Lesson Plan in Mathematics Grade 6

Content Standards:
The learner demonstrates understanding of the four fundamental operations involving
fractions and decimals.
Performance Standards:
The learner is able to apply the four fundamentals operations involving fractions and
decimals in mathematical problems and real-life situations.
Learning Competency and Code:
Adds similar fractions in simple or mixed forms with regrouping. M6NS-Ia-86

Quarter 1 Week 1 Lesson 1

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
1. Adds similar fractions in simple or mixed forms with regrouping.
2. Write the sum of a given similar fractions.

II. Content:
Subject Matter: Adding similar fractions in simple or mixed forms with regrouping
Integration: Edukasyon sa Pagpapakatao: Cooperation
Strategies: Explicit
Materials: tapes, strips of paper, pair of scissors
References: 21st century mathletes Teacher’s Guide pages: 29- 30,
21st century mathletes Learner’s Material pages: 3-15

III. Learning Tasks:

A. Drill
Showing of flashcards (fraction card)
B. Review
Identification of the part of a fraction
C. Motivation
Who among you eat fruit every day? What kind of fruit?
D. Presentation
Video Presentation(https://www.youtube.com/watch?v=pynfj2bYRms)
Option (Showing of pictures involving fraction)
E. Discussion
PROBLEM 1:
1 3
Jayson had 1 slice of melon and Aaron had 2 slice of melon. How many
4 4
slices of melon do they have?
PROBLEM 2:
2 4
+ =
5 5
 To add similar fractions:
1. Add the numerator
2. Write the sum over the common denominator
3. Simplify or write the answer in lowest terms if necessary

1
 F. Application
Divide the pupils into 5 groups.
G. Each group will be given an activity to perform. They are given an instruction on
what to do.
H. Report their output in 2 minutes or less.
Group 1: (Adding similar fractions)
Example:
2/8 + 3/8 + 5/8 =
Group 2: (Adding similar fractions in mixed forms)
Example:
1 9/12 + 2 3/12 =
Group 3: (Adding similar fractions)
Example:
8/16 + 5/16=
Group 4: (Adding similar fractions in mixed forms)
Example:
2 11/20 + 1 6/20 =
Group 5: (Adding similar fractions)
Example:
1/8 + 7/8=
I. Generalization
How do you add similar fraction in simple or mixed form with regrouping?
To add similar fractions:
1. Add the numerator
2. Write the sum over the common denominator
3. Simplify or write the answer in lowest terms if necessary
IV. Evaluation
Find the sum. Reduce the answer to simplest form, If necessary.
1. 1/10 + 7/10 + 9/10 =
2. 3/7 + 1/7 =
3. 5 22/25 + 3 5/25=
4. 4/6 + 3/6 +1/6 =
5. 2/4 + ¼ + 1 ¾=
V. Assignment
Find the total.
1. 6 3/16 + 6 9/16=
2. 2 1/7 + 3 4/7 + 5 6/7=
3. 1 ¼ + 2 ¾=
4. 4 2/7 + 1 3/7=
5. 2 5/8 +3 7/8=
Reflection:
A. No. of learners achieve 80%__
B. No. of learners who require additional activities for remediation__
C. Did the remedial lessons work?
D. No of pupils who have caught up the lesson___
E. No. of learners who continue to require remediation___
F. Which of my teaching strategies worked well? Why did these works?
G. What difficulties did I encounter which my principal or supervisor help me solve?

2
H. What innovation or localized materials did I used/discover which I wish to share with
another teacher?
Lesson Plan in Mathematics 6

Content Standard:
The learner demonstrates understanding of the four fundamentals operation involving
fractions and decimals.
Performance Standard:
The learner is able to apply four fundamental operations involving fractions decimals
in mathematical problem and real-life situations.
Learning Competency Code:
Adds and Subtracts simple fractions and mixed numbers without or with regrouping.
M6NS-Ia-86

Quarter: 1 Week: 1 Lesson: 2

I- Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
1. Subtract similar fractions in simple and mixed numbers without and with
regrouping.
2. Records answer correctly and neatly
3. Share/Cooperate with the group members actively.

II- Content:
Subject Matter: Subtracting Similar Fractions in simple and Mixed Number without
or
with regrouping.
Integration: Edukasyon sa Pagpapakatao (Sharing)
Strategies: Cooperative Learning, think- pair- share
Materials: Strips of Paper, Scissors and Activity Sheets, Fraction Cards, Pictures
References: Liking Mathematics 6 Work text page 122-128
Lesson Guide in Elementary Mathematics 6 pp. 207-211
III- Learning Task
A. Drill: (by pair)
Match Column A with Column B to form the message

Column A Column B

3 1 7
1. + a. 7
6 6 9

2 2 9
2. 1 +1 b. 10
3 3 10

5 2 1
3. 4 +3 c. 11
9 9 2

1 2 1
4. 6 +2 + 3 d. 3
6 6 3

3
 3 4 2 5
5.5 + 2 +3 e.
10 10 10 6

B. Review
A. Checking of Assignment
3
B. Add to:
5
4 2 6 1 3
2 5 3 7
5 5 5 5 5
C. Motivation:
 What do you call a small amount of food eaten between meals?
 If mother bought a cake for your snacks what did mother do with the
cake so that everybody could eat?

 Rename the given whole numbers as fraction as suggested by the

numbers at the left of equality sign.

❑ ❑ ❑
1. 1= 7 3. 1= 8 5. 1= 5

❑ ❑
2. 1= 15 4. 1= 12

D. Presentation:
A. Strategy 1- Whole Class Activity/Problem Opener
Materials: Strips of paper, pair of scissors
Mechanics:
1. Present a Problem.
Jack celebrate her birthday with the family in Jollibee. Her older sister
gave her a birthday cake. They divided the cake into 10 equal parts. After each
5
of them has eaten their share of it was left.
10
When they were about to finished eating a friend of her sister joined with them
3
and ate part of the cake. The rest was kept and brought home. What part
10
of the cake was kept?

Discuss the Problem.

2. Ask every pupil to get a strip of paper. Fold the strip into 10 equal parts. Mark
5 5
label the parts into unit fraction. Cut the from the whole to show that
10 10
was left.
3
3. Remove or cut given to the sister’s friends. How much was left?
10
2 5 3 2
Guide the children that what was left is ; hence - = Guide them to
10 10 10 10.
see that we only subtract the numerators.
4. How did we subtract similar fractions?

4
 E. Discussions:
Whole Class Activity/Problem Opener
Materials: strips of paper, scissors
Mechanics:

1. Present a problem situation:

1 3
Kissy baked a cake. She had 5 cup of water, she used 1 , how much water
4 4
was left?
2. Discuss the Problem.
Ask the pupils to represent the given pattern with strips of papers. Into how
many parts are the whole divided? What is the fractional part? Can you take
3 1
away from ? Why?
4 4
Ask the pupils what they need is to borrow from 1 cup (1 cup divided into 4
4 1 5
parts) so you now have + = .
4 4 4

1 5 2
3. 4 3 Change to lowest term
4 4 4
3 3 2 2 1
-1 -1 ÷ =
4 4 4 2 2

2 2 1
2 Therefore; 2 =2
4 4 2
4. Lead the pupils to make generalization on how to subtract mixed numbers
with regrouping.

F. Application:
Materials: Activity Sheets
Mechanics:
1. Form a group of 5’s.
2. Each group will provided with an activity sheets

Sample Activity Sheets

a. Show the subtraction in a pie graph

5 3
1. 2 –1
10 10
3 5
2. 3 -1
10 10

5
 b. Find the difference

5 3 1 4 1 3
1. 4 –2 = 3. 5 -3 = 5. 8 –5 =
6 6 9 9 4 4

8 7 4 9 9 12
2. 6 –3 = 4. 10 –7 = 6. 3 -
12 12 10 10 15 15

3. Group representative reports. Representative of each group will report to the class

G. Generalization:
How do you subtract similar fractions with regrouping?

IV. Evaluation:
Solve for the difference.

3 4 7 3
1. 18 –6 = 6. 13 – 11 =
5 5 20 20

6 10 1 1
2. 20 – 12 = 7. 5 -3 =
20 20 2 2

3 1 15 20
3. 14 – 11 = 8. 32 – 23 =
4 4 25 25

4 2 14 25
4. 5 –3 = 9. 7 -3 =
5 5 30 30

4 5 7 8
5. 8 –3 = 10. 112 – 98 =
7 7 12 12

V. Assignment.
Find the difference. Reduce answer to simplest form.

4 6 8 6
1. 23 – 15 = 6. 15 –8 =
25 25 10 10

5 7 3 7
2. 20 – 15 = 7. 14 −9 =
10 10 16 16

8 5 9 5
3. 12 –7 = 8. 13 –8 =
16 16 24 24

1 3 4 8
4. 4 –2 = 9. 18 – 12 =
4 4 17 17

9 5 15 20
5. 12 – 10 = 10. 35 – 23 =
15 15 40 40

6
Reflection:

A. No. of learners achieved 80% __________________________

B. No. of learners who require additional activities for remediation_______
C. Did the remedial lessons work? ______________
D. No. of learners who have caught up with the lesson____________
E. No. of learners who continue to require remediation___________
F. Which of my teaching strategies work well? Why did these work? ___________
G. What difficulties did I encounter which my principal or supervisor help me solve?
H. What innovation or localize materials did I used/ discover which I wish to share
with other teacher? ________________

Lesson Plan in Mathematics 6

Content Standard:
The learner demonstrates understanding of the four-fundamental operation involving
fractions and decimals.
Performance Standard:
The learner is able to apply four fundamental operations involving fractions and
decimals in mathematical problem and real-life situations.
Learning Competency Code:
Adds and Subtracts simple fractions and mixed number without or with regrouping.
M6NS-Ia-86

Quarter: 1 Week: 1 Lesson: 3

I- Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
1. Subtract dissimilar fractions in simple and mixed numbers without and with
regrouping.
2. Wise use of resources, cooperate with each other
3. Be patient and persevering in doing one’s work

II- Content:
Subject Matter: Subtracting dissimilar Fractions in Simple and Mixed Number
without or with
regrouping.
Integration: Science & Edukasyon sa Pagpapakatao
Strategies: Cooperative Learning
Materials: Strips of Paper, Scissors and Activity Sheets, Flash Cards, Show Me
Board, Worksheet
References: Liking Mathematics 6 Work text page 129-134

7
 Lesson Guide in Elementary Mathematics 6 pp. 212-219

III- Learning Task

A. Drill:
 Mental Computation
Game: “Name the Pair”
Mechanics:
 Form 3 groups with equal number of members
 The teacher flashes a number. e.g., 16. Give 2 numbers when subtracted
gives you 16. The teacher gives the signal and the time limit.
 Pupil 1 goes to the board, writes his subtraction sentence, and then gives the
chalk to the next pupil. Pupil 1 goes at the back of pupil 5.
This procedure goes on until everybody has written a
subtraction sentence.
 Subtraction sentences are checked.
 Several numbers are given. The group with the greatest number of correct
answers wins.

B. Give me the lowest term

15 3 6 4 8
1. 2. 3. 4. 5.
20 15 12 16 14

B. Review

A. Give the next three equivalent fractions.

1 2
a. , ____, ____, ____
2 4

2 4
b. , ____, ____, ____
3 6

1 2
c. , ____, ____, ____
4 8

3 6
d. , ____, ____, ____
5 10

4 8
e. , ____, ____, ____
5 10

C. Find the difference

7 4 1 3 6 3
1. - = 3. 4 - 2 = 5. 3 -1 =
8 8 6 6 10 10

5 8 4 2
2. 1 - = 4. 5 -2 =
12 12 5 5
C. Motivation:

8
 How many are you in the family? What is your favorite fruit? What nutrients
we can get from
these fruits?
D. Presentation
1- Whole Class Activity/Problem Opener
Materials: Strips of paper, pair of scissors
Mechanics
1. Present the problem.
Jeff visited their farm. The care taker planted water melon in the backyard.
1
The fruits are already ripen, so Jeff harvested 3 melon sliced, ate of it and
2
1 2
brought home the 2 for dinner. At dinner time, the family ate of the melon.
2 3
What part of the melon was left for the next meal?
2. Discussion.
a. What are the needed information?
b. How do we solve the problem?
c. Write the equation.
1 2
2 - =
2 3
3. What kind of fraction are the given
4. Guide the pupils to get the equivalent fraction, hence
2 4 3 8 4
, , ....
3 6 9 12 6

1 2 3 4 3
, , .....
2 4 6 8 6
1 6 3 3 4
5, Lead the pupils to think of 2 now as 1+ and , as
2 6 6 4 6

1 1 6 3 9
So 2 =2 1+ + 1
2 2 6 6 6

2 4
-
3 6

5
1
6

Guide them to see that you can’t take away 4 from 3 , so you borrow from 2
6 6 3 9
and divide 1 into 6, hence 11 = . Add + =
6 6 6 6
6. What good traits does the family possess? Is it good to have this trait? Explain.
(Possible answer. They know how to save food.)

2- Working in pairs

Materials: strips of paper, scissors

Mechanics:

9
 1. Get your pair. Ask to bring out their strips of paper.
2. Solve the subtraction sentence through paper folding.

3 1 2 1
a. - = d. - =
4 3 3 5

1 1 3 1
b. - = e. - =
2 4 4 8

4 1
c. - =
5 3
3. Let the pupils discuss with each partner the strips they are doing to get the
difference.
4. Represent the number sentence by drawing the number line:
Number line A

1 2 3 5 6 7
0 1 2
4 4 4 4 4 4

Number line B.

1 2 3 4 5 6 7 1 9 10 11 12 13 14 15 2
_ _ __ _ _ _ _ _ ___ __
8 8 8 8 8 8 8 8 8 8 8 8 8 8

3
Number line A shows .
4

3 6
Number line B shows that is equal to
4 8
3 6
Thus, =
4 8

1 1
- =
8 8

7
8

5. Discuss to the pupils the steps in subtracting dissimilar fractions with out
regrouping.

6. Guide them by stating the steps using the LCD.

E. Application– Cooperative Learning

10
 Materials; Worksheet
Mechanics:
1. Give each group a worksheet
2. Sample worksheet.
Complete the magic box.

1. 2. 3.
1 2 5
6 4 8
4 3 9
3 1 1
- -1 -4
5 2 3

4. 5.
1
3 4
8 7
5
2
-1 3
3 -3
4

3. Group Reporting.

F. Generalization:

What are the steps in subtracting dissimilar fraction without and with regrouping?

IV. Evaluation:

A. Solve for the difference.

3 4 7 3
1. 13 –6 = 6. 3 –1 =
6 5 10 20

6 10 1 1
2. 2 –1 = 7. 5 -3 =
10 20 4 2

3 1 15 5
3. 4 –1 = 8. 30 – 23 =
6 4 20 10

4 2 14 5
4. 5 –3 = 9. 7 -3 =
8 5 15 30

4 5 7 1
5. 9 –3 = 10. 12 –8 =
6 7 12 4
B. Write an equation for each word problem and solve. Express the answer
In simplest form if possible.

11
 3
1. Jezzel has 8 yards of red ribbon. She is making flowers for which she
4
5
needs 4 yards of the said ribbon. How many yards will be left?
8
1
2. Mr. Marcos cut a piece of wood 20 meters long. He was able to use
2
3
10 meters for fencing his garden. How many meters of wood was left?
4
1 2
3. Dawn has traveled 28 kilometer out of 65 km trip. How many more km
3 3
will she travel?
4
4. The class of Miss Kissy used 6 dozens of eggs in baking cakes. If there
5
are
12 dozen eggs, how many dozens were not used?
4 1
5. If 13 is subtracted from 35 , what is the difference?
12 4
V. Assignment.

Find the difference. Reduce answer to simplest form.

4 6 8 6
1. 2 –1 = 6. 11 –8 =
8 12 15 10

5 7 3 7
2. 6 –1 = 7. 14 −9 =
6 10 9 8

8 5 9 1
3. 2 –7 = 8. 1 –8 =
12 16 12 24

1 3 4 1
4. 3 –2 = 9. 8 –2 =
2 4 5 4

9 5 15 20
5. 12 – 10 = 10. 5 –2 =
10 15 20 40

Reflection:

A. No. of learners achieved 80% __________________________

B. No. of learners who require additional activities for remediation_______
C. Did the remedial lessons work? ______________
D. No. of learners who have caught up with the lesson____________
E. No. of learners who continue to require remediation___________
F. Which of my teaching strategies work well? Why did these work? ___________
G. What difficulties did I encounter which my principal or supervisor help me solve?
H. What innovation or localize materials did I used/ discover which I wish to share
with other teacher? ________________
Lesson Plan in Mathematics 6

12
 Content Standard:
The learner demonstrates understanding of the four-fundamental operation involving
fractions and decimals.
Performance Standard:
The learner is able to apply four fundamental operations involving fractions and
decimals in mathematical problem and real-life situations.
Learning Competency Code:
Adds and subtracts simple fractions and mixed numbers without or with
regrouping.M6NS-Ia-87.3

Quarter: 1 Week: 1 Day:4

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to;
1. Add dissimilar fractions in simple and mixed numbers without and with regrouping
2. Manage one’s time wisely

II. Content:
Subject Matter: Adding Dissimilar Fractions in Simple and Mixed Forms
without or with Regrouping.
Strategies: Cooperative Learning, Games, Think-Pair-Share
Materials: ball, illustration boards,flashcards,laptop, projector
Reference: 21st Century Mathletes pp. 5-7.
Integration: Science and Edukasyon sa Pagpapakatao

III.Learning Task:
A. Drill
Changing Fractions to Simplest Form:

6
1.
8
5
2.
15
4
3.
24

B. Review: Game: “Pass the Ball”

 Adding mixed forms and dissimilar fractions
Mechanics:
a. The ball will be passed around while the class is singing a song.
b. when the teacher gives the stop signal, the pupil who is holding the
ball will stand and will answer the given question.
c. The game continues until majority of the pupils are able to answer
the questions correctly.

13
 C. Motivation
 Do you help your parents doing household chores on
weekends?
 How many hours do you help working at home?
 Did you manage your time wisely?
 What is the importance of managing your time wisely?
 Call the three pupils to come in front and let them write their
time they spend working at home during weekends on the
board.
D. Presentation
 Based on the answers written on the board, draw diagrams to show the
number of hours.
 How many hours do they spend if they work together?

E. Discussion
 Ask the following questions;
1. What do we do to get the sum?
2. How did we get the sum?
3. How do we add whole numbers, dissimilar fractions and mixed
forms?

F. Application:

Mechanics:
1. Divide the class into groups (6 members in each group).
2. Each group will be given a word problem involving addition of
dissimilar fractions and mixed numbers to be answered within 6
minutes.
3.. The group is given marking pens and cartolina to write their group
output.
4. Presentation of group output will be done right after the allotted
time.

G. Generalization
What kind of numbers did we add today?
How do we add dissimilar fractions and mixed forms?

IV. Evaluation:
A. Add the following;
1. 2 + 1 7/8 = 2. ¾ + ½ = 3. 5 + 1 ¼ =
4. 2 ½ + 4 1/3 = 5. 1/10 + 1/20 =

B. A liquid mixture contains 10 cups of water, 4 ¼ cups of condensed milk, and 3 ½ cups
of coconut milk. How many cups of liquid does the mixture has?

V. Assignment:
Danny and Manny were filling rectangular aquarium with water. Danny filled the
aquarium with 2 ½ liters of water while Manny filled it with 3 ¼ liters of water. How
much liters of water did they put into the aquarium altogether?

14
Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___

Lesson Plan in Mathematics 6

15
Content Standard:
The learner demonstrates understanding of the four fundamental operations
involving fractions and decimals.
Performance Standard:
The learner should be able to apply the four fundamental operations involving
fractions and decimals in Mathematics problem and real-life situations.
Learning Competency and Code:
Solves routine and non-routine problems involving addition of fraction using
Appropriate problem tools. M6NS-Ia-87.3

Quarter: 1 Week: 1 Lesson: 5

I - Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
1. Solves routine and non-routine problems involving addition of fractions using
appropriate problem-solving strategies and tools.
2. Adds simple fractions.
3. Works/ participate in group activities.

II. Content:
Subject Matter: Solving routine and non-routine problems involving addition of
fractions using appropriate problem-solving strategies and tools.
Integration: Music, Art and Physical Education (Health)
Strategies: Cooperative learning, Think-pair-share, Class discussion
Materials: Flashcard, tag board, show-me-board, Activity sheets, Pentel pen
References: K to 12 Grade 6 Curriculum Guide, Teachers’ Guide pp. 2-4, 21st Century
Mathletes pp.3-4

III. Learning Task:

A. Drill: Write √ if the fractions are similar and X if dissimilar.
2 3 5 3 2 1
___ and ____ and ____ and
3 4 4 4 2 2
B. Review
Add the following fraction (Flashcard/ tag board /show-me-board)
2 3 5 4 4
1. + + 2 + 2=_____ 3. + + = _______
2 2 5 5 5

3 5
2. + =____
4 4
C. Motivation:
Do you know how to prepare a lemon juice?
What are the steps in making a lemon juice?
Is drinking lemon juice good for the health? Why?
D. Presentation:
Ana prepared lemon juice for her daughter. She mixed 1/5 cup of lemon juice
3
cup of water.
5
How many cups of water did she mix in all?

16
 Show in the class the presentation of 2/5 and 4/5 using bar graphs
E. Discussion:
1
Ana prepared lemon juice for her daughter. She mixed cup of lemon juice
5
3
and cup of water. How many cups of water did she mix in all?
5

1) Give the pupils time to analyze the problem.

Ask: Using the 4-step in solving problem:
a) Understand
What is asked in the problem? (How many cups of water did she mix
in all?)
1 3
What are the given data? ( cups of lemon juice, cups of water)
5 5
b) Plan
What operation used?
1 3
What is the number sentence? ( + )
5 5
c) Solve
1 3 4
How to solve the problem? ( + = )
5 5 5
1 3
What kind of fractions is and ? (Similar fraction)
5 5
Let the pupils give their answer.
d) Check your answer.
2) Explain to the class that if the denominator of two fraction are the same,
then the fraction is similar and adding similar fraction is just like adding a
whole number.
 Give more examples to see if the pupils understand the process.
(Problems written on cartolina strips and posted on the board) by pairs
 Example #1. Pedro walks 1/4 kilometer yesterday and 2/4 kilometers
today. How many kilometers did Pedro walked in two days?
 Example #2. Maria is studying her lesson for the coming examination.
She studies ¾ hours on Saturday and 2/4 hours on Sunday. How many
hours did she study over the weekend?

F. Application:
Group activity
1. Divide the class into 5 groups.
2. The teacher prepares activity sheets for the groups to work on. Each group
were. provided a cartolina and a pentel pen.
3. Each group plan and solve the given 2 numbers in 10 minutes.
4. Report their output in 2 minutes or less.
 Problem # 1.
Cindy has ¾ bars of chocolate, Ana has 1/4/ bar of chocolate. How many
chocolate bars they have together?
 Problem #2.
Mother cooked two kinds of cookies. She used 3/5 cup of sugar for one recipe and
2/5 cup of sugar for the other recipe. How much cups of sugar did she use in all?

17
 G. Generalization:
What are the steps to solve routine and non-routine problem?
IV. Evaluation:
Solve the following problems.
1. Rene has ¾ meters of rope for knot tying. Andre has 2/5 meters of rope.
How many meters of rope do the boys have?
2. Cynthia walks 3/5 km on Monday, 2/5 km on Wednesday and 3/5 on
Saturday. How many kilometers did Cynthia walked In three days?

V. Assignment/Enrichment:
Read and solve the problem:

Wendy has ½ Kilograms of chicken, 2/2 kilograms of beef and 4/2 of pork in
her refrigerator. How many kilograms of meat does she have in all?

Reflection:
No. of learner achieve 80%_____________
No. of learners who require additional activities for remediation _______________
Did the remedial lessons work? ___________
No. of learners who have caught up the lesson___________
No. of learners who continue to require remediation _______________
Which of my teaching strategies work well? Why did this work? ___________
What difficulties did I encounter which my principal or supervisor help me solve? _________
What innovation or localized materials did I used/discover which I wish to share with other
teacher? ___________

18
 Lesson Plan in Mathematics

Content Standards:
The learner Demonstrates understanding of the four fundamental operations
involving fractions and decimals.
Performance Standards:
The learner is able to apply the four fundamental operations involving fractions and
decimals in mathematics problem and real-life situation
Learning Competency and Code:
Solves routine and non-routine problems involving subtraction of fractions using
appropriate problem-solving strategies and tools. M6NS-Ia-87.3

Quarter: 1 Week: 2 Lesson: 6

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
1. Subtracts simple fractions.
2. Solves routine and non-routine problems involving subtraction of fractions using
appropriate problem-solving strategies and tools.
3. Share one’s blessings with others.

II. Content:
Subject Matter: Solving routine and non-routine problems involving subtraction of
fraction.
Integration: Edukasyon Sa Pagpakatao (ESP)
Strategies: Cooperative Learning, Games, & Problem-Solving Approach
Materials: Activity cards, Manila paper, Marking Pens, PowerPoint Presentation
References: 21st Century MATHletes 6, pages 9-15

III. Learning Tasks:

A. Drill:
Game:
1. Divide the pupils in 4 groups.
2. Each member of the group takes turns in answering the subtraction sentences that
the teacher shows.
3. The group who gave the correct answer first earn a point.
4. The group having the greatest number of correct answers wins the game.

2 1
Example: 1. - =______
3 3
5 2
2. - = ______
6 6
11 5
3. - = _____
12 12

19
 6 4
4. - = ______
9 9
13 10
5. - = _____
15 15
B. Review:
Have a short review on solving routine and non- routine problems involving
addition of fractions.
1. Problem cards will be given to each group.
2. Have each group solve the problem using the Manila paper and marking pen
provided and report it in the class.
Sample Problem # 1. Antonio spent 3/10 hour changing the tires of his bicycle.
1
Then, he spent hour pumping air into the tires. How many hours did he spent
10
fixing his bicycle?

7 5
Sample Problem #2: Steve ran for hour and walked for hour to practice for a
8 8
race. How many hours did he consume in running and walking?

9 4
Sample problem #3. Nadia prepared liters of buko juice and liters of
16 16
calamansi juice to sell one Saturday. How many liters of juice did she prepare in
all?

C. Motivation:
During Art class, one of your classmates do not have materials to be used, and
you have some extra materials. What will you do?

D. Presentation:
Present the problem opener:
4 1
From a piece of yarn, m long, Manny cut a piece m long and another piece
5 5
2
m long and gave it to his friends. What part of the yarn was left with him?
5
*Ask the pupils to analyze the problem by answering the following questions:
1. What is asked in the problem?
2. What are given in the problem?
3. What is the hidden question?
* If you are Manny, are you willing to share the yarn you have to your
friends?
Why?
Valuing: Give emphasis on being generous.

E. Discussion:
Discuss the problem below.
7 5
Problem: An electrician has cm of wire. He needs only cm of wire for a
16 16
job. How many centimeters of wire was left?
Ask: using the 4-step solving problem:
1) Understand

20
 What is asked in the problem?
What are given in the problem?
2) Plan
What is the operation used in solving the problem?
3) Solve
What is the number sentence?
What is the answer to the problem?
4) Check your answer

F. Application:
Group Activity:
Inside the classroom, teacher creates 4 stations with a problem posted in each
station.
Mechanics:
1. Pupils will be grouped into 4.
2. Each group will go to each station and answer the question posted. After 2
minutes, the group will move clockwise going to the next station and
answer the questions after reading the problem.
3. As soon as all the pupils finished answering what is asked in all stations,
they will post their answers.
4. Reporting and checking of output follows.

Station 1 (Sample Word Problem)

3 1
A recipe needs teaspoon black pepper and red pepper. How much more
4 4
black pepper is needed than red pepper for this recipe?
Question: What is asked in the Problem?
Answer: _________________________

Station 2 (Sample Word Problem)

9 5
Juanita needed hours to take a standardized test, and Jordan needed
11 11
hours. How much more time did Jordan need than Juanita to take the test?
Question: What operation will you use to solve the problem?
Answer: __________________________.

Station 3 (Sample Word Problem)

7 5
John lives mile from the Museum of Science. Sylvia leaves mile from the
8 8
Museum of Science. How much closer is Sylvia from the museum?
Question: What is the number sentence?
Answer: __________________________________.

Station 4: (Sample Word Problem)

A family bought a pie for their snacks. They divided the pie into 8 equal parts.
5
After each of them had eaten his share, of it was left. When they came home,
8

21
 3
mother gave to their house help. The rest was kept in the refrigerator. What
8
part of the pie was kept?
Question: What is the answer to the problem?
Answer: __________________________________

G. Generalization:
To solve routine and non-routine problems involving subtraction of fractions
we should:
1. Understand *know what is asked
2. Plan * Determine the operation to be used
*Write the number Sentence
3. Solve *Show the solution
*Check your answer
*Give the correct answer

IV. Evaluation:
Solve the following:
3 2
1. of Dingdong pack is corn and the rest is nuts. of the nuts are peanuts and the
5 5
rest are cashew nuts. What fraction of the whole pack are cashew nuts?
7
2. Mr. Acosta planted fruit trees in his lot. If he planted of his lot with mangoes
20
3
and was lanzones. What part of his lot was planted with durian?
20

V. Assignment:
Analyze and solve:
1. My mother ate ¹/₈ of the cake and my father ³/⁸. How much of the cake has been
eaten and how much is left?
2. Sonia walked ³/₈ of the distance to school and ran ⁵/₈ of the distance. How much
more of the distance does she need to cover?

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___

22
 Lesson Plan in Mathematics 6

Content Standards:
The learner demonstrates understanding of the four fundamental operations involving
fractions and decimals.
Performance Standards:
The learner is able to apply the four fundamental operations involving fractions and
decimals in mathematical problems and real-life situations.
Learning Competency and Code:
Creates problems (with reasonable answer) involving addition and/or subtraction of
fractions. M6NS-Ia-88.3

Quarter: 1 Week: 2 Lesson: 7

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
4. Creates problems (with reasonable answer) involving addition and/or subtraction
of fractions.
5. Work cooperatively with the other members of the group.

II. Content: Fractions

Subject Matter: Creating problem (with reasonable answer) involving addition and/or
subtraction of fractions.
Integration: Keeping oneself healthy (EPP)
Strategies: Discovery approach, Cooperative Learning
Materials: Charts, Meta card
References: 21st century Matheletes TG pp. 2-5, 21st century Matheletes LM pp 9
Elementary Math, Grade 6

III. Learning Tasks:

A. Drill: Let the pupils reduce fractions to lowest terms.
23
 5
1.
10
8
2.
20
6
3.
9
4
4.
6
B. Review: Let the pupils do addition and subtraction of fractions
1 1
1. +
2 4
4 2
2. -
10 15
1 3
3. 1 -
2 4
2 2
4. 3 + 2
5 3
4 3
5. +
5 6
C. Motivation:
Do you know how to prepare dalandan juice? What are the effects of drinking
dalandan juice to our health?

D. Presentation:
 Present this Problem to the class.
(Steven prepared dalandan juice for his daughter. He mixed 1/5 cup of dalandan
juice and 3/5 cup of water. How many cups of liquid did he mix in all?)

E. Discussion

 Let the pupils analyze the problem and let them create their own problem
similar to the problem presented.
 Each group will present to the class how they create their problems
involving addition and subtraction of fractions.
 Let the pupils do the exercise/practice below.
 Instruct them to create a word problem similar to this.
1. Anton spent 2/5 of his money on books. He spent another 1/5 of his money on
buying pens. What fraction of his money was left?
2. Aling Marissa bought 2/5 meter of yellow cloth, 1/3 meter of blue cloth, and
1/6 meter of red cloth to make a dress for her daughter. What is the total
length of cloth that Aling Marissa bought?

F. Application
Let the pupils create their problem from the given the information.

24
 3 3 1
1. Mother bought kg beef, kg pork, kg chicken.
4 5 2
3
2. a. m. nylon string, fathers’ friend
8
5
b. m nylon string of his father
9
3. a. Jillian 2 cassava cake
3
b. Jillian ate of cassava cake
4

G. Generalization:
How can we create word problems? What things do we need to consider?

IV. Evaluation:
Directions: Create a problem involving addition and subtraction of fraction using the
given information. Then solve it.
1. a. weigh dark chocolate bar 7/8kg.
b. weight white chocolate bar 3/5 kg
2. a. Julie
1
b. 1 kg chicken
2
1
c. 5 kg beef
2

V. Assignment / Enrichment
Directions: Create a problem involving addition and subtraction of fraction using the
given information. Then solve it.
1. a. Cindy
b. 4 ½ hours studying Math and Science
c. 2 ¾ hours studying Science

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher?

25
 Lesson Plan in Mathematics 6
Content Standards:
The learner Demonstrates understanding of the four fundamental operations
involving fractions and decimals.
Performance Standards:
The learner is able to apply the four fundamental operations involving fractions and
decimals in mathematics problem and real-life situation
Learning Competency and Code:
 Adds and Subtracts simple fractions and mixed numbers without or with regrouping.
M6NS-Ia-86
 Adds and subtracts simple fractions and mixed numbers without or with
regrouping.M6NS-Ia-87.3
 Solves routine and non-routine problems involving subtraction of fractions using
appropriate problem-solving strategies and tools. M6NS-Ia-87.3
 Creates problems (with reasonable answer) involving addition and/or subtraction of
fractions. M6NS-Ia-88.3

Quarter: 1 Week: 2 Lesson: 8

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to answer a 20-item test
correctly.

26
II. Content:
Summative Test No. 1

III. Tasks:

H. Setting of Standards
I. Reading of Instructions
J. Supervising learners in answering the summative test
K. Checking of papers

IV. Recording of test results

V. Reflection

A. No. of learners achieve 80%: ____

B. No. of learners who require additional activities for remediation: ___

Lesson Plan in Mathematics 6

Content Standards:
The learner demonstrates understanding of the four fundamental operations
Involving fractions.
Performance Standards:
The learner is able to apply the four fundamental operations involving fractions in
Mathematical problem and real-life situation.
Learning Competency and Code:
Multiply Simple Fraction; M6NS-Ib-90.2

Quarter: 1 Week: 2 Lesson: 9

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
1. multiply simple fractions
2. reduced fractions in simplest form

II. Content:
Subject Matter: Multiply simple fraction
Integration: Edukasyon Sa Pagpakatao (ESP)
Strategies: Explicit Teaching/ Cooperative Learning
Materials: Flash Cards, Cartolina, Crayons, Picture of a Farmer

27
 References: Lesson Guide in elementary Mathematics 6 page 237-244, Teachers Guide V

III. Learning Tasks:

A. Drill
Let the pupils recite orally the multiplication table
B. Review
Group the pupils by 5. Using flash cards. Let the pupils multiply the following
numbers. The group of pupils who got the most correct answers wins.
3 x 9= 8x7= 6 x 7= 7 x 6=
9 x7= 7x7= 5 x 8= 9 x 8=
C. Motivation
Show a picture of a man planting corn in the corn field. Ask pupils
who among them have experience planting corn. Ask one pupils to share
his/her experiences in planting corn in the field. Talk about the contributions
of farmers gives to the people. Ask what good traits do our farmer possess? As
a pupil, how do you show these traits?

D. Presentation

3 2
Mang Corn Mais has hectare piece of land. Then he planted of it with
6 3
corn. What fractional part of his land was planted with corn?

The teacher asks the following questions:

1. How big is Mang Corn Mais land?
2. What part of it was planted with corn?
3. What is asked in the problem?
4. What are given?
5. How will you solve the problem?

E. Discussion
To answer the problem,

Multiply 3 x 2
6 3

Solution:
3x 2=3x2 Multiply the numerators
6 3 6x3 multiply the denominators

= 6 find the product

18

=6 = 1 simplify the product if possible

18 3

28
 To illustrate,

3
Say, “if this is 1 hectare, how will you represent the -hectare piece of land
6
owned by Mang Corn Mais?
3
(Fold the piece into 6 equal parts and shade .)
6

2 3
Shows of the shaded part through paper folding and shade the same using
3 6
opposing lines/different as shown:

Yellow + Blue = green

Note: Used different colors in shading model A and Model B

Ask: What do you think is presented by the double shaded part?
6
What fraction name can you give? ( )
18
3 2 6 1
So, in multiplying x the answer is or if simplified
6 3 18 3

F. Application
Group the pupils into 5 groups. Give each group a card with fractional
equations for them to solve. Let them show their answer to the class
using paper folding and shading.

Group 1 Group 2

Multiply: 1 x 3 Multiply: 9 x 1
2 4 10 2
29
 Group 3 Group 4
Multiply: 5 x 3 Multiply: 3 x 3
7 4 10 5

Group 5

Multiply: 5 x 7
6 8

G. Generalization
Ask: How do we multiply simple fractions?
 Multiply the numerator
 Multiply the denominator
 Reduce to lowest term if possible

IV. Evaluation
Multiply the following fractions

1. 2 x 3 6. 1 x 5
9 8 2 10

2. 3 x 3 7. 5 x 7
4 9 14 15

3. 2 x 2 8. 4 x 4
4 5 8 16

4. 4 x 6 9. 3 x 2
9 8 12 24

5. 24 x 11 10. 3 x 5
33 12 12 6

V. Assignment
Read and Solve:

30
 1 .A truck car travel ½ km in one hour. How far can it travel in ¾ hours?

2. Monica had ¾ kg of flour. She used ½ of it to make pan cakes. How much flour
did she use to make pan cake?

3. Mother bought 4/5 kg of beef. She used 1/3 of it to cook beef steak. How many
kilograms of beef did she use to make beef steak?

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___

Lesson Plan in Mathematics 6

Content Standards:
The learner demonstrates understanding of the four fundamental operations involving
fractions and decimals.
Performance Standards:
The learner is able to apply the four fundamental operations involving fractions and
decimals in mathematical problems and real-life situations.
Learning Competency and Code:
Multiplies simple fractions and mixed fractions. (M6NS-Ib-90.2)

Quarter: 1 Week: 2 Lesson: 10

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
1. Manipulate visuals and draw regions to show multiplication of fraction in mixed
forms
2. Multiply fractions in mixed forms
3. Be diligent and hardworking in daily life

II. Content:

31
 Subject Matter: Multiplying fractions in mixed forms
Integration: Naisasagawa ang mga tamang hakbang na makatutulong sa pagbuo ng
isang decision
na makabubuti sa pamilya (EsP6PKP-Ia-i-37)
Learning Area: Edukasyon Sa Pagpapakatao 6
Strategies: Cooperative Learning, think pair
Materials: Flashcards, Bond paper, crayon, pentel pen, charts, mini show boards,
scissors,paste
References: Elementary Mathematics 6, pages 250-253, CG in Math page 67

III. Learning Tasks:

A. Drill
Game (Show me Board) by pair
 Teacher will show the multiplication flashcards to the pupils
 Pupils will use mini show boards to give their answer
B. Review
Change each of the following to improper fractions.
3
a. 3
4
1
b. 1
2
1
c. 5
4
1
d. 12
2
1
e. 7
2

C. Motivation
 How many of you help at home during weekends?
 Show about the picture of a boy with basket of vegetables taken from the
garden.
 Stress the importance of being diligent and hardworking as depicted in the
story.

D. Presentation.
Problem Opener
1
Juan harvested 7 kilograms of pechay fron his vegetable garden.
2
3
He sold of it in the market and the rest in the neighborhood. How many
5
kilograms were sold in the market?

E. Discussion
Give the Mathematical sentence of the problem presented.
Let the pupil give the mathematical sentence

32
 3 1 3 1
 of 7 = x 7 =N
5 2 5 2
Use Algorithm
 Write the equation
3 1
x7 =N
5 2
 Change the mixed form to improper fraction
3 15
x =N
5 2
 Get the GCF of any of the enumerator and denominator by
cancellation.
3x3 – 9
1x2 2
 Multiply the numerator by the numerator, the denominator by
denominator.
9 1
=4
2 2
 Express the product in simplest forms.

F. Application
Solve the problems. Label your final answers
1 1
1. Mother had 1 dozen eggs in the refrigerator. She used of the eggs. What
2 3
part of the eggs was Used?
1 3
2. Find the product of 5 meters long and 3 meters wide.
3 4

G. Generalization
How do we multiply mixed fractions?
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
1.) 1 x 2
3 4
1 2
2.) 2 x1
2 3
3 1
3.) 4 x3
4 4
2 3
4.) 6 x 1
5 4

33
 1 4
5.) 3 x 2
7 5
V. Assignment/ Enrichment
Solve the problems:
4
1. Dalia’s mother is knitting a sweater. She knits 3 rows each hour. How many
5
1
rows will she knit in 4
hours?
2
1 1
2. Find the area of a room 5 m long by 4 m wide.
2 4

Reflection:
A. No. of learners achieve 80% ______
B. No. of Learners who require additional activities for remediation: _____
C. Did the remedial lessons work? ______
D. No. of learners who have caught up the lesson: ______
E. No. of learners who continue to require remediation: _____
F. Which of my teaching strategies worked well? Why did this work? _____
G. What difficulties did I encounter which my principal or supervisor help me solve?
_____
H. What innovation or localized materials did I used/ discover which I wish to share
with other teacher? ___

Lesson Plan in Mathematics 6

Content Standards:
The learner Demonstrates understanding of the four fundamental operation involving
fractions and
decimals.
Performance Standards:

34
 The learner is able to apply the four fundamental operations involving fractions and
decimals in mathematical problems and real – life situations.
Learning Competency and Code:
Solves routine and non-routine problems involving multiplication without with
addition or subtraction of fractions using appropriate problem-solving strategies and
tools. M6NS-IB-92.2

Quarter: 1 Week: 3 Lesson: 11

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
1. Multiplies simple fractions.
2. Solves routine and non-routine problems involving multiplication without or
with addition or subtraction of fractions using appropriate problem-solving
strategies and tools.
3. Sharing what you have to others.

II. Content:
Subject Matter: Solving routine and non-routine problems involving multiplication of
fraction.
Integration: Music, arts and Physical Education (Health)
Strategies: Cooperative Learning
Materials: Pictures, flash cards, power point presentation, show me board
References: 21st Century MATHletes 6, pages 16-24, DLP Grade 5 Module 27, MISOSA
Module Grade
6 –Solving One-step word problems on Multiplication of Fractions

III. Learning Tasks:

A. Drill
1. Divide the class by row. (provide a show me board)
2. The teacher flashes the flashcards and let the children answer it using the show
me board. Those who gets the correct answer earned 1 point.
3. The row who earned 5 points first, won the game.

B. Review:
Complete the table below:
2
Multiply by
3
Input Output

12
12
15
18
20
7
8
12
10
8

35
C. Motivation:
Show picture of children jogging and exercising.
Ask: a. What are the children doing?
b. Why is it important for us to exercise?

D. Presentation:
Problem Opener:
2
Ethan can jog 4 km in an hour. How far can he jog on ½ hour?
3
1. What is the problem asking you to find?
2. What is the given information that will help us solve the problem?
3. What operation will you use to solve the problem?
4. Show the solution.
5. Look for another way to solve the problem to find out if your answer is
correct.

E. Discussion:
Activity #1: Group Work:
Mechanics:
1. Have pupils stay with their assigned groups.
2. Groups 1 and 2 solves the same problem using different strategy in solving
the problem.
3. Groups 3 and 4 also solves the same word problem using different strategy in
solving the problem.
4. They are given 5 minutes to answer the problem.
5. Each group will present their output. Teacher check pupil’s output.

Sample Word Problem (Group 1 and 2)

1
Mina filled the water jug with 4 pitcher of pineapple juice. If each pitcher
2
2
holds 5 glasses of pineapple juice, how many glasses of pineapple juice are
3
there in the water jug?

Sample Word Problem (Group 3 and 4)

1 1
During Ana’s 3 week stay in her Lola’s farm, she was given 1 gallons of
2 4
milk to drink a week. How many gallons of milk did her Lola gave her during
her stay?

F. Application:
Analyze and solve the following:

36
 1
1. Doing their work faster, the laborers were able to finish cementing 3
3
kilometers of road a day. How many kilometers will they be able to finish
1
in 10 days?
2
1
2. Ciara is making a new dance outfit. She needs 2 yards of cloth for the
2
3
shawl and 1 yards for the dress. If she has 3 yards of cloth, how much
4
more does she need?

G. Generalization:
What are the strategies used in solving routine and non-routine problem
involving multiplication of operation?

IV. Evaluation
Analyze and Solve:
2
1. A street sweeper can clean 10 m of street in half an hour. How many meters of
3
3
street can he clean if he works for only of an hour?
4
A. What is asked in the problem?
B. What are the given facts?
C. What operation will you use to solve the problem?
D. What is the number sentence?
E. What is the answer to the problem?

V. Assignment / Enrichment
1 1
1. A car travels with a speed of 2 km per hour. How far can it go in 3 hours?
4 3
1
2. Julius sold 3 sacks of rice. Each sack weighs 50 kilograms. How many kilograms
2
of rice did Julius sell?

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___

37
 Lesson Plan in Mathematics 6

Content Standards:
Demonstrates understanding of the four fundamental operations Involving fractions
and decimals.
Performance Standards:
Is able to apply the four fundamental operations involving Fractions and decimals in
mathematical problems and real-life situations.
Learning Competency and code:
Create problems (with reasonable answers) involving multiplication without or with
addition or subtraction of fractions and mixed fractions. M6NS-Ib-93.2

Quarter: 1 Week: 2 Lesson: 12

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
1. Perform the activity that involves fundamental operations involving fraction
(addition, subtraction, multiplication.
2. Creates problems (with reasonable answers) involving multiplication without
or with addition or subtraction of fractions and mixed fractions
3. Share one’s blessings to other people

II. Content:
Subject Matter: Creating problems (with reasonable answers) involving Multiplication
without or
with addition or subtraction of fractions and mixed fractions
Integration: Sharing’s of one’s blessings to other people
Strategies:
Materials: flash cards, activity cards, charts, manila paper, pentel pen
References: Curriculum Guide page 129, Math Teacher’s Guide Pages 29-32, 21 st MATHletes
6
Teacher’s Manual Pages 6-9, 21st MATHletes 6 Tx Pages Page 16

III. Learning Tasks:

A. Review
Let the learner to group themselves into 4 and tell them to give a related word
to: 1. Addition (e.g. sum, increase)
2. Subtraction (e.g. take away, difference)
3. Multiplication (e.g. product, multiply)
4. Division (e.g. divided by, quotient)
B. Motivation
Showing of picture of fruit trees in the farm and baskets full of fruits
Picture of people harvesting fruits in the orchard.
Who among you have orchard in your farm?
What kind of fruits planted in your orchard?

38
 Show picture of (star apple fruit) and let the learner tell what kind of fruit it is.

C. Presentation
- Group activity
- The teacher will give activity sheets by group

GROUP 1: Will do the role playing of selling rice.

GROUP 2: Will do the weighing of vegetables harvested in the garden.
GROUP 3: Will do the selling of fruits.
GROUP 4: Will measure the garden plot using meter stick.

RUBRICS:
Poor Fair Good Excellent
1 point 2 points 3 points 4 points
Group work/ POOR FAIR GOOD EXCELLENT
team work
Did not use Needs Used time wisely Group stayed on
time wisely improvement when working task the entire
when working on how to use together in class time
together as a time wisely group. Group allotted for the
group. Group when working was focused on project. Group
did not stay on together in a task. Asked was organized
task and did group. Group questions when and able to
not work on basically stayed stuck or required complete project
project on task, but was guidance. with little to no
without not fully assistance from
constant focused on the teacher.
prompting project. Teacher
from teacher. had to speak to
the group to
keep them on
task.
Participation POOR FAIR GOOD EXCELLENT

One or two One or two All group All group

members of members of the members worked members worked
the group did group didn't on their own on their
all the work. help complete assignments. No assignments, but
Some refuse tasks. Group one did more also collaborated
to participate was constantly work than frequently. Clear
or were not covering for anyone else. connection and
allowed to team members Some communication
help. or not communication, between the
encouraging but mostly group members.
them to worked
participate. separately

D. Discussion
- Group Presentation

39
  the teacher will ask questions:
Why do you think we need to weigh our product before selling it?
Why is it we need to compute money?
E. Application:
 How to create a problem involving multiplication without or with addition or
subtractions and mixed fractions?

 Familiarize oneself with the concept, and its application in real-life

situation
 Think of the type of the problem you want to create
 Read some problems similar to ones given and suited their
solutions
F. Generalization
 Peer teaching
 Create a problem involving multiplication of fractions without or with
addition or subtraction of fractions and mixed fractions
1
- Luisa bought 5 kg of avocado.
2
40 pesos per kg.
- Peter caught 15 kg. fish
1
Sold 9 kg
4
2
Give 2 to his cousin
5
Kilogram left for his family
 Let the learner to explain their work

IV. EVALUATION
Create a problem involving multiplication of fractions without or with addition
or subtraction of fractions and mixed fractions
1
1. given: 5 meters of rope at Php. 7.50 per meter.
2
3
2 used for knot tying
4
3
2. 2 kg sugar
5
1
1 kg of sugar for baking a cake
4
Part of sugar left will be used in making kalamansi juice
1 3
3. kg salt kg of salt is sold
2 8

40
 7 2
4. kg sago, kg of sago used for halo-halo
10 4
8 2
5. hectares parcel of land, hectar e of land planted by vegetable
10 6

V. Assignment
Create your own problem involving multiplication of fractions without or with
Addition and subtraction of fraction and mixed fractions.

I. Reflection:
A. No. of learners achieve 80% ______
B. No. of learners who require additional activities for remediation_______
C. Did the remedial lessons work? ______
D. No. of learners who have caught up the lesson:_______
E. No. of learners who continue to require remediation:________
F. Which of my teaching strategies worked well? Why did these work____
G. What difficulties did I encounter which my principal or supervisor help me
solve? ______
H. What innovation or localized materials did I used/ discover which I wish to
share with other teacher? _____

41
 Lesson Plan in Mathematics 6

Content Standards:
Demonstrates understanding of the four fundamental operations Involving fractions
and decimals.
Performance Standards:
Is able to apply the four fundamental operations involving Fractions and decimals in
mathematical problems and real-life situations.
Learning Competency and Code:
 Multiplies simple fraction and mixed fractions, M6NS-Ib-90,2
 Create problems (with reasonable answers) involving multiplication without
or with addition or subtraction of fractions and mixed fractions. M6NS-Ib-
93.2

Quarter: 1 Week: 3 Lesson: 13

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to answer a 20-item test
correctly.

II. Content:
Summative Test No. 2

III. Tasks:

L. Setting of Standards
M. Reading of Instructions
N. Supervising learners in answering the summative test
O. Checking of papers

IV. Recording of test results

V. Reflection

A. No. of learners achieve 80%: ____

B. No. of learners who require additional activities for remediation: ___

42
 Lesson Plan in Mathematics 6

Content Standards:
Demonstrates understanding of the four fundamental operations Involving
fractions and decimals.
Performance Standards:
able to apply the four fundamental operations involving fractions and
decimals in mathematical problems and real-life situations.
Learning Competency and code:
Divides simple fractions and mixed fractions. M6NS-Ic-96.2

Quarter: 1 Week: 3 Lesson: 14

III. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
4. Psychomotor: Perform the activity that involves mixed fractions
5. Cognitive: Divide mixed fractions by another form of fractions
6. Affective: measuring with standard measurement
IV. Content:
Subject Matter: Dividing mixed fractions by another form of fractions
Integration:
Strategies: Discovery Method
Materials: Flash cards, picture of vegetable garden, sample of net
References: 1. Math Teacher’s Guide Pages 33-36
2. 21st MATHletes 6 Teacher’s Manual Pages 9-11
3. 21st MATHletes 6 Tx Pages Pages 33-34
V. Learning Tasks:
A. Review
 Matching of mixed fractions to each equal improper fraction.
 Materials: Flash cards with mixed fractions and flash cards with improper
fractions
 Mechanics: Group the learners into 4 As the teacher show the flash cards of
mixed fraction each group will select 1 member to find improper fraction that
match to the give mixed fraction.

B. Motivation
 Guide question
 Who has a garden at home?
 Mang Cardo has 22 meters of net for his garden to protect his vegetable
3
garden from the heat of the sun. Each plot need 2 meter of net . How many
4
garden plots of vegetable have mang Cardo?

43
  How does mang Cardo take care of his vegetable garden?
 Why do you think he has to protect his plants from the heat of the sun?
 How important the vegetable garden to our community?
 Why does having of backyard garden important to our family? Why?
 Do you have also a vegetable garden in your home?
 How did you care your plants?

Poor Fair Good Excellent

1 point 2 points 3 points 4 points
Group work/ POOR FAIR GOOD EXCELLENT
team work
Did not use Needs Used time wisely Group stayed on
time wisely improvement when working task the entire
when working on how to use together in class time
together as a time wisely group. Group allotted for the
group. Group when working was focused on project. Group
did not stay on together in a task. Asked was organized
task and did group. Group questions when and able to
not work on basically stayed stuck or required complete project
project on task, but was guidance. with little to no
without not fully assistance from
constant focused on the teacher.
prompting project. Teacher
from teacher. had to speak to
the group to
keep them on
task.
Participation POOR FAIR GOOD EXCELLENT

One or two One or two All group All group

members of members of the members worked members worked
the group did group didn't on their own on their
all the work. help complete assignments. No assignments, but
Some refuse tasks. Group one did more also collaborated
to participate was constantly work than frequently. Clear
or were not covering for anyone else. connection and
allowed to team members Some communication
help. or not communication, between the
encouraging but mostly group members.
them to worked
participate. separately
C. Presentation

GROUP ACTIVITY:
The teacher will give an activity sheet

GROUP 1: the learners will measure from comfort room door to main door using
meter stick.

44
 GROUP 2: the learners will measure the black board using meter stick
GROUP 3: the learners will measure the desk-using ruler
GROUP 4: the learners will measure the windows using meter stick

D. Discussion
REPORTING BY GROUP:
 Guide questions:
 Why is it, it is necessary to measure using standard measurement?
 How will you know that is it the correct measurement?
 Why do you think we need to measure?

E. Application
Find the quotient and simplify your answer if possible.
1 3
1. 6 divided by =N
4 8
1
2. How may 1 are there in 9?
4
2
3. Find the quotient of 20 ÷ 4 =N
5
3
4. What is the answer of 10 ÷ 8 = N
4
8 4
5. Solve for the quotient of ÷ =N
10 5

E.Generalization
o How to divide mixed fractions by another form of fractions?
o To divide fractions, multiply the dividend by the reciprocal of the divisor.
o To divide fraction by a whole number, express the whole number as a fraction
o With a denominator of 1.
o To divide fraction by mixed fraction, change mixed fraction to improper
fraction
o Use cancellation, multiply the numerators or by using cross multiplication
method.
o Express the answer in lowest term if possible.

IV. EVALUATION
Read and solve for the quotient.
1
1. If you divide 15 into 2 what is the quotient?
2
1
2. 3 ÷ 4 =N
5

45
 1
3. How may eights are there in 1 ?
2
6 3
4. didived by is equql to what number?
9 5
5
5. How many are there in 25?
6

V. ASSIGNMENT
Solve for the quotient and reduce your answer to lowest term if possible.
3 1
1. 3 ÷2
4 2
1 6
2. 2 ÷
2 8
2
3. 13 ÷
8
14 4
4. ÷
18 6
1 1
5. ÷
2 16

II. Reflection:
I. No. of learners achieve 80% ______
J. No. of learners who require additional activities for remediation_______
K. Did the remedial lessons work? ______
L. No. of learners who have caught up the lesson:_______
M. No. of learners who continue to require remediation:________
N. Which of my teaching strategies worked well? Why did these work____
O. What difficulties did I encounter which my principal or supervisor help me
solve? ______
P. What innovation or localized materials did I used/ discover which I wish to
share with other teacher? ______

46
 LESSON PLAN IN MATHEMATICS 6
Content standard:
Demonstrate understanding of the four fundamental operation involving fraction and
decimals.
Performance Standards:
is able to apply the four fundamental operations Involving fractions and decimals in
mathematical problems and real-life situations.
Learning Competency:
Solves routine or non-routine problems involving Division without or with any of the
other operations of Fractions using appropriate problem-solving strategies and tools
[ M6NS- Ic 97.2]

Quarter 1 Week: 3 Lesson: 15

I. Objectives: At the end of 50 minutes 100% of the learner are

Expected to solve routine or non-routine problems
involving Division without or with any of other operations
of fractions.
II. Content:
Subject matter: Division of Fraction
Integration Math in Music (21st Century Mathletes pp. 41)
Materials: Pictures on Television, Manila paper’ Pentel Pen
Strategies: Cooperative Learning
References: 21st Century Mathletes pp. 30 – 40

III. Learning Tasks:

A. To elicit prior knowledge, the teacher
Show a Video clip about multiplication after the presentation teacher ask:

47
 1. How to multiply fractions
a. Multiply the numerator and then the denominators
b. Write the product in lowest terms if possible.
2. How to multiply mixed numbers
a. Convert mixed numbers into improper fractions
b. Multiply the numerators and then the denominators.
c. Write the product in lowest terms if possible.
B. Get the learners mind focused on the topic
The time signature at the beginning of piece of music tells the number of beats per
measure and a kind of notes that receive that receives one beat.
Example, in a piece of music with a time signature of 3/4 there are three beats in a
measure and a quarter note receives one beat.

Exercises
1. For a time signature of 2/4 , how many sixteenth notes can there be in one
measure?
2. For a time signature of 6/8 , how many beats will a quarter note receive?
3. Give more as needed
The teacher will show pictures of the following objects:
a. Layers of cake
b. Pizza

1. Who wants to eat pizza?

2. How big you want to eat?
3. If necessary, give more examples
C. Provide learners with common experience
Group student into 5 and do the Activity
a. An 3/4 m of wood is cut equally into pieces of 1/4 m each. How many
shorter pieces will there be?

1
/4 1
/4 1
/4
Base on the Illustration we can say 1/4 fits into 3/4 three times
Therefore, we can write the equation as 3/4 ÷ 1/4 = 3
Hence, There are three pieces of 1/4 m of wood

D. Learners will be asses by the teacher to present their output and how they do it.

E. The teachers will give input to deepen the understanding of the learners

(Brainstorming)
a. How to divided the fraction?

48
 1. Reciprocals If the product of two number is 1, then they are reciprocals or
multiplicative inverse of each other. To find the reciprocal of a fraction, interchange
the numerator and denominator.
2. To divide fractions, rewrite the division as a related multiplication in which you
multiply the dividend by the reciprocal of the divisor.
Evaluation:
F. The teachers will post a problem on board. Ask students to solve the posted problem
by group (same group)
a. Mother decided to cook banana cue for the snack. She asks Dondon to buy 3/4
kilos of sugar for banana cue. Mother use 1/8 for each serving. How many
serving of banana cue could she make?
G. Give word problem o solve.
a. If you are 6 in the family how will you slice the cake to make sure that everybody
gets a fair share

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? __

49
 LESSON PLAN IN MATHEMATICS 6

Content standard:
Demonstrate understanding of the four fundamental operation involving fraction and
decimals.
Performance Standards:
is able to apply the four fundamental operations Involving fractions and decimals in
mathematical problems and real-life situations.
Learning Competency:
Solves routine or non-routine problems involving Division without or with any of the
other operations of Fractions using appropriate problem-solving strategies and tools
[ M6NS- Ic 97.2]

Quarter 1 Week 4 Lesson: 16

I. Objectives: At the end of 50 minutes 100% of the learner are

Expected to solve routine or non-routine problems
involving Division without or with any of other operations
of fractions and mixed fraction using appropriate
problem solving strategies and tools
II. Content:
Subject matter: Division of Fraction
Integration Science (21st Century Mathletes pp. 41)
Materials: Pictures on Television, Manila paper’ Pentel Pen
Strategies: Cooperative Learning
References: 21st Century Mathletes pp. 30 - 40
III. Learning Tasks:

A. ELICIT (Assess prior knowledge)

50
 7
 If you have of pizza you wanted to divide to your 6 friend equal parts. What part of pizza
9
receive by your friend?
 What mixture that make pizza delicious?
B. ENGAGE (Get the students’ minds focused on the topic)

1. Reciprocals If the product of two number is 1, then they are reciprocals or multiplicative
inverse of each other. To find the reciprocal of a fraction, interchange the numerator and
denominator.
2. To divide fractions, rewrite the division as a related multiplication in which you
multiply the dividend by the reciprocal of the divisor.

C. EXPLORE (Provide students with a common experience)

 Group the learner into 6 each group will be given a word problem.
 Each costume for a school drummer requires 31/2 yards of cloth. How many costumes
1
can be made from 87 yards?
2
 What is asked?
 What are the given facts?
 What operation shall be use to solve the problem
 Show your computation

D. EXPLAIN (Teach the concept. Should include interaction between teacher and students).

Learners will present the output on the board on how they do it, asses by the teacher
1 1
Divide 87 ÷ 3 =
2 2
871 31 175 7
÷ = ÷
2 2 2 2

175 2 (25 X 2) X2
= ÷ = ÷ 2X7
2 7

2 7 25 25
= X X =1X1X =25
2 7 1 1
1
There are 25 costumes that can be made out of 87 yards of Cloth
2

E. ELABORATE (Students apply the information learned in the Explain. The

teacher will give inputs to deepen the understanding of the students)

1. To divide mixed number

2. Rewrite the division operation as a related multiplication in which you multiply the
dividend by the reciprocal of the divisor;
3. Multiply the numerators and then the denominators and
4. Write the answer in the lowest terms, if possible.

F. EVALUATE

51
 Post problem on the board for the learners to answer.
1. Diana can answer a dozen of math problem in ¾ hour. How many problems can
she answer in 4 ¼ hours?
G. EXTEND (Deepen conceptual understanding through use in new context).

1. Answer the problem

a. One pipe can fill a tank in 3 hours, and another pipe can fill the tank in 6 hours. How
long will it take the tank if both pipes are used at, he same time?

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? __
LESSON PLAN IN MATHEMATICS 6

Content standard:
Demonstrate understanding of the four fundamentals operation involving fraction and
decimals.
Performance Standards:
is able to apply the four fundamental operations Involving fractions and decimals in
mathematical problems and real-life situations.
Learning Competency:
Creates problem (with reasonable answers) involving Division without or with any of
the other operations of fractions and mixed fraction [ M6NS- Ic 98.2]

Quarter 1 Week 4 Lesson 17

I. Objectives: At the end of 50 minutes 100% of the learner are Expected:

Creates problem (with reasonable answers) involving Division without or
with any of the other operations of fractions and mixed fraction
II. Content:
Subject matter: Division of Fraction
Integration: Values
Materials: Pictures on Television, Manila paper’ Pentel Pen
Strategies: Cooperative Learning
References: 21st Century Mathletes pp. 30 - 40

52
III. Learning Tasks:

A. ELICIT (Assess prior knowledge) 3 Minutes

One pipe can fill a tank in 3 hours, and another pipe can fill the tank in 6 hours. How long
will it take the tank if both pipes are used at the same time?
a. What is ask?
b. What are given?
c. What operation shall be use to solve the Problem?
d. Plan
e. Solve

B. ENGAGE (Get the students’ minds focused on the topic)

Show a picture of a girl baking

Ask:
a. what can you see about the picture?
b. What do you think is the girl doing?

C. EXPLORE (Provide students with a common experience)

Let the pupils give the name for the girl in the picture
Ask

a. them to make a scenario/ situation.

b. What are the needed ingredients in making a cake?
Out of the given situation, let the pupils create an interesting word problem. Let them
discuss. What are the things they should consider in creating a word problem?

D. EXPLAIN (Teach the concept. Should include interaction between teacher

and students).

Group work (5 group)

Make another interesting problem out of the previous situation

Ask; what if the girl will bake 2 cakes? 3 cakes? How are we going to adjust the ingredients?
Let each group exchange the problems they made. Group 1 will answer the work of group 2,
Group 2 will answer the work of group 3 and so on

E. ELABORATE (Students apply the information learned in the Explain.

The teacher will give inputs to deepen the understanding of the students)

Act out;
53
 The class will be divided into 4 groups. Each group will be given time to create their word
problem. After the time, they will act out their problem. The remaining groups will guess the problem
the problem by writing it on their white boards mathematical word problem.

F. EVALUATE

Group evaluation;

Let each member of the group evaluate their own work based on the rubric given.
Let them discuss how to improve their work.
After each group’s discuss, let the pupils rewrite their work.

G. EXTEND (Deepen conceptual understanding through use in new context).

Create your own interesting and challenging word problem;

5: creates a problem clearly with complete data.

4: creates unclear problem with complete data
3: creates a problem with incomplete data.
2: attempts to create a problem.
1: no work at all

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___

54
 Lesson Plan in Mathematics 6

Content Standards:
Demonstrates understanding of the four fundamental operations Involving fractions
and decimals.
Performance Standards:
The learner is able to apply the four fundamental operations involving fractions and
decimals mathematical problems and real-life situations.
Learning Competency and Code:
 Divides simple fractions and mixed fractions. M6NS-Ic-96.2
 Solves routine or non-routine problems involving Division without or with
any of the other operations of Fractions using appropriate problem-solving
strategies and tools [ M6NS- Ic 97.2]
 Creates problem (with reasonable answers) involving Division without or with
any of the other operations of fractions and mixed fraction [ M6NS- Ic 98.2]

Quarter: 1 Week: 4 Lesson 18

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to answer a 20-item test
correctly.

II. Content:
Summative Test No. 3

III. Tasks:

55
 P. Setting of Standards
Q. Reading of Instructions
R. Supervising learners in answering the summative test
S. Checking of papers

IV. Recording of test results

V. Reflection

A. No. of learners achieve 80%: ____

B. No. of learners who require additional activities for remediation: ___

LESSON PLAN IN MATHEMATICS 6

Content Standard:
The learner demonstrates understanding of the four fundamental operations involving
fractions and decimals
Performance Standard:
The learner is able to apply the four fundamental operations involving fractions and
decimals mathematical problems and real-life situations.
Learning Competency and Code:
adds and subtracts decimals and mixed decimals through ten thousandths without or
with regrouping (M6NS-Id106.2)

Quarter: 1 Week: 4 Lesson: 19

I. Objectives:
At the end of 60 minutes, 100% of the learners are expected to:
A. Estimate the sum or difference of decimal numbers;
B. Perform addition and subtraction of decimals and mixed decimals through ten
thousandths with or without regrouping;
C. Value the process of adding and subtracting of decimals.

II. Content
Subject Matter: Addition and Subtraction of Decimals
Integration: EPP - Allocation of budget for basic needs
Strategies: Explicit Teaching, Cooperative learning
Materials:
Reference: 21st Century MATHletes textbook, page 45

56
 by Marjoseph H. Perez, et.al

III. Learning tasks:

A. Drill:
1. Let the learners read the decimals and identify the place value of every numbers.
a. 63.048
b. 92.751
Whole Numbers Decimal Part
Tens Ones Decimal Tenths Hundredths Thousandths
Point
6 3 . 0 4 8
9 2 . 7 5 1

2. Call the learners to round off numbers to:

a. Tens
b. Ones
c. Tenths
d. hundredths

B. Motivation:
1. Let the learners find a partner to play Jack ‘n Poy Challenge Math Edition.
Instructions:
a. Like conventional jack n poy, the learners will draw a number according to
their fingers.
b. The teacher will decide on what they are going to do with the two numbers
(addition or subtraction)
c. Who among them will answer first gets 1 point.
d. The learner to get 5 points first will be the winner.

(Note: In assigning operation, addition or subtraction, include decimals up to

thousandths place).

2. Process the game by asking:

a. How did you find the game? Is it easy of difficult?
b. Did you enjoy the game?
c. What are your strategies to answer the questions quickly?

C. Presentation:
The teacher says: What you have done earlier was most likely estimating the sum of
decimal numbers. The game needs a quick response for you to win. In order to
respond quickly, sometimes you estimated your answer based on the given
data/numbers.

D. Discussion:
1. Discussion on the Methods of Estimation:
A. The teacher presents to the learners an example of decimals where the sum
has to be estimated:
a. 10.5 + 2.2
b. 2.11 + 3.23
c. 9.40 - 3.20

57
 d. 10.78 - 8.77
e. 10.6 + 2.20 + 4.92 + 1.11
B. The teacher presents the front-end estimation:
Instructions: Add separately the whole numbers and decimal part then combine
the two answers.
a. 10 + 2 = 12, 0.5 + 0.2 = 7 (Answer: 12.7)
b. 2+3 = 5, 0.11 + 0.23 = 0.34 (Answer: 5.34)
c. 9 – 3 = 6, 0.40 – 0.20 = 0.20 (Answer: 6.20)
d. 10 – 8 = 2, 0.78 – 77 = 0.01 (Answer: 2.01)
e. 10 + 2 + 4 + 1 = 17, 0.6 + 0.20 + 0.92 + 0.11 = 1.83 (Answer: 18.83)
C. The teacher presents the rounding to the nearest tenths method:
a. 11+2 = 13
b. 2+3 = 5
c. 9+3 = 12
d. 11-9 = 2
e. 11+2+5+1= 19
D. The teacher elicits the following for discussion:
a. Differentiate the two methods of estimation.
b. Comparing the two methods, which of them is easy? Why?
c. Why did you find the other method hard?
2. Discussion on the Steps of Adding and Subtracting Decimal Numbers.
The teacher presents the steps of adding and subtracting decimal numbers.
A. To Add or subtract decimal numbers: 10.23, 1.481, 3.1, 52.0
Arrange the digits in columns and align the decimal points.
(note: very important. This is the common mistake made).
10.23
1
3.1
+ 52.023
B. Insert zeros in empty decimal place values (if needed) so that all of the
numbers have the same number of decimal places.
10.230
1.000
3.100
+ 52.023
C. Add or subtract as with whole numbers.
10.230
1.000
3.100
+ 52.023
66 353
E. Place the decimal point between the digits vertically aligned to all the
addends.
10.230
1.000
3.100
+ 52.023
66.353
E. Application:
Instructions:

58
 1. Create a group consisting 6 members.
2. Each member will think a basic need and let them allocate budget on it.
(Note: Instruct the pupils to include decimal parts on the amount)
3. Each group has to write the basic needs and its budget on a manila paper
4. On the same manila paper, add all budget of each basic need and subtract it from
P 9,140.43 which as the average budget every month for Filipino people for basic
needs.
5. Each group will present their output for 1 min.

F. Generalization
Ask them:
What are steps in adding or subtracting decimal numbers?
What will happen if a step was not properly followed?
Is it important to follow those steps properly? Why?

IV. Evaluation: (I Do)

A. Estimate the sum or difference of the decimal numbers.
1. 0.12 + 0.06 = _____
2. 0.4 + 0.3 = ____
3. 0.25 - 0. 13 = ____
4. 2.6 + 1.5 = ____
5. 0.87 + 0.14 = ___

B. Add or subtract the following decimals.

1. 2.53+4.26
2. 9.78-7.36
3. 45.6+3.7
4. 73.401-3.7
5. 63.24-7.527

V. Assignment:

1. 29.427+31.111
2. 24.401+1.14
3. 2.23+2.7+2+2.421
4. 2.246+24.8+4.28+2+4.2
5. 2.2+800+1.1+3+8.129

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___

59
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these works? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share wit

Lesson Plan in Mathematics 6

Content Standards:
Demonstrates understanding of the four fundamental operations involving fraction and
decimals.
Performance Standards:
The learner is able to apply the four fundamental operations involving fractions and
decimals in mathematical problems and real- life.
Learning Competency and Code:
Adding and Subtracting Decimals and Mixed Decimals Through Ten Thousandths
Without or With Regrouping. M6NS-1d-106.2

Quarter: 1 Week: 4 Lesson 20

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
1. Adds decimals and mixed decimals through ten thousandth without or with
regrouping.
2. Apply the adding decimals in everyday life situation.
3. Valuing family resources by being thrifty.
II. Content:
Subject Matter: Adding Decimals and Mixed Decimals Through Ten Thousandths
Without or With Regrouping.
Integration: Management of Family Resources. (Learning Area): EPP
Strategies: Explicit Teaching, Cooperative Learning
Materials: Flash cards
References: 21’st Century Mathletes by Marjoseph H. Perez,Donnel P. Placer
Jaime R.Burgos, Arsenio S. Dimaranan

60
III. Learning Tasks: (Depends on the Strategy used)

A. Drill: Add the following. (Use Mental Computation)

a. 235 + 125
b. 1 234 + 12 341
c. 23 567 + 12 125
d. 100 237 + 10 456
e. 369 567 + 281 389

B. Review:
Using the Flash Card let the pupils Identify the place value of the underlined
digit.
a. 23.129
b. 0.234
c. 1.7893
d. 267.5789
e. 67. 147

C. Motivation: (Role Playing)

Today we will make our classroom a snack center. Let us set our selves as customers
and store manager.
D. Presentation:
Present the topic through a menu.
A. Snacks
1. Banana cue - P7.00
2. Maruya – P-5.00
3. Ice Canday – P 3.00
4. Juice – P.10.50
5. Boiled Camote -P 3.50

Group the pupils in to 6 groups

3 groups serve as snack center owner
3 groups serve as customers
Let the pupils make their own snack center name.

E. Discussion:
Let the pupils to the activity in 10 minutes
 Let the first snack center owner show to the class of what the first group of
costumers bought.
 Let the second snack center owner show to the class of what the second group
of the costumer bought.
 Let the third snack center owner show to the class of what the third group of
costumers bought.
 The teacher will guide the steps on how to add decimal numbers.

F. Application:

Problem:

61
 Mr. Acosta went to the market to buy their foods for the week. He bought 1 kilo of
fish cost P 45.50, four kilos of rice cost P 170.00, three kilos of meat cost P 550.00. How
much will Mr. Acosta pay in all?
G. Generalization.

A decimal number is a number that uses places place value and a decimal point to
show tenths, hundredths, thousandths, etc. To add decimals through ten thousandths, Steps
are to be followed.

Step 1 Align the decimal point and the decimal digit with their corresponding place value
Step 2 Add the tenths, hundredths, and thousandths column below the line).
Step 3 Bring down the decimal point.
Step 4 Add the whole number to finish the problem.

IV. Evaluation
2. Solve the indicated operations.
1. The sum of 23.456, 90.534, and 345.1
2. 234.45 added to 89 and 23.756.
3. Increased 234.570 to 5.23 and 2.678.
4. Add 68.501 from the sum of 21.54 and 80.27.
5. The sum of 56.782 and 19.452 and14.23

V. Assignment / Enrichment (as needed)

Solve the given problem
One day, Agnes needed 4 pieces of ribbons for her project. Amelia gave her yellow
with length 0.2m, pink 0.48m, blue 0.3m, and 0.15 meters. How long are the yellow
and blue ribbons if put together?
When Agnes compared the red and pink ribbons which are longer? By how much?

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which

62
 Lesson Plan in Mathematics 6

Content Standard:
The learner demonstrates understanding for the four fundamental operations involving
fractions and decimals.
Performance Standards:
The learner is able to apply the four fundamental operations involving fractions and
decimals in mathematical problems and real-life situations.
Learning Competency and Code:
solves routine and non-routine problems involving addition and/or subtraction of
decimals and mixed decimals using appropriate problem-solving strategies and tools.
M6NS-Id-108.2

Quarter: 1 Week: 5 Lesson: 21

I. Objectives:
At the end of the lesson 100% of the learners are expected to:
1. Solve one or more step word problems involving addition and subtraction of
decimals.
2. Write the correct number sentence and solution for one or more step word
problems, involving addition and subtraction of decimals.
3. Help a friend in need.

II. Learning Content

63
 Subject Matter: Solving one or more step word problems involving addition and /or
subtraction of decimals.
Integration: Edukasyon sa Pagpapakatao
Strategies: Game, Sweller’s and Pair-share, cooperative learning
Materials: Flash cards, chart with word problems, Manila paper, marker pen
References: Mathlets Grade 6, Lesson Guide Mathematics 6, pp. 68-70, Math Magic 6,
21st century Mathletes grade 6- pp.56-57

III. Learning Task

A. Drill/Mental Computation
a. Divide the class into small groups.
b. Have one member of the group to stay in between the aisles at the back part of the
classroom.
c. Teacher flashes addition or subtraction number sentence of decimals.
d. The member of the group who is at the back solves mentally. The first to say the
correct answer will execute one step forward.
e. The first to reach at the front will receive a point for the group.
f. Repeat the process with another member of the group.

B. Review
a. Ask how to add or subtract decimal numbers properly. Recall the steps in solving
word problems.
b. Let pupils read some situation and identify what operation is involved.
b.1. Mother gave 50.00 to Luis. He spent 12.75 for his lunch. How much
money is left?
b.2. Ellaine bought 5.25 banana cue and 3.75 buko juice for her recess. How
much Ellaine spends for recess?
b.3 Sir Mark needs 75.5 meters of assorted colored lace for decoration. He
bought 13.5 meters of red lace, 8.75 meters of green lace, 11.5 m of white
lace, and 19.75 m of yellow lace. How many meters of lace will Sir Mark?
needs to complete the needed lace?
C. Motivation
Jessa, on her way to canteen, saw a little girl sitting down under the tree shook her
head while counting her money. Jessa tapped her shoulder and asked. She learned that the
girl’s money is not enough to buy something. The girl had only 1.25 not enough for the
banana cue which cost 3.00 Jessa offered to give her money so the girl can buy the banana
cue. How much will Jessa give to the girl to be able to buy the banana cue?

D. Presentation
Base on the word problem read by the pupils, let them answer the following questions:
* What is being ask in the problem?
* What are given?
* What operations are needed to solve the problem?
* What is the hidden question?
* What is the number sentence to solve the problem?
* Call on a volunteer to solve the number sentence on the board.

64
 * Teacher discusses step-by-step solution on the board.
* Discuss the importance of helping others who are in need. In what ways we can
help and how one feels after helping those who are in need.

E. Discussion
Provide other word problems for the pupils to answer in pair.
1.a. Luisa wishes to prepare spaghetti for 10 persons. The ingredients are as follows:
1 kg. spaghetti noodles – Php 59.50
1 li. Spaghetti sauce - 76.75
½ kg ground pork - 112.50
180 g. cheese - 55.45
How much the ingredients cost altogether? If Luisa gave Php500.00 to the cashier
how much was her change?
1.b. How much less is the sum of 38.75 and 18.045 than 60.25?
1.c. How much more is 18.78 increased by 5.75 than 3.92?
1.d. Aunt Liza wants to buy clothes that cost 692.95. If she has saved 582.50 for it,
how much more does she need?
1.e. In a 4 x 100-meter relay Kaizer ran for 10.9 seconds, Julian ran for 11. 25
seconds, Yuan ran for 12.82 seconds, and Potpot ran for 11. 11 seconds. How
long did the team take to finish the race?
Teacher will discuss further the proper way of solving 1 or more step word problems
involving addition of subtraction of decimals. Provide other word problem if possible.

F. Application: Group Activity

 Divide the class in to 5 groups
 The teacher prepares activity sheets for the group to work on.
 Each group plan and solve the given problem.
 Report their output.
Allen saved 15.70Php from his allowance last week and 12.75 this week. If he spent
7.65Php for buying ball pen how much money he left from his savings?
1. What is asked in the problem?
2. What are the given facts?
3. What is the hidden question?
4. What are the operations to be used?
5. What is the mathematical number sentence?
6. Give the correct answer.
G. Generalization
Ask: 1. What are the important steps in problem solving? 2. How do we solve 1 or more
steps word problems on addition or subtraction of decimals?

IV. Evaluation
Read, analyze the word problems and answer questions that follows:
1. Anecito wanted to buy a notebook for 15.65, a cartolina for 5.75, and a color pen for 26.55.
he had only 32.65. How much more does he need to buy the three items?
a. What is being asked?
b. What are the given facts?

65
 c. What is the hidden question?
d. What operations are to be used?
e. Give the correct number sentence of the problem.
f. Solve for the answer.
2. Tongantongan Elementary School is 26.5 kilometers from the house of Joshua. In going
there, Joshua travelled 8.75 kilometers by single motor, 12.5 by tricycle, and the rest by
hiking. How many kilometres did Joshua hike?

V. Assignment
Study the picture below and answer questions.

Killie’s house

School Ruel’s house

286.50 meters 189.75 meters

1. How many meters is the house of Ruel to Killie?

Reflection

A. No. of learners achieve 80% __________

B. No. of learners who require additional activities for remediation _______
C. Did the remedial lesson work? _____
D. No. of learners who have caught up the lesson ___________
E. No. of learners who continue to require remediation: ________
F. Which of my teaching strategies worked well? Why did this work? ______
G. What difficulties did I encounter which my principal or supervisor help me solve? _____
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? _____

66
 Lesson Plan in Mathematics 6

Content Standards:
The learner demonstrates understanding of the four fundamental operations involving
fractions and decimals.
Performance Standards:
The learner is able to apply the four fundamental operations involving fractions and
decimals in mathematical problems and real-life situation
Learning Competency and Code:
Create problems (with reasonable answers) involving addition and/or subtraction of
decimals and mixed forms. M6NS-Id-109.2

Quarter: 1 Week: 5 Lesson: 22

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
1. Make word problems with reasonable answers
2. Create problems (with reasonable answers) involving addition and/or subtraction of
decimals and mixed forms
3. Show cooperation in doing group tasks

II. Content:
Subject Matter: Creating problems involving addition and/or subtraction of decimals and
mixed forms
Integration: Edukasyon sa Pagpapakatao

67
 Strategies: Think-Pair-Share
Materials: Pictures/video clip, flash cards, sentence strips, charts, manila papers
References: K to 12 Grade 6 Curriculum Guide, Teachers Guide, Mathematics 6,
pp. 53-58, 21st
Century MATHletes, pp. 50-65

III. Learning Tasks:

H. Drill
Add or subtract the following mentally 3.41
+ 7.52
1. 5.2 2. 6.3 3.5.9 4.
+ 8.5 + 0.5 + 5.5
25.75
- 10.55
6.10.50 8.
5. 6.4 7.7.40
- 4 .2 - 5.25 - 5.10

B. Review:
Ask: What are the steps in solving word problem?
Say something about these important guide questions to solve the problems.
1. What is asked?
2. What are the given facts?
3. What is/are the clue words?
4. What operations will be used?
5. What is the number sentence?
6. Is the solution correct?

C. Motivation

Picture/video of children participating in a community clean up drive

Ask: What can you say about the picture/video?

What are the children doing?
Why is it important to do such activity?
What do you think will happen if we don’t clean our surrounding?
Can you site other ways to maintain cleanliness in school? In
Community?
D. Presentation
Post the jumbled word problems written in strips on the board. Ask
the children to read.

They bought 150 pieces of bread for ₱337.50 and 150 packs of juice for
₱ 352.753

The School Pupil Government Officers prepared snacks for those who
participated in the Clean-up Drive. 68
 How much change did they receive?

If they have ₱1,000.00 budget to for the snacks.

E. Discussion
The sentences you have read is a word problem.
Can you understand the problem? Why?
Now, we will rearrange the sentences to make it comprehensive.
Do it with a partner
Expected Answer:
The School Pupil Government Officers prepared snacks for those who participated in the
Clean-up Drive. They bought 150 pieces of bread for ₱337.50 and 150 packs of juice for ₱
352.75.3 If they have ₱1,000.00 budget to for the snacks. How much change did they
receive?
Ask: Did you get the same answer? Are there any other arrangement?
Does your work make sense?

Say: Now let us solve the problem. Do it with your pair. (Give the pupils
enough time to work on the problem and then ask for a volunteer to
show his solution on the board.)
Solution:

Give more
Step 1: ₱337.50 Step 2: ₱1000. 00
examples
in creating + ₱352.75 - ₱ 690. 25
word
problem. ₱690. 25 ₱ 309. 75
Processing the Activities:
Ask: Did you get the correct answer?
How did you arrange the jumbled sentences to form the word problem?
How do you know that the problem has complete information?
Can the problem be solved if there are missing facts/information?
So, what are the things needed to create a problem?
Say: In creating word problems, we need to master the concepts of
adding and subtracting decimals and familiarize the steps in solving
word problems. Always bear in mind that in creating word problems
all facts or information needed should be given so that it can be solved
accurately.
F. Application
Based on the given data, create a problem and solve for the correct answer.
Axyl kept track of the number of kilometers he drove as a taxi driver

69
 Days of the Week Distance Axyl Drove
Monday 84.30
Tuesday 129.82
Wednesday 124.25
Thursday 110.50
G. Generalization
Lead the pupils to generalize the following:
To create a word problem, remember the following:
 Be familiar with the concepts/steps in solving word
problems.
 Think of real-life situations in forming word problem and
decide the type of word problem you want to create.
 All the needed data and information must be given.
 The answer of the word problem must be correct and
reasonable

IV. Evaluation:
Using the data below, create a word problem involving addition and subtraction of
decimals.
1. A pole was cut into two parts after the strong typhoon.
Height of the pole is 25.75 meters
First part measured 12.05 meters
Measure of the remaining part
2. Mr. Cruz has ₱1,000.00. He paid the following bills for the month of July
Electric Bill – ₱645.25
Water Bill - ₱ 281.35
Money left

V. Assignment
Arrange the jumbled word problem to create a word problem and solve for the
answer.
An order of orange juice is ₱15.75
How much is her change?
A plate of pansit canton is ₱20.00
Letty gave the cashier ₱50.00

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___

70
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wi

Lesson Plan in Mathematics 6

Content Standards:
Demonstrates understanding of the four fundamental operations involving decimals
Performance Standards:
Able to apply the four fundamental operations involving decimals in Mathematical
problems and real- life situations.
Learning Competency and Code:
 Adding and Subtracting Decimals and Mixed Decimals Through Ten
Thousandths Without or With Regrouping. M6NS-1d-106.2
 The learner solves routine and non-routine problems involving addition and/or
subtraction of decimals and mixed decimals using appropriate problem-
solving strategies and tools. M6NS-Id-108.2
 Create problems (with reasonable answers) involving addition and/or
subtraction of decimals and mixed forms. M6NS-Id-109.2

Quarter: 1 Week: 5 Lesson:23

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to answer a 20-item test
correctly.

II. Content:
Summative Test No. 4

III. Tasks:

71
 I. Setting of Standards
J. Reading of Instructions
K. Supervising learners in answering the summative test
L. Checking of papers

IV. Recording of test results

V. Reflection

A. No. of learners achieve 80%: ____

B. No. of learners who require additional activities for remediation: ___

Lesson Plan in Mathematics 6

Content Standards:
Demonstrates understanding of the four fundamental operations involving decimals.
Performance Standards:
Able to apply the four fundamental operations involving decimals in Mathematical
problems and real- life situations.
Learning Competency and Code:
Multiplies decimals and mixed decimals with factors up to 2 decimal places.
(M6NS-Ie-111.3)

Quarter: 1 Week 5 Lesson: 24

I. Objectives:
At the end of 50 minutes, 100% learners are expected to:
1. Multiply decimals and mixed decimals with factors up to 2 decimal places.
2. Write the decimal point correctly in the product.
3. Write solutions to multiplication equations involving decimals up to the
hundredths place.

II. Content:
Subject Matter: Multiplying Decimals and Mixed Decimals with Factors up to 2
Decimal Places
Integration: Space Exploration (Science)
Strategies: Cooperative Learning (think- pair- share, whole class activity, games)
Materials: flash cards, problem cards, number cards, bells, picture cutouts of turtle,
Snail and worm, tape, 3 number lines of the same length, boxed strips
References: 21st Century Mathletes pp.57 - 63

72
 III. Learning Tasks:
A. Drill
1. Mental Computation- Travelling Game
Post the number line on the board. Place the picture of the turtle, snail and worm
cutouts on the
left-side of each number line.
a) Form the pupils into three equal groups to represent each of the cutouts.
b) A member of its group holds a bell. Teacher flashes a problem card and
the one who rings the bell first has the chance to give the answer. If he is wrong,
the other two
groups can steal.
c) If the answer given is correct, the member moves their cutout or “mascot”
one step on the number line. Another member from each group now holds the bell
and he is the
next to answer the problem flashed by the teacher.
d) This continues until the “mascots” reach the right side of the number line, the
group to reach it
first is the winner. (Make a number line that can be shortened or lengthened
according to the
number of members of each group.)
Sample equations:
0.2 x 0.4 = ______ 40 x 0.6 = ________
30 x 0.05 = ______ 0.9 x 0.05 = _______

B. Review
Teacher will make 30 or more multiplication cards. The cards will be
shuffled and put on a table with the numbers facing down. The teacher calls
the leaders of the groups then deal the cards so that each group gets 5 cards.
The leader shows the cards to the members who will find the products
cooperatively. The group who answers first all the items correctly wins the
game.

Examples: 0.26 0.193 275

x 57 x 0.4 x 0.16

C. Motivation
Ask: Do you know how much we weigh on the moon?
To find out, we need to multiply our weight on earth by approximately 0.17
so we would know our weight on the moon. Inform the learners that today
they will be learning how to multiply decimals by whole numbers.

D. Presentation
Present this problem:
Louis, an astronaut, will travel to the moon to do some explorations on
its surface. He weighs 63 kg here on earth. What would be his weight when
he lands on the moon?
Check if they understand the problem (ex. What is his weight here on
Earth? What is the problem asking us to do? Ask for an estimate of the
answer. Do you think his weight on the moon is more than 10 kg? or 12 kg.

73
 E. Discussion
(Think- Pair- Share) Once an estimate is decided on, give each pair time
to think about and solve the problem. Then, let them share their solutions
with another pair.
63 x 0.17 = 10.71 kg
Using only the result of this computation and estimation, let them give the
exact answer to each of the following:
6.3 x 0.17 0.63 x 0.17 63 x 1.7 6.3 x 1.7
Ask: How did you know where to place the decimal point in each product?

F. Application: (Think-Pair-Share)
Find the product of the following equations:
1) 0.29 x 0.8 4) 0.45 x 7.1
2) 0.92 x 0.07 5) 0.58 x 0.58
3) 5.4 x 0.17

G. Generalization
How do we multiply decimals and mixed decimals?
How do you know where to place the decimal point in the product?

IV. Evaluation:
Complete each statement:
1) The product of 2.5 and 3.45 is _______.
2) 18.72 times 2.9 is _____.
3) 2.35 x 1.6 = ______.
4) 24.56 multiplied by 3.5 is equal to _______.
5) The product of 3.57 and 14.2 is _______.

V. Assignment/ Enrichment:
Put the decimal point in the correct place in the product:
1) 1.2 x 6 = 7 2
2) 12.4 x 0.78 = 9 6 7 2
3) 3.34 x 1.4 = 4 6 7 6
4) 2.3 x 12.3 = 2 8 2 9
5) 2.34 x 1.23 = 2 8 7 8 2

Reflection:
A. No. of learners achieve 80%: _____
B. No. of learners who require additional activities for remediation: ______
C. Did the remedial lessons work? ______
D. No. of learners who have caught up the lesson: ______
E. No. of learners who continue to require remediation: _______
F. Which of my teaching strategies worked well? Why did these work? ______
G. What difficulties did I encounter which my principal or supervisor help me solve?
H. What innovation or localized materials did I use/ discover which I wish to

74
 share with other teacher? __________

Lesson Plan in Mathematics 6

Content Standards:
Demonstrates understanding of the four fundamental operations involving decimals.
Performance Standards:
Able to apply the four fundamental operations involving decimals in Mathematical
problems and real- life situations.
Learning Competency and Code:
Multiplies decimals and mixed decimals with factors up to 2 decimal places.
(M6NS-Ie-111.3)

Quarter: 1 Week: 5 Lesson: 25

I. Objectives:
At the end of 50 minutes, 100% learners are expected to:
1. Multiply decimals and mixed decimals up to the hundredths place.
2. Write the decimal point correctly in the product.
3. Write solutions to multiplication equations involving decimals up to the
hundredths place.
II. Content:
Subject Matter: Multiplying Decimals and Mixed Decimals with Factors Up to 2
Decimals Places
Integration: Keeping physically fit (MAPEH – Health)
Strategies: Cooperative Learning (groupings, think- pair- share, whole class activity)
Materials: handkerchief, problem cards, number cards
References: 21st Century Mathletes pp. 60 -63
Developing My Math Power pp.131- 134

75
III. Learning Tasks:
A. Drill
1. Mental Computation- Find the Product
Relay Game (Naming the Mother)
There will be 2 groups of 5 pupils in a line. The teacher names the
babies and the first pupil in the line names the mother. The teacher continues
to name the babies until all the members of the group have participated. The
group who finishes first with all correct answers wins.
Example of babies:
a) 2.5 x 0.4 d) 1.2 x 0.7
b) 1.7 x 0.3 e) 1.6 x 0.4
c) 3.2 x 0.6
B. Review
Find the product of the following:
a) 0.45 x 0.8 d) 15.32 x 0.56
b) 0.38 x 0.25 e) 0.68 x 2.15
c) 3.17 x 0.9
C. Motivation
Ask: Who among you do a lot of exercise?
What activities do you engage in to make yourself physically fit?
Why is it important for us to exercise?
What benefits do we get from it?
Inform the learners that today’s lesson will help them improve their
Skills further in multiplying decimals and mixed decimals.

D. Presentation
Present this problem:
“Lola Patricia keeps her body healthy by walking every day. She walks
at a rate of 25.4 meters per minute. How far can she walk in 4.75 minutes?
Check if they understand the problem by asking the following:
a. What does Lola Patricia do to make her body healthy?
b. How far can she walk in a minute?
c. What does the problem ask us to do?
(Ask for an estimate of the answer. Then, let them think about how
they can arrive at the exact answer.)
E. Discussion
(Think- Pair- Share) Once an estimate is decided on, let them solve the
problem with a partner. Then, let them share their solutions with the class.
25.4 x 4.75 = 120.65 m
Ask: What do you notice between the number of decimal places in the
Factors and the number of decimal places in the product?
F. Application: (Think-Pair-Share)
Find the product of the following equations:
1) 0.29 x 3.84 4) 0.45 x 7.1
2) 53.8 x 0.07 5) 8.95 x 0.58
3) 5.4 x 18.7
G. Generalization
How do we multiply decimals and mixed decimals?
How do you know when to annex or drop zeros in the decimal product
IV. Evaluation:

76
 Answer the following:
A swimmer can swim 50.2 meters in 1 minute. How far can he swim in?
1) 0.5 minute? 4) 10.25 minutes?
2) 1.25 minutes? 5) half an hour?
3) 3.75 minutes?
V. Assignment/ Enrichment:
Read, analyze and solve each problem. Show a complete and neat solution:
1) In April, a small business establishment spent an average of P175.25
daily on electricity. How much did it pay for electricity during that month?
2) A carpenter is computing for the area of each room in the house that they
constructing. Help him complete the table below.

Reflection:
A. No. of learners achieve 80%: _____
B. No. of learners who require additional activities for remediation: ______
C. Did the remedial lessons work? ______
D. No. of learners who have caught up the lesson: ______
E. No. of learners who continue to require remediation: _______
F. Which of my teaching strategies worked well? Why did these work? ______
G. What difficulties did I encounter which my principal or supervisor help me solve?
H. What innovation or localized materials did I use/ discover which I wish to
share with other teacher? __________
Lesson Plan in Mathematics 6

Content Standards:
Demonstrates understanding of the four fundamental operations involving decimals.
Performance Standards:
Able to apply the four fundamental operations involving decimals in Mathematical
problems and real- life situations.
Learning Competency and Code:
Multiplies mentally decimals up to 2 decimal places by 0.1, 0.01, 10 and 100
(M6NS-Ie-111.4)

Quarter: 1 Week: 6 Lesson: 26

I. Objectives:
At the end of 50 minutes, 100% learners are expected to:
1. Multiply mentally decimals up to 2 decimal places by 0.1, 0.01, 10 and 100
Mentally.
2. Write solutions to problems correctly.

II. Content:
Subject Matter: Multiplying Decimals Up to 2 Decimal Places By 0.1, 0.01, 10

and 100 Mentally.

Integration: Entrepreneurship (Technology and livelihood Education)
Strategies: Cooperative Learning (groupings, think- pair- share, whole class activity)
Materials: number puzzle, game board set, problem cards
References: 21st Century Mathletes pp.58-59

77
 III. Learning Tasks:
A. Drill
1. Mental Computation- Mental Math Game
Form groups of 4s and hand each group a game board, two colors of chips
( bottle caps can be used), two colors of number cards ( ex. yellow cards have
decimal numbers, blue cards have 10, 100 and 1000 written).

Example:
Board Game

384.1 7 0.04 6773

529.6 677.3 38.41 4

99 3841 67.73 70

0.4 990 700 5296

Yellow Cards
0.7 3.841 52.96 0.004 6.773 0.99

Blue Card
s
10 10 100 100 1000 1000

Directions for the group:

a) Choose a partner. Partners will be A & B, C & D
b) Shuffle the cards separately and place them face down on the table.
c) A and C will compare first. Toss a coin to know who will start.
d) Pick a card from the yellow and blue pile.
e) Mentally multiply the two numbers. Your partner can check your answer.
f) If correct, put a chip on the square in the game board that contains the product.
g) The next opponent now does the same.
h) Four chips in a row, in any direction, wins the game.
i) B and D will play the next game.
Who won? Why did Team ___ win? What enabled them to win? How does
team work contributes to the success of a team?
2. Revisit the previous lesson by giving some examples for the learners to work on.
Then ask them to explain how to multiply decimals and mixed decimals. Then,
flash the following and let them show their answers using their drill.
23 x 1 23 x 10 23 x 100 23 x 1000
Ask: What is a quick way to get the answer when a whole number is multiplied

78
 by 10, 100, 1000 or even 10,000?
B. Review
Multiply the following:
1) 5.84 x 0.64 2) 62.18 x 0.25 3) 28.09 x 0.46

C. Motivation
Ask: Have you tried selling items to a junkshop before? What items have you
sold? Is it good to sell items to junkshops? Why?
Inform the learners that the target for this lesson is for them to multiply
decimals mentally not only by 10 and 100 but also by 0.1 and 0.01.

D. Presentation
Present this situation:
Mang Ambo sold copper wire to the nearest junkshop. The table below
Shows the packs of copper wire he sold.

Pack Amount per kg Weight in kg

A P45.75 0.01

B P45.75 0.1

C P45.75 10

D P45.75 100

Check if they understand the situation.

How much is 1 kg of copper wire?
How will Mang Ambo find the amount he will be paid for each pack?

E. Discussion
Let them find how much Mang Ambo will be paid for each pack. Focus on
Packs C and D. Ask if they see any pattern.
45.75 x 10 = 457.5 45.75 x 100 = 4575
Ask: When you multiply a decimal by 10 or 100, what do you notice about the
multiplicand and the product? What do you observe about their digits?
Provide more examples of multiplying decimals by 10 and 100.
When you multiply a decimal by 10 or 100, what is a quick way to get
the answer?

Focus on Packs A and B. Ask if they see any pattern.

45.75 x 0.1 = 4.575 45.75 x 0.01 = 0.4575
Ask: When you multiply a decimal by 0.1 or 0.01, what do you notice about the
multiplicand and the product? What do you observe about their digits?
Provide more examples of multiplying decimals by 0.1 and 0.01.
F. Application
Complete the following puzzle:

1 3 4

79
 2

ACROSS DOWN
1) 1.436 x 100 1) 164 x 0.1
2) 45.38 x 10 3) 3.83 x 10
4) 62.8 x 0.1
G. Generalization
How do we multiply a decimal by 10 or 100?
What is a quick way to get the answer mentally?
How do we multiply a decimal by 0.1 or 0.01?
What is a quick way to get the answer mentally?
IV. Evaluation:
Find the product mentally:
1) 8.4 x 10
2) 4.35 x 0.1
3) 134.23 x 0.01
4) 0.24 x 100
5) 1.23 x 0.1

V. Assignment/ Enrichment:
Complete each table by following the rule.
Rule: Multiply by 0.1

Input Output
0.5
7.12
6.3
48.9
19.07

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

VI. Reflection:
A. No. of learners achieve 80%: _____
B. No. of learners who require additional activities for remediation: ______
C. Did the remedial lessons work? ______
D. No. of learners who have caught up the lesson: ______
E. No. of learners who continue to require remediation: _______
F. Which of my teaching strategies worked well? Why did these work? ______
G. What difficulties did I encounter which my principal or supervisor help me solve?
H. What innovation or localized materials did I use/ discover which I wish to
share with other teacher? __________
80
 Lesson Plan in Mathematics 6
Content Standard:
Demonstrate understanding of the four fundamental operations involving Fractions and
Decimals.
Performance Standard:
The learner is able to apply the four fundamental operations involving Fractions and
Decimals in Mathematical Problems and Real-Life situations.
Learning Competency: Solve routine and non-routine problems involving Multiplication of
decimals and
Mixed Decimals including money using appropriate problem-solving
strategy. M6NS-Ie-113.2

Quarter 1 Week: 6 Lesson: 27

I. Objective:
At the end of 50 minutes, 100% of the learners are expected to:
1. Solve routine and non-routine problems involving Multiplication of decimals and
Mixed Decimals including money using appropriate problem-solving strategy.
2. Write the number sentence of a problem.

II. Learning Content:

Subject Matter: Solving word problems involving Multiplication of Decimals and
Mixed
Decimals including money using appropriate problem-solving
strategy.
Integration: Technology and Livelihood Education (TLE)
Reference: 21st Century Mathletes 6 TX
Materials: Activity Cards

81
III. Learning Task:
A. Review: Multiplying Decimals by 10,100 and 1,000 mentally.
1. 3.91 x 1,000
2. 14.64 x 100
3. 0.029 x 10
4. 3.89 x 100
5. 0.679 x 10
B. Motivation:
Do your parents give you an allowance in going to school? What did you do
with your allowance? Did you save some of it? Why do you have to be thrifty?

C. Presentation
Present the situation.
Myra will buy the following from the market
kilos of tomatoes at P48.50 a kilo
2.2 kilos of onions at P35.00 a kilo
7.5 kilos of mango at 45.50 a kilo
Help Myra find how much will she pay for each item.

D. Discussion
Based on the problem read, let the pupils answer the following questions:
1. What is being ask in the problem?
2. What are given?
3. What operations needed to solve the problem?
4. What is the hidden question?
5. What is the number sentence and the answer?

E. Application
 Group the pupils into 4 groups.
 The teacher prepares activity sheets for the group to work on.
 Each group will plan and solve the given problem
 Report their output
Ex. Roda bought 2 notebooks at P48.50 each and 3 pads of paper at P20.75 each.
If her money was a 500-peso bill, how much was her change?

a. What is asked in the problem?

b. What are the given facts?
c. What operation will you use to solve the problem?
d. Write the number sentence
e. Find the answer

F. Generalization:
How many steps are needed to solve mathematical problems?
IV. Evaluation
A. Read and Solved
1. A can of milk has a mass of 0.450 kilogram. What is the mass of 15 cans of milk?
2. Mrs. Cruz bought a residential lot with an area of 272.5 sq. m. at P950 per sq. m.
How much did she pay for the lot?
3. What is the area of a rectangle with a length of 5.65 dm. and a width of 4.32 dm.?

82
 4. The rental of a Van is P4,500 a day. How much will it cost if you rent it for 4.5 days?
5. How much will 12 kilograms of meat cost if one kilogram cost P185.50?

V. Assignment
Read each problem, then solve following the steps in problem solving.
1. A carpet costs P193.75 per sq. m. If you want to buy 6.5 meter of carpet, how
much will you pay?
2. Marlon works 60 hours a week. If his hourly rate is P45.25, How much is he paid
a week
REFLECTION:

A. Number of Learners achieve 80%_____________________

B. Number of learners who require additional activities for remediation______________
C. Did the remedial lessons work? __________________
D. Number of learners who have caught up the lesson ______________________
E. Number of learners who continue to require remediation ____________________
F. Which of my teaching strategies worked well? Why did these work? ________________
G. What difficulties did I encounter which my principal help me solve?______________
H. What innovation or localized materials did I use which I wish to share with other teacher?
_______________
I. Lesson Plan in Mathematics 6

Content Standard:
Demonstrate understanding of the four fundamental operations involving Fractions
and decimals.
Performance Standard:
The learner is able to apply the four fundamental operations involving Fractions and
Decimals in mathematical problems and real-life situations.
Learning Competency and Code:
Solve Routine and Non-routine problems involving Multiplication of Decimals and
mixed decimals including money using appropriate problem-solving
strategy.M6NS-Ie-113.2

Quarter: 1 Week: 6 Lesson: 28

I.Objective:
At the end of 50 minutes, 100% of the learners are expected to solve routine and non-
routine problems involving Multiplication of decimals and Mixed Decimals including
money using appropriate problem-solving strategy.

II. Learning Content:

Subject Matter: Solving word problems involving Multiplication of Decimals and Mixed
Decimals
including money
Integration: Edukasyon Sa Pagkatao (ESP)
Strategies: Cooperative learning, think pair -share
Reference: 21st Century Mathletes 6 TX
Materials: Activity Cards
III. Learning Task:

83
 A. Drill
a. Mental Computation
Form the pupils into two teams. Let each team answer the puzzle
correctly. The team who answer first and gives the correct word wins.
The worlds ________ _______ weighed 1,299.5 kgms. Find the answer
by solving the sentences mentally. Use the code to find the letter.
A - 848 B- 175 E - 427 G - 312 H- 704 L-238
M-164 R-264 S-720 T- 1,160 U-327
FIRST WORD
Answer Letter
a. 235 + 3 ______ _____
b. 212 x 4 ______ _____
c. 469 -205 ______ _____
d. 1,248 / 4 ______ _____
e. 335 + 92 ______ _____
f. 1,649 – 929 ______ _____
g. 58 x 20 ______ _____

B. Review:
Multiplying Decimals by 10,100 and 1,000 mentally.
6. 3.91 x 1,000
7. 14.64 x 100
8. 0.029 x 10
9. 3.89 x 100
10. 0.679 x 10

C. Motivation:
Do your parents give you an allowance in going to school? What did
you do with your allowance? Did you save some of it? Why do you have to
be thrifty?

D. Presentation
Present the situation.

Myra will buy the following from the market

kilos of tomatoes at P48.50 a kilo
2.2 kilos of onions at P35.00 a kilo
7.5 kilos of mango at 45.50 a kilo

Help Myra find how much will she pay for each item.

E. Discussion
Discuss and shows to the pupils on how to answer the situation.
Teacher Modelling:
Activity 2 – Pair Share strategy

84
 Pair the pupils into two, each partner will collaboratively solves the
problem involving multiplication of decimals and mixed decimals. Then
let them write on the board their answer on the problem given to them.
They will be given strips of paper with problems written on it.

Ex. 1. Find the cost of 7.5 meters of cloth at P67.45 a meter?

2. How much will 14.5 kilograms of ground beef if one-kilogram cost
P180.75?

Activity 3. Cooperative Learning

Group the pupils into 4 groups. Each group will solve the problem given
to them. Then let the leader show and discuss the answer agreed on their
group to the class following the steps in problem solving
Ex. Roda bought 2 notebooks at P48.50 each and 3 pads of paper at
P20.75 each. If her money was a 500-peso bill, how much was her
change?
a. What is asked in the problem?
b. What are the given facts?
c. What operation will you use to solve the problem?
d. Write the number sentence
e. Find the answer

F. Application
 Translate the following problems to a number sentence, then solve.
1. A Cone of ice cream costs P16.25. How much will 8 cones of ice cream
cost?
2. Mang Tomas, a ballot vendor bought 120 duck eggs at 6.75 each. How
much did he pay for all the eggs?

G. Generalizations:
Enumerate the steps in solving mathematical problem?
IV. Evaluation
B. Read and Solved
6. A can of milk has a mass of 0.450 kilogram. What is the mass of 15 cans of
milk?
7. Mrs. Cruz bought a residential lot with an area of 272.5 sq. m. at P950 per sq.
m. How much did she pay for the lot?
8. What is the area of a rectangle with a length of 5.65 dm. and a width of 4.32
dm.?
9. The rental of a Van is P4,500 a day. How much will it cost if you rent it for
4.5 days?
10. How much will 12 kilograms of meat cost if one-kilogram cost P185.50?
V. Assignment
A. Read each problem, then solve following the steps in problem solving.
1. A carpet costs P193.75 per sq. m. If you want to buy 6.5 meter of carpet,
How much will you pay?

85
 1. Marlon works 60 hours a week. If his hourly rate is P45.25, How
much is he paid a week?
REFLECTION:
a. Number of Learners achieve 80%_____________________
b. Number of learners who require additional activities for remediation______________
c. Did the remedial lessons work? __________________
d. Number of learners who have caught up the lesson ______________________
e. Number of learners who continue to require remediation ____________________
f. Which of my teaching strategies worked well? Why did these work? ____________
g. What difficulties did I encounter which my principal help me solve?______________
h. What innovation or localized materials did I use which I wish to share with other
teacher?_______________

Lesson Plan in Mathematics 6

Content Standards:
The learner demonstrates understanding of the four fundamental operations involving
fractions and decimals.
Performance Standards:
The learner is able to apply the four fundamental operations involving fractions and
decimals in mathematical problems and real-life situation
Learning Competency and Code:
Solves multi-step problems involving multiplication and addition or subtraction of
decimals, mixed decimals and whole numbers including money using appropriate
problem-solving strategies and tools. M6NS-If-113.3

Quarter: 1 Week: 6 Lesson: 29

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
1. Write the number sentence
2. Solve word problems involving multiplication of decimals including money
3. Be thrifty

II. Content:
Subject Matter: Solving multi-step problems involving multiplication and addition or
subtraction of decimals, mixed decimals and whole numbers including money
using appropriate problem-solving strategies and tools
Integration: (Learning Area): EPP and Edukasyon sa Pagpapakatao
Strategies: Cooperative Learning, Carousel
Materials: Equation cards, activity cards, charts, manila papers, marking pen
References: K to 12 Grade 6 Curriculum Guide, 21st Century MATHletes, pp. 50-65
Teacher’s Guide in Mathematics 6, pp. 74-77

III. Learning Tasks:

86
A. Drill – Guessing game
1. Group the pupils into 5
2. Each group will be given 5 sets of word problem.
3. They will tell what operations will be used to solve the problem.
4. The group with the greatest number of correct answers wins the game.

B. Review
What are the steps in solving a word problem?

C. Motivation
Ask: How can you help your parents? In your own little way, how can you
save money to help family’s expenses?

D. Presentation
Present a word problem
Christel Mae saves ₱10.50 on Monday, ₱9.75 on Tuesday, ₱6.50 on
Wednesday, ₱8.50 on Thursday, and ₱7.25 on Friday from her daily
allowance. She followed her budget savings for 4 weeks. At the end of the
month, she gave her savings to her mother to help pay their water bill which
costs ₱450.75.

E. Discussion
Discuss the problem given in the presentation:
Guide the pupils in answering the problem
Guide question:
a. The problem asks you to look for _______
b. The given facts in the problem are _______
c. The hidden questions are _______
d. The operations used to solve the problem _______
e. The equation for the problem is _______
f. The correct answer is _______
F. Application:
Group Activity- Carousel
Materials:
Manila paper and pentel pen
Mechanics:
1. Pupils will be grouped into 5.
2. Group 1 will answer/ perform what is ask in station 1, Group 2-
station 2, Group 3-station 3 and so on.
3. Each group will be given 2 minutes to stay in each station to answer
4. After 2 minutes, each group will move clockwise to next station and
answer or perform what was being asked.
5. As soon as they are through, they will post their answers on the
board.
6. Reporting and checking of output
(Before going to their “Learning Barkadas” remind the pupils the
guidelines in working with group mates.)
Station 1
(Sample Word Problem)

87
 Word Problem: The value of $1 US Dollar in Philippine Peso is ₱
52.20 ($1=52.20). Jericho’s aunt sent him $15.
Station 1
QUESTION: How much is his money in Philippine Peso?
ANSWER :____________________
Station 2
(Sample Word Problem)
Word Problem: A carpet costs ₱190.95 per square meter. If your
mother buys 3.5 square meters, how much will she pay?
QUESTION: What operations will you use to solve the problem?
ANSWER : ____________________
Station 3
(Sample Word Problem)
Word Problem: For Bea’s birthday, mother bought a cake at ₱300.00,
and a gallon of ice cream at ₱498.75. If she has 2 ₱1000.00 bills, how
much was left of her money?
QUESTION: How much was left of her money?
ANSWER:_________________

Station 4
Written in Strips
ARRANGE THE JUMBLED PHRASES TO CREATE A WORD PROBLEM.
She has ₱1000.00

2 bottles of oil for ₱ 90.60

And 2 kilos of chicken for ₱320.50

How much money left to her after paying

Sofia bought 0.5 kilos of Vinegar at ₱17.70,

ANSWER :_________________
Station 5
Measure the 3 sticks using a ruler.
(Teacher provides the sticks with different measurement)
Stick 1 - _______cm
Stick 2 - _______cm
Stick 3 - _______cm
QUESTION: What is the total length of the 3 sticks?
ANSWER :_________________

G. Generalization:
To solve multi-step problems involving multiplication and addition or
subtraction of decimals, mixed decimals and whole numbers including money,
we should:
Understand
Know what is asked
Know the hidden facts
Plan

88
 Determine the operation to be used
Write the number sentence
Solve
Show the solution
Check your answer
Give the correct answer
IV. Evaluation:
Solve the following:
1. Aling Minda bought 50 kg- sack of rice for ₱2000.00. She sold it for ₱45.50
per kilo. How much is her gain if she sold 5 sacks?
2. A vehicle consumes 0.20 liter of gasoline per kilometer travelled. How
many liters of gasoline will it consumes if it travelled 54.50 kilometers? If 1-
liter cost 48.25 how much will it cost for the trip?

V. Assignment:
Refer to the table of foreign currency exchange rate below.
Country Currency Value in Philippine Peso
(Php)
USA US Dollar (USD) 52.20
Thailand Baht (THB) 1.632
Hongkong Hongkong Dollar (HKD) 6.644
Malaysia Ringgit (MYR) 12.611

1. How much money in Philippine Peso will you get if you will exchange your
15 Baht?
2. Which is bigger, HKD 120 or MYR 80?
3. Give the value of the following in Philippine Peso:
a. USD 50 _______________
b. THB 700 _______________
c. HKD 350 _______________
d. MYR 245 _______________

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? _

89
 Lesson Plan in Mathematics 6

Content Standards:
The learner demonstrates understanding of the four fundamentals operations
involving fractions and decimals.
Performance Standards:
The learner is able to apply the four fundamental operations involving fractions and
decimals in mathematical problems and real-life situation
Learning Competency and Code:
Solves multi-step problems involving multiplication and addition or subtraction of
decimals, mixed decimals and whole numbers including money using appropriate
problem-solving strategies and tools. M6NS-If-113.3
Quarter: 1 Week:6 Lesson: 30

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
1. Write the number sentence
2. Solve word problems involving multiplication of decimals including money
3. Help increase family’s income
II. Content:
Subject Matter: Solving multi-step problems involving multiplication and addition or
subtraction of decimals, mixed decimals and whole numbers including money
using appropriate problem-solving strategies and tools.
Integration: (Learning Area): EPP and EsP
Strategies: Cooperative Learning, Problem
Materials: Equation cards, activity cards, charts, manila papers, marking pen
References: K to 12 Grade 6 Curriculum Guide, 21st Century MATHletes, pp. 50-65
Teacher’s Guide in Mathematics 6, pp. 74-77

III. Learning Tasks

90
A. Drill – Mental Computation:
1. Put equation cards on the table.
2. Each member of the group takes turns in getting and reading the cards,
then give the answer orally.
3. If the group got the wrong answer, the other group can take away the point
if they can give the correct answer.
Example:
2.5 x 3 = N 1.5 x 1.5 = N 0.24 x 0.5 = N
1.3 x 1.3 = N 0.5 x 0.5 = N 2.3 x 0.6 = N
4. The group with the highest number of correct responses will win the game.

B. Review – Square Share

1. Problem cards will be given to each group.
2. Have each group read the problem given to them.
3. Teacher will assign a number for each group member and call:
All 1’s of each group – give the facts
All 2’s of each group – give the operation
All 3’s of each group – give the number sentence
All 4’s of each group – give the correct answer
4. The group with the most number of correct answers gets a point for
their group.

Sample Problem:
Mrs. Cruz bought 2 cans of milk for ₱30.50 each, 2 cans of corned
beef for ₱47.25 each, and 5 cans of sardines for ₱ 16.75 each. What
would be her change if she gave ₱500 bill?
C. Motivation
You and your sister were asked to buy goods in a Mall for your
family’s small business. There are many sale items that are in good
quality. Which items will you prefer to buy? Why?
(Give emphasis on how to raise family’s income)
D. Presentation
Present a word problem.
Rex bought t-shirts in a mall sale. Each shirt costs ₱199.75. He
purchased 5 t-shirts and gave 1 shirt to his brother. He sold the rest at
₱300 each. How much is his gain?
1. What is asked in the problem?
2. What are given?
3. What is/are the hidden question/s?
4. What is the number sentence?
5. How many hidden questions are there in the problem?
E. Discussion
The teacher will give emphasis on solving word problems involving
multiplication with addition or subtraction of decimals including
money.
Valuing: Give emphasis on elevating family’s income since the lesson
involves money.
Example: How can you help your family?
Will it benefit you? How?
F. Application

91
 Give the hidden question, write the number sentence, and then solve.
1) Mother gave James ₱1,500.00 for his weekly allowance. He
budgeted ₱450 for his food, ₱150 for fare, ₱100 for his snacks, ₱120.
50 for schools’ supplies, and ₱135.25 for other expenses. How much
money will he save for 2 weeks?
G. Generalization
Lead the pupils to give the generalization.
To solve multi-step problems involving multiplication and
addition or subtraction of decimals, mixed decimals and whole
numbers including money, we should:
Understand
Know what is asked
Know the hidden facts
Plan
Determine the operation to be used
Write the number sentence
Solve
Show the solution
Check your answer
Give the correct answer
IV. Evaluation
Use the table to answer the questions.

The Department Store had a sale on the following schools supplies:

Art Materials Original Price Sale Price
Crayon 143.75 ₱48.00 ₱28.75
Scissors 282.5 ₱37.00 ₱28.25
Colored paper 410 ₱25.75 ₱20.50
Ruler 164 ₱20.20 ₱16.40
1. Nicole bought a scissors and 2 boxes of crayons at the sale shop. How much
money did he save?
2. How much money do you need if you will buy 5 rulers and a colored paper?
3. What art materials do buyers save the most during the sale?
4. Mrs. Reyes purchased for her sari-sari store. She bought 5 boxes of crayons,
20 packs of colored paper, 10 pieces of ruler and 10 scissors. How much will
she pay?
5. If Mrs. Reyes has ₱1, 500.00, how much is her change?

V. Assignment
Solve the following:
1) The entrance fee in a swimming pool, ticket costs ₱ 30.00 for the adult and
₱15.50 the children. How much will 15 adults’ ticket and 5 children ticket
cost?
2) Amethyst earned ₱150.75 daily for selling rugs. How much will she earn in
5 days? If she gave ₱80 a day to her mother, how much money left to her.

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___

92
 D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___

LESSON PLAN IN MATHEMATICS 6

Content Standard:
The learner demonstrates understanding on the four fundamental operations
involving fractions and decimals.
Performance Standard:
The learner is able to apply the four fundamental operations involving fractions
and Decimals in Mathematics problem and real-life situations.
Learning Competency and code:
Create problems involving multiplication. Division, without or with any of the
Other operations of Decimals, Mixed Decimals and whole number including
money,
M6NS-If-114

Quarter: I Week: 7 Lesson: 31

I. Objective:
At the end of 50 minutes, 100% of the learners are expected to:
1. Create problems involving Multiplication, Division without or with any of the
other operations of Decimals, Mixed Decimals and whole numbers including
money.
2. Participate actively in class discussion.

II. Learning Content:

Subject Matter: Creates word problems involving Multiplication, Division without
or with any of
the other operations of Decimals and whole numbers including
money.

93
 Integration: Edukasyon Sa Pagpakatao
Strategies: Problem Solving Approach, Cooperative Learning
Reference: Lesson Guide in Elementary Mathematics Grade 6, 21st Century
Mathletes TX 6
Materials: Chart, Activity cards
III. Learning Tasks
A. Drill
Mental Computation
Multiply 10, 100 and 1,000 by decimal numbers
a. 381.4 x 10
b. 0.04 x 100
c. 67.67 x 1,000
d. 529.6 x 10
e. 677.3 x 100

B. Review:
Recall on routine and non-routine solving problems involving Multiplication of
Decimals, Mixed Decimals and whole numbers including money.
C. Motivation
Read and study the problem:

Mother gave Rita P150 for her allowance. Father also gave her another P125.
How much did Rita have after spending?

Can you solve or answer the problem? Why not? What is the needed
information to solve the problem? Discuss with the pupils.

D. Presentation: Teacher Modelling

1. Show to the pupils the jumbled phrases on the problems written on the
strips of paper and let them arrange it to form a word problem
They have 48 cups of buko salad How many servings can be made

A cafeteria is offering buko salad for Each serving is ½ of a cup

desert

E. Discussion
With these strips guide the pupils on how to create or make problems involving
Multiplication, Division of decimals, Mixed decimals including money with
reasonable answer. Let the pupils paste it on the board to for a problem.

Group Work
Form pupils into four groups and let them collaboratively formulate problem
based on the data given on the activity card. Ask them to create problems
based on the data with reasonable answer.
Ex. 1. Given: P65.50 cost of a meter of cloth

94
 6.4 meters needed
Asked: total cost of cloth
Given: P55.45 per kilo of mango
Bought 8.5 kilos
Asked: Total amount of mangoes bought
The first group to present with correct answer will be given 5 points
F. Application
Present the chart on the board
MENU AMOUNT
Ham and cheese sandwich P12.00 each
hotdog sandwich 10.00 each
Hamburger sandwich 15.00 each
Cheese sandwich 8.50 each
Juice 9.00 per glass
Formulate three-word problems using the Menu by answering
What is asked in the problem?
What operation should be used?
What is the number sentence?
What is the answer?

IV. Evaluation

Create a problem involving Multiplication without or with addition or subtraction

of decimals and whole numbers including money for each set of information given
below.

1. Liza bought 6.5 of a cake to school. She divided it equally and shared all of it
to her four friends.
Question________________________________________________________
Solution and answer ______________________________________________
2. Lerma equally poured 14.5 liters of lemonade into 7 cups
Question________________________________________________________
Solution and answer_______________________________________________
3. 50 apples at P15.75 each, 15 oranges at 5.50 each and 25 bananas at 10.50
each
Question________________________________________________________
Solution and
answer_________________________________________________________
4. 15 meters of ribbons at 12.50 a meter
Question________________________________________________________
Solution and
answer_________________________________________________________
5. 12 cones of ice cream at 16.50 per cone
Question________________________________________________________
Solution and
answer_________________________________________________________

95
 V. Assignment
Create a problem using the given data

1 Anggie has 27 meters of ribbon, she uses 1.5 m. for every box.
Number of boxes can she make_______________________
2. Lina cut 52 m. length of ribbon, .75 meter each, each piece was sold for P12.00
Total amount that Lina get.
REFLECTION:
1. Number of learners achieve 80%_____________________
2. No. of learners who require additional activities for
remediation_________________________
3. Did the Remedial lessons work? _____________________
4. No. of learnerswho have caught up the lesson_______________________
5. No. of lessons who continue to require remediation_________________________
6. Which of my teaching strategies worked well? Why did these work? ___________
7. What difficulties did I encounter which my principal help me solve? _____________
8. What innovation did I use which I wish to share with other teacher? _____________

Lesson Plan in Mathematics 6

Content Standards:
The learner demonstrates understanding on the four fundamental operations involving
fractions and decimals.
Performance Standards:
The learner is able to apply the four fundamental operations involving fractions and
Decimals in Mathematics problem and real-life situations.
Learning Competency and Code:
 Multiplies decimals and mixed decimals with factors up to 2 decimal places.
(M6NS-Ie-111.3)
 Multiplies mentally decimals up to 2 decimal places by 0.1, 0.01, 10 and 100
(M6NS-Ie-111.4)
 Mixed Decimals including money using appropriate problem-solving strategy.
M6NS-Ie-113.2
 Solves multi-step problems involving multiplication and addition or subtraction of
decimals, mixed decimals and whole numbers including money using appropriate
problem-solving strategies and tools. M6NS-If-113.3
 Create problems involving multiplication. Division, without or with any of the other
operations of Decimals, Mixed Decimals and whole number including money,
M6NS-If-114

Quarter: 1 Week: 7 Lesson 24

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to answer a 20-item test
correctly.

II. Content:

96
 Summative Test No. 5

III. Tasks:

M. Setting of Standards
N. Reading of Instructions
O. Supervising learners in answering the summative test
P. Checking of papers

IV. Recording of test results

V. Reflection

A. No. of learners achieve 80%: ____

B. No. of learners who require additional activities for remediation: ___

Lesson Plan in Mathematics 6

Content Standards
Demonstrates understanding of the four fundamental operations involving
decimals.
Performance Standard:
Able to apply the four fundamental operations involving decimals in
mathematical problems and real-life situations.
Learning Competencies and Code:
Divides whole numbers by 1-digit decimal.M6NS-lg-116.3

Quarter 1: Week: Lesson: 33

I- Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
1. Divides whole numbers by 1-digit decimal.
2. Write solutions to division equation involving 1-digit decimal divisors
correctly.
3. Appreciate the importance of being industrious in one’s work.

II- Content:
Subject Matter: Dividing Whole numbers by 1-digit decimal number
Integration: Technology and Livelihood Education (TLE)
Strategies: Cooperative learning, Think-pair-share,
Materials: Mathematics textbooks, Power point presentation, activity sheets
flashcards, Illustration boards
References: 21st Century Mathletes pp. 66-67

III- Learning Tasks:

A. Drill - Mental Computation;
1) Group the class by row.

97
 2) Distribute the number cards (0 – 9)
3) The teacher flashes division equation.
4) The pupils will solve it mentally then they will form a number using the
number
Cards they are holding to show their answer.
Ex. 25 ÷ 5 300 ÷10 220 ÷ 20

B. Review
Dividing 3-digit whole numbers by 1-digit whole numbers divisor
through a game.
GAME: NAME THE PAIR
Mechanics:
1. Divide the class into 3 equal number.
2. Prepare a set of cards with equations on division of 3 to 4-digit numbers by
1-digit whole number divisors. Place the cards face down on top of the
table.
Ex. 840 ÷ 4 = 393 ÷3
3. Call on member of each group in front.
4. Let Player 1 pick the topmost card. He reads aloud the equation on the card
and solves it mentally. If his answer is correct, his group gets 1 point. If
not, the other player may steal. If the answer is correct, his group gets the
point. If not player 2 picks another card and solves mentally for the
answer. The game continues until all the cards are answered.

C. Motivation
 How does your family earn a living?
 Does your mother help your father earn for your family?
 If so, why? What good will it do to your family?
 Show picture of a mother sewing a table linen.

D Presentation
Present the following problem:
Aling Melba sews table cloth to sell. She uses 0.6 meters of linen cloth for every
table
Cloth she makes. How many table cloths can she makes out of 18 meters of linen?

Use the 4- step in solving problem:

1. Understand
What is asked in the problem?
What are the given facts?
2. Plan: What are the operations to solve the problem?
3. Solve: Give the solution of the problem
4. Check if the answer is correct.

E Discussion
1. Discuss the problem step by step:
Step 1: Move the decimal point of the divisor 1 place to the right or multiply
it by
100 to make it a whole number.

98
 Step 2: do the same with the dividend
Step 3: divide like dividing whole numbers
2. Developing mastery (leads to formative Assessment)
Pair Share (using the show me board)
Find the quotient and check:
1. 64 ÷0.2
2. 635 ÷0.5
3. 78 ÷ 1.3
4. 885 ÷ 1.5

F Application
Group Activity:
1. Divide the class into 5 groups.
2. The teacher prepares activity sheets for the groups to work on.
Mrs. Olinan uses 0.3 yard of lace for her pillow case. How many
pillow cases can she make out of 27 yards of lace?
3. Each group plan and solve the given 2 numbers in 10 minutes.
4. Report their output in 2 minutes or less.
G. Generalization
 How do you divide a whole number by a decimal number?

IV. Evaluation:
Find the quotient and check:

1) 3 675 ÷ 3.5
2) 8 226 ÷ 0.2
3) 3 963 ÷ 0.3

Read and solve the problem:

A book on short stories is 2.5 cm thick. How many books are there in a stack
that is 4 325 cm high?

V. Assignment/Enrichment
Solve the following exercises:
1) 5 412 ÷ 1.2
2) 2 348 ÷ 0.4
3) 1 188 ÷ 0.6

Reflection:
A. No. of learners achieve 80%: ______
B. No. of learners who require additional activities for remediation. ____
C. Did the remedial lesson work? _____
D. No. of learners who have caught up the lesson. _____
E. No. of learners who continue to require remediation: _______
F. Which of my teaching strategies worked well? Why did these work? _____
G. What difficulties did I encounter which my principal or supervisor help me solve?

99
 H. What innovation or localized materials did I used/discover which I wish to share
with other children? _____

Lesson Plan in Mathematics 6

Content Standards
Demonstrates understanding of the four fundamental operations involving
decimals.
Performance Standard:
Able to apply the four fundamental operations involving decimals in
mathematical problems and real-life situations.
Learning Competencies and Code:
Divides whole numbers by decimals up to 2 decimal places and vice versa.
M6NS-lg-116.3

Quarter: 1 Week: 7 Lesson: 34

I– Objectives
At the end of 50 minutes, 100% of the learners are expected to:
1. Divides whole numbers by decimals up to 2 decimal places & vice
versa
2. Write the number sentence and solution correctly.
3. Keep oneself physically fit.

II- Content:
Subject Matter: Dividing whole numbers by decimals up to 2 decimal places.
Integration: Technology and Livelihood Education (TLE)
Strategies: Class discussion, Cooperative Learning, Think-pair-share
Materials: Power point presentation, activity sheets, flashcards,
Show me board
References: 21st Century Mathletes pp. 67-68

III- Learning Tasks:

100
A. Drill:
Dividing Whole number by 1-digit divisor.
Mechanics:
a) Player for each team will stand at the back.
b) As the teacher flashes an equation, player will give the answer orally.
c) The first to give the correct answer will take 1 step forward.
d) The first to reach the platform wins the game.

B. Review:
Dividing whole numbers by 1-digit decimal number.
1. Divides the class by row, they are given an illustration board.
2. The teacher prepares division equation on dividing whole numbers by I
digit decimal number.
Ex. 124 ÷ 0.2 255 ÷ 0.5
3. As the teacher flashes the flashcard, pupils will give their answer using the
Show mw board
4. The row who gives the correct answer, receive 1 point. The game will
continue until they earned 5 points.
C. Motivation:
 Who has a store?
 What are goods that are repacked less than a kilo?
 Why do you think they are doing it?
D. Presentation:
1. Present to the class the problem.
We own a sari-sari store. My mother every time she buys a 50-kilo sack of
sugar she repacked it into a smaller bag weighing 0.25 kilo. How many small
plastic bags are needed by mother?
2. Have the class work by pairs.
3. Tasks:
Use the 4-step in solving problem:
1. Understand
What is asked in the problem?
What are the given facts?
2. Plan: What are the operations to solve the problem?
3. Solve: Give the solution of the problem.
4. Check if the answer is correct.

E. Discussion:
1. Discuss to the class how to get the answer.
Look the equations. Change the divisor to a whole number by moving the
decimal point two places to the right. Annex 2 zeros to the dividend. Then
divide the number as a whole number. Check your answer.
2. Giving more activity:
Find the quotient and check:
 456 ÷ 0.15 * 125÷ 0.25
 48 ÷ 0.32 * 22005 ÷ 0.36

101
 F. Application:
Group Activity
1. Divide the class into 5 groups
2. The teacher prepares activity sheets for the groups to work on.
a) Mr. Valer jogged a total of 40 kilometers during his stay in
the city. If he jogged 0.20 km daily. How long was his stay
in the city?
b) Find the quotient and check:
19 470 ÷0.30 105÷0.05
c) Each group plan and solve the given problem in 10 minutes.
d) Report their output in 2 minutes or less.

G. 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) 132 ÷ 0.03
2) 1 848 ÷ 0.42
3) 2 608 ÷ 0.54
Write the number sentence and then solve:
Cheska has 147 meters of red ribbon. She cut it into 0.21 mete long.
How many pieces of ribbons does she have?

V. Assignment/Enrichment
Find the quotient and check:
1) 19,470 ÷ 0.30
2) 21,204 ÷ 0.62
3) 868 ÷ 0.20

Reflection:
A. No. of learners achieve 80%: ________
B. No. of learners who require additional activities for remediation. _____
C. Did the remedial lesson work? _______
D. No. of learners who have caught up the lesson. _____
E. No. of learners who continue to require remediation. _________
F. Which of my teaching strategies worked well? Why did these work? _____
G. What difficulties did I encounter which my principal or supervisor help me solve?
____
H. What innovation or localized materials did I used/ discover which I wish to
share with other children? _____

102
 Lesson Plan in Mathematics 6

Content Standard:
Demonstrates understanding of the four fundamental operations involving fraction
and decimals.
Performance Standards:
The Learner is able to apply four fundamental operations involving fractions and
decimals in mathematical problems and in real-life situations.
Learning Competency and Code:
Divides decimals/mixed decimals up to 2 decimal places; M6NS-Ig-116.4

Quarter: 1 Week: 7 Lesson: 35

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
1. Divides whole number by decimals up to 2 decimal places and vice versa
2. Participate actively in class discussion

II. Content:
Subject Matter: Dividing whole numbers by decimals up to 3 decimal places and
vice versa
Integration: Edukasyon sa Pagpapakatao (team work)
Strategies: Cooperative Learning
Materials: ball, fish bowl, activity cards, marking pens, plain paper
References: K-12 curriculum Guide, p.151, Teacher’s Guide in Mathematics 5,
pp. 75-78

III. Learning Task:

A. Drill: Pass the Ball

103
 The teacher plays a music. Let the ball be pass from on pupil to another. When
the music stops, the pupil with the ball gets a strip of paper from the fish bowl
and answer it.
Example:
100÷5 123÷ 3 520÷10

B. Review: Number Scramble

Materials: 2 sets of cards with digits 0-5
Mechanics:
1. Form 2 groups. Give each group a set of cards
2. Using the numbers on their cards, ask the groups to form a
division equation that will satisfy the question you will
dictate.
Sample question:
a. Form a division equation that gives the smallest possible
quotient.
b. Form a division equation that gives the greatest possible
quotient.
c. Form a division equation that gives a quotient multiple
by 5.
d. Form a division equation with a number 4 in the quotient.
3. The group who can first give the correct answer gets a point.
4. the first group to earn 3 points win the game.
C. Motivation:
What desirable traits if you are in a team? What do you mean by team work?

D. Presentation:

Group Activity
 Group the pupils in to four groups.
 Give activity cards for them to solve. After 10 minutes, let them
exchange activity cards.

Set A Set B Set C Set D

84 ÷3.3 12.6 ÷ 3 24 ÷ 2.6 45. 2 ÷ 0.2
38 ÷ 12.2 25.4 ÷ 12 55.5 ÷ 11 10.2 ÷ 6
56 ÷ 2.5 62.2 ÷ 13
14.5 ÷ 5 114. 6 ÷ 12

E. Discussion:
 How did you find the activity? How you able to find the answer?
 Discuss with the pupils the steps in dividing whole number by decimals
and vice versa.
Say:

104
  To divide a decimal by whole number, write the decimal point
in the quotient directly above the decimal in the dividend. Then
divide the same way as you divide whole numbers.
 To divide a whole number by a decimal, change the divisor to
whole number by moving the decimal point in the dividend the
same number of places, you will need to add one or more zeros.
Then divide.
F. Application:
Solve:
1. Mang Cardo divided his 32. 28 hectares land to his 3 children. How
much land does each child receive?
2. A 560-centimeter piece of cloth will be divided in to 22.4
centimeters strips of cloth. How many pieces of cloth can be made?

G. Generalization:
 Lead the pupils to give the following generalization by asking:
How do we divide whole numbers by decimals and vice versa?

• To divide a decimal by whole number, write the decimal point in the

quotient directly above the decimal in the dividend. Then divide the same way
as you divide whole numbers.
• To divide a whole number by a decimal, change the divisor to whole
number by moving the decimal point in the dividend the same number of
places, you will need to add one or more zeros. Then divide.

IV. Evaluation:
Give the quotient:
1. 37.68÷ 60=
2. 32.2 ÷ 20 =
3. 24.2÷ 12=
4. 56÷ 12.2 =
5. 26.4 ÷ 22 =

V. Assignment/ Enrichment
Solve:
1. Maria has 3.75 kilograms of hamburger. She is making hamburgers with 0.25
kilograms of hamburger each. How many hamburgers can she make?
2. Dalisay bought five slices of cake for P 95. 60. How much does each slice
cost?

Reflection:

105
 A. No. of learners achieve 80% ______
B. No. of Learners who require additional activities for remediation: _____
C. Did the remedial lessons work? ______
D. No. of learners who have caught up the lesson: ______
E. No. of learners who continue to require remediation: _____
F. Which of my teaching strategies worked well? Why did this work? _____
G. What difficulties did I encounter which my principal or supervisor help me solve?
_____

Lesson Plan in Mathematics 6

Content Standard:
Demonstrates understanding of the four fundamental operations involving fractions
and decimals.
Performance Standards:
The Learner is able to apply four fundamental operations involving fractions and
decimals in mathematical problems and in real-life situations.
Learning Competency and Code:
Divides decimals/mixed decimals up to 2 decimal places; M6NS-Ig-116.3

Quarter: 1 Week: 8 Lesson 36

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
1. Divides decimals/mixed decimals up to 2 decimal places
2. Appreciate the value of saving
II. Content:
Subject Matter: Dividing Decimals/mixed decimals up to 2 decimal places
Integration: Edukasyon sa Pagpapakatao (Value of saving)
Strategies: Cooperative Learning, problem solving
Materials: Activity cards, Charts, marking pen, manila paper
References: Curriculum Guide p. 151, Number Smart 6 pp.90-92

III. Learning Task:

A. Drill:
Pupils opens strips of paper pasted on the board. These strips of paper
have number sentences the pupils needs to answer.
Example:
10.6 ÷ 2 54.3 ÷ 3 88 ÷ 2.4 46 ÷ 2.0
106
B. Review
Recall the steps in dividing whole numbers by decimal and vice versa.

C. Motivation
Do you have things that really need to buy? What do you do to buy these things?
Why is important to save?

D. Presentation
Present this problem to the class.

Mario saves his allowance to buy a pair of rubber shoes that costs ph. 3
500.00. If he earns ph.155.75 per week, how many weeks will he need to
save?

Help the pupils understand the problem by asking some comprehension questions.
Then ask? What is ask in the problem? What are given?
What operation should you use to solve the problem? Why?
Let the pupils write the numbers sentence on the board.

E. Discussion
Interactive Modelling
 Explain that pupils will be doing a relay race to solve decimal division
problems.
 Pupils will be divided into groups of four. Each pupil will get different
task: divide, multiply, bring down, or subtract. You can assign students
groups and task, or allow them to choose their own groups and tasks.
 Explain that you will give the class a division decimal problem. The
“divide” person will begin by writing the problem on the white board or
chart paper. The rest of the group will line up behind him/her in order of
their tasks.
 When you say “go” the person dividing will complete the first step of the
problem. He will then hand the marker to the next person, who will
complete her/his task. This will continue until the problem is solved. The
entire group will sit down when the problem is complete to show the
teacher that they are finished.
 Tell the pupils that they are allowed to help their teammates, but they
cannot leave the line or yell. Remind pupils that they don’t want to talk
loudly, or another group may hear them!
 Remind the pupils that in order to win, they must not only finish first, but
also have a correct answer.
 Start the Game:
 Possible problems: Example problem.77.21/ 3; 90.4/2; 5.15/5

 Processing the activities

 How did you find the activity? How were you able to find the
answer?
 Go back to the word problem in the presentation.

107
  Discuss with the pupils the steps in dividing whole numbers by
decimals and vice versa.
 Change the divisor to whole number. Multiply both the divisor
and dividend by a power of 10
 Divide as with whole number.

F. Application
Give the quotient
1. 36.2÷2.5
2. 8.4÷0.2
3. 2.4 ÷ 1.2
4. 36.3 ÷ 3.6
5. 25.5 ÷ 1.5

G. Generalization
Led the pupils to give the following generalization by asking:
How do we divide decimals/mixed decimals up to 2 decimal places?
 Change the divisor to whole number. Multiply both the divisor and
dividend by a power of 10
 Divide as with whole number.

IV. Evaluation
Divide the following decimals by another decimals.
1. 0.24 ÷ 0.04
2. 0.88 ÷ 0.02
3. 0.168 ÷ 0.08
4. 0.255 ÷ 0.05
5. 0.728 ÷ 0.08 =

V. Assignment
Remediation
Find the quotient of the following decimals and solve for N.

1. 42.84 ÷ 0.24
2. 40.32 ÷ 0.32
3. 66.75 ÷ 0.25
4. 649. 8 ÷ 3.8
5. 968.25 ÷ 7.5

Reflection:
A. No. of learners achieve 80% ______
B. No. of Learners who require additional activities for remediation: _____
C. Did the remedial lessons work? ______
D. No. of learners who have caught up the lesson: ______
E. No. of learners who continue to require remediation: _____
F. Which of my teaching strategies worked well? Why did this work? _____
G. What difficulties did I encounter which my principal or supervisor help me
solve? _____

108
 Lesson Plan in Mathematics 6

Content Standards:
Demonstrates understanding of the four fundamental operations involving fractions
and decimals.
Performance Standards:
The Learner is able to apply four fundamental operations involving fractions and
decimals in mathematical problems and in real-life situations
Learning Competency and Code:
 Divides whole numbers by decimals up to 2 decimal places and vice versa.
M6NS-lg-116.3
 Divides decimals/mixed decimals up to 2 decimal places; M6NS-Ig-116.4

Quarter: 1 Week: 8 Lesson 34

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to answer a 20-item test
correctly.

II. Content:
Summative Test No. 6
III. Tasks:

Q. Setting of Standards
R. Reading of Instructions
S. Supervising learners in answering the summative test
T. Checking of papers

109
IV. Recording of test results

V. Reflection

A. No. of learners achieve 80%: ____

B. No. of learners who require additional activities for remediation: ___

Lesson Plan in Mathematics 6

Content Standards:
The Learner demonstrates understanding of the four fundamental operations involving
fractions and decimals.
Performance Standards:
The Learner is able to apply the four fundamental operations involving fractions and
decimals.
Learning Competency and code:
Divides decimals up to 4 decimal places by 0.1, 0.01, and 0.001 (M6NS-Ih-116.5)

Quarter:1 Week: 8 Lesson: 38

I. Objectives:
At the end of 50 minutes 100% of the learners are expected to:
1. Divide decimals up to 4 decimal places by 0.1, 0.0, and 0.001.
2. Place decimal point correctly
3. Share and use leisure time wisely.

II.Content:
Subject Matter: Dividing Decimals up to 4 decimal places by 0.1, 0.01, and
0.001.
Integration: EPP/TLE and Values (ESP) Sharing and use leisure time
wisely
Strategies: Using 5E’s, Relay Game and Group Work
Materials: activity cards, charts, manila papers, marking pens, pictures, group work
rubrics
References: CG. p.187, 21st Century Mathletes Textbook pp.69-70

110
III. Learning Tasks:
A. Drill
Relay Game on multiplying by 0.1, 0.01, and 0.001
a. Teacher will prepare power point slides problem on multiplying by 0.1, 0.01, 0.001
b. As the teacher flashes the slides, the first two pupils in a row will write their
answer on a ¼ size of Manila paper as the group answer sheet.
c. Then pass it to their teammates next to them for their answer to the slides flashes
by the teacher.
d. As soon as the last two pupils in a row have written their answer, then submits their
answer sheet and post it to the board for checking.
e. The group with the most number of correct answers will be the winner.

B. Review
When multiplying decimals by 10, 100, or 1000, What do we do with the decimal
point? To what direction do we move the decimal point?

C. Motivation
Let’s read of an Aaron weekend activity:

Mr. Jumayao’s hobby is making bamboo crafts and sold it to a minimal amount to
their neighbours. One Saturday morning, his son Aaron after doing all his homework and
he helped his father arranged the finished products. He was excited and loves to see his
fathers’ different and colorful bamboo hand crafts.
a. What is Mr. Jumayao’s hobby?
b. Why does Aaron excited to help his father?
c. How about you, how do you spend your free time?
d. Do you help your parents? Is it worthwhile one? Why do you say so?

D. Presentation
(Group the class into five)
Present this problem on the board – (Problem Opener)
In the afternoon, Aaron asks his father a bamboo pole, which measured 3.5
meter. Then, he need to cut the bamboo into equal pieces each of 0.1 meter long and
share to his group mates for them to make a decorative bamboo flower vase for their
EPP/TLE project. How many pieces did he cut?
If you are Aaron, will you divide it again into 0.01 or 0.001? If yes, how
many pieces of bamboo flower vases do you think you can make?
Valuing: How will you describe Aaron?
Do you also share things/ foods to your classmates? Why?
1.) Have them compute the problem mentally
2.) What is the pattern in dividing decimals by 0.1, 0.01, or 0.001? Explain.

E. Discussion
(Group presentation and there should an interaction between teacher and pupils) Let
them assign a reporter for each group.
Teacher will ask follow-up question and provide inputs.
1.) How will you get the quotient mentally?
2.) When do you put zeroes or zero in the quotient when dividing decimal by 0.1,
0.01, and 0.001?

111
 3.) Why do you have to put zeros in the quotient?
Discuss with the pupils the steps in dividing decimals up to 4 decimal places by
0.1, 0.01, and 0.001.
Say: When dividing by 0.1, 0.01, 0.001…, move the decimal point to the right as
many times as the number of decimal places of the number in the dividend.

F. Application (Think Pair Share)

Defend your answer if the statement is true or false.
1. The result of dividing 6.06 by 0.1 is 60.6.
2. 178 is the quotient when you divide 1.78 ÷ 0.01.
3. If you divide 75.76 by .001, you get the quotient of 7576.
4. The quotient you get in dividing 0.835 by 0.1 is 83.5.
5. The quotient of 15.7 ÷ .01 is 1570.

G. Generalization
How do you divide decimals by 0.1, 0.01, or 0.001?
What is the pattern in dividing decimals by 0.1, 0.01, or 0.001?

IV. Evaluation
Complete the table.

DECIMALS ÷ 0.1 ÷ 0.01 ÷ 0.001

1.) 5.08
2.) 14.5
3.) 7.823
4.) 5. 1923

5.) One of the Income Generating Project of Grade VI- Cattleya is selling popcorn every
Friday afternoon. They need to pack the popcorn into packs of 0.1kg. How many
packs can be made out of 8.250 kg?

V. Assignment/ Enrichment
Find the quotient mentally.

1.) 7.845 ÷ 0.01 =

2.) 1.86 ÷ 0.1 =
3.) 59.76 ÷ 0.001 =
4.) 4.23 ÷ 0.01 =
5.) 9.3867 ÷ 0.01=

VI. Reflections
A. No. of learners who earned 80% in the evaluation_________
B. No. of learners who require additional activities for remediation________
C. Did the remedial lessons work? No. of learners who have caught up with the
lesson______
D. No. of learners who continue to require remediation________
E. Which of my teaching strategies worked well? Why did these works? __________

112
 F. What difficulties did I encounter which my principal or supervisor can help me
solve? __________
G. What innovation or localized materials did I use/discover which I wish to share
with other teachers? _____________

Lesson Plan in Mathematics 6

Content Standards:
Demonstrates understanding of the four fundamental operations involving fractions
and decimals.
Performance Standards:
Is able to apply the four fundamental operations involving fractions and decimals in
mathematical problems and real-life situations.
Learning Competency and Code:
Divides decimals up to 2 decimal places by 10, 100 and 1000 mentally.
(M6NS-Ih-118)

Quarter: 1 Week: 8 Lesson: 39

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
1. Understand the concept of dividing decimals up to 2 decimal places by 10, 100 and
1000 mentally.
2. Divide decimals up to 2 decimal places by 10, 100 and 1000 mentally.
3. Appreciate the value of sharing.

II. Content:
Subject Matter: Dividing Decimals by Power of 10
Integration: ESP (Appreciate the value of sharing with others)
Strategies: Explicit and Differentiated Instruction
Materials: Chart/strips of papers, ICT
References: CG - (M6NS-Ih-118), LM – pg. 329
https://drive.google.com/file/d/0ByXSng7pT9lmSVp5SndoZU1JWDA/view

III. Learning Task:

A. Drill:
 Pass it 0n!

113
  Divide the class into 6 groups.
 Flash an equation, say 92.3 ÷ 100 = ____
 The student in the group solves the equation mentally and writes the answer on a
piece of paper.
 After 10 seconds, the teacher says “pass” then, he/she pass the paper to the next
one in his/her group, who in turn, solves mentally the equation shown by the
teacher and writes his/her answer on the same sheet of paper
 Continue this until everyone in the group has participated.
 The group with the greatest number of correct wins.

B. Review:
Solve the following decimals.
1. 75.6 ÷ 3.6
2. 32.15 ÷ 0.5
3. 81.9 ÷ 0.6
4. 24.41 ÷ 1.8
5. 36.5 ÷ 0.4

C. Motivation:
Have you experience making a valentine’s card? What are the materials used? Whom
you give it?

D. Presentation:

Kathryn has 2.55 m long of red lace. She needs to divide it equally to her group
with 10 members, for them to use it as design in their valentines’ card. How long will
each member receive?
Answer: 2.55 ÷ 10 = 0.255m, each member will receive 0.255 m long of red lace.

E. Discussion:

When dividing decimals by 10, 100 and 1000 move the decimal point in the dividend to
the left based on the number of zeros in the power of 10.
Example:
5.29 ÷ 10 = 0.529 Move the decimal point one decimal place to the left.
5.29 ÷ 100 = 0.0529 Move the decimal point two decimal places to the left.
5.29 ÷ 1000 = 0.00529 Move the decimal point three decimal places to the left.
5.29 ÷ 0.1 = 52.9 Move the decimal point one decimal place to the right.
5.29 ÷ 0.01 = 529 Move the decimal point two decimal places to the right.
5.29 ÷ 0.001 = 5290 Move the decimal point three decimal places to the right.

F. Application:
Group the class into 3 groups.
 Group 1
Mrs. Castro bought 150. 25 kilos of rice and share it to less fortunate family in
Barangay Sinabuagan. There are 50 families chosen. How many kilos of rice will
each family received?
 Group 2
Mang Juan has 500.85 pesos, he wants to give it to his nephews. If he has 10
nephews, how much will each child receive?
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  Group 3
Harry harvested 54.80 kilos of mangos in his 10-mango tree. How many kilos of
mango fruit does he harvested in each tree?

G. Generalization:
How do we divide decimals by powers of 10?

IV. Evaluation:
Divide the following decimals.
1. 75.40 ÷ 10 =
2. 89.50 ÷ 0.01 =
3. 68.35 ÷ 100
4. 109 ÷ 0.001
5. 73.15 ÷ 0.1

V. Assignment:
In Mang Lucio’s computer shop, Brylle paid 156.80 for 7 hours of surfing the net for
his project. How much is the computer rent per hour?

Reflection:
No. of learners achieve 80%: _____
No. of learners who require additional activities for remediation______
Did the remedial lesson work? ______
No of learners who have caught up the lesson: ______
No. of learners who continue to require remediation: ______
Which of my teaching strategies worked well? Why did these work? ______
What difficulties did I encounter which my principal or supervisor help me solve? ______
What innovation or localized material did I used/discover which I wish to share with other
teacher? _____

115
 Lesson Plan in Mathematics 6

Content Standard:
Demonstrates understanding of the four fundamental operations involving fractions
and decimals.
Performance Standards:
The Learner is able to apply four fundamental operations involving fractions and
decimals in mathematical problems and in real-life situations.
Learning Competency and Code:
Differentiates terminology from repeating, non – terminating decimal quotients.
(M6NS-li-119)

Quarter: 1 Week: 8 Lesson: 40

I. Objective/s:
At the end of 50 minutes, 100% of the learners are expected to:
1. Differentiates terminology from repeating, non – terminating decimal quotients

II. Content:
Subject Matter: Differentiating terminating from repeating, non -terminating decimal
quotients.
Integration: Edukasyon sa Pagpapakatao (cooperation)
Strategies: Cooperative Learning, think pair-share
Materials: Activity cards, flash cards, manila paper
References: Curriculum Guide, RBEC Grade 6 Lesson Guide 2003 Edition lesson 33
pp.130-133; mathematics Skill book 6 pg.51, Understanding Mathematics 6 pg. 98-
101

III. Learning Task

A. Drill: Mental competition- game “Partner Help Me”
1. Divide the class in to two groups

116
 2. Work the problem in pair
3. Two sets of problem card are put in front of the class. Another new set of
answer card are hanged beside the problem cards.
4. 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.
5. Continue the process until all the pupils in the group do their task.
6. The teacher evaluates their answer, the group who have the most correct
answer wins the game.

Sample Problem Cards Answer Cards

20 ÷ 5 5
120 ÷ 0.6 200
44 ÷ 2 22
6 ÷ 0.4 15
427 ÷ 7 61
51 ÷ 17 3
B. Review 0.5
4÷8
How would you divide 0.25 decimals
100 ÷ 400
by 10, 100, 1000?

Complete the table:

Decimal ÷10 ÷100 ÷1000
1. 10.5
2. 456.32
3. 769.75
4. 86.29
5. 692.756

C. Motivation
i. Present a picture to the class about people who are cleaning in the river.
ii. What will you do so that we can finish the task given to us on time?
iii. Elicit answers from the group

D. Presentation
 Present this problem to the class.
1
Mrs Acosta bought kg of lemon. The reading on the scale was 0.33. did
3
Mrs. Acosta get what she bought?
Ask: How did you get 0.33
Expt. Response: Divide 1 by 3 = 0.3333

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 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 non- terminating decimals.
The digit or set of digits that repeat is called repetend. Usually a bar is
written over the numerals that are repeated.

2
Examples. = 0. 181818181 0r 0.1818
11

4
= 0.44444444 0r 0.44
9

E. Discussion
 Group the pupils in 5 groups.
 Let the members in each group work collaboratively.
 Let them present their output one at a time when done.
Find the quotient then indicate whether it is terminating or non-terminating
decimals. Solve in 5 minutes
1. 2÷3 6. 7÷9
2. 4÷6 7. 3÷11
3. 5 ÷ 11 8. 4÷11
4. 1 ÷2 9. 5÷9
5. 2 ÷ 7 10. 7 ÷2
 The group who got the most correct answer won
 After all groups have presented, ask how did you find the activity?
 How did you differentiate between terminating from repeating decimal?

F. Application
Divide and differentiate whether the quotient is terminating or non-terminating
decimal.

1. 12 ÷ 7
2. 5÷2
3. 45 ÷ 150
4. 11 ÷ 9
5. 4 ÷83

G. Generalization
 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 result when the division terminates or comes to an
end with a zero remainder.

118
IV. Evaluation
Solve and identify if the decimal quotient is terminating or repeating/non-terminating
decimal

1. 7÷4
2. 15 ÷ 9
3. 3 ÷ 16
4. 11 ÷ 2
5. 6 ÷ 27

V. Assignment

Differentiate the quotient if it is terminating decimal or repeating decimal:

1. 9 ÷ 400
2. 790 ÷ 99
3. 999 ÷ 81
4. 104 ÷ 16
5. 106 ÷ 12

Reflection:
A. No. of learners achieve 80% ______
B. No. of Learners who require additional activities for remediation: _____
C. Did the remedial lessons work? ______
D. No. of learners who have caught up the lesson: ______
E. No. of learners who continue to require remediation: _____
F. Which of my teaching strategies worked well? Why did this work? _____
G. What difficulties did I encounter which my principal or supervisor help me solve?
_____

119
 Lesson Plan in Mathematics 6

Content Standards:
Demonstrates understanding of the four fundamental operations involving fractions
and decimals.
Performance Standards:
Is able to apply the four fundamental operations involving fractions and decimals in
mathematical problems and real-life situations.
Learning Competency and Code:
 Divides decimals up to 4 decimal places by 0.1, 0.01, and 0.001 (M6NS-Ih-
116.5)
 Divides decimals up to 2 decimal places by 10, 100 and 1000 mentally.
 (M6NS-Ih-118)
 Differentiates terminology from repeating, non – terminating decimal
quotients. (M6NS-li-119)

Quarter: 1 Week: 9 Lesson 41

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to answer a 20-item test
correctly.

II. Content:
Summative Test No. 7

III. Tasks:

A. Setting of Standards
B. Reading of Instructions
C. Supervising learners in answering the summative test
D. Checking of papers

IV. Recording of test results

120
V. Reflection

A. No. of learners achieve 80%: ____

B. No. of learners who require additional activities for remediation: ___

Lesson Plan in Mathematics 6

Content Standards:
The learner demonstrates understanding of the four fundamentals operations
involving fraction and decimals.
Performance Standards:
The learner is able to apply the four fundamental operations involving fractions and
decimals in mathematical problems and real-life
situations.
Learning Competency and Code:
The learner solves routine and non-routine problems involving division of decimals,
mixed decimals, and whole numbers including money using appropriate problem-
solving strategies and tools. (M6NS-Ii-120.2)

Quarter: 1 Week: 9 Lesson: 42

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
E. Solves routine and non-routine problems involving division of decimals, mixed
decimals, and whole numbers including money using appropriate problem-solving
strategies and tools

II. Content:
Subject Matter: Solves routine and non-routine problems involving division of decimals,
mixed decimals, and whole numbers including money using appropriate problem
solving strategies and tools
Integration: Decisiveness (Learning Area): ESP
Strategies: Cooperative Learning, think -pair -share
Materials: Flash Cards, Manila Paper
References: Mathletes 6 pp. 35-40.

III. Learning Tasks

A. Drill: Mental Computation using show me board.
1. 3.6 ÷4
2. 0.56 ÷ 7
3. 0.8 ÷ 2

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 B. Review: Dividing decimals (by pair)
1. 1.6 ÷ 0.04
2. 1.60 ÷ 0.08
3. 7.68 ÷ 0.6

C. Motivation:
Have you gone in the department store?
What are the things found in the department store?

D. Presentation
At the department store, men’s socks at 4 pairs for P 150.00. how
much does each pair of socks cost?

E. Discussion
 Help the pupils understand the problem better by asking some
comprehension questions.
 Let them plan on how they will solve the problem? Write the number
sentence.
 Have them carry out the plan by solving the equation. Ask pupils to recall
the steps in dividing decimals.
 Ask them to check their answers. Does it make sense? If you will add that
amount 4 times would you get back P 150.00?

F. Application: Read Analyze then solve:

Solve the problem and label your answers.

1. A group of 5 pupils signed up for a weekend computer course. They paid a

total of P 315.50. How much did each pupil pay?

G. 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
Read and solve the Problems:
1. In EPP class. Ronald made 6 hamburgers for lunch using 1.50 kg. of ground beef
was used in each hamburger. How much did each hamburger cost?
Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___

122
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these works? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___

Lesson Plan in Mathematics 6

Content Standards:
The learner demonstrates understanding of the four fundamentals operation involve
fraction and decimals.
Performance Standards:
The learner is able to apply the four fundamental operations involving fractions and
decimals in mathematical problems and real-life situations.
Learning Competency and Code:
The learner solves routine and non-routine problems involving division of decimals,
mixed decimals, and whole numbers including money using appropriate problem-
solving strategies and tools. (M6NS-Ii-120.2)

Quarter: 1 Week: 9 Lesson:43

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
1. Solves routine and non-routine problems involving division of decimals, mixed
decimals, and whole numbers including money using appropriate problem-solving
strategies and tools

II. Content:
Subject Matter: Solves routine and non-routine problems involving division of decimals,
mixed decimals, and whole numbers including money using appropriate problem
solving strategies and tools
Integration: Industry (Learning Area): ESP
Strategies: Cooperative Learning, Modelling
Materials: Flash Cards, Manila Paper
References: Mathletes 6 pp. 36-40

III. Learning Tasks

A. Drill:
Solve the problem mentally:
a. After buying some books and school supplies worth P45.75, how much
change will you receive from a P50-bill?

123
 b. Aling Josie bought 1.5 kg. of pork, 1.75 kg. of chicken and 1.25 kg. of beef.
How many kilograms of meat did she buy?
B. Review: Game using Spin-a-Wheel
a. 9 ÷ 1.5 = N b. 0.8 ÷ 3 = N c. 160 ÷ 0.32 =
C. Motivation
Class have you experience cooking some foods or viand for breakfast?
What are the spices used in cooking foods?
D. Presentation
Activity:
1. Present this problem
Mang Tisoy brought 2 bags of onions to market. One bag weigh 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?

E. Discussion
Analyze and solve the problem:
a. What is asked?
b. What are given?
c. What is the hidden question?
d. What operation will you use?
e. What is the equation for the problem?

F. Application
Read Analyze then solve the following problems label your answer.
1. 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?
2. Jessie bought a piece of rattan 3.6m long. He cut it in to 0.4m each. How many
pieces did he make?

G. Generalization
How do you solve word problems involving decimals?

IV. Evaluation
Solve the problem below and label your answer.
1. Lorna and her classmate went swimming. They spent P1 206.25 for food and P1
172.50 for transportation 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 Población received 150 sacks of rice weighing 50
kilograms each. 350 kilograms were distributed to the flood victims for the barangay.

124
 The rest were repacked in plastic bags of 2.5 kilogram each to the street children.
How many street children received the rice?

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___

Lesson Plan in Mathematics 6

Content Standards:
Demonstrate understanding of the four fundamental operation involving decimals.
Performance Standard:
The learner is able to apply the four fundamental operations involving fractions and
decimals in mathematical problems and real –life situations.
Learning Competency and Code:
Solves multi-step routine and non-routine problems involving division and any of the
other operations of decimals. M6NS-Ij-120.3

Quarter: I Week: 9 Lesson: 44

I. Objectives:
At the end of 50 minutes ,100 % of the learners are expected to:
1. Solves multi-step routine and non-routine problems involving division and any
of the other operations of decimals.

II. Content Standard:

Subject Matter: Problem solving involving decimals and any other operation.
Integration: EPP
Strategies: Cooperative learning, think pair-share & games
Materials: Flash Card, Activity Card, Power point presentation
References: Lesson Guide in Elementary Math Gr. 6 p.133, Mathematics for
Everyday Use, 21st Century Mathletes pp. 39-40

III. Learning Tasks:

A. Drill: Game: Relay
a) Teacher prepares flashcards of division of whole numbers by whole numbers with
decimal quotients.

Ex. 4 3 2 1 5 4 8 6 10 v 9

125
 b) Group pupils by row, then flash the card and the 1 st pupil in the row will be the one to
answer.
c) Keep on flashing the drill card until group with the most correct answer win.

B. Review:
a) Teacher prepares the following: Let the pupils give the answer mentally.

0.01 25 0.001 10 0.1 52

C. Motivation
Have you seen table runner? How does it look like? Where do we use table
runner? How big is a table runner?

D. Presentation
Read, analyze then solve:

My friend is a business woman. One of his business is making and selling runners. A
restaurant owner orders from her, a table runners 1.75 m long each. She only has
26.25 m cloth left. How many table runners can be made from it
E. Discussion
a. Group the class by pair
b. Have each pair fill in the diagram

What is asked?

What are the given facts?

What operations should be used?

What is the number sentence?

What is the answer?

Look back?

c. Have each group a reporter to report their work to the class.

d. Teacher should give emphasis on the steps of solving word problems.

F. Generalization
What are the steps in solving word problems?

126
 How do you analyze and solve word problems involving decimals?

IV. Evaluation:
Solve the problem following the steps in solving word problems
1. Ron saves ₱105.35 a week. How long will it take him to save ₱1,264.20?
2. Jobert plans to go the province for a vacation. He wanted to buy presents for his
cousins worth ₱300.00 each. He allotted ₱1,500.00 How many cousins does he
have in the province?
3. Sonia is business woman. Every first week of December she deposits ₱10,200.00
for the Christmas bonus of her employees. Each employee receives ₱ 1,300.00.
How many employees are there?
4. A fisherman caught 10.5 kilograms of fish. He distributed the fish equally among
his 5 relatives. How many kilogram did each relative get?

V. Assignment
Make a word problem involving division of decimals including money.

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me
solve? ___
H. What innovation or localized materials did I used/discover which I wish to share
with other teacher? __

127
 Lesson Plan in Mathematics

Content Standards:
Demonstrate understanding of the four fundamental operation involving decimals.
Performance Standard:
The learner is able to apply the four fundamental operations involving fractions and
decimals in mathematical problems and real –life situations.
Learning Competency and Code:
Solves multi-step routine and non-routine problems involving division and any of the
other operations of decimals. M6NS-Ij-121.2

Quarter: I Week: 9 Lesson: 45

I. Objectives:
At the end of 50 minutes 100 % of the learners are expected to:
1. Solves multi-step routine and non-routine problems involving division and any
of the other operations of decimals and whole numbers including money using
appropriate problem-solving strategies and tools.

II. Content Standard:

Subject Matter: Demonstrate understanding of the four fundamental operations
involving decimals.
Integration: English
Strategies: Cooperative Learning
Materials: pictures, charts, number wheel
References: Lesson Guide in Elementary Math Gr. 6 p.133, Mathematics for
Everyday Use

III. Learning Tasks:

A. Drill
Mental Computation

128
 Solve the problems mentally:
The teacher will read the word problem twice the pupil who can first raise the
correct answer using a show me board will be given two points.
a) After buying some books and school supplies worth P 25.50 how much change
will you receive from a P 100.00 bill?
b) Aling Nida bought 1 kilo chicken, 2.25 kilo rice and 3 kilos of mango. How many
kilos did she buy?
c) A kilo of radish cost P 10 .00, Mario bought 3 kilos. How much did he pay?
d) Tony sold 25 kilos of camote at P12.00 per kilo. How much did Tony earn?

B. Review
Game: Spin a wheel
a) Spin a wheel for a pair of contestants.
b) When the wheel stops, the pupils solve the operations inside the circle.
c) The pupil who gets the most number of correct answer wins

P10.00 ÷4.00 =
N ( 2+3)-1=N

160 ÷ 32=N .008÷2= N

C. Motivation
Do you want to get a high grade?
What will you do?

D. Presentation
1) Read the problem
Compare the grades of the two pupil for the three grading period

129
 Grading Period Juan Jose

1st Grading 82.43 83.00

2nd Grading 86.00 84.33

3rd Grading 81.20 82.50

2) Answer the following question using the table above:
a) What was Juan’s rating for the first grading?
b) What was Jose’s rating for the first grading?
c) Who performed better form the first grading?
d) What was Juan’s rating for the second grading?
e) What was Jose’s rating for the second grading?
f) Who worked harder for the third grading?
Do you want do what Juan and Jose did?
3) Group the pupils into two.
Group 1 – Find Juan’s average grade for the 3 grading periods.
Group 2 – Find Jose’s average grade for the 3 grading period?

E. Discussion
a) What did you do to find the average?
b) What did you add?
c) Whet operations are used?
d) How will you write the correct equation?
e) What operation will you perform first? Last?
f) What’s the answer? Describe your answer in complete sentence?
Remember;
a) In solving 2- to 3 – step word problems, what do you solve first?
b) How do you express your answer to the problem?

D. Application
Present this problem:

Aling Lisa bought 3 kilos of sugar at P35.00 per kilo ,10 kilos of rice at P43.00
per kilo and 5 kilos of onions at P75.00 per kilo. She repacked all the commodities
in plastic bags of 0.5 kilogram per pack and sold it at P 25.00 per pack of sugar,
rice at P30.00 per pack and onions at P50.00 per pack. How much will he get if all
the packs were sold?

1) Analyze and solve the problem:

a) What is asked? ( amount he gets for all the packs)
b) What are given in the problem? (3kgs sugar @ P35.00, 10 kgs rice @ P43.00, and
5 kgs. Onions @P75.00 /kilo)
c) What are the hidden questions?
1) How many packs of commodities she made?
2) How much did she gain?
d) What operations will you use? (addition, multiplication and division)
e) What is the equation for the problem? [(3÷.05)X P 25.00=N+ (10 kgs.÷0.5)x
P25.00= N+ (5÷0.5)XP 50.00=N] =N

130
 E .Generalization
How do you solve 2-to-3 –step word problems involving decimals?

IV. Evaluation
Solve the problems below and label your answer:
1. Lerma and her classmate went swimming. They spent P 1,206.25 for food and
P1,172.50 for transportation and entrance fees. They got P 1,196.75 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 P183.75 If daily expenses is P36.75, for many days will her
allowance last?

3. Roby’s expenses for Monday was P39.50, Tuesday P62.50, Wednesday

P56.70, Thursday P39.50, and Friday P45.80. What was her average expense
per day?

V. Assignment
Solve the following problems and label your answer;

1. Jun and Richard repaired a broken rattan bed and were paid P1,128.00. If Jun
work for 8.5 hours and Richard repaired 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. Three hundred fifty kilograms were distributed
to the flood victims for the barangay. The rest were repacked in plastic bags of
2.5 kilograms each to be distributed to the street children. How many street
children will receive a bag of rice?

Reflection:
a. No. of learners achieve 80%: ____
b. No. of learners who require additional activities for remediation: ___
c. Did the remedial lessons work? ___
d. No. of learners who have caught up the lesson: ___
e. No. of learners who continue to require remediation: ___
f. Which of my teaching strategies worked well? Why did these work?
___
g. What difficulties did I encounter which my principal or supervisor help
me solve? ___
h. What innovation or localized materials did I used/discover which I
wish to share with other teacher? ___

131
 Lesson Plan in Mathematics 6

Content Standards:
Demonstrate understanding of the four fundamentals operations involving fractions
and decimals
Performance Standards:
The learner is able to apply the four fundamentals operations involving fractions and
decimals in mathematical problems and real-life situations
Learning Competency and Code:
 The learner solves routine and non-routine problems involving division of
decimals, mixed decimals, and whole numbers including money using
appropriate problem-solving strategies and tools. (M6NS-Ii-120.2)
 Solves multi-step routine and non-routine problems involving division and any
of the other operations of decimals. M6NS-Ij-120.3

Quarter: 1 Week: 10 Lesson: 46

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to answer a 20-item test
correctly.

II. Content:
Summative Test No. 8

III. Tasks:

F. Setting of Standards
G. Reading of Instructions
H. Supervising learners in answering the summative test
I. Checking of papers

IV. Recording of test results

V. Reflection

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 A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___

Lesson Plan in Mathematics 6

Content Standards:
Demonstrate understanding of the four fundamentals operations involving fractions
and decimals
Performance Standards:
The learner is able to apply the four fundamentals operations involving fractions and
decimals in mathematical problems and real-life situations
Learning Competency and Code:
Creates problems (with reasonable answers) involving division without or
with any of the other operations of decimals, mixed decimals and whole
numbers including money
M6NS-Ij-121.2

Quarter: 1 Week: 10 Lesson: 47

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
J. Be able to create problem involving division without or with any of the other
operations of decimals, mixed decimals and whole number including money
K. Apply knowledge in creating mathematical problem and real-life situations

II. Content:
Subject Matter: Creating Mathematical Problems Involving Division
Integration: ESP
Strategies: Cooperative Learning/ Think-pair-share
Materials: pocket chart, flashcards, pictures, cartolina, paste, scissor
References: CG p. 190, 21st Century Mathletes p. 30

III. Learning Tasks:

A. Drill: Using the flashcards

Direction: Answer the following orally

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 45 36 56
5 12 8
B. Review:
Four kilos of onions cost Ph 98.00. How much will a kilo cost?

C. Motivation:
Show pictures of different malls
Class this are the pictures of different malls
What are the things you can see in the malls?
Have them write the answers on the board

D. Presentation:
Group pupils according to Learning Barkadas
Create a problem using the data given below.

Data:
2 T-shirt cost P 600.50
Ana has P1000.00

E. Discussion: Group Activity

 Each group will be given an envelope containing pictures. (things they see in the
malls)
 Have each group create a problem involving division of decimals, mixed decimals
or whole numbers including money, using the pictures in the envelop.
 Before going to their “Learning Barkadas” remind pupils the guidelines in
working with group mates.
 After 5 minutes they will exchange works and will answer the problem formed by
the other Learning Barkadas.
 Presentation of outputs

F. Application
a. Ask pupils to get a partner and have them create a simple problem (localized)
involving division of decimals, mixed decimals or whole numbers including
money.

1. Who would like to share their work in class?

2. Let us analyze the problem
3. What operations are involved in the problem?
4. Is the answer correct?

b. Have the pupils make a poster that shows the things they do at home during
weekends.

G. Generalization:

What steps have you employed to be able to create and answer the word problem?

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IV. Evaluation:

1. Have pupils go to the school canteen and have them list all the things they see with
their corresponding price.
2. Instruct each pupil to create a simple problem involving division of decimals,
mixed
decimals or whole numbers including money.

V. Assignment / Enrichment:

Cut pictures from magazines or newspapers, then create a word problem involving
division of decimals, mixed decimals or whole numbers including money.

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I w

135
 Lesson Plan in Mathematics 6

Content Standards:
Demonstrate understanding of the four fundamentals operations involving fractions
and decimals
Performance Standards:
The learner is able to apply the four fundamentals operations involving fractions and
decimals in mathematical problems and real-life situations
Learning Competency and Code:
Creates problems (with reasonable answers) involving division without or with any of
the other operations of decimals, mixed decimals and whole numbers including
money. M6NS-Ij-121.2

Quarter: 1 Week: 10 Lesson: 48

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
1. Be able to create problem involving division without or with any of the other
operations of decimals, mixed decimals and whole number including money
2. Apply knowledge in creating mathematical problem and real-life situations

II. Content:
Subject Matter: Creating Mathematical Problems Involving Division
Integration: Edukasyon sa Pagpapakatao
Strategies: Cooperative Learning/ Think-pair-share
Materials: pocket chart, flashcards, pictures, cartolina, paste, scissor
References: CG p. 190, 21st Century Mathletes p. 30

III. Learning Tasks:

A. Drill:

Vicky sold 36 kilos of banana. If each person bought 1.5 kilos each, how many
people bought the banana?

136
 Let the pupils identify the data given in the problem.
Do it mentally.

B. Review:
Arrange the problem using the data below, make it in paragraph form.
 Vicky sold 36 kilos of banana.
 how many people bought the banana?
 If each person bought 1.5 kilos each
C. Motivation;
Show pictures of Toy Stores

What are the things you can see in Toy Stores?

Have them write the answers on the board

D. Presentation: Group pupils according to Learning Barkadas

From the data given below, create a problem using the division of decimals.
Christian has P 2 000.00 extra money.
He wants to share his money to his 5 friends.

E. Discussion; Group Activity

 Each group will be given an envelope containing pictures. (things they see in Toy
Stores)
 Have each group create a problem involving division of decimals, mixed decimals
or whole numbers including money, using the pictures in the envelop.
 Before going to their “Learning Barkadas” remind pupils the guidelines in
working with group mates.
 After 5 minutes they will exchange works and will answer the problem formed by
the other Learning Barkadas.
 Presentation of outputs

F. Application
a. Ask pupils to get a partner and have them create a simple problem (localized)
involving division of decimals, mixed decimals or whole numbers including
money.

5. Who would like to share their work in class?

6. Let us analyze the problem
7. What operations are involved in the problem?
8. Is the answer correct?

b. How will you show cooperation and helpfulness at home?

G. Generalization:

How are you able to create a word problem with your Learning Barkadas ?
What helped you in the activity?
What steps have you employed to be able to create and answer the word problem?
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IV. Evaluation:

1. Have pupils go to the school nursery and have them list all the things their
corresponding price.
2. Instruct each pupil to create a simple problem involving division of decimals ,
mixed decimals or whole numbers including money.

V. Assignment / Enrichment:

Cut pictures from magazines or newspapers, then create a word problem involving
division of decimals, mixed decimals or whole numbers including money.

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___

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