LESSON PLAN IN MATH 6

I. OBJECTIVE/S
Differentiate terminology from repeating, non-terminating decimal quotients.
(M6NS-Ii-119)
II. SUBJECT MATTER
A. Differentiating terminating from repeating, non-terminating decimal quotients.
B. Reference: K to 12 Grade 6 Curriculum Guide, 21ST Century Mathematics p.
C. Materials: chalk,board, manila papers
III. INSTRUCTIONAL PROCEDURE
A. Preliminary Activities
1. Drill: Mental competition – Game “PARTNER HELP ME”
a. Divide the class into two groups.
b. Work the problem in pairs.
c. Two sets of problem card are put in front of the class. Another new set of
answer cards are hang beside the problem cards.
d. The first pupil in the group will get 1 problem card and he/she will read aloud.
His/her partner will get the answer from Answer cards hanging at the side.
After pairing it they will go at the back holding the problem card and the
answer card.
e. Continue the process until all the pupils in the group do their task.
f. The teacher evaluates their answer, the group who have the most correct
answer wins the game.
g.
Sample Problem Cards Answer Cards
100 ÷ 50 400 ÷ 10 0.5 30
200 ÷ 10 800 ÷ 8 0.25 20
1000 ÷ 20 5 ÷ 8 0.625 50
80 ÷ 4 2 ÷ 8 100 9
90 ÷ 3 4 ÷ 8 2 15
1 ÷ 2 6 ÷ 12 0.2 25
3 ÷ 5 225 ÷ 25 0.6
2 ÷ 4 75 ÷ 5
1÷5
2. Review
How would you divide decimals by 10, 100, 1000
Answering of homework.
Decimal ÷10 ÷100 ÷100
1. 14.8
2. 2763.32
3. 129.74
4. 88.29
5. 212.73
3. Motivation
i. Present a picture to the class about bayanihan (Transferring the house
to another place, What can you say about the picture?)
ii. What will you do so that we can finish the task given to us on time?
iii. Elicit answers from the group?
B. Developmental Activities
1. Presentation
Present this problem to the class. Mrs. Reyes bought 1/3 kg of lansones. The
reading on the scale was 0.33. Did Mrs. Reyes get what she bought?
Ask: How did you get 0.33
Expt. Response: Divide 1 by 3 = 0.333
What do you notice with the decimal quotient?
Answer: The numbers are repeating
Note: When dividing, there are digits that repeat no matter how many zeros
are added. The remainders are not zeros. These are called repeating or nonterminating
decimals.
The digit or set of digits that repeat is called repetend. Usually a bar is
written over the numerals that are repeated.
Ex. 2/11 = 0.181818 or 0.1818
4/9 = 0.444 or 0.4
2. Performing the activity
Group the pupils into 5. Let the members in each group work collaboratively. Let
them present their output one at a time when done.
Find the quotients then indicate whether it is terminating or non-terminating
decimal. Solve for 5 minutes.
1. 2 ÷ 3 7. 3 ÷ 11
2. 4 ÷ 6 8. 4 ÷ 11
3. 5 ÷ 11 9. 5 ÷ 9
4. 1 ÷ 2 10. 7 ÷ 2
5. 2 ÷ 7 11. 10 ÷ 4
6. 7 ÷ 9 12. 48 ÷ 3
The group who got the most correct answers won
3. Processing the activities
After all groups have presented, ask, how did you find the activity? How did you
differentiate between terminating from repeating decimal?
We divide the numbers, if the quotients never ends, it is a repeating decimal
When the division terminates or comes to and end with a zero remainder, it is
terminating decimal
4. Reinforcing the concept and skill
Divide and differentiate whether the quotient is terminating or nonterminating
decimal.
1. 12 ÷ 7 4. 11 ÷ 9
2. 5 ÷ 2 5. 4 ÷ 83
3. 45 ÷ 150
5. Summarizing the lesson
Lead the pupils to give the following generalization by asking:
How do you differentiate between terminating and non-terminating decimal?
A repeating or non-terminating decimal results when the division never ends.
A bar is placed above the repetend.
A terminating decimal results when the division terminates or comes to an
end with a zero remainder.
6. Applying to the new and other situations
Find out which of the following are terminating decimals and repeating decimals.
1. 70 ÷ 14
2. 9 ÷ 16
3. 9 ÷ 13
4. 3 ÷ 14
5. 99 ÷ 11
IV. ASSESSMENT
Solve and identify if the decimal quotient is a terminating or repeating/ nonterminating
decimal
1. 7 ÷ 4
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2. 15 ÷ 9
3. 3 ÷ 16
4. 11 ÷ 2
5. 6 ÷ 27
V. ASSIGNMENT
Remediation
Find the quotient and differentiate the quotient if it is terminating decimal or
repeating decimal.
1. 2 ÷ 9 4. 13 ÷ 16
2. 1 ÷ 6 5. 9 ÷ 45
3. 8 9
 LESSON PLAN IN MATHEMATICS 5
I.OBJECTIVES
*Demonstrates understanding of whole numbers up to 10 000 000
*Demonstrates understanding of divisibility, order of operations, factors and multiples and the four fundamental
operations involving fraction
*The learner is able to recognize and represent whole numbers up to 10 000 000 in various forms and contexts.
*The learner is able to apply divisibility, order of operations, factors and multiples and the four fundamental
operations involving fractions in mathematical problems and real-life situations
Create Problem (with reasonable answers) involving multiplication of
Fraction M5NS-Ih-93.1

II.CONTENT Number and number sense

III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages CG p. 54
2.Learners’s Materials pages
3.Textbook pages
4. Other materials fraction cards, activity sheet

IV.PROCEDURES
A.Reviewing previous lesson or presenting the new lesson
Drill
Strategy: “Agawan Bola”
Materials: One medium-sized ball, Flash Cards

B.Establishing a purpose for the lesson

Review
Strategy: “The Weakest Link”
Solving word problems involving Multiplication of Fractions
Who can give me some characteristics of a Filipino?
How about you, what positive characteristic do you possess?

C.Presenting Examples/ instances of the new lesson

Problem
A farmer plowed 3/4 of his land. He planted rice to 1/2 of the plowed part. What part of his field was planted with
rice?

D.Discussing new concepts and practicing new skills #1

• Discuss the problem to the class.
How will you solve the problem?
• Emphasize that the problem involves multiplication of
fraction.
Can you create problems similar to the problem
presented?

F.Developing Mastery
Group the pupils into four working teams. Ask the groups to create a problem using the information below
Let the group present and discuss the problem they have created.
How did you create a problem using the given information?
G.Finding Parctical application of concepts and skills in daily living
Create a problem using the data below

50 kg.

sold 4/5 kg?

H.Making generalization and abstraction about the lesson

How will you create a problem involving multiplication of fractions given some information?

I.Evaluating learning
Create problems involving multiplication of fraction based on
the information given below
1. Mr. Roxas gathered 100 eggs from his poultry.
He gave 48 to his friend.
2. Geward had 2 1/ 2 litres of paint.
Used 2 /3 of it to paint their dining room

J.additional activities for application or remediation

Create problem involving Multiplication of Fraction using the
information given below. Solve for the answer
 BANGHAY ARALIN SA ESP V
I.LAYUNIN
Naipapamalas ang pag-unawa sa kahalagahan ng pagkakaroon ng mapanuring pag-iisip sa pagpapahayag at
pagganap ng anumang Gawain na may kinalaman sa sarili at pamilyang kinabibilangan
Naisasabuhay ang pagkakaaroon ng tamang pag-uugali sa pagpapahayag at pagganap ng anumang gawain
Nakapagpapahayag nang may katapatan ng sariling opinyon/ideya at saloobin tungkol sa mga sitwasyong may
kinalaman sa sarili at pamilyang kinabibilangan

II.NILALAMAN
Pananagutang Pansarili at mabuting kasapi ng pamilya

III.KAGAMITANG PANTURO
A.Sanggunian
1.Mga pahina sa Gabay ng Guro CG p.,27

2.Mga pahina sa kagamitang pang-mag-aaral

3.Mga pahina sa teksbuk

IV.PROCEDURES
A.Balik-aral sa nakaraang aralin at/o pagsisimula ng bagong aralin
Pagwawasto ng takdang aralin

B.Paghahabi sa layunin ng aralin

Bago simulan ang gawain, magkakaroon ng maikling talakayan tungkol sa nakaraang aralin. Muling ipaunawa sa
mga bata na ang pagiging tapat sa pagpapahayag ng saloobin o opinyon sa ating kapwa ay nakatutulong upang
magkaroon tayo nang mas malalim na ugnayan sa ating pamilya at sa ating kapwa

D.Pagtalakay ng bagong konspto at paglalahad ng bagong kasanayan #1

Basahin ang sumusunod na sitwasyon. Sagutin ang mga tanong tungkol ditto
1. Nasisiyahan ka ba kapag nakakikita ka ng tao na pinagtatanungan ng estranghero ngunit ang ibinibigay namang
impormasyon ay mali at naiiba sa totoo? Ano ang nararapat mong gawin?
2. Noong maliit ka pa, ang buong akala mo ay anak ka ng magulang mo. Ngunit pagdating mo ng grade I,
natuklasan mong ampon ka lamang pala. Walang nakakaalam sa iyong mga kaibigan na ikaw ay ampon lamang.
Ano ang gagawin mo?
3. May nagawa kang pagkakamali sa klase na hindi mo alam. Paulit- ulit mo itong nagagawa hanggang kausapin ka
ng isang kaibigan at
sabihin sa iyo ang iyong pagkakamali at sabihan kang huwag nang gawin ang dati mong ginagawa. Ano ang
magiging reaksiyon mo?
4. Malakas ang loob ng isa sa iyong mga kaklase na manggulo kapag wala ang guro. Nangunguha rin siya ng
naiibigang gamit na hindi kanya. Alam mong mali ang kanyang ginagawa ngunit takot kang ipaalam ito sa iba. Isa ka
sa pinagkakatiwalaan ng guro. Ano ang magagawa mo para matigil na ito?

E. Pagtalakay ng bagong konsepto at paglalahad ng bagong kasanayan #2

Hikayating ibahagi ng mga bata ang kanilang mga kasagutan

F.Paglinang na Kabihasaan
Iproseso ang sagot ng mga bata.
H.Paglalahat ng aralin
Tandaan Natin
Ang pagsasabi ng totoo, kahit masaktan ang sasabihan, ay nagpapakita ng matapat na pakikitungo sa kapwa. Hindi
nararapat na manloko ng tao sa pamamagitan ng pagsisinungaling upang pagtakpan ang katotohanan

I.Pagtataya ng aralin
Gumuhit ng mga larawan na nagpapakita ng katapatan at idikit ito sa malinis na papel

J.Karagdagang Gawain para sa takdang aralin at remediation

Gumupit ng mga larawan na nagpapakita ng katapatan at idikit ito sa malinis na papel