skills:
Read, think and solve the problem.
1. Bananas are for sale at P25 a kilogram and mangoes at P50 a kilograms. How
much will pay if you are to buy 10 kilograms of bananas and 5 kilograms
of mangoes?
2. Kim had 2 strips of bamboo measuring 3 decimeter long each. He used 2
decimeters for picture frame and 2 decimeters for a kite frame. How many
decimeters of bamboo strips was left?
3. Generalization:
How do we solve 2-to 3-step word problems involving addition, subtraction and
multiplication?
IV. Evaluation:
Write the mathematical sentence for each and solve.
1. There are 19 boys in section 1 and 23 boys in section II. If 2/6 of them are boy scouts,
how many boy scouts are there?
2. The boys scouts hiked 2 1/2 km before lunch. They had to cover a distance of km. How
many more kilometers do they have to hike?
V. Assignment
Write the equation and solve the problem.
1) Marietta bought 4 metre of dress material which cost P55.00 per metre. She gave the
seller a five hundred peso bill. How much change will she receive?
2) Out of 10 metre of doth a salesman have in his store, he was able to sell 3/5 of it one
day. The average price of the cloth is P65.00. How much was his gross sales that day?
Of the remaining cloth he has to sell how much more does he expect to earn?
MATHEMATICS VI
Date: ___________
I.
Objective:
v Solve word problem involving multiplication of numbers in mixed forms
Value: Love of work
BEC-PELC II -1.5.5.3
Enfolding Mathematics VI
chalk board, 3 by 5 cards, coupon bonds, worksheet
2. Review:
a) Check up of assignment
b) Answer the following:
1. 4/3 x 2/9 =
3. x 6/7 x 14/15 =
2. 3/8 x 4/15 =
4. 3 1/5 x o = 1
5. 10 x 5/6 =
B. Developmental Activities:
1. Presentation:
a. Activity l-Use of Problem Opener -Whole Class Activity
Problem:
Mang Pedro, a handy man, was hired by someone to lay tiles in the rooms of
his house. The first thing that he did was to measure the rooms. This is the
measurement of the family room, its length is 4 1/2 meters, 3 1/3 wide. Let us
help Mang Pedro solve for the area of the family room.
Discussion:
1. Who is the handyman?
2. What information will help?
3. What are we going to do to help Mang Pedro?
4. How do you find the answer?
2. Fixing Skills:
For the given problems:
a. write the equation
b. solve
c. explain why your answer is reasonable
1. A chiffon cake needs 11h cups of flour. A baker will make 5 pans of cake. How
many cups of flour will be needed?
2. Kuya Lando has 15 1/2 meters of wire. He used 2/5 of this to fence his garden.
How many meters of wire did he use?
3. Generalization:
What steps do your follow in solving word problems?
IV. Evaluation:
Solve the problem:
1. A rectangular lot is 10 1/3 m by 8 1/4 meters. What is the area of the lot?
2. Mr. Salas consumes a liter of gasoline in traveling 6112 km. How far can he travel with 4
1/3 liter of gasoline?
3. Benny has 12 meter of string for his kite. He shared 1/5 of this to his younger brother.
How many meters did he share?
V. Assignment
Make (2) problems about multiplication of mixed fractions. Exchange your problem with
your seatmate and have it solved.
MATHEMATICS VI
Date: ___________
I.
Objective:
v Visualize division of a whole number by a number a fraction; a fraction by another faction
Value: Share extra things to people in need
BEC-PELC II. J. 1
Enfolding Mathematics VI
Geometric figures, fraction chart, flashcards
5. 2/8 = N
V. Assignment
Illustrate the following division problems. (use geometric figures or the number line)
1. 12 = N
2. 6 2/3 = N
3. 8/10 4/5 = N
MATHEMATICS VI
Date: ___________
I.
Objective:
v Divide a whole number by a fraction
Value: Helpfulness
14 x 2/7 = n
18 x 5/6 = n
2. Review - Reciprocals
What is reciprocals? What is the product of a number and its reciprocals?
Give the following reciprocals of the numbers?
2/3; 12/7 9; 7/8; 1
3. Motivation:
Ask the pupils if they help their parents at home especially during weekends.
Explain the value of helpfulness.
B. Developmental Activities:
1. Presentation:
Mon is helping his father in their carpentry shop. They have 2 meters of wood
which they will use to make frames. If each frame will be 2/3 m long, how many
frames will they be able to make?
Analyze the problem:
a. What is asked?
b. What facts are given?
c. What is the needed operation?
d. Write an equation for the problem?
2. Fixing Skills:
Group Activity Cooperative learning
Distribute the Activity cards and let the LB's (Learning Barkada) do them in groups
1. 10 5/6 = n
3. 24 6/8 = n
5. 36 4/9 = n
2. 16 4/8 = n
4. 18 9/6 = n
3. Generalization:
How do we divide a whole number by a fraction?
IV. Evaluation:
Find the quotient. Show your solution.
1. 6 5/6 = n
2. 16 = n
3. 14 2/7 = n
V. Assignment
A. Find the value of n
1. 12 5/6 = 12/1 x 6/5 = n
2. 10 8/12 = 10/1 x 12/8 = n
3. 9 6/3 = 9/1 x 3/6 = n
MATHEMATICS VI
Date: ___________
I.
Objective:
v Divide the fraction by another fraction
Value: Appreciation and preservation of tress
BEC-PELC II.J.2
Enfolding Mathematics VI
flashcards
9/10 x 3/5
What is asked?
What facts are given?
What is the needed operation?
Write the equation.
2. Fixing Skills:
c. 7/12 21/4 = n
V. Assignment
Solve the problem:
1. Kaye found of a big birthday cake in the refrigerator. She served piece of the cake
to each of her friends. How many of her friends ate the cake?
2. How many 2/5 meter long pieces can be cut from an 8/10 meter ribbon?
3. The quotient of 2 numbers is 20/21. If the dividend is 4/7, what is the divisor?
MATHEMATICS VI
Date: ___________
I.
Objective:
v Divide fractions in different forms
Value: Concern for the member of the family
BEC-PELC II.J.3
Enfolding Mathematics VI
flashcards, sheets of manila paper strips of newspaper
5. 9 2/7 5/7
MATHEMATICS VI
Date: ___________
I.
Objective:
v Solve the word problems involving division of fractions
Value: Kindness. Thrift
2. Fixing Skills:
Write the equation then solve.
1. A cafeteria is offering buko salad for a desert. They have 48 cups of buko salad.
Each serving is 2/3 of a cup. How many servings can be made?
2. A dressmaker uses 1 meters of cloth for a blouse. If she has 10 meters of
doth. How many blouses can she make?
3. Generalization:
How do we analyze word problems involving division of fractions?
IV. Evaluation:
For each problem identify.
What is asked?
What facts are given?
What operation is needed?
What is number sentence?
What is the answer?
Problem 1:
A car travels 11 V2 km for every liter of gasoline. How many liters of gasoline are needed
for a 46 km trip?
V. Assignment
Solve the problems:
1. A garden hose is leaking liter of water every 3/ 4 hours. How many liters of water will it
leak in 334 hours?
2. A faucet is leaking 1 liter of water energy 2 hours. How many liters will it leak in 8
hours?
MATHEMATICS VI
Date: ___________
I.
Objective:
v Solve 2-3 step word problem involving or all operations on fractions
Value: Keeping oneself healthy
2.
(12-5) x 6 = N
3. 14 x 3 7 = N
Discussion:
How did you solve the equation? What did you do first?
B. Developmental Activities:
1. Presentation:
Activity 1 Whole Class Activity: Use of Problem Opener
What if you could remove all the water from a 90 kg. adult? How much would the
adult weigh?
Discussion:
1. What are the information given?
2. What will you solve for?
3. How do you solve the problem?
4.
5.
6.
7.
2. Fixing Skills:
Write the equation, then solve:
1) One stormy morning, only 1/3 of the pupils in a class of 48 were present.
a. How many were present?
b. How many were absent?
2) Nena needs 1 V4 meters of red ribbon and 2 meters of white ribbon. If each
meter of ribbon costs P3.50, how much money does she need to buy the ribbon?
3. Generalization:
Recall the steps in problem solving.
What is a "hidden question"?
What do the set of parenthesis mean in a equation having more than one
operations?
IV. Evaluation:
Identify the hidden information in each problem.
1. Nila bought 2 kg of beef at P140 per kg. How much change did she get from a P500
bill?
2. There are 19 boys in Section 1 and 23 boys in Section 2. If 2/6 of them are boy scouts,
how many boy scouts are there in all?
V. Assignment
Read, analyze, then write the equation/number sentence and solve.
1. Loida needs 3 14 meters of curtain cloth to decorate each window in the house. If there
are 8 Windows, how may meters of curtain cloth?
2. A farmer has 3 daughters and 7 ha. of land He gave 2/5 of it to the youngest
daughter, 3/5 of what remained to the next youngest land what remained to the eldest.
How much land did each daughter received?
MATHEMATICS VI
Date: ___________
I.
Objective:
v Form ratio/ proportion for groups of objects/numbers
Value: Carefulness
c. 1/5 6 = N
2. Review:
Give the fractional part of the shaded portion.
a.
b.
B. Developmental Activity:
1. Presentation:
a. Activity 1 Class Activity
1. Count the number of boys? Of girls?
2. Guide the pupils to show the relationship of the number of boys to the
number of girls. How do write the comparison of the number of boys to the'
numbered girls using fraction form? 25/2825 is the 1 st term, 28 is the 2nd term
is their another way of writing It? How?
3. Let the pupils count other objects/things. Let them give/write the ratio in 2
ways (colon and fraction forms).
2. Fixing Skills:
Give the ratio of each of the following orally in two different ways.
a. Squares to circle
b. books to crayons
c. flowers to leavers
3. Generalization:
What is the ratio? Proportion?
IV. Evaluation:
Write the ratio of proportion for each of the following:
1. Eight compared to 28.
2. There are 5 kites to seven boys.
3. In a T-shirt factory, each box contains 3 t-shirts. Give the ratio of boxes to t-shirts.
V. Assignment
Form ratio /proportion for the following using 2 different ways.
1) 7 to 8
2) 3 to 5 is equivalent to 6 to 15
3) two barangays to 13, 348 people
4) one boat to 3 people is equal to 6 boats to 18 people
5) 45 members of Glee Club to 30 members of Dance Club
MATHEMATICS VI
Date: ___________
I.
Objective:
v Reduce ratios to lowest terms
Value: Keeping oneself healthy/proper health habits
d. 9:36
b. 12:3
e. 28:50
c. 11:44
f. 60:12
d. 8:15
MATHEMATICS VI
Date: ___________
I.
Objective:
v Find the missing term in a proportion
Value: Helpfulness
and 4/16
2. Drill:
Conduct a drill on comparing fractions. How do we compare 2 given fractions?
Use cross multiplication, then compare using >, < or =
4/16 o
5/1 o 10/2
8/10 o
5/6 o 2/3
B. Developmental Activity:
1. Presentation:
Activity Give activity cards to the Learning Barkada or Team
Sample contest of activity cards
a. 9 compare to 6 is the same as 24 compared to 16.
b. Some number n is to 8 as 9 is to 12
c. Is 9/15 = 4/10 a true proportion? If not make it a proportion
d. 4 is to 12 as 5 is to 15
2. Fixing Skills:
Solve for the missing team and check.
a. 1/32 =
c. x/9 = 49/63
b. 90/54 = 9/3
d. 2/5 = n/30
3. Generalization:
n/8 = 5/20
10/5 = 12/t
MATHEMATICS VI
Date: ___________
I.
Objective:
v Solve word problems involving direct proportion
Value: Industry and diligence
MATHEMATICS VI
Date: ___________
I.
Objective:
v Solve word problems involving partitive proporton
Value: Industry and diligence
BEC-PELC II.k.2.2.2
Enfolding Mathematics VI
worksheet
L=7
M=5
O=6
2. Review:
What is a direct proportion?
How would you set up the promotion?
B. Developmental Activity:
1. Presentation:
a. Activity 1 Story Problem
Joy and Dale are twins. They always share their things equally. Even their
mother gave them the same amount of anything, whether money, toys, candies
and others. But one day their father gave them 5 chocolates, 2 chocolate for Joy
and 3 chocolates for Dale.
1) What do you think each of the girls left?
2) Why did their mother gave them things equally?
Joy and Dale find out that there are things that cannot be shared equally. So
one day their mother gave them Pl50 so that the ratio is 2:3, 2 parts for Dale arid
3 parts for Joy. How much did each girt received?
1. What is asked to find?
2. What are the given facts?
3. How can we find the answer?
2. Fixing Skills Group/Fair Activity (use activity cards)
3. Generalization:
How do you solve the word problems involving partitive proportion?
What are the processes involved?
IV. Evaluation:
Analyze and solve the problem carefully.
1. The ratio of cats to dogs is 6:5. There are 495 dogs and cats in a certain barangay.
a. How many cats are there?
b. How many dogs are there?
2. Three numbers are bin the ratio 2:5:7. If their sum is 504, what are the three numbers?
a. First number
b. Second number
c. Third number
V. Assignment
Analyze and solve the problem carefully.
1. The ratio of the angels of a triangle is 3:4:5. Find the measure of each angle.
2. Three numbers are in the ratio 1:4:7. Find the second number if their sum is 276.
3. The difference between two numbers is 40. They are in the ratio 9:7. What are the
numbers?
MATHEMATICS VI
Date: ___________
I.
Objective:
v Solve word problems involving inverse proportion
Value: Kindness
BEC-PELC II.k.2.2.3
Enfolding Mathematics VI
problem solving chart, flashcards
n/8 = 15/24
2. Review:
Recall the steps in solving problem involving direct proportion.
a. 10 pieces of polvoron sell for 3 pesos
40 pieces of polvoron sell for _____
b. During recess, the ratio of pupils to teachers eating in the canteen is 7:3. if 84
pupils eat in the canteen, how many teachers are there?
3. Motivation:
Ask the pupils if they have visited some of the places that care for the physically
handicapped, aged, orphans and others. Discuss the importance of these places,
and the value of helping our less fortunate brothers.
B. Developmental Activity:
1. Presentation:
a. Activity 1 Using a Problem Opener
I have enough money to have a vacation of 12 days if I spend P 500 a day.
For how many days will my money last if I decide to spend only P 400 a day.
1. Teacher writes the problem in an index card.
2. Teacher groups the pupils into 4.
3. Teacher will give each group an index card with the problem.
4. Each group solves the problem and present their solution to the whole class.
4th
MATHEMATICS VI
Date: ___________
I. Objective:
Find the base when the percentage and rate are given
Value:
Being thrifty
BEC-PELC II L. 3.2.3
Enfolding Mathematics VI
flashcards with percents, manila paper, pentel pen
Sample:
Dangdang, a daughter of a vendor helps her mother by buying school supplies which is
cheap but durable. She buys her notebook in Store A at P6.00 which is 10% of the cost of
notebook in Store B. How much is the notebook in Store B.
1. Ask the following questions:
Who is the daughter of the vendor
How much is the notebook of Dangdang?
Does Dangdang have a good decision in buying the notebook? How do you know?
2. Fixing Skills:
Solve for the base.
1. 50% of ____ is 3
4. 10.5 is 30% of what number?
2. 20% of what number is 14
5. 65% of N = 58.5
3. 14 is 35% of what number
3. Generalization:
Expected Questions. How do you find the base when the percentage and rate are given?
IV. Evaluation:
Rename these fractions as similar fractions. Add then express the sum in lowest term if possible.
1. 20 % of n is 2
2. 7 is 35 % of n
3. 40 % of n = 8
4. 10 is 40 % of n = 8
5. 25% of what no. is 2?
V. Assignment:
Solve.
1. 6 % of n = 4.5
2. 6.72 is 7 % of what number?
3. 12 % of n is 14.4
4. 88 % of what number is 660?
5. 220 is 275 % of n
MATHEMATICS VI
Date: ___________
I. Objective:
Compute common percentage mentally
Value:
Being thrifty
BEC-PELC II L. 3.3.
Enfolding Mathematics VI
flashcards, charts
d. 6 x 5
d. 0.04 x 9
3. Motivation:
Have you ever joined a Math Contest?
Answer the question without writing the solution?
B. Developmental Activities:
1. Activity Use of challenging Word Problem
Sample:
75% of 8000 is what number?
N is 75 % of 8000
75 % of 8000 is _______.
What is 75% of 8000 is N
1. Guide the pairs of pupils to:
a. determine the base and rate
b. identify what is to solve for
c. decide what process to use
d. compute without writing the computation on paper
e. discuss their answer
2. Through pair square they have to do number 1 a-e
2. Practice Exercises/Fixing Skills:
a. 20% of 20 is _____
b. 25% of 60 is N
c. 50% of 70%
d. N is 40% of 20
MATHEMATICS VI
Date: ___________
I. Objective:
Solve word problems involving finding the percent of increase/decrease on discounts, original
price, rate of discount, sale price and mark up rice.
Value:
Frugality
Rate of Discount
10%
Discount
P47
Sale Price
P874.20
3. Generalization:
How do you solve for percent problems involving increase/decrease? Discounts? Original
price? Rate of discounts? Sale price? Mark up Price?
IV. Evaluation:
Find the missing entries.
Original Price
Rate of Discount
1. P200
15%
2. P250
20%
3. P490
10%
4. P950
5. P850
15%
Discount
P50
P60
47.50
127.50
Sale Price
P170
P540
P902.50
V. Assignment:
Analyze and solve the problem.
1. Mrs. Santos bought a barong with 15% discount. How much did she save and pay if the tag price
of the barong is P1575?
2. Laura bought an RTW dress for P575 at 20% discount what was the original price?
3. The sale price of an item is P2060. if this is 60% higher than the cost, what is the original price?
MATHEMATICS VI
Date: ___________
I. Objective:
Solve the word problem involving commission, rate of commission, total sales, total income.
Value:
BEC-PELC II L. 3.4.2
Enfolding Mathematics VI
puzzle, charts
Total Sales
1.
2.
3.
4. P120 000
5. P80 000
Rate of
Commission
20%
18 %
Commission
P600
P1 620
P15 000
20%
15%
Basic
Salary
P14 467
P20 536
Total
Income
P45 000
P20 000
3. Generalization:
How do you solve the commission? Rate of commission? Total sale? And total income?
IV. Evaluation:
Complete the table.
Basic Salary Total Sales
1.
2.
3.
4.
5.
P 15 000
P14 500
P30 000
P18 000
P50 000
P120 000
P300 000
P170 000
P800 000
Rate of
Commission
20%
25%
18%
Commission
Total
Income
P45 000
P59 500
P81 0000
P160 000
V. Assignment:
Solve the problem:
1. A salesman sells a car for P860 000. If he receives a commission of 20%, how much will be his
commission?
2. A salesman is working on 8% commission. If he wants to make P14 000 commission in a month,
how much must he sell?
MATHEMATICS VI
Date: ___________
I. Objective:
Solve the problems involving sales tax, rate of sales tax, selling price
Value:
BEC-PELC II L. 4.3
Enfolding Mathematics VI
Math textbook
Selling Price
P3,5000,000
P950,000
Rate of Sales
Tax
6%
Sales Tax
Total Cost of
the Item
P997,500
4%
P10,000
Selling Price
P200
P680
P750
P2500
Sales Tax
Total Cost
P34
P795
P795
P300
3. Generalization:
How do you solve for sales tax, rate o sales tax and selling price?
IV. Evaluation:
Fill in the data to complete the table.
Selling Price
Rate of Sales Tax
1. P1,600
3%
2. P4,500
6%
3. P900
4%
4. P9,000
5.
Sales Tax
P48
Total Cost
P4770
P720
P600
P10,600
V. Assignment:
Analyze and solve the problem.
1) A lady bag worth P1500 is given a sales tax of 6%o. How much will a buyer pay for the bag?
2) A food item is given a sales tax of P22.40 or 4% paid by the customer. How much is selling price
of the item? How much is the total cost paid by the customer?
3) A sales tax for an item is P125. The cost is P3125. What is the ratio of the sales tax? How much is
the selling Price?
MATHEMATICS VI
Date: ___________
I. Objective:
Solve the word problem involving simple interest, principal, rate and time
Value:
Thrift
BEC PELC L. 3. 4. 4
Enfolding Mathematics VI
Math textbooks
MATHEMATICS VI
Date: ___________
I. Objective:
Make simple predictions
Value:
BEC-PELC II M.1.
Enfolding Mathematics VI
Math Textbooks
Make a prediction on the following situations are likely to happen, unlikely to happen, equally
likely to happen, impossible to happen and certainly to happen.
_____ 1) Reading books makes a man wiser.
_____ 2) When one sharpens his saw, he sharpens his thinking skills.
_____ 3) When mother takes a bath, father is coming home.
V. Assignment:
Predict simply on the following situation in terms of likely to happen, unlikely to happen, equally
likely to happen, impossible to happen or certainly to happen.
_____ 1) When one is in pensive mood, he thinks deeply.
_____ 2) When one stares at nothing, he has depression.
_____ 3) Not all gold glitters.
MATHEMATICS VI
Date: ___________
I. Objective:
Tell the number of favorable outcomes/chances
Value:
BEC-PELC II M.2
Enfolding Mathematics VI
ratio cards, spinner, die, lettercards
2) Have each member of the tea spins the wheel while a recorder writes what section is
pointed by the pointer.
3) Ask each member to relate the number of favorable outcomes each section has as
indicated by the pointer to the number of possible outcomes like:
P( ) = 1/6 (in case it points to the )
2. Practice Exercises/Fixing Skills:
A bag has marbles with 1 blue, 3 green, 2 red and 2 yellow.
Find the probability of:
a. drawing 1 blue marble
b. drawing 3 green marbles
c. drawing 2 red marbles
d. drawing 2 yellow marbles
3. Generalization:
How do you tell the number of favorable outcomes/chances?
IV. Evaluation:
Study a spinner numbered 1 to 8 is spun.
What is the probably of spinning:
a) an odd number?
b) divisor of 9
c) multiple of 2
d) composite number
e) a factor 18
f) a smallest even number
g) multiple of 10
h) greatest common factor of 24 and 32
i) spinning 10
V. Assignment:
Study the cards with letters.
One card is draw from a well-shuffled 9 lettered cards. What is the probability of drawing a
card/card having letter/s
a. L,O,V,E
b. M,A,T
c. I
d. V,E
e. Y
MATHEMATICS VI
Date: ___________
I. Objective:
Visualize integers in their order on a number line
Value:
BEC-PELC II N.1
Enfolding Mathematics VI
flashcards, handkerchief, bingo card, markers
2) Tell the class that numbers 1, 2, 3, 4, 5... are the set of counting numbers. Zero,
together with the set of counting numbers are the set of whole numbers.
3) Show in the mirror image of 1 on the number line.
4) Introduce the set of integers and the set of whole numbers and their opposites.
5) Give more examples.
2. Practice Exercises/Fixing Skills:
Write the integer for each.
1) deposit P400.00
2) 56 below 0
3) gained 7 kilos
4) 250 km north
5) 12 C below 0C
3. Generalization:
What are integers? How does the number line help you in understanding/visualizing
integers?
IV. Evaluation:
Write the integers for each.
1) 600 m above the ground
2) lost 15 points
3) saved P20.00
4) spent P35.00
5) withdrawal of P1,500.00 card wins.
V. Assignment:
Illustrate the following in the number line.
1) The set of integers greater than-3 and less than 2
2) The set of integers greater than-5 and less than 5
3) The set of integers less than-0 and greater than -7
4) The set of integers less than 8 and greater than 5
5) The set of integers i s than-3 and greater than -10
MATHEMATICS VI
Date: ___________
I. Objective:
Compare Integers
Value:
Teamwork
BEC-PELC N.2
Enfolding Mathematics VI
number line, flashcard, number cards
3. Generalization:
How will you compare integers using> < or =?
IV. Evaluation:
A. Fill in the box with either >,< or =.
1) 25 -25
4) 9 -9
2) -16 -16
5) 150 149
3) -15 -14
6) 200 200
V. Assignment:
Write the integers for each then >, < or = to compare them.
1) 20 below 0 150 below 0
2) 1500 ft. above the ground 1500 ft. below the ground
3) basement of a building rooftop of a building
4) 7 below 0C 7 C above 0C
MATHEMATICS VI
Date: ___________
I. Objective:
Order integers in increasing/decreasing order
Value:
Orderliness
3. Generalization:
What are the ways of ordering integers?
IV. Evaluation:
Arrange the integers in each group in:
1) Ascending Order
a) -3, 2, 4, -1
b) -6, 10, 8, 13, -12
c) 5, -4, -12, 6
2) Descending Order
a) 0,-1, 9,-3,7
b) -3, 0, 4, -6, 6
c) 4, 12, 0, -15, -18
V. Assignment:
Arrange each set of integers in descending order.
1) -8, -5, -1, -9, -1, 1
2) +2, +6, +11, +2, +15
3) -26, 33, -45, 17 ,3
4) 70,-90, -46, 80, 6
5) -6, 16, -25, -16, 44
MATHEMATICS VI
Date: ___________
I. Objective:
Visualize the different spatial figures
Value:
2. Fixing Skills:
Identify the spatial figure represented y the following:
1) ball ______
3) funnel ______
5) tent ______
2) globe ______
4) test tube ______ 6) dice ______
3. Generalization:
What are the different spatial figures? Describe each lone.
What are their common characteristics?
IV. Evaluation:
Name the spatial figures resembles to the following objects below:
1. box
2. ball
3. dice
4. ice cream cone
5. globe
V. Assignment:
Construct each spatial figures using art paper
1. a blue pyramid
2. a black cone
3. a yellow cube
4. a green rectangular prism
5. a red cylinder
6. a violet sphere
MATHEMATICS VI
Date: ___________
I. Objective:
Describe the different spatial figures
Value:
Resourcefulness
PELC III A. 1. 2
Enfolding Mathematics VI
cartolina, scissors, paste, flashcards, spatial figures, handkerchief
B.
a) rectangular
b) cone
e) triangular prism
3. Generalization:
What is prism? What are the kinds of Prism? Describe.
IV. Evaluation:
Complete the table.
Spatial Figure
1. Cube
2. Rectangular prism
3. sphere
4. cylinder
5. triangular pyramid
No. of Faces
No. of Edges
No. of Vertices
V. Assignment:
Cut out pictures of objects from newspapers or magazines that are models of spatial figures.
Describe each.
MATHEMATICS VI
Date: ___________
I. Objective:
Derive the area formulas of plane figures
Value:
Appreciation
2. Motivation:
1. Show the following:
MATHEMATICS VI
Date: ___________
I. Objective:
Derive a formula in finding the surface area of a solids
Value:
4) Discuss importance of being precise and accurate in measuring the dimensions of the
spatial figures in order also the have an accurate measurement of surface area for
each
2. Practice Exercises/Fixing Skills:
Write the formula then solve.
1) the cube whose edge is 15 cm
2) a bail whose radius is 5.5 cm
3) a cylinder whose base is 2.3 m in radius
3. Generalization:
Review the formulas in solving for surface areas of solids. Recall how to use these
formulas in solving for surface area.
IV. Evaluation:
Find the surface area of the following: Give the formula then solve.
V. Assignment:
1) A milk can has a radius of 4cm and a height of 11 cm. How much tin was used in making it?
2) A closed cone model has a radius of 7 cm and a height of 12 cm. And the amount of material used
in making the cone?
3) A pyramid has a square base of side24 cm and the height of each triangular face is 16 cm. Find
the surface area of the pyramid.
4) A close rectangular subdivision water tank, 7 m by 5 m, is to be painted all over.
MATHEMATICS VI
Date: ___________
I. Objective:
Tell the unit of measure used for the surface areas of solids
Value:
3. Motivation:
1) Divide the class into groups of 4.
2) Provide each group a set of laboratory apparatus that are models of spatial figures like
cylinder, prism, dice, globe, funnel, Erlenmeyer flask.
3) Let them find the dimensions using some measuring devices.
B. Developmental Activities:
1. Presentation:
a. Let there write a formula in solving for the surface area of each object.
b. Let them solve for the surface area of each object.
c. Have then explain the following:
1) What measuring devices did you use?
2) What formula did you use in finding the surface area of each object?
3) What unit of measure did you use?
4) Why do you have to indicate the unit of measure?
Valuing: Laboratory apparatus are sensitive materials.
2. Practice Exercises/Fixing Skills:
Solve for what is missing in each number:
1) r = 5 cm, h = 15 cm, SA = ________
2) 1 = 8.5cm,w = 6cm,h = 4cm, SA _______
3) The side of cube measures 43.6. Is it possible to solve the problem? Why?
3. Generalization:
What are the units of measure used in solving for surface areas of solids?
Why is it important to indicate the unit of measurement?
How do we solve for surface area of solids? What are the formulas used?
IV. Evaluation:
Solve the following problems:
1) A triangular prism measures 10 cm by 15 cm by 16 cm. What unit of measure should we use in
finding its surface area? Why?
2) You are to wrap a box at the right to make it beautiful. What measuring device will you use to
find out how much wrapper is needed? What is the appropriate unit of measure?
3) A cylinder of radius 9 cm and a height of 20 cm has a surface area of 1,639.08. What is missing in
the situation presented?
V. Assignment:
Create one problem for each spatial figure on finding its inches. surface area. Provide your own
answer key.
MATHEMATICS VI
Date: ___________
I. Objective:
Find the area formula of a parallelogram
Value:
Orderliness
16 x 3 =
h = 27 m
b = 38 m
Formula = _____
Area = _____
V. Assignment:
Formula = n_____
Area = _____
MATHEMATICS VI
Date: ___________
I. Objective:
Find the area formula of a triangle
Value:
3. Generalization:
How do you find the area formula of a triangle?
IV. Evaluation:
Identify the base and the height for each figure. Write the formula then solve.
V. Assignment:
Create your own word problems involving area of a triangle.
MATHEMATICS VI
Date: ___________
I. Objective:
Find the area formula of a trapezoid
Value:
Helpfulness
BEC-PELC III. A. 3
Enfolding Mathematics VI
flashcards, paper
3. Motivation:
1. Present the problem on the board
Ravens lot is trapezoid in shape. She wants to plant Bermuda grass all over the area.
She knew that Bermuda grass are bought per square meter. How will Raven know the
number of square meters of Bermuda grass she has to buy?
B. Developmental Activities:
1. Presentation:
a. Activity - Modeling
1. Provide a paper to each group.
2. Copy this trapezoid on squared-rolled paper.
3) b1 = 29.7cm
b2 = 42.5 cm
h = 35.9cm
3. Generalization:
How do you find the area formula of a trapezoid? Is there an effect in the area of a
trapezoid if the height is taken on either side? Why What is the area formula of a trapezoid?
IV. Evaluation:
Find the area of the trapezoid.
V. Assignment:
Create 5 own word problems finding the area of a trapezoid.
MATHEMATICS VI
Date: ___________
I. Objective:
Write a formula or equation in solving for the surface area of a solid figure
Value:
Attentiveness
MATHEMATICS VI
Date: ___________
I. Objective:
Tell the unit of measure used for measuring the volume of solids
Value:
Being responsible
3. Motivation:
Present a story problem
Each group in the class is required to bring rectangular boxes for planting seedlings for
their EPP class. However, only Group 3 brought their box. Their teacher showed it to the
class. He asked, "if it is to be filled with soil, how much soil does it contain?"
B. Developmental Activities:
1. Presentation:
a. Discuss the problem:
1) What is our problem all about?
2) What can you say about Group 3? Other groups?
3) What are we asked to find?
b. Activity Group Activity
Let the pupils go back again to the story problem. Let then discuss and answer the
following questions:
1) Is the length, width, and height of the rectangular box given?
2) What metric unit of length should be used for its length, width and height?
3) For example the unit of length used is centimeter, what cubic unit of measure should
be used to find its volume?
2. Practice Exercises/Fixing Skills:
Give the appropriate unit of measure to used in finding the volume of
a) room _______
c. globe _______
e. baseball _______
b) shoebox _______
d. refrigerator _______
3. Generalization:
What is the unit measure used for measuring the volume of solid?
IV. Evaluation:
Use cm3, m3, to tell what cubic unit of measure is appropriate to be used?
1. box of chocolate
2. tent
3. glass
4. gymnasium
5. mathbook
V. Assignment:
Give the cubic unit of measure, for finding the volume of the following:
1. a box 44 cm by 9cm by 6cm
2. a cone with height 9dm and radius 4 fm
3. a cabinet 1.2m by 0.9m by 0.5m
4. a ball with radius 10 cm
5. a cylindrical tank 25 dm long and radius 8 dm
MATHEMATICS VI
Date: ___________
I. Objective:
Convert one cubic unit of measure to a larger or smaller unit
Value:
Humility
3. Generalization:
How do we convert one cubic unit of measure to its larger or smaller equivalence?
IV. Evaluation:
Find the blanks:
V. Assignment:
MATHEMATICS VI
Date: ___________
I. Objective:
Devide a formula for finding the volume of rectangular prisms.
Value:
Cooperation
2. V = 1232 cm
l = 11 cm
w = 8 cm
h = ____
3. Generalization:
How do you solve for the volume of rectangular prism? What is the formula used?
IV. Evaluation:
Complete the table find the volume of each.
Length
Width
1) 9 dm
8.6 dm
2) 1.4 m
1.5 m
3) 40 cm
15 cm
4) 18.5 cm
9.4 cm
5) 5
4m
Height
5 dm
1.8 m
24 cm
15 cm
7 2/3 m
V. Assignment:
Complete the table
Length
15 cm
Width
9 cm
Height
7 cm
Volume
_____
______
______
9 m 2.6 m
756 m3
8.2 dm
4.7 dm
2.6 dm
_____
5m
2 cm
4 3/8
______
Volume
2.3 cm
17.94
MATHEMATICS VI
Date: ___________
I. Objective:
Derive a formula for finding the volume of cylinders
Value:
3. d = 20 dm
r=
h=
V = 4710 dm3
3. Generalization:
How can you find the volume of a cylinder?
IV. Evaluation:
Give the volume of each cylinder.
1. d = 200 mm
3. r = 1.5 dm
r=
h = 3.7 dm
h = 115 mm
V = _____
2. B = 530.66 sq.m.
h = 18 cm
v = _____
V. Assignment:
Solve for what is being asked. Use the formula V h.
1) B = 15.3 86 dm
h =13 dm
V=
2) B = 2826 m2
h = 45 m
V=
3) B = 7.065 cu. m.
h = 4.7 m
V=
4) B = 254.34 cm2
h = _____
V = 3306.42 cm3
5) B = 5.3 86
h =18 cm
V = 6838.92 cm3
MATHEMATICS VI
Date: ___________
I. Objective:
Derive a formula for finding the volume of cones
Value:
Kindness
d. 3 x 4 x 4
V. Assignment:
Find the missing dimension. Use pie = 3.14
1) r =
2) r = 5 cm
h = 8m h = 8m
h = _____
V = 301.44 cu. m.
V = 235.5 m3
3) B = 5,3066 m2
h = ______
V = 2.6533 m3