# MATHEMATICS VI

Date: ___________
I. LEARNING OBJECTIVES
Multiply up to 3digit factors by 1to 2 digit factors of decimals and whole numbers without and
with regrouping and with zero difficulty.
Value:

Keeping oneself physically fit and healthy

II. LEARNING CONTENT
Skill:
Multiply up to 3digit factors by 1to 2 digit factors of decimals and whole numbers
without and with regrouping and with zero difficulty.
Reference:
BEC-PELC II D.2
Enfolding Mathematics VI
Materials:
charts, cards with number sentences
III. LEARNING EXPERIENCE
A. Preparatory Activities
1. Mental Computation
Let each team answer the puzzle correctly. The team who answers first and gets the
puzzle correctly will be declared the winner.
2. Motivation
What are the things that you do to make you physically fit and healthy? Give foods that
give use vitamins and minerals. What are some of the vitamins that you know? How do we
keep ourselves physically fit and healthy?
B. Developmental Activities
1. Presentation
Activity:
Nutritionists say we need 0.0017 gram of riboflavin everyday. How much do we need in
a week?
Discussion:
1. Let’s the pupils analyze the problem.
2. Let each group give an estimate of the answer.
3. Let them get the actual answer. Discuss the steps the make in finding the product.
4. Provide the examples:
2. Practice Exercises
Multiply:
1) 0.003
2) 0.52
x 0.4
x 0.013

3) 0.032
x 0.2

4) 0.0008
x 0.6

5) 0.03
x 3

3. Generalization
How do we multiply 1-3 digit by 1-2 digit factors of decimals and whole numbers with or
without regrouping and with zero difficulty?
IV. EVALUATION
Find the product.
1. 07 x 0.4

2. 0.412 x 0.8

3. 0.403 x 0.2

4. 0.34 x 0.21

5. 0.008 x 35

V. ASSIGNMENT
Multiply
1. 0.2 x 0.03

2. 0.236 x 0.04

3. 0.5 x 0.7

4. 0.1 x 0.1

5. 0.412 x 0.8

Remarks:
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MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Multiply decimals point up to the hundredths place.
Value:

Kindness

II. LEARNING CONTENT
Skill:
Multiply decimals point up to the hundredths place.
Reference:
BEC-PELC II D.3
Enfolding Mathematics VI
Materials:
problem cards, bells, flashcard, number cards, cutouts of turtle, snail and worm, tape,
three number lines of the same length, boxed strips
III. LEARNING EXPERIENCE
A. Preparatory Activities
1. Mental Computation – Traveling Game
Post the number line on the board. Place the turtle, snail and worm cutouts on the left side
of each number line.
a. Form the pupils into 3 equal groups to represent each of the cutouts.
b. A member of each group holds a ball. Teacher flashes a problem card and the one who
ring the bell first has the chance to give the answer.
c. If the answer given correct, the member moves their cutouts one step on the number line.
d. This continues until the cutouts reach the right side of the number line, the group to read
it first is the winner.
Sample equations: 0.2 x 0.4 =
40 x 0.6 =
30 x 0.05
2. Motivation
Mike bought a dozen doughnuts worth P9095 each. He gave these to some street children
whom he saw begging for food. How much did he pay for the doughnuts? What good trait
did Mike show? Have you had the same experience? How did you feel?
B. Developmental Activities
1. Presentation
Present the lesson by discussing the problem.
2. What are given?
3. What operation is needed to solve the problem?
4. What is the equation or number sentence?
5. Elicit the equation: 12 x P9.95 = N
6. Discuss the step by step solution to the problem.
7. Place the decimal point correctly in the product.
8. Mike paid P119.40 for the doughnuts.
9. Discuss the importance of showing helping others in need, even in small
ways.
10. Give more examples: 0.76 x 1.2

62 x 0.23 x 0. 0.59 x 0.86 to the sum of 0. Generalization How do we multiply decimals up to the hundredths place? IV. 0. 1. Multiply 0. Multiply 0.26.79 to the difference of 0.36 x 0.97 and the next odd decimal number? 3.85 and itself is _________. 2.93 V.28.64 2. 0. What is the product of 0.1.48 3.38 x 0.68 5.27 x 0.75 x 0. Remarks: _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _______________________ . 0. EVALUATION Multiply 1.14 x 0. What are the two decimals? 5. 0.42 3. multiply them and you get 0. 0.78 x 0.93 and 0.37 and 0. I am thinking of two decimals. 0.12 2.0016. Practice Exercises Solve the equation. Add them and you get 0.37 4. 0. 0.17 5.25 x 0.2. 4.08 3. 0.75 4. The product of 0. ASSIGNMENT Solve for what is being asked? 1.

12 x 5. Developmental Activities 1. LEARNING OBJECTIVES Multiply mixed decimals by mixed decimals with hundredths. 2. 9. The teacher continues to name the babies until all the members of the group had participated. 2.25 x 14.6 and 0. problem cards.MATHEMATICS VI Date: ___________ I. Ask the pupil to pick six cards one at a time. 3. 1. in a container.82 b.4 c. e.15 kilograms. how would you know heavy Cathy is? B. Presentation Activity1: a. 48. labeled 0 trough 9.3 d. Mental Computation – Finding the Product Relay Game There will be two groups of 5 pupils in a line.63 3. 2. number cards III. Reference: BEC-PELC II D. LEARNING EXPERIENCE A. If you were Rina.7 2. Mix two sets of number cards. The group who finishes first with all correct answers wins.2 and 0. Value: Keeping oneself physically fit and healthy II.50 c. Generalization How do you multiply mixed decimals by mixed decimals? How do you put the decimal point? . b. The teacher name the babies and the first in the name the mother. reading aloud each number drawn. Cathy weighs 1. d. Examples of babies: a. The pupils write the numbers in each box in order. Practice Exercises Solve: a. Preparatory Activities 1.6 e. LEARNING CONTENT Skill: Multiplying Mixed Decimals by Mixed Decimals with Hundredths. 1.06 times as much as Rina.4 b.4 Enfolding Mathematics VI Materials: handkerchief.7 and 0.5 and 0. 1. Motivation Problem Opener Rina weighs 46.07 x 3.2 and 0. Have the pupils solve the product. Draw boxes like the ones below for each student to copy c.

12. Mangoes cost P65. 83.52 2. what distance is represented by 7.5 cm? b. 8. 1.93 x 3.35 cm? Remarks: _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _______________________ . b. ASSIGNMENT 1.5 3. 6.4 c. Solve the problem a. x 2. Analyze and solve a. Find the decimal point in each product correctly 1. 72.4 x 4.15 3.17 x 2. EVALUATION 1.56 x 7.75 cm and a width of 6. How much will it cost if one square meter is P1800. A lot has an area of 154.IV. a.50 a kilogram.08 x 6.22 184832 2. give the product of the following: a.3 x 31.6 square meters.5 d. Find the product. Find the cost of 7.36 200448 2834 2.45 a meter. 59.5 kilogram cost? c.5 meters of cloth at P67.9 b. If an architect makes a drawing to scale so that 1 cm represents 4.04 2.5 b. 1293 x 31. Using 1293 x 315 = 407195.15 c.25 m.75? V. 129.293 x 3. How much will 8.056 x 7. What is the area of a rectangle with a length of 9.

Practice Exercises Let us have other exercises: 1. Presentation Activity1: Present this table on a chart and let pupils observe a pattern.385 x 10 = 2. 100 and 1000? What did you do in getting the pattern? What have you observe? IV. show me cards III. EVALUATION Complete the table Decimal 1. Developmental Activities 1. 9.4 394 1.75 7. 100 and 1 000 Value: Being Observant II.615 306.3612 x 100 = 3. Drill Solve for N orally (flashcards) 35 x 10 = N 421 x 10 = N 35 x 100 = N 421 x 100 = N 35 x 1000 = N 421 x 1000 = N B. 100 and 1000? Do you see any pattern? 2. 8.394 3. 27.MATHEMATICS VI Date: ___________ I.0573 x 10 = 5. 0.68125 x 1000 = 4. 0.2 Enfolding Mathematics VI Materials: flashcards.95364 x 10 x 100 x 1000 .94 39. Preparatory Activities 1.0615 30.5 75 750 0. 35.15 30615 What have you observe in multiplying a decimal by 10. LEARNING CONTENT Skill: Multiplying decimals by 10. LEARNING OBJECTIVES Multiply decimals by 10.259 x 100 = 3. Decimal x 10 x 100 x 1000 0.04 120. LEARNING EXPERIENCE A. 806.8 8 80 800 0.4 1240 3. Generalization How do you multiply numbers by 10. 100 and 1 000 Reference: PELC II D.204 12.4213 2.

1000 x (35. (7.12) = N 4.123 – 11.2) x 100 = N Remarks: _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _______________________ .601 + 28. 23.113-2.6) = N 2. (3.113) x 100 = N 3.04987 4.7 x 8. 10 x (1.49326 V.3. 1.75805 5.34 + 7.03) x 1000 = N 5. 180. ASSIGNMENT Perform the indicated operation: 1. (25.

problem cards III. Partners will be A & B. two colors of chips. f. Choose a partner. Post their work on the board in an organized way. A and C will complete first.MATHEMATICS VI Date: ___________ I. 0.1 of the land into a residential lot by putting up an apartment. Have a free guess and check activity as well as an open discussion on their answers. e. Santos decided to give Elen. Elen. Developmental Activities 1.9 hectares of land. Shuffle the cards separately and place them face down on the table.001 Reference: BEC-PELC II D. Pick a card from the yellow and blue pile. to manage the said apartment.9 hectares of land. 100 and 1000 written). She asked her tenant. Give a hint that the exponents indicate the number of decimal places to the left or right of 1. d. .1.6 Connections p. g.1. Mathematics in Action pp. in any direction wins the game i.01 5 10 = 100000 10-4 = 0. game board set. She plans to make 0. 2. Motivation Handout number puzzles to each group. b. Mental Computation: Mental Math Game Form groups of 4’s and hand each group a game board. put a chip on the square in the game board that contains the product. Yellow cards have decimal numbers. 57. LEARNING EXPERIENCE A. LEARNING OBJECTIVES Multiply mentally decimals by 0. Four chips in a row. The opponent now does the same. B and D now play the game. Sample Answer: 103 = 1000 10-2 = 0.01. 0. 84. LEARNING CONTENT Skill: Multiplying mentally decimals by 0. Toss a coin to know who will start. C & D.0001 B. Tell the groups to paste the pieces on a piece of paper or tape them together. near the apartment lots. 0. 0. Presentation Activity 1: Present this problem: Mrs. Tell each group to complete the puzzles. Since Elen is a trustworthy and loyal tenant.01.01 of 0. Preparatory Activities 1. blue cards have 10. Mrs. Ask if they could identify the numbers they formed.85 Materials: number puzzle. h. Mentally multiply the two numbers. Direction for the group: a. c. 0.001 Value: Keeping oneself physically fit and healthy II. two colors of number cards (ex. Santos owns 0. If correct.

0.07 x 0.6 b. 0.007 4. 4.01 x 8. 0.49 a.008 x 0.1 x 0.07 d.001? What is a shorter way of doing this? IV. 8. 1.01 a. 0.1 x 79.007 x 0.1 a.1 3. 0. 0.03 4.003 x 0. Generalization How do you mentally decimals by 0.01 x 0. 1.00003 b.5 a. 85.5 b. 0. 0. 0.001 x 45. 7 b.0003 c. 0. Practice Exercises Multiply mentally. How big will be the lot given to Elen? 2. 30 5.0795 V. 0.01 x 0. 40.267 2.049 d.1 3.795 d. 0.7 c.9 2.217 x 0.1. 0. 0. 0. Choose the letter of the correct answer.0011 Remarks: _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _______________________ . 0.6 4. 0.3 d.001 x 0. 0.49 c. EVALUATION Multiply mentally. 7.01. ASSIGNMENT Multiply mentally 1. 0.9 b. 0. 0. 0856 d. 0.00049 3. 0. 0.8 5.001 x 5. How many square meters of the land will be converted to residential lots? b. 0.a. 0. 0. 79.56 a.001 5.1 3.1 x 0. 0.0856 2.56 c.09 x 0.95 c.

Developmental Activities 1. computes the example orally and name the property used. he keeps the card. LEARNING OBJECTIVES Apply the different properties of multiplication to compute products mentally Value: Teamwork II. equation/problem cards. 2. Preparatory Activities 1. pocket chart III. LEARNING CONTENT Skill: Compute decimal products mentally using the different properties of multiplication. 0. 4. The teacher then reads the problem orally.7 2. 3.2 205 x 3. Practice Exercises Solve mentally: 1.7 x 0. 2. Presentation Activity: Oral Materials: index cards Distribute 5 cards to each pupil.02 x 0.05) 3.8 x 0. If both steps are correct. 0. 3. Present this puzzle card to each group. Reference: BEC-PELC II D.5 .02 – 0.8 x (0. Motivation 1.4) x 0. What made team _____ win? Did they show team work? How? What does team work do to the team? Will you do the same thing? Why? B. 4. Pupils cover the cell that has the correct answer for the given problem. Each pupil draws a card.MATHEMATICS VI Date: ___________ I. Mental Computation Bingo 1.4 = 3. 2. Encircle the words that indicate properties of multiplication. LEARNING EXPERIENCE A. The first to finish wins. If not. Collect and shuffle the cards. puzzle sheet. The first one to cover all the cells wins.4 x 0. 0.7 + 0. Have pupils write the name of a property on one side of each index card and an example of the property on the other side.8 x (0.75 – 0. the card is replaced. Prepare bingo cards whose numbers are products of a given problem.8 x 0. 1 x 0.2) = (0. 2. Teacher asks if the properties of multiplication can be applied in multiplying decimals.4 x 2.208 4.7 Enfolding Mathematics VI Materials: improvised bingo cards. The winner is the pupil with the most cards.

Generalization How does the distribute property help simplify the calculation? How about the other properties? IV.079 = 0.2 x 3. Using the Show Me Card. Working in teams of four b.07 + 0. Team with the property score wins. Collaborative Learning a. 0. The teacher gives the problem and the pupils have to write the answer with the property on the Show Me Card. Example: a. Dictate a mental Math Problem to all the teams. Remarks: _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _______________________ .8 x (0.3 x 0.27x0.5 V.5 x 4. 2.2 = 0. The first team to give the correct answer and name the property wins that found. EVALUATION 1. 3. ASSIGNMENT Give 2 examples for each property of multiplication.3.27 x (0.3) x 0.2 = 4.009) c. (0.2) b.8 x 0.

How much will 15 kilograms of ground beef cost in one kg costs P99. Write the number sentence.50 per square meter. How much will 15 kilograms of ground beef cost if one kg cost P99.00? 3.00? V. how much is he paid a week? B. EVALUATION Read and Solve 1. ASSIGNMENT A. A contractor finished 0. 32.72 cm and a width 6. Practice Exercises Solve the following: 1. The rental for a Tamaraw Fx is P3 500 a day.75 m at P6.34 cm? Remarks: _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _______________________ . Mark works 40 hours a week.8 kilometers long. If his hourly rate is P38.25 of a highway in 5 days.27. then solve.56 . Generalization What are the steps in solving a word problem? How do you translate a problem into a number sentence or equation? How would you describe your answer? IV. 1. What will it cost you to rent it in 3. 1.587 + 19.58 3.63 4. 16 2. 37. Diaz bought a residential lot with an area of 180. If the highway is 60. Translate these problems to number sentences then solve. what part of the highway was finished? 2. 95.345 kilogram.2.2 .5 days? 2. Mrs. What is the area of a rectangle with a length of 9.25.21 + 15.19 3. A can of powdered milk has a mass of 0. What is the mass of 12 cans of milk? 2.

The first group to give the correct answer gets a point. Group the class.5 √ 625 5. 7. Developmental Activities 1. Practice Exercises Estimate the quotient 1.2 √ 48 3. How the pair work on the following 2. 4. Generalization How do you estimate quotient? What are compatible numbers? 3. Drill .7 √ 35.5 √ 225 4. The teacher flashes division equation. 2. then they will form a number using the number cards they are holding to show their answer. Which technique is best for estimating quotient? c.8 √375 0. Which technique gives reasonable estimate? 2. Pupils will solve it mentally. LEARNING OBJECTIVES Estimate quotients of whole numbers and decimals Value: Helpfulness II.5 √ 875 .1 Enfolding Mathematics VI Materials: cards III. 2.MATHEMATICS VI Date: ___________ I. 3.Mental Computation 1. Distribute equations on estimating quotient. 5. 2. Give your estimated quotient using: * rounding off * compatible numbers b. 12. 1. 2. Distribute number cards (0 to 9) to each group. Each group should have ten members.31 1. Preparatory Activities 1. LEARNING EXPERIENCE A.25√ 325 2. LEARNING CONTENT Skill: Estimating quotients of whole numbers and decimals Reference: BEC-PELC II E.68 a. Motivation What do carpenters do before buying materials for building a house? Would it be alright to estimate the needed materials ahead of time? Why? B. 1.8 √ 7. Presentation Activity: Working in Place 1.

About how many ribbons can be cut from it? 3. She wants to cut it into 25.2 hours.8 √196. 51. How many pieces of ribbon 2. 61. 4. she wants to give her nieces P12. Approximately. Rex traveled 154 km in 3.IV. Jay has 6584 meters of ribbon.8 √ 3. 5. Rhoda has P75. EVALUATION 1.08 2.257 b.7 c. Estimate the following using compatible numbers a. Estimate the quotient of the following: By rounding off a.71 √4308 b.8 √ 14. How much does each receive? Remarks: _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _______________________ .50 each. ASSIGNMENT Answer the following: 1. 785 √ 559.5 dm long can be cut from it? 4. Bing has a ribbon 125 dm long.6 meters. what was his average speed for the journey? 2.8 c.5 √ 1019 V. 8.

d.9 √135 3.digit Whole Numbers Divisors GAME a. What operation will you use to solve the problem? 4. Call on a member of each group in front. Generalization How do we divide 2-5 digit whole numbers by 1-digit decimals? . Mental Computation Drill Dividing 304 Digit numbers by 1. Motivation How does your family earn a living? Does your mother help your father earn for your family? If so. c. He/she reads aloud the equation on the card and solves for the quotient mentally. Prepare a set of 3-4 digit numbers by 1-digit whole number divisors. 2. B. 0. Presentation Activity1: Present the following problem: Aling Dolores sews table cloth to sell.MATHEMATICS VI Date: ___________ I. Let player 1 pick the topmost card.1 Enfolding Mathematics VI Materials: cards III. How many table cloths can she make out of 18 m of linen? 1. What is being asked in the problem? 2. Preparatory Activities 1.17 √ 391 3. Developmental Activities 1. LEARNING OBJECTIVES Divide 2-5 digit whole numbers by 1-2 digit decimals Value: Industry II. Give the number sentence for it. why? What good will it do to your family? Show picture of a mother sewing a table linen. Place the card facedown on top of teacher’s table. Practice Exercises Solve the following: 1. Divide the class into 2 groups b.6 meters of linen for every table cloth she makes. 0. She uses 0. LEARNING CONTENT Skill: Dividing 2-5 digit whole numbers by 1-2 digit decimals Reference: BEC-PELC II E. 0.2. What are given? 3. LEARNING EXPERIENCE A.3 √12 2. 2.

0. 64 ÷ 0. 1. 565 ÷ 0. EVALUATION Find the quotient. 2460 ÷ 0.8 √ 968 V.05 = 5. 0.13 √ 2119 5.12 √ 94 4.4 = 2.IV.03 = 4. 933 ÷ 0.9 √756 3. ASSIGNMENT Solve the following: 1. 0. 0. 0.7 = 3. Be sure to place the decimal point correctly on your quotient.06 √ 138 2.06 = Remarks: _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _______________________ . 714 ÷ 0.

The first to reach the platform wins the game. Translate the problem into an equation. LEARNING CONTENT Skill: Dividing 2-5 Digit Whole Numbers by 2-Digit Decimals. Have each group report their work to the class. LEARNING EXPERIENCE A. 0. Everytime she buys a 50 kilo cavan of sugar. Value: Keeping oneself physically fit and healthy II. The first to give the correct answer will take 1 step forward. 0.2. activity cards III. step by step: f. she repacks it into a smaller bags weighing 0.36 ÷ 22005 3.32 ÷ 48 4. Preparatory Activities 1. Have the class work by pairs. 1. e. 0. How many small plastic bags are needed by mother? 2. Developmental Activities 1.25 kilo. b.MATHEMATICS VI Date: ___________ I. Practice Exercises Find the quotient. What is asked in the problem? b. 0. flashcards. d.15 ÷ 456 3. Tasks: a. Present the problem on the board: Mother has a small sari-sari store. As the teacher flashes an equation. Reference: BEC-PELC II E. 2. 3. LEARNING OBJECTIVES Dividing 2-5 digit whole numbers by 2-digit decimals. Motivation Who has a store? What are the goods that are packed less than a kilo? Why do you think they are doing it? B. 0. Show your solution.61 ÷ 5185 2. Presentation Activity: Problem Analysis 1. 2. Player for each team will stand at the back. Drill – Dividing Whole Number by 1-Digit Divisor Mechanics: a. c.25 ÷ 125 5. What are the given facts? c.1 Enfolding Mathematics VI Materials: chart. Check your answer. players will give the answer orally. Generalization How do you divide a whole number by a decimal? . What should be done to solve the problem? d.

EVALUATION Solve and check 1. what will you do with the dividend? IV.04 ÷ 92 = 3.06 = 5.32 ÷ 1984 = 2.07 ÷ 44919 = 4.30 ÷ 19470 = 2. ASSIGNMENT Solve and check 1. 0.43 = 4. 39 102 ÷ 0.What are the 2 ways of making the divisor a whole number? If you change the divisor into a whole number. 0. 848 ÷ 0.23 ÷ 11868 = 3.05 ÷ 105 = Remarks: _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _______________________ . 0. 13 588 ÷ 0. 0. 0.04 = V.62 ÷ 21204 = 5. 0. 0.

The first to give the answer correctly. Preparatory Activities 1. 16 ÷ 10 = 3. Generalization When do you get a decimal quotient? What is the rule in rounding the decimal quotient to the nearest tenths or hundredths? . Drill . activity cards III. Motivation How many are you in the family? Have you experienced to bring home something which is not enough for your family? How did you share it equally to each one? B. Present this problem. Presentation Activity1: 1. Players for each group should stand at the back. 5 ÷ 3 = 2. Task for each group 4. Ana brought home 3 pieces of suman. wins the game. 50 ÷ 49 = 4. Teacher should guide pupils how to round the answer to a given place value like tenths and hundredths. 2. Teacher prepares flash card of division equation. LEARNING OBJECTIVES Divides whole number by whole numbers with decimal quotient Value: Fairness II. how will she divide it equally among her sisters? 3.2 Enfolding Mathematics VI Materials: flashcards. will take 1 step forward. d. Form a group of 4 2.MATHEMATICS VI Date: ___________ I. 25 ÷ 24 = 5. 5 ÷ 4 = 3. c. LEARNING EXPERIENCE A. 1. Show your solution.Mental Computation Give the quotient Game Relay a. She has 4 sisters. First to reach the platform. b. Practice Exercises Find the quotient. Have each group present their work 5. 2. e. Developmental Activities 1. As the teacher flashes the card.2. each player will give the answer. LEARNING CONTENT Skill: Divides whole number by whole numbers with decimal quotient Reference: BEC-PELC II E.

15 ÷ 48 _______________ _______________ 4. 12 ÷ 25 _______________ _______________ 5. 16 ÷ 80 _______________ _______________ 5. 7 ÷ 8 _______________ _______________ 3. 45 ÷ 48 _______________ _______________ Remarks: _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _______________________ .IV. Round your answer to the nearest: Tenths Hundredths 1. 15 ÷ 80 _______________ _______________ V. 12 ÷ 48 _______________ _______________ 4. 5 ÷ 6 _______________ _______________ 3. EVALUATION Find the quotient. 12 ÷ 18 _______________ _______________ 2. 3 ÷ 4 _______________ _______________ 2. Round your answer to the nearest: Tenths Hundredths 1. ASSIGNMENT Find the quotient.

MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Recognize and differentiate between terminating and repeating/non-terminating decimal quotients
Value:

Keeping oneself physically fit and healthy

II. LEARNING CONTENT
Skill:
Recognizing and differentiate between terminating and repeating/non-terminating
decimal quotients
Reference:
BEC-PELC II E.2.2.1
Enfolding Mathematics VI
Materials:
problem cards, number cards
III. LEARNING EXPERIENCE
A. Preparatory Activities
1. Mental Computation - Game
Prepare problem cards with answer written on separate cards. Shuffle the cards separately
and have each pupil pick a card from the two sets. Form the pupils into groups; call on a pupil
to start the game the one read aloud the problem on the card and computes mentally for the
answer. He then say the answer aloud and the one holding that answer card hands into the
first player, and he now read his problem and answer it. This goes on until the problem card
2. Motivation
Post the following on the board
0.5
0.8
0.25
0.6
0.75
0.4
0.25
0.25
0.5
0.375
0.125
0.2
0.6
0.75
Tell them that hidden in the puzzle are the two terms that are important in the day’s
lesson. To get what these are, tell the pupils to look for the letters corresponding to the
decimal in the review portion. Once the pupil identified the terms, ask if any one knows these
two are.
B. Developmental Activities
1. Presentation
Activity1:
1. Have the pupils take a look at their solutions to the problem sheets. Ask them for their
observation. Lead them to notice that the last remainder is zero. Tell them that the
decimal quotient of these problems are called terminating decimal.
2. Hand out another set of problem sheets to be solved.
3. Have volunteers form each group show their solutions on the board.
4. Lead them to say that the decimal quotient is the repeating decimal.
5. Have an open discussion on the difference between terminating and repeating/nonterminating decimal.
2. Practice Exercises
Solve and identify if the decimal quotient is a TERMINATING or a REPEATING/NONTERMINATING decimal.
1 ÷ 13
2 ÷ 13
3 ÷ 13
4 ÷ 13
5 ÷ 13
6 ÷ 13

3. Generalization
How do you differentiate a terminating decimal from a repeating/non-terminating
decimal?
IV. EVALUATION
Identify if the decimal quotient is a terminating or repeating/non-terminating decimal.
1. 7 ÷ 4
2. 15 ÷ 9
3. 11 ÷ 2
4. 3 ÷ 16
5. 6 ÷ 21
V. ASSIGNMENT
Solve and identify if the decimal quotient is a terminating or repeating/non-terminating decimal.
1. 3 ÷ 20
2. 6 ÷ 11
3. 20 ÷ 12
4. 2 ÷ 6
5. 81 ÷ 48
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_______________________

MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Divide mixed decimals by whole numbers
Value:

II. LEARNING CONTENT
Skill:
Visualizing division using money as model
Reference:
BEC-PELC II E.2.3.1
Enfolding Mathematics VI
Materials:
flats, long and ones, problem cards, number cards, tree diagram, , play money
III. LEARNING EXPERIENCE
A. Preparatory Activities
1. Mental Computation
Concentration Game
1. Post problem cards on one board, face down, with letters written at the back in order.
2. Call on two pupils to help in opening the cards as the game is played.
3. Divide the class into two groups. Decide which group will go first. E.g. toss coin, jacken-poy, etc.
4. A member of the group will call out a letter, and number to be opened. The games
continue until the cards have been paired up. The team with the most cards paired wins.
2. Motivation
Your parents both have their work from Monday to Saturday. Everyday, before they
leave, they just leave for food for your meals in the morning and for lunch when you and
your brothers and sister come home from school. They also leave you just enough money for
your other expenses at home while they’re gone. Before your parents leave, they always
remind you to take care of your brothers and sister.
B. Developmental Activities
1. Presentation
Activity:
1. From pupils into groups of 5’s. Tell them to role play the situation. Give 5 minutes for
brainstorming and 2-3 minutes each group for their presentation.
2. After all have presented, discuss what they did, what value/s they portrayed in the role
play, etc.
3. Extended the problem
4. Use play money to show partitive division in each of a, b and c.
5. Give other numbers for practice, e.g. P100.25 ÷ 5 etc.
2. Fixing Skills
Divide
1) 8 ÷ 18.16

2) 16 ÷ 163.2

3) 30 ÷ 92.55

3. Generalization
How do you divide mixed decimals by whole numbers?

IV.45 ÷ 150 Remarks: _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _______________________ .24 4) 66 ÷ 16. ASSIGNMENT Divide 1) 25 ÷ 426. EVALUATION Divide 1) 4.68 3) 1.5 3) 12 ÷ 1027.3 ÷ 200 2) 5.2 ÷ 400 5) 0.8 ÷ 100 4) 6.5 5) 90 ÷ 21.24 V.5 ÷ 550 3) 9 ÷ 39.

4. Present a problem to a board. Presentation Activity: Problem Opener 1.80 d.38 3. Lead the pupils to solve the problem.4 Enfolding Mathematics VI Materials: flashcards III.7 b. Developmental Activities 1. 9 ÷ 58. 6 ÷ 4.5 ÷ 175 2) 7. 6 ÷ 1. what must they do in order to own the lot? B. LEARNING CONTENT Skill: Dividing Whole Number by Decimal and Mixed Decimal Reference: BEC-PELC II E.5 3) 79 ÷ 10 = N c. 7 ÷ 28. Fixing Skills Divide 1) 2. How many hectares was the lot of the man? b. Make the divisor a whole number by moving the decimal point 2 places to the right or multiply it by 100. How much does one son get? 3.2. Place the decimal point of the quotient directly above the decimal point of the dividend.2. Motivation Ask pupils if they own the lot money occupying. Divide like dividing whole numbers d.2 ÷ 648 3) 2. Review Divide: 2) 457 ÷ 100 = N a.17 ÷ 8463 . Multiply the dividend also by 100 c. Answer the question in the problem. b. If they don’t own it yet. Check the answer through multiplication 2. Mental Computation Divide Mentally 1) 638 ÷ 10 = N 2. Have another examples: a. Ask them also how they acquired it. Ask the following questions: a. 5. LEARNING OBJECTIVES Divide a whole number by decimal and mixed decimal Value: Industry II.MATHEMATICS VI Date: ___________ I. Preparatory Activities 1. 2. e. LEARNING EXPERIENCE A.

8 ÷ 1026 4) 2. change the divisor into whole number by the decimal point to the right or multiplying by power of 10.53 ÷ 656 3) 3. Multiply also the dividend by the same power of 10.85 ÷ 684 5) 1.06 ÷ 264 5) 0. EVALUATION Find the quotient 1) 905 ÷ 7904 2) 3. IV. Then divide as in whole numbers.2 ÷ 780 3) 0.04 ÷ 473 2) 0. ASSIGNMENT Divide and check through multiplication 1) 0.8 ÷ 872 4) 0. Generalization To divide whole numbers to decimals or mixed decimal.3.32 ÷ 260 Remarks: _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _______________________ . Check by multiplying.15 ÷ 2709 V.

Preparatory Activities 1. LEARNING OBJECTIVES Divide mixed decimals by mixed decimals Value: Honesty II. Show your solution through: a.2.25 ÷ 1.6 ÷ 336 d.5 ÷ 250 b.MATHEMATICS VI Date: ___________ I. 0. dividing like whole numbers c. b. Who orders table runners? 2. How many meters of cloth was left to be made into table runner? 4. 4÷3 2÷1 5÷4 8÷6 10 ÷ 9 8÷7 2.2 ÷ 308 c.5 Enfolding Mathematics VI Materials: flashcards and activity cards III.2.14 2) 1. LEARNING CONTENT Skill: Divide mixed decimals by mixed decimals Reference: BEC-PELC II E. How many table runners can be made from it? 5.75 to mixed decimal. Proceed to division like whole numbers. Motivation Have you seen table runners? How does it look like? Where do you use table runners? How big is a table runner? B. 2.Mental Computation Game Relay using flashcards of division of whole numbers b whole number with decimal quotient. Review Dividing whole numbers by decimals a. How long is the table runner? 3. 0.6 ÷ 10. Developmental Activities 1. Fixing Skills: Divide and check 1) 2. Generalization How do we divide mixed decimals by mixed decimal? What are the two ways of making the divisor a whole number? . Drill .5 ÷ 1.8 ÷ 480 3. Ask the following questions: 1. changing 26. LEARNING EXPERIENCE A. Align the decimal point of the quotient with that of dividend. Presentation Activity: Problem Opener 1.9 ÷ 12.332 3) 1. 0. Present a problem on the board 2. 0.35 3.

11 4) 2.17 ÷ 583.52 2) 4.393 5) 2.24 5) 2.5 ÷ 62.9 ÷ 313.5 ÷ 35.05 V.8 3) 2.5 ÷ 439. ASSIGNMENT Solve and check 1) 3.14 Remarks: _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _______________________ .36 3) 1. Check your answer.4 ÷ 37.5 2) 5.6 ÷ 73. EVALUATION Find the quotient.6 ÷ 13.5 4) 1.7 ÷ 27.IV.98 ÷ 23. 1) 1.

LEARNING EXPERIENCE A. Presentation Activity: a.3 Enfolding Mathematics VI Materials: flashcard. 1000 a. Drill .8 ÷ 1000 = 0. Generalization How do we divide decimals by 10. . Preparatory Activities 1. 100. 100. 100.5 ÷ 10 = N 2) 28. 100.5 2. manila paper.8 ÷ 10 =0. 1000 mentally Reference: BEC-PELC II E.5 x 10 = 3. Elicit the pattern from the students.33 ÷ 1000 = N 3.25 x 100 = 24. 1000 mentally Value: Alertness II. LEARNING CONTENT Skill: Dividing decimals by 10.6 ÷ 100 = N 3) 58. Move the decimal point to the left as many zeros are there in the divisor.28 450 ÷ 100 = 4. Review When multiplying decimals by 10. piece of paper. d. 1000 using flashcards 0. EVALUATION Give the answers mentally as fast as you can. LEARNING OBJECTIVES Divide decimals by 10.0028 b.383 x 1000 = 1. Study the following sets of equations: SET A SET B 450 ÷ 10 = 45 2.MATHEMATICS VI Date: ___________ I.028 450 ÷ 1000 = 0.8 ÷ 100 = 0. 1000. Prefix zero/zeroes before the decimal point if needed. Give more examples 2.3 x 10 = 0. 1000?  To divide decimals by 10. 100.58 x 1000 = 2. ballpen III. Discuss the rule/steps in dividing whole numbers or decimals by 10. IV. Fixing Skills: Divide mentally 1) 34. b.Mental Computation Multiplying decimals by 10.63 x 100 = 0. What do we notice in each set? Is there a patter? c. 100. e.45 2. 1000 what do we do with the decimal point? To what direction do we move the decimal point? B. 100. Developmental Activities 1.

24 88.6 ÷ 10 5) 2473 ÷ 1000 V. 4. 3.632 129.8 27.61 ÷ 100 3) 635.1) 63.2 ÷ 1000 4) 242.74 176. 2. ASSIGNMENT 1. 5.29 Complete the table bellow. 10 100 1000 Remarks: _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _______________________ . Decimal 14.8 ÷ 10 2) 56.

1. Have a group act out the situation.4 Enfolding Mathematics VI Materials: flashcard III. 0.1 4) 4. 34.001 5) 32.01.001 3.001 Value: Cleanliness II. 168.32 ÷ 0.2 ÷ 1000 3. Review Multiplying numbers mentally a.62 ÷ 0.873 ÷ 0. 0. c.01 5) 6. 0. Presentation Activity: Role Playing a.1.1.95 ÷ 0. Ask: What is the answer in situation a? and b? What is the pattern in dividing decimals by 0.01 3) 85. Developmental Activities 1.Mental Computation Multiplying Numbers by Power of Ten 5 x 10 = 5 x 1000 = 5 x 40 = 2.01 2) 125. LEARNING CONTENT Skill: Dividing decimals by 0.67 ÷ 0. 0. Motivation: Have you divided decimals by 0. LEARNING EXPERIENCE A.001 V.01.01. EVALUATION Give the quotient orally.001? Explain.01. 0. Have them compute the problem mentally. Fixing Skills: 1) 651÷ 0.37 ÷ 100 = 5 x 100 = 5 x 400 = c. 2.1 3) 6.001 Reference: BEC-PELC II E. b. Drill .8 ÷ 0. 0. Generalization How do you divide decimals by 0.01.01.001. ASSIGNMENT Divide Mentally 1) 6. 0. 1) 8. 0.83 ÷ 10 = b. Preparatory Activities 1. 0.45 ÷ 0.1. LEARNING OBJECTIVES Divides decimal mentally by 0.72 ÷ 0. What is the pattern in dividing decimals by 0. 0.001? IV.001 4) 85.01 .1.MATHEMATICS VI Date: ___________ I.01 3) 49. 149.01 2) 1.001? how did you do it? Have you find some easyways to do it? B.298 ÷ 0.85 ÷ 0. 0.32 ÷ 0.1 Perform mentally 2) 6.1. 0.39 ÷ 0.

Remarks: _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _______________________ .

2. Have each group presented their work to the class. Exercises: Read Analyze then solve: Cris is planning to buy a new CD player worth P4 595. Generalization What are the steps in solving word problems? How do you analyze and solve word problems involving decimals? IV. LEARNING EXPERIENCE A. Is there a problem in the situation presented? What’s the problem all about? 2.50? How? 4.5. Analyze then solve.2 Enfolding Mathematics VI Materials: activity cards. Is it possible that they can buy plates worth P 273. Review Divide numbers mentally a. What are the given facts? 3. He tries to save P306. Developmental Activities 1. How many weeks will it take him to save the amount enough to buy the CD player? 3. EVALUATION Read the word problems. LEARNING OBJECTIVES Solve word problems involving division of decimals including money Value: Decisiveness II. Opening Song: Mathematics ( To the tune of “Are You Sleeping”) 2. . Presentation Strategy: a. What is the number sentence? 5. Preparatory Activities 1.35 a week from his allowance. Motivation: Role playing a.001 3. Task for each pair 1. Group the class into “pairs” b. Do you think the girls made a wise decision? Why? B.MATHEMATICS VI Date: ___________ I.25.1 b. 56 ÷ 0. How much money do they have? c.01 c. Who went to the mall? Why? b. 56 ÷ 0. About how much is the cost of each plate? Why? c. LEARNING CONTENT Skill: Solving word problems involving division of decimals including money Reference: BEC-PELC II E. 56 ÷ 0. manila paper III.

Every first week of December. He wanted to by presents for his nephews worth P289. he deposits P51 025. how many nephews does he have in the province? 3.80. Each employee receives P6 378. Robert plans to go to the province for a vacation. How long will it take him to save P 1 264. Remarks: _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _______________________ .20? 2. Christian is a businessman.35 a week. Jon saves P105.1.00 for the Christmas bonus of his employees. He allotted P1 157. ASSIGNMENT Make word problems involving division including money.50.45 each. How many employee are there? V.

32 = 3. 0.25 kilograms per pack and sold each pack for P12. After buying some books and school supplies worth P45. How many kilograms of meat did she buy? 2.step word problems involving decimals including money Reference: BEC-PELC II E. Motivation Do you want to get high grades? What will you do? B. LEARNING EXPERIENCE A.MATHEMATICS VI Date: ___________ I. Present this problem Mang Tisoy brought 2 bags of onions to market.5 = N b. Fixing Skills: Read Analyze then solve: There are 18 girls and 17 boys who will equally share the expenses for a bus trip amounting to P4 042. How much will each pay? . 160 ÷ 0. What is the equation for the problem? 3. Analyze and solve the problem: a. Aling Josie bought 1. One bag weighs 8 kilograms and the other bag weighs 6.8 ÷ 3 = N c. Presentation Activity: 1. How do you express your answer to the problem? 2. what do you solve first? b. What are given? c. In solving 2-3 step problems.75.50. Mental Computation: Solve the problem mentally: a.to 3.to 3. He repacked the onions in plastic bags of 0. What are the hidden question? d.5. charts.3. how much change will you receive from a P50-bill? b. LEARNING OBJECTIVES Solve 2. 1.50. number wheel III. of beef.75 kg.3 – 5. of chicken and 1.25 kg. What operation will you use? e. Preparatory Activities 1. of pork. What is asked? b.step word problems involving decimals including money Value: Industry II. Developmental Activities 1.5 kg.5 kilograms. LEARNING CONTENT Skill: Solving 2. 9 ÷ 1. Discussion a. Review: Game using Spin-a-Wheel a.2 Enfolding Mathematics VI Materials: pictures. How much will he get if all the packs were sold? 2.

5 hours and Richard for 7. If Jun worked for 8. The barangay officials of Barangay Masaya received 150 sacks of rice weighing 50 kilograms each. Grace receives P220.3. EVALUATION Solve the problem bellow and label your answer.5 hours. If her daily expenses is P36.5 kilogram each to the street children. 350 kilograms were distributed to the flood victims for the barangay. 1. 1.00.75 from the club funds and each one shared P98. How many shared in the amount? 2. how much were they paid per hour? 2. The rest were repacked in plastic bags of 2. They spent P1 206.50 for transformation and entrance fees.75. for how many days will her allowance last? V. Her aunt gave her an additional P183. Generalization How do you sold 2-3 step word problems involving decimals? IV. Jun and Richard repaired a broken rattan bed and were paid P 1 128. They got P1 196.50 to pay for the remaining expenses. How many street children received the rice? Remarks: _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _______________________ . Label your answers. Lerna and her classmate went swimming.50 as school allowance from her mother.25 for food and P1 172. ASSIGNMENT Solve the following problems.73.

The first group to finish with all correct answers wins. LEARNING CONTENT Skill: Determine when a number is divisible by another number. 3. LEARNING EXPERIENCE A. 3. Ask: What can you say about 16?  A number is divisible by another number if it can be divided exactly by the second number. Drill: Skip counting by 2. B. 2 1 2 3 4 5 3 4 5 6 7 8 9 10 840 144 184 4828 400 3. Presentation Activity: “Lets Explore” 1.1 Enfolding Mathematics VI Materials: Activity cards III. 2. Reference: BEC-PELC II. Preparatory Activities 1. Each group will be given a window card to be answered in turn by the members. Study the following equations. F. LEARNING OBJECTIVES Generalize when a number is divisible by another number Value: Sportmanship II. Fixing Skills: Relay Test for the divisibility of the following numbers. Can 16 be divided exactly by 2? By 8? 3.MATHEMATICS VI Date: ___________ I. Put a check on the proper column. c. Review Group activity using activity cards a. Ask: a. 4. 5 & 6 2. What are the factor of 16? b. Motivation Ask pupils if they want to learn some ways of getting quotients more easily. 2 x 8 = 16 16 ÷ 2 = 8 16 ÷ 8 = 2 2. Developmental Activities 1. Generalization How would you determine that a number is divisible by a certain number? Are the rules formulated true all numbers? .1. Divide the class into 4 groups b.

225 5. 3. 1. 1260 V. 10. 5. ASSIGNMENT Determine the divisibility of the following numbers by 2. 150 3. 187 4. 36 2. 9.IV. EVALUATION Formative Test: List the numbers that divide the following. Remarks: _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _______________________ . 4.

The groups of pupils are given 1 minute to divide what their answers be. Report to the class the factors of each number and tell how many composite/prime number their group has. Each member of the group goes to the board simultaneously and writes the answers. LEARNING EXPERIENCE A. Presentation Activity: 1. 2. 2. 4. Report to the class the factors of each number and tell how m any composite/prime number their group has. number cards 1-100 small squares. 5. 6. The teacher flashes a card. 3.2 Enfolding Mathematics VI Materials: chart. Place the number in the basket provided for. Preparatory Activities 1. 3. Illicit from the pupils what should be done to preserve the animals at the zoo.Mental Computation Drill on giving all the possible factors of a number Strategy: Name the baby Materials: flashcards with 2 digit numbers Mechanics: 1. Form 4 groups 2.1. hundred chart. LEARNING CONTENT Skill: Identifying prime and composite numbers Reference: BEC-PELC II F. Developmental Activities 1. 3. . Let them also tell what they commonly see at the zoo. 3. Motivation Ask pupils if they have been to the zoo.MATHEMATICS VI Date: ___________ I. LEARNING OBJECTIVES Identify prime and composite numbers Value: Kindness to animals II. Pick a flower from the garden. Drill . crayon III. flashcards. List down the factors of the number in each basket. Divide the group into 2 2. 4. B. Read the number aloud and tell if it is even or odd. Let them tell their experience of going to the zoo. Use the basket of even and odd numbers. The teacher checks the answers. The group having the most number of correct answers wins. 5. Review Let’s Pick Flower 1.

EVALUATION Write P if the number is prime and C if it is a composite number. ASSIGNMENT Find the prime number and composite number in: Number Least a. factors ________ 1. 2-digit c. 68 V. Fixing Skills: Give the factors of the number. 4-digit Greatest Remarks: _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _______________________ . 27 ________ 2. 1-digit b.2. 14 ________ 3. 49 ________ 4. 27 ________ 4. Then write prime if the number is prime number and write composite if it is a composite number. ________ 1. 37 ________ 3. 18 ________ 5. 53 ________ 5. 60 3. 72 ________ 2. Generalization What are prime numbers? Composite numbers? IV. 3-digit d.

Lead the class to discover the 2 x 3 x 2 x 3 are the prime factorization of 36 and 3 x 2 x 2 x 2 are the prime factorization of 24. what are my prime factors? c. Review Check up of assignment 3. How old is she? 2. 81 = 3 x 3 x 3 x 3 b. B. The largest composite number between 10 and 20 is my sister’s age. Motivation Ask pupils if they have heard the term “prime factorization” of numbers. Problem Opener b. What does she want to do with the fruits? 3. Let them make inferences as to what I means. I am more than 10 but less than 15. LEARNING EXPERIENCE A. Ask the pupils to find the factors of 36 and 24 d. . 24 = 2 x 2 x 2 x 3 c. How many guavas does he have? How many mangoes does she have? c. card III. Let them answer the following: 1. I am 25. of my factors is 7. Developmental Activities 1. Mental Computation “Guessing Game” – Play guessing game by guessing the answer to the following: a. Who am I? b.MATHEMATICS VI Date: ___________ I. What does Mary Jane have? 2. Preparatory Activities 1. LEARNING CONTENT Skill: Prime factorization of a given number Reference: BEC-PELC II F. LEARNING OBJECTIVES Write the prime factorization of a given number Value: Helpfulness II. 76 = 2 x 2 x 19 3. Practice Exercises: Write TRUE if the prime factorization of the give number is correct and FALSE if it is wrong a. e.5 Enfolding Mathematics VI Materials: chart. 18 = 2 x 3 x 2 d.1. Presentation a. The process to get the prime factors of a certain number is called prime factorization. Generalization A number be it a prime or composite number will have prime factors. Show the class a factor tree. 2.

27 = 3. 16 = 2. EVALUATION Give the prime factorization of: 1.IV. 54 = Remarks: _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _______________________ . 43 = 4. 72 = 5. 56 = 5. 48 = 4. 30 = 2. 64 = V. 56 = 3. ASSIGNMENT Give the prime factorization of: 1.

240 and 300 of the different kinds of candies respectively. Let us work with simpler numbers first. How many candy bags that could be filled? How many candies will there be in a each bag? Can you think of away of getting the answer to this problem? Let us analyze the problem. improvised aquarium and fishing rod III. Motivation: Tree different candies are to be put into candy bags so that the bags contain equal amounts of candies of the same kind. Reference: Materials: BEC-PELC II F. there must be no left over candies. and give its factors. Generalization What are the methods of finding GCF of given numbers? Which method do you like best? Why? Could these methods be used to find the GCF of 3 or more numbers? . 2. LEARNING EXPERIENCE A. 27 = c. Drill . improvise aquarium and fishing rod Mechanics: A pupil be asked to catch fish which has a number pasted on it. Presentation a. 240 and 300. 24 = 3. B.6 Enfolding Mathematics VI fish cutouts. 5 and 20 c. Another pupil will be asked to give another number with its factors. Prime Factorization Discuss how to get the prime factors of a given number using the factor tree. 2.1. LEARNING OBJECTIVES Determine the greatest common factor (GCF) of 2 or more numbers. Value: Teamwork II. b. 2 and 6 Write the GCF of the following sets of numbers. Factor Lists A pupil will be asked to give a composite number less than 30. The child identifies if the number is prime or composite. Since there should be no candies left over. Review: Give the prime factorization of: a. There are 180. Fixing Skills: a. that is. Each candy has to got into a candy bag. the number of candies. 8 and 24 d. Preparatory Activities 1. Developmental Activities 1. Strategy: fishing Materials: fish cut outs.Mental Computation Drill on identifying prime and composite numbers. 18 = b. b. This means that the number of candy bags must be a factor of 180. LEARNING CONTENT Skill: Determining the GCF of 2 or more numbers. 8 and 56 3.MATHEMATICS VI Date: ___________ I.

45 Remarks: _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _______________________ . 98. 75 3. 50. 20. ASSIGNMENT Find the GCF of each set of numbers. 66. 231 2. 18. 63 5. 210. 54 V. 35. 504 3. 75. 125 4. 30. 110 5. 75. 1. 1. 24. EVALUATION Find the GCF of each set of numbers. 420. 35 4.IV. 100. 147 2.

1.7 Enfolding Mathematics VI Materials: chart. 15 and 30 2. ASSIGNMENT Find the LCM and GCM of each pair of number. the least number visible by 12 and 9? 2. 10 3. Motivation: Ask pupils if they have friends. Fixing Skills: a.MATHEMATICS VI Date: ___________ I. Present a dialogue 2. B. activity card III. 10 and 25 2. Review Activity Puzzle Complete the puzzle by giving the prime factorization of the numbers in the clue 2. Answer the following: a. 21 and 45 3. 10 c. 20 and 50 3. 12 and 32 4. Preparatory Activities 1. Can this procedure be used to get the LCM of three or more numbers? IV. 1. What did Mr. What benefit do we get from this activity d. Let them tell what they do with their friends. 16 and 24 5. What do you call the number 36. 1. Generalization To determine the LCM with a set of numbers. Presentation Activity: 1. EVALUATION Determine the LCM of each pair of numbers using the listing method. What do you think they would do with the seedlings? c. LEARNING OBJECTIVES Determine the least common multiple (LCM) of 2 or more numbers Value: Confidence II. 20 and 45 5. 12. 21. Developmental Activities 1. 15 Find the LCM by listing the multiples b. LEARNING EXPERIENCE A. 42 and 48 4. 8 and 12 . 24 and 18 V. Santos want to give to the boys? b. list down all the multiples of the numbers and get the least common multiple. 16. 20 d. LEARNING CONTENT Skill: Determine the LCM of 2 or more numbers Reference: BEC-PELC II F. 12.

Remarks: _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _______________________ .

Which region shows a fraction whose value is less than 1? Name the fraction. Preparatory Activities 1. 20 b. Ask the students to cut out articles in newspapers or magazines that show a fraction or mixed number. 38. a. Ask them to make a collage of these articles on bond paper. newspapers. Discuss the value of cooperation with a learning partner. Mental Computation Drill: Solving for the GCF/LCM of a set of numbers a. 2. 3. scissors. set or point on the number line Value: Cooperation II.1 Enfolding Mathematics VI Materials: Math Textbook. Fixing Skills: Look at the figure. glue. Ask them also to highlight with a marker the fractions or mixed numbers in the articles. 4. 57 2.MATHEMATICS VI Date: ___________ I. Developmental Activities 1. 36. 12 and 16 3. Which region shows a fraction whose value is greater than 1? Name the fraction. bond paper III. Review: Determine the LCM of the each pair of numbers a. 8 and 12 b. Which region shows a fraction whose value is equal to 1? Give the fraction. B. LEARNING EXPERIENCE A. Ask the following figures 1. Presentation Activity: 1. 1. show illustration of figures b. 2. Illicit from the pupils how best they could show cooperation in everything they do in school and the effect of it in the task at hand. magazines. 3. 10. c. LEARNING CONTENT Skill: Name the fraction or mixed number described by a shaded region. What part of the region is not shaded? . Motivation: a. 15 and 35 c. 12 and 9 d. 15. Look at the figure. 9. Give two fractions to tell what part of the rectangular region is shaded red. LEARNING OBJECTIVES Name the fraction or mixed number described by a shaded region. 54 c. 2. Give two fractions to tell what part of the rectangular region is shaded blue. set or point on the number line Reference: PELC II G. b.

EVALUATION Write the fraction of the shaded part 1. sets and number line? IV. Generalization What is fraction? What does the numerator of the fraction tell? What are the kinds of fraction we discussed? How do we name fractions give shaded regions.d. b. Give two fractions to describe the part of the region that lies to the left of the red line. Write an improper fraction for the shaded part. a. Write a mixed number for the shaded part. ASSIGNMENT Illustrate/draw the following fractions 3/8 6/5 3 2/3 8/12 12/5 Remarks: _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _______________________ . V. What fraction names point B? 1 2 B 3 3. 2. 2.

7 2.16 3. 4.005 V. 0. 7.001 3. 5/8 2. 2 17/500 Remarks: _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _______________________ .IV. 0. 1. EVALUATION Rename the decimals as fractions. 50.8 5. 12 7/50 4. 0. 1.24 5. 0.03 4. ASSIGNMENT Rename as fractions or decimals.

Presentation Activity: Working by learning team. Give activity card for each group to work on. LEARNING EXPERIENCE A. EVALUATION Solve for the missing term 1) 2 = _ 2) 40 = 4 4 8 50 3) 9 = 3 4 4) 1 = 9 2 5) _ = 20 5 25 .MATHEMATICS VI Date: ___________ I. 43 pupils are absent (43/50) 2.g. 14 c. Developmental Activities 1. 50 pupils in a class 1. 30 are boys (30/50) 2. Look for a body parts which come in pairs. LEARNING OBJECTIVES Solve for the missing term in a pair of equivalent fractions Value: Care for the body II. LEARNING CONTENT Skill: Forming and solving for the missing term in a pair of equivalent fractions Reference: BEC-PELC II G. 5 b. 7 pupils are absent (7/50) 5. 16 10 42 24 3. Motivation: Find a partner. 15 girls have shoes (15/20) 4.3-3. fraction bars. Fixing Skills: 1) 2 = _ 3 9 Solve for the missing term 2) 6 = __ 3) 5 = 25 7 28 9 4) _ = 63 9 81 5) __ = 3 12 6 5) 40 = 16 20 3.4 Enfolding Mathematics VI Materials: strips of paper. Review: What bigger number can divide equally the given pair of number. Preparatory Activities 1. 20 are girls (20/50) 3.3. Generalization How do we solve for the missing term in an equivalent fraction? IV. a. activity cards III. Does each pair have the same function? Discuss the functions? What do you think will happen of one of the pair will be damage? How will you take care of your body parts so they can function well? B. 1) 1 = _ 2) 16 = 2 3) 2 = 4 4) 100 = _ 3 6 3 5 1000 10 2. Drill: Naming fractional parts E.

2/6 1 3 4 18 3. 6/7 5. 3/12 14 2 2. ASSIGNMENT Use the number in the box to write an equivalent fractions.V. 4/8 Remarks: _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _______________________ . You can use a number more than once. 8 12 1. 6/12 4.

6 x 2) What are the factors of 15? ( 1 x 15. 9/16 . Teacher prepare on small cards 2 sets of fractions that are equivalent b. What are the fractions fo 12? ( 1 x 12. Presentation Look at this fraction. 3 x 15 ) What is the largest number that is a factor of 12 and also a factor of 15? (3) Divide the numerator and the denominator by the GCF 3. 2. each player in the team looks for a fractional equivalent to what he/she is holding from among his/her teammates. 8) 9 ( 1. 3/9 4. b. 1. LEARNING CONTENT Skill: Reduce fractions to lowest terms Reference: BEC-PELC II G-5 Enfolding Mathematics VI Materials: flashcards III. 12) 2. Developmental Activities 1. 6. 2/4 3. 5/9 5. Practice Exercises: List the factor of the numerator and the denominator. Encircle the greatest common factor. 12 ) 15 ( 1. Divide the class into two teams with 10 players each. 12 ) a. LEARNING EXPERIENCE A. 2. 3 . The first team to finish “partner-hunting” falls in line with their partners e. 2. 4. 12 ÷ 3 4 15 3 5 2. 6. LEARNING OBJECTIVES Reduce fractions to lowest terms Value: Sharing a fraction of a time to help II. Drill: Finding Equivalent Fractions Activity – Partner Hunting a. 4 . 2. The team with the higher score wins. Preparatory Activities 1. 3 x 4. 8 ( 1. d. 6. Review: Solving the missing term in a pair of equivalent fractions 3=n _ = 20 4 = 24 5=_ 4 16 5 25 3 6 30 B. c. d. 2.MATHEMATICS VI Date: ___________ I. c. At the signal “Go”. 3. 12 ( 1. A player in the team is given a fraction card. 3.

21/28 V. ASSIGNMENT Write each fraction in lowest terms. Write Yes or No. 4/10 4. Generalization When is a fraction is lowest terms? How do you reduce fraction to lowest terms? IV. 9/12 2. 1. 5/12 5. 4/10 Remarks: _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _______________________ .3. 25/65 5. EVALUATION Determine whether the fraction is in lowest terms. 2/6 3. 10/16 4. 3/5 2. 24/32 3. 1.

6 Enfolding Mathematics VI Materials: Math Textbooks. What fraction can you write for this? 2. 2. The first player for each group stays in front. A correct answer will earn a point for the group. Developmental Activities 1. The teacher raises a flashcard and the first player gives the lowest term of the fraction. 5 2/8 3. How many groups are there? 4. 2. 7 ½ 3. drawing. Fixing Skills: Write an improper fraction for each mixed number 1. The group that scores more wins. 3. Give the missing term 1. LEARNING OBJECTIVES Change mixed numbers to improper fractions and vice-versa Value: Helpfulness II. 3 = 1 2. flashcards III. Generalization How is improper fractions changed to mixed number? How is mixed change to improper fractions? . 9 = 3 12 B. 5. 1 = __ 5 36 4 8 4. The first player is determined by a toss coin. Presentation Strategy: Use a problem opener 1. LEARNING CONTENT Skill: Changing mixed numbers to improper fractions and vice-versa Reference: BEC-PELC II G. What part of the group is a flower? 3. Teachers prepares on flashcards with fractions to be changed to lowest terms. 3 2/4 5. 20 = 10 3. Mental Computation Strategy: Tapping Game – Reducing fraction to lowest term 1. LEARNING EXPERIENCE A. How many flowers are there? How many groups of 3 are there? So we can also write it as 10/3 which is equal to 3 ½ 2. How do you write a fraction for this? (3 ½) 7. 4 = _ 3 9 5. What part of a group is the flower? 5.MATHEMATICS VI Date: ___________ I. 4. Preparatory Activities 1. 2 1/6 = ( 2 x 6 ) + 1 = 13/6 4. Review: Use flashcards. How many wholes are there? (3) What part of the group is the left over? (1) 6. How many 1/3 are there? 8. 6 4/6 2. The class is divided into 2 groups. real objects.

IV. 40/12 3. 7/3 4. 37/9 Remarks: _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _______________________ . 15/2 V. 9/5 2. 10/3 3. ASSIGNMENT Express fraction in lowest term 1. EVALUATION Write as a mixed number. 1. 13/4 5. 38/4 5. 54/8 2. 57/8 4.

Drill: Identifying fractional parts.7 Enfolding Mathematics VI Materials: flashcards. P2.89 c. The player/s who stay in the game win. 1 Value: Respectfulness and Helpfulness II. Motivation: Have you ever help an elderly person carry her heavy load? For example a woman coming from the market with 3 bags of groceries? Will it lighten the load if you help her carry 2 bags for her? How does it feel to help a person? B.36 3. Fixing Skills: a. 4. Teacher holds up a fraction. 5. If his estimation is wrong he gets out of the game. 6. Preparatory Activities 1. or 1. 1. b. strips of paper. ½. The players estimate if the fraction is close 0. Developmental Activities 1. Generalization What is the reference point to estimate fractions close to 0. numberline III. 2. 1/2 . 1/2 . LEARNING OBJECTIVES Estimate fractions close to 0. The player goes to where the fraction is close to. P0. LEARNING CONTENT Skill: Estimate fractions close to 0. P3. 2/3 c. ½. 5/7 e. 5/11 3.MATHEMATICS VI Date: ___________ I. 2. 3/5 State whether the fraction is close to 0. P0. Review: Rounding Numbers using flashcards a.21 b. ½ or 1? . Any number of players 3. LEARNING EXPERIENCE A. Presentation Activity: Game – Where do you belong 1. 1/5 d. 1 Reference: PELC II G. She divides the board in 3 parts and write 0 ½ 1 2. Teacher prepares fractions on flashcards.75 d.

9 8 2 5 12 5. 2 3. 1. ½ . ½. 6 3. 2 14 Remarks: _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _______________________ . 1 2. ASSIGNMENT Use numberline to estimate the fractions close to 0. 7 2. 4 5 V. 3 4. 1 3 5. 1. EVALUATION Indicate if the fraction is close to 0.IV. 2 7 8 16 4. 1. 1.

¼. 3/4 Remarks: _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ .8 Enfolding Mathematics VI Materials: flashcards. 4 and 12 c. 2/6. 3/18 d. 5/18. What smallest number can be found in the list? (12) a. What are the denominators? 2. ¾. 5/6 Find the LCD b. 3/6. 2/3 3. 2/3. Generalization What are the methods of finding LCD? IV. 9 and 18 4/7 d. ½ 4/7 2. 7/8 3. Get the multiples of each denominator. 5/6 4. 5/16. 4/9. 6 and 7 b. 4/5. 2/5 ¾ b. 5/6. 3/4 c. 5/9. ½. Give the LCM orally. 2/3 2. ½ V. 1/7 5. 1/5. ¾. 2/3 2. EVALUATION Find the LCD 1.MATHEMATICS VI Date: ___________ I. show me board III. ¾. 4 and 12 B. ASSIGNMENT Find the LCD 1. Developmental Activities 1. 3/6 3. 2/8. 2/6. 1/5. Presentation Activity: Find the LCD of ½. 2/3. LEARNING CONTENT Skill: Find the least common denominator (LCD) of a set of fraction Reference: BEC-PELC II G. 1/6. 1. 1/3. 1/3. Preparatory Activities 1. 3. 6 and 8 d. ¾ 4. 1/6 3/8 c. 6/7. Activity – Individual Work using Show Me Board. LEARNING OBJECTIVES Find the least common denominator (LCD) of a set of fraction Value: Fairness II. ½ e. 1/6 5. a. LEARNING EXPERIENCE A. Fixing Skills: a. 4/9.

_________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _______________________ .

4/9 . ¾. 5/7. 13 1/11 c. 7 1/10. 5/8. 6/15 c. 18/24 2. 4/8 3.MATHEMATICS VI Date: ___________ I. 5/12. 5/9 2. Guide the pupils for some learning insights. 12 ¾. a. 5/6. 8 ¼. EVALUATION Arrange the fractions in ascending order 1. 5 ¾ Exercise 1: Order the fractions from least to greatest. 5 2/3 b. 4/10. 2 1/8. 8 1/8. ½. 2/3. 2/5 2. how do we usually write it? Why? Can we also write the reserve way? B. 7 ½ V. 10/18 d. Fixing Skills: Order the fraction in descending order: a. 6 1/8 3. Generalization What are the different ways of ordering fractions? What should be the basis in ordering fractions in ascending orders? Descending order? IV. ¼. ½. 2/5 3. Make a report on the work of each group. Preparatory Activities 1. 21/36 e. ½. 5 2/5. LEARNING CONTENT Skill: Order fractions in simple and mixed forms in ascending or descending order using different methods Reference: BEC-PELC II. 4/12. 2/5. drawings III. 1. 6 ¾. LEARNING EXPERIENCE A. 2/4 b. Presentation a. Motivation: How do you usually arrange name of pupils in a record? Why do we usually do it? How about numbers. 1 4/6 3. 13/14. Order from greatest to least. 4/9. 4/7 2. 6 2/3. 12 7/11. 4/5. ¾. 5/9 Exercise 2: Order the fractions from greatest to least. G. d. 4/9 2. 1. 1/8. Activity: Small Group Activity Sample Activity Cards. 5 5/6. 1 2/6. 1. c. ASSIGNMENT Arrange the fractions in descending order. activity cards. LEARNING OBJECTIVES Order fractions in simple and mixed forms in ascending or descending order using different methods Value: Confidence II. Discuss. 1/10 5. 1/5. Mental Computation Change the following fractions to lowest term. 2/3 4. 5/8. 2.10 Enfolding Mathematics VI Materials: strips of paper. 1/3 3. Developmental Activities 1. 4/7. flashcards. 5/6. 1 3/6. 1/9. 2/7. 2/9. 2/3. 2/3. ½ b. 5 7/8. 1/3.

4. 13/6 Remarks: _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _______________________ . 5/6. 7/10 5. ¾. 7/8. 4/5.

Review: Check up of assignment Reduce the following to lowest term: a. How many hours of the day does he spend profitably? a.MATHEMATICS VI Date: ___________ I. You take 9 parts out of me. 10/15 d. B. e. Let them tell what they do with their friends. Mental Computation Game . LEARNING EXPERIENCE A. Name me as a fraction. Preparatory Activities 1. Form 4 team with equal members b. The team with the most correct answers is declared the winner. My sum is 5/6. II.Who are you a. 2. I am dividend into 12 equal parts. What facts are given? d. What am I? 3. Simplify my name? 5. LEARNING CONTENT Skill: Solving mentally word problems involving fractions Reference: BEC-PELC G. What fraction could we be? 2. LEARNING OBJECTIVES Solve mentally word problems involving fractions Value: Wise use of time II. 2/4 b. 6/8 c. What is asked in the problem? c. Teacher flashes cards for pupils to answer. Each member takes turns to satisfy the condition. What my total ¾ and 6/8. I am a whole number and a fraction. 15/30 2. Generalization How do you solve problem mentally? . Presentation Activity: Problem Opener Lito spends 1 ¼ hours gardening and 1 ¼ hours cleaning the yard on Saturday and Sunday. c. What are the things you must look into the problem before solving it? b. What profitable things does Lito do on weekends? 2. Can you solve the problem mentally? Reduce your answer to lowest term. Developmental Activities 1. 10/6 e. The first pupil tries to answer the question or condition flashed. What names can you give me? 4.1 Enfolding Mathematics VI Materials: Math Textbook III. Fixing Skills: Write your answer on your Show Me Board 1. How many names can you give me? 3. 11. I am the number 1. Motivation: Ask pupils if they have friends.

He used 10 2/8 meters to fence his rectangular garden. What was the difference in time? 3. Father had 40 4/8 meters of wire. The first swimmer to reach the finish line was timed 58 4/10 seconds while the last swimmer was 64 8/10 seconds. The second set was finished in 35 5/10 minutes. EVALUATION 1. The first set of a volleyball game was finished 45 7/10 minutes. How much wire was left? 2.IV. ASSIGNMENT Make 5 word problems in fractions that can be solved mentally. How much longer did it take to finish the first set than the second set? V. Remarks: _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _______________________ .

1 ¼ + 1 ¼ 4. 1/9 + 5/9 5. H. LEARNING OBJECTIVES Visualize addition and subtraction of fractions. EVALUATION Show the sum of: 1.MATHEMATICS VI Date: ___________ I. LEARNING EXPERIENCE A. 4/15 – 3/15 2. fractions chart. ¾. ¼ + 1/4 d. How many kilometers have he jogged? a. He jogged 1/5 km then he saw a friend. What are the given facts? d. LEARNING CONTENT Skill: Visualizing addition and subtraction of fractions Reference: BEC-PELC II. a. 1/3 + 1/3 c.Present a Word Problem Jose jogs regularly. Generalization How do you visualized addition and subtraction of fractions IV. ASSIGNMENT How many can you do mentally? Record your score. 3/5. Preparatory Activities 1. ¼ + 2/4 2. 1.1 Enfolding Mathematics VI Materials: strips of paper. 1/6 + 3/6 + 1/6 3. Mental Computation – Group Activity: Where’s My Other Pair? Match the slippers below with its pair on the box so that the fraction written on it is in its lowest terms. What operation is needed to solve the problem? e. 5/7 ½. Let them group each set to similar or dissimilar fractions. What does Jose do regularly? b. 3/8 + 1/8 3. Review: Check up of assignment 3. Developmental Activities 1. 3/10 + 2/10 + 5/10 4. 1/6 + 1/6 b. Practice Exercises: Show how to add. Motivation: Give each group sets of fractions written on flashcards. cutouts III. Examples: ¼. 2. ¼ + ½ 3. Value: Being physically fit II. 3/9 + 1/9 + 2/9 V. Presentation Activity: Group Activity . 1/8. He jogged another 3/5 km then he stopped for a while. 5/20 + 3/20 + 7/20 . How can you solve the problem using your fraction chart 2. 4/7 3/8. 6/8 B. 3/4 + ½ 5. What is asked in the problem? c. What is the number sentence? f.

Remarks: _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _______________________ .

LEARNING OBJECTIVES Estimate in sum in simple and mixed forms Value: Kindness to animals II. a. 3. ½ + 11/12 e. 1 Mechanics: 1. Motivation: Ask pupils if they have friends. ___ + ____ is about 1 Have each pair of pupils work collaboratively to discover and identify the addends that will result to the sum close to the given answers. ½ or 1 Activity – Where do I Belong? Materials: 3 sets of 10 flashcards with fractions in simple and mixed forms. 1/2 . 4. ___ + _____ is about 2 3. 7/8 + 3/7 c. Presentation Activity. The class will process the responses.2 Enfolding Mathematics VI Materials: flashcards III. 3 cards each having 0. 2. They stand in front of the class.MATHEMATICS VI Date: ___________ I. ___ + 11/13 is close to 2 4. Preparatory Activities 1. Three pupils will be assigned to hold the cards. Distribute the 3 sets of cards to each team. 2. 8/10 + ____ is about 2 2. Developmental Activities 1. 12/13 + 6/7 3. 2. LEARNING EXPERIENCE A. Let them tell what they do with their friends. Mental Computation Drill on Estimating Fractions Close to 0. Ask the members of each team to line up on the post where their fraction belong. Generalization How do you estimate the sum of fractions in simple and mixed forms? . Use each fraction in the circle once. LEARNING CONTENT Skill: Estimating the sum in simple and mixed forms Reference: BEC-PELC II H. ½. 1.Working In Pairs Complete each statement. 6/7 + 8/9 b. or 1. 0. Fixing Skills: Estimate the sum. Form 3 teams. ¾ + 4/5 + 1 7/8 d. B.

4/9 + 5/8 + 35 2.IV. 3 1/8 + 10 3/5 + ÷ 9 9/10 + 12 6/6 Remarks: _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _______________________ . EVALUATION Estimate the sum. 6 11/12 + 8 1/8 = V. 4 7/9 + 5 2/10 3. 3/20 + 5/9 = 4. 8/15 + 9/10 4. ASSIGNMENT Estimate the sum 1. 6 1/10 + 7 ¼ = 5. 3/5 + 9/10 = 3. 6 5/9 + 2 7/9 5. ¾ + 15/16 = 2. 1.

2 Enfolding Mathematics VI Materials: flashcards with fractions in simple and mixed forms III. about how long will be left for the birthday gift? 1. Presentation Activity: Tie a Ribbon Roda has 2 9/10 m of ribbon to tie a gift for mother’s birthday. 1. Reference: BEC-PELC II. 5/12 + 10/18 b.H. Have each member of the team get a card fastened on the board that will be close to the figure (0. If she cuts 7/8 m to tie he pig tails. Help them see what happened when Rhoda cut 7/8m form 2 9/10m? b.Fishing Materials: 3 sets of 8 flashcards with fractions in simple and mixed forms which are color coded (4 colors) 3 big cards each having 0. 1/3 + 1/12 c. ½. Let them think aloud such as: 2 9/10 – 7/8 = 3 – 1 = 2. 1 Mechanics: 1. 7/9 + 1/18 3. Why does Rhoda have to put ribbon on the gift? c. Who has 2 9/10 m of ribbon? b. 14/15 + 1/20 d. LEARNING CONTENT Skill: Estimate difference of fractions in simple and mixed forms. LEARNING OBJECTIVES Estimate difference of fractions in simple and mixed forms. Review: Estimate the sum to the nearest whole number a. The class will process the answer of each team. Value: Thoughtfulness II. Drill – Mental Computation Estimating Fraction Close to 0.MATHEMATICS VI Date: ___________ I. Developmental Activities 1. ½. 1 Activity . From 3 teams. LEARNING EXPERIENCE A. Why did Rhoda cut 7/8 m from the 2 9/10m? 2. Each leader of the team gets 1 of the 3 big having 0. Preparatory Activities 1. close to 2 m . ½. a. Answer the questions: a. Lead the pairs of pupils to analyze and solve the problem. Motivation: Do you ever have the experience of measuring a ribbon? For a bow tie? Who have seen the bow and tie of a ribbon? B. 2. 3. ½. 1) printed on the big card. 2.

 .2. ASSIGNMENT Choose the fractions/mixed forms in the rectangle to complete the equations to have estimated difference. 3 1/6 – 2 ¼ 3.3 ¼ = 2. 1 ¾ . 5 1/9 . 5 7/9 – 1/6 = 5. = 5 2 14/15 10/13 5. = 2 8¼ 7 1/16 3.4/5 = 1 9 1/5 5¾ 4. Fixing Skills: Estimate the difference a. 1 3/8 – 7/9 = 4.9/12 = d. 7/8 . 6 ½ . 1.6 8/9 = 0 2. 4 1/3 – 6/7 = V. 2 9/10 2/9 3 8/9 1.  .  .10/12 = 3 Remarks: _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _______________________ .½ = c. Generalization How do you estimate the difference of fractions in simple and mixed forms? IV. 6 4/9 – 7/8 = b. 6 8/9 . 14 /15 – 1/8 = 3. EVALUATION Estimate the difference.