Mathematics Vi Ok

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 3) 0.032 4) 0.0008 5) 0.03
x 0.4 x 0.013 x 0.2 x 0.6 x 3
3. Generalization
How do we multiply 1-3 digit by 1-2 digit factors of decimals and whole numbers
with or without regrouping and with zero difficulty?
IV. EVALUATION
Find the product.
1. 07 x 0.4 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:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
________________
MATHEMATICS VI
Date: ___________
Multiply decimals point up to the hundredths place.
Value: Kindness

Skill: Multiply decimals point up to the hundredths place.
Materials: problem cards, bells, flashcard, number cards, cutouts of turtle, snail and worm,
tape, three number lines of the same length, boxed strips

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?
1. Presentation
Present the lesson by discussing the problem.
1. What is being asked?
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
Solve the equation.
1. 0.23 x 0.12 3. 0.36 x 0.75 5. 0.14 x 0.42
2. 0.25 x 0.08 4. 0.62 x 0.17
3. Generalization
How do we multiply decimals up to the hundredths place?
IV. EVALUATION
Multiply
1. 0.38 x 0.64 3. 0.59 x 0.37 5. 0.27 x 0.93
2. 0.75 x 0.48 4. 0.78 x 0.68
V. ASSIGNMENT
Solve for what is being asked?
1. The product of 0.85 and itself is _________.
2. What is the product of 0.97 and the next odd decimal number?
3. Multiply 0.79 to the difference of 0.93 and 0.26.
4. I am thinking of two decimals. Add them and you get 0.1. multiply them and you get 0.0016.
What are the two decimals?
5. Multiply 0.86 to the sum of 0.37 and 0.28.
Remarks:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
________________
MATHEMATICS VI
Date: ___________
Multiply mixed decimals by mixed decimals with hundredths.

Skill: Multiplying Mixed Decimals by Mixed Decimals with Hundredths.
Materials: handkerchief, problem cards, number cards

1. Mental Computation – Finding the Product
Relay Game
There will be two groups of 5 pupils in a line. The teacher name the babies and the
first in the name the mother. The teacher continues to name the babies until all the
members of the group had participated. The group who finishes first with all correct
answers wins.
Examples of babies:
a. 2.5 and 0.4 c. 3.2 and 0.6 e. 1.6 and 0.4
b. 1.7 and 0.3 d. 1.2 and 0.7
2. Motivation
Problem Opener
Rina weighs 46.15 kilograms. Cathy weighs 1.06 times as much as Rina. If you were
Rina, how would you know heavy Cathy is?
1. Presentation
Activity1:
a. Mix two sets of number cards, labeled 0 trough 9, in a container.
b. Draw boxes like the ones below for each student to copy
c. Ask the pupil to pick six cards one at a time, reading aloud each number drawn.
d. The pupils write the numbers in each box in order.
e. Have the pupils solve the product.
Solve:
a. 2.07 b. 48.12 c. 9.25
x 3.82 x 5.50 x 14.63
3. Generalization
How do you multiply mixed decimals by mixed decimals? How do you put the
decimal point?
IV. EVALUATION
1. Find the decimal point in each product correctly
1. 83.52 2. 6.5 3. 2.56
x 2.4 x 4.36 x 7.22
200448 2834 184832
2. Solve the problem
a. Find the cost of 7.5 meters of cloth at P67.45 a meter.
b. Mangoes cost P65.50 a kilogram. How much will 8.5 kilogram cost?
c. A lot has an area of 154.6 square meters. How much will it cost if one square meter is
P1800.75?
V. ASSIGNMENT
1. Find the product.
a. 72.08 x 6.9 b. 8.056 x 7.4 c. 59.17 x 2.04
2. Using 1293 x 315 = 407195, give the product of the following:
a. 12.93 x 3.15 c. 129.3 x 31.5
b. 1293 x 31.5 d. 1.293 x 3.15
3. Analyze and solve
a. If an architect makes a drawing to scale so that 1 cm represents 4.25 m, what distance is
represented by 7.5 cm?
b. What is the area of a rectangle with a length of 9.75 cm and a width of 6.35 cm?
Remarks:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
________________
MATHEMATICS VI
Date: ___________
Multiply decimals by 10, 100 and 1 000
Value: Being Observant

Skill: Multiplying decimals by 10, 100 and 1 000
Reference: PELC II D.2
Materials: flashcards, show me cards

1. 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
1. Presentation
Activity1:
Present this table on a chart and let pupils observe a pattern.
Decimal x 10 x 100 x 1000
0.8 8 80 800
0.75 7.5 75 750
0.394 3.94 39.4 394
1.204 12.04 120.4 1240
3.0615 30.615 306.15 30615
What have you observe in multiplying a decimal by 10, 100 and 1000?
Do you see any pattern?
Let us have other exercises:
1. 27.385 x 10 = 3. 35.68125 x 1000 = 5. 0.3612 x 100 =
2. 806.259 x 100 = 4. 9.0573 x 10 =
3. Generalization
How do you multiply numbers by 10, 100 and 1000?
What did you do in getting the pattern? What have you observe?
IV. EVALUATION
Complete the table
Decimal x 10 x 100 x 1000
1. 8.4213
2. 0.95364
3. 23.04987
4. 1.75805
5. 180.49326
V. ASSIGNMENT
Perform the indicated operation:
1. 10 x (1.34 + 7.6) = N
2. (3.7 x 8.113) x 100 = N
3. 1000 x (35.601 + 28.12) = N
4. (7.113-2.03) x 1000 = N
5. (25.123 – 11.2) x 100 = N
Remarks:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
________________
MATHEMATICS VI
Date: ___________
Multiply mentally decimals by 0.1, 0.01, 0.001

Skill: Multiplying mentally decimals by 0.1, 0.01, 0.001
Connections p. 57, Mathematics in Action pp. 84.85
Materials: number puzzle, game board set, problem cards

1. Mental Computation: Mental Math Game
Form groups of 4’s and hand each group a game board, two colors of chips, two
colors of number cards (ex. Yellow cards have decimal numbers, blue cards have 10, 100
and 1000 written).
Direction 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 complete 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.
f. If correct, put a chip on the square in the game board that contains the product.
g. The opponent now does the same.
h. Four chips in a row, in any direction wins the game
i. B and D now play the game.
2. Motivation
Handout number puzzles to each group. Tell each group to complete the puzzles. Tell
the groups to paste the pieces on a piece of paper or tape them together. Post their work
on the board in an organized way.
Ask if they could identify the numbers they formed. Give a hint that the exponents
indicate the number of decimal places to the left or right of 1. Have a free guess and
check activity as well as an open discussion on their answers.
Sample Answer:
103 = 1000 10-2 = 0.01
5
10 = 100000 10-4 = 0.0001
1. Presentation
Activity 1:
Present this problem:
Mrs. Santos owns 0.9 hectares of land. She plans to make 0.1 of the land into a
residential lot by putting up an apartment. She asked her tenant, Elen, to manage the said
apartment. Since Elen is a trustworthy and loyal tenant, Mrs. Santos decided to give Elen.
0.01 of 0.9 hectares of land, near the apartment lots.
a. How many square meters of the land will be converted to residential lots?
b. How big will be the lot given to Elen?
Multiply mentally.
1. 0.01 x 0.9
2. 0.09 x 0.1
3. 0.008 x 0.6
4. 0.001 x 5.8
5. 0.007 x 0.1
3. Generalization
How do you mentally decimals by 0.1, 0.01, 0.001?
What is a shorter way of doing this?
IV. EVALUATION
Multiply mentally. Choose the letter of the correct answer.
1. 0.01 x 8.56
a. 85.6 b. 8.56 c. 0856 d. 0.0856
2. 0.001 x 0.49
a. 4.9 b. 0.49 c. 0.049 d. 0.00049
3. 0.07 x 0.1
a. 7 b. 0.7 c. 0.07 d. 0.007
4. 0.003 x 0.01
a. 0.00003 b. 0.0003 c. 0.3 d. 30
5. 0.1 x 79.5
a. 79.5 b. 7.95 c. 0.795 d. 0.0795
V. ASSIGNMENT
Multiply mentally
1. 0.001 x 45.267
2. 40.1 x 0.1
3. 0.01 x 0.03
4. 0.217 x 0.001
5. 0.1 x 0.0011
Remarks:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
________________
MATHEMATICS VI
Date: ___________
Apply the different properties of multiplication to compute products mentally
Value: Teamwork

Skill: Compute decimal products mentally using the different properties of
multiplication.
Materials: improvised bingo cards, equation/problem cards, puzzle sheet, pocket chart

Bingo
1. Prepare bingo cards whose numbers are products of a given problem.
2. The teacher then reads the problem orally.
3. Pupils cover the cell that has the correct answer for the given problem.
4. The first one to cover all the cells wins.
2. Motivation
1. Present this puzzle card to each group.
2. Encircle the words that indicate properties of multiplication.
3. The first to finish wins.
4. Teacher asks if the properties of multiplication can be applied in multiplying
decimals.
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?
1. Presentation
Activity: Oral
Materials: index cards
Distribute 5 cards to each pupil. 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. Collect and shuffle
the cards. Each pupil draws a card, computes the example orally and name the property
used. If both steps are correct, he keeps the card. If not, the card is replaced. The winner is
the pupil with the most cards.
Solve mentally:
1. 0.7 x 0.02 – 0.02 x 0.7
2. 0.8 x 0.75 – 0.8 x (0.7 + 0.05)
3. 1 x 0.208
4. 0.8 x (0.4 x 0.2) = (0.8 x 0.4) x 0.2
205 x 3.4 = 3.4 x 2.5
3. Generalization
How does the distribute property help simplify the calculation? How about the other
properties?
IV. EVALUATION
1. Collaborative Learning
a. Working in teams of four
b. Dictate a mental Math Problem to all the teams. The first team to give the correct answer
and name the property wins that found. Team with the property score wins.
2. Using the Show Me Card. The teacher gives the problem and the pupils have to write the
answer with the property on the Show Me Card.
Example:
a. (0.27x0.3) x 0.2 = 0.27 x (0.3 x 0.2)
b. 0.8 x 0.079 = 0.8 x (0.07 + 0.009)
c. 3.5 x 4.2 = 4.2 x 3.5
V. ASSIGNMENT
Give 2 examples for each property of multiplication.
Remarks:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
________________
MATHEMATICS VI
Date: ___________
Solve word problems involving multiplication of decimals including money.
Value: Thrift

Skill: Solving word problems involving multiplication of decimals including money.
Reference: BEC-PELC II D.8.2
Materials: chart, Show Me Cards

1. Drill - Mental Computation
Mechanics:
a. Put equation cards on the table.
b. Each member of the group take turns in getting cards, read it, then give the answer
orally.
c. If the give answer is wrong, the other group can steal and get the point if they can
give the correct answer.
d. The group with the most number of correct answers wins the game.
2. Motivation
What are the steps in solving a word problem?
Why do we have to analyze the word problem before giving the answer?
How do you know that your answer is correct?
1. Presentation
1. Teacher prepares word problems involving multiplication of decimals including
money.
Example:
Cris spends P35.50 for food each day. How much does she spends in 12
days?
2. What is asked?
What are the facts?
What is the math sentence?
Solution:
3. The first pupil to top the board will answer the first question, followed by other
member of his group.
4. Other group can steal if the given answer is wrong.
5. After the game, teacher will give emphasis on solving word problem involving
multiplication of decimals including money.
Valuing:
Give emphasis on being thrifty since the lesson involves money
Example:
How do you spend your baon/money?
Why do you have to be thrifty?
Will sisters/brothers is benefit you? How about your family?
Solve the following:
1. 16 2. 37.21 3. 32.587 4. 95.2
+ 15.56 - 19 + 19.63 - 27.58
3. Generalization
What are the steps in solving a word problem?
How do you translate a problem into a number sentence or equation?
How would you describe your answer?
IV. EVALUATION
Read and Solve
1. A can of powdered milk has a mass of 0.345 kilogram. What is the mass of 12 cans of milk?
2. Mrs. Diaz bought a residential lot with an area of 180.75 m at P6.50 per square meter. How
much will 15 kilograms of ground beef cost in one kg costs P99.00?
3. How much will 15 kilograms of ground beef cost if one kg cost P99.00?
V. ASSIGNMENT
A. Translate these problems to number sentences then solve.
1. A contractor finished 0.25 of a highway in 5 days. If the highway is 60.8 kilometers long,
what part of the highway was finished?
2. Mark works 40 hours a week. If his hourly rate is P38.25, how much is he paid a week?
B. Write the number sentence, then solve.

1. The rental for a Tamaraw Fx is P3 500 a day. What will it cost you to rent it in 3.5 days?
2. What is the area of a rectangle with a length of 9.72 cm and a width 6.34 cm?
Remarks:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
________________
MATHEMATICS VI
Date: ___________
Estimate quotients of whole numbers and decimals
Value: Helpfulness

Skill: Estimating quotients of whole numbers and decimals
Reference: BEC-PELC II E.1
Materials: cards

1. Group the class. Each group should have ten members.
2. Distribute number cards (0 to 9) to each group.
3. The teacher flashes division equation.
4. Pupils will solve it mentally, then they will form a number using the number cards
they are holding to show their answer.
5. The first group to give the correct answer gets a point.
2. 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?
1. Presentation
Activity: Working in Place
1. Distribute equations on estimating quotient.
2. How the pair work on the following
2.8 √375 0.8 √ 7.31 1.7 √ 35.68
a. Give your estimated quotient using:
* rounding off
* compatible numbers
b. Which technique is best for estimating quotient?
c. Which technique gives reasonable estimate?
Estimate the quotient
1. 1.25√ 325 2. 2.5 √ 625 3. 7.5 √ 225 4. 12.5 √ 875
5. 1.2 √ 48
3. Generalization
How do you estimate quotient?
What are compatible numbers?
IV. EVALUATION
1. Estimate the following using compatible numbers
a. 5.8 √ 3.257 b. 8.8 √ 14.08 c. 4.8 √196.7
2. Estimate the quotient of the following:

By rounding off
a. 61.71 √4308 b. 785 √ 559.8 c. 51.5 √ 1019
V. ASSIGNMENT
Answer the following:
1. Rex traveled 154 km in 3.2 hours. Approximately, what was his average speed for the
journey?
2. Jay has 6584 meters of ribbon. She wants to cut it into 25.6 meters. About how many ribbons
can be cut from it?
3. Bing has a ribbon 125 dm long. How many pieces of ribbon 2.5 dm long can be cut from it?
4. Rhoda has P75. she wants to give her nieces P12.50 each. How much does each receive?
Remarks:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
________________
MATHEMATICS VI
Date: ___________
Divide 2-5 digit whole numbers by 1-2 digit decimals
Value: Industry

Skill: Dividing 2-5 digit whole numbers by 1-2 digit decimals
Reference: BEC-PELC II E.2.1
Materials: cards

1. Mental Computation Drill
Dividing 304 Digit numbers by 1- digit Whole Numbers Divisors
GAME
a. Divide the class into 2 groups
b. Prepare a set of 3-4 digit numbers by 1-digit whole number divisors. Place the card
facedown on top of teacher’s table.
c. Call on a member of each group in front.
d. Let player 1 pick the topmost card. He/she reads aloud the equation on the card and
solves for the quotient mentally.
2. 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.
1. Presentation
Activity1:
Present the following problem:
Aling Dolores sews table cloth to sell. She uses 0.6 meters of linen for every table
cloth she makes. How many table cloths can she make out of 18 m of linen?
1. What is being asked in the problem?
2. What are given?
3. What operation will you use to solve the problem?
4. Give the number sentence for it.
1. 0.3 √12 2. 0.9 √135 3. 0.17 √ 391
3. Generalization
How do we divide 2-5 digit whole numbers by 1-digit decimals?
IV. EVALUATION
Find the quotient. Be sure to place the decimal point correctly on your quotient.
1. 0.9 √756 3. 0.13 √ 2119 5. 0.06 √ 138
2. 0.12 √ 94 4. 0.8 √ 968
V. ASSIGNMENT
1. 64 ÷ 0.4 = 3. 933 ÷ 0.03 = 5. 2460 ÷ 0.06 =
2. 714 ÷ 0.7 = 4. 565 ÷ 0.05 =
Remarks:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
__________
MATHEMATICS VI
Date: ___________
Dividing 2-5 digit whole numbers by 2-digit decimals.

Skill: Dividing 2-5 Digit Whole Numbers by 2-Digit Decimals.
Materials: chart, flashcards, activity cards

1. 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, players 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.
2. Motivation
Who has a store? What are the goods that are packed less than a kilo? Why do you
think they are doing it?
1. Presentation
Activity: Problem Analysis
1. Present the problem on the board:
Mother has a small sari-sari store. Everytime she buys a 50 kilo cavan of sugar,
she repacks it into a smaller bags weighing 0.25 kilo. How many small plastic bags
are needed by mother?
2. Have the class work by pairs.
3. Tasks:
a. What is asked in the problem?
b. What are the given facts?
c. What should be done to solve the problem?
d. Translate the problem into an equation.
e. Show your solution, step by step:
f. Have each group report their work to the class.
Find the quotient. Check your answer.
1. 0.15 ÷ 456 3. 0.61 ÷ 5185 5. 0.36 ÷ 22005
2. 0.32 ÷ 48 4. 0.25 ÷ 125
3. Generalization
How do you divide a whole number by a decimal?
What are the 2 ways of making the divisor a whole number?
If you change the divisor into a whole number, what will you do with the dividend?
IV. EVALUATION
Solve and check
1. 0.32 ÷ 1984 =
2. 0.04 ÷ 92 =
3. 13 588 ÷ 0.43 =
4. 39 102 ÷ 0.06 =
5. 848 ÷ 0.04 =
V. ASSIGNMENT
Solve and check
1. 0.30 ÷ 19470 =
2. 0.23 ÷ 11868 =
3. 0.07 ÷ 44919 =
4. 0.62 ÷ 21204 =
5. 0.05 ÷ 105 =
Remarks:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
________________
MATHEMATICS VI
Date: ___________
Divides whole number by whole numbers with decimal quotient
Value: Fairness

Skill: Divides whole number by whole numbers with decimal quotient
Materials: flashcards, activity cards

Give the quotient
Game Relay
a. Teacher prepares flash card of division equation.
b. Players for each group should stand at the back.
c. As the teacher flashes the card, each player will give the answer.
d. The first to give the answer correctly, will take 1 step forward.
e. First to reach the platform, wins the game.
2. Motivation
How many are you in the family?
Have you experienced to bring home something which is not enough for your family?
How did you share it equally to each one?
1. Presentation
Activity1:
1. Form a group of 4
2. Present this problem.
Ana brought home 3 pieces of suman. She has 4 sisters, how will she divide it
equally among her sisters?
3. Task for each group
4. Have each group present their work
5. Teacher should guide pupils how to round the answer to a given place value like
tenths and hundredths.
Find the quotient. Show your solution.
1. 5 ÷ 4 = 3. 5 ÷ 3 = 5. 16 ÷ 10 =
2. 50 ÷ 49 = 4. 25 ÷ 24 =
3. Generalization
When do you get a decimal quotient?
What is the rule in rounding the decimal quotient to the nearest tenths or hundredths?
IV. EVALUATION
Find the quotient. Round your answer to the nearest:
Tenths Hundredths
1. 12 ÷ 18 _______________ _______________
2. 5 ÷ 6 _______________ _______________
3. 12 ÷ 48 _______________ _______________
4. 16 ÷ 80 _______________ _______________
5. 15 ÷ 80 _______________ _______________
V. ASSIGNMENT
Find the quotient. Round your answer to the nearest:
Tenths Hundredths
1. 3 ÷ 4 _______________ _______________
2. 7 ÷ 8 _______________ _______________
3. 15 ÷ 48 _______________ _______________
4. 12 ÷ 25 _______________ _______________
5. 45 ÷ 48 _______________ _______________
Remarks:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
__________________________________________
MATHEMATICS VI
Date: ___________
Recognize and differentiate between terminating and repeating/non-terminating decimal quotients

Skill: Recognizing and differentiate between terminating and repeating/non-terminating
decimal quotients
Reference: BEC-PELC II E.2.2.1
Materials: problem cards, number cards

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 has been answered. The group with the most answer card wins.
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.
1. Presentation
Activity1:
1. Have the pupils take a look at their solutions to the problem sheets. Ask them for their
observation. Lead them to notice that the last remainder is zero. Tell them that the
decimal quotient of these problems are called terminating decimal.
2. Hand out another set of problem sheets to be solved.
3. Have volunteers form each group show their solutions on the board.
4. Lead them to say that the decimal quotient is the repeating decimal.
5. Have an open discussion on the difference between terminating and repeating/non-
terminating decimal.
Solve and identify if the decimal quotient is a TERMINATING or a
REPEATING/NON-TERMINATING 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: ___________
Divide mixed decimals by whole numbers
Value: Helpfulness

Skill: Visualizing division using money as model
Materials: flats, long and ones, problem cards, number cards, tree diagram, , play money

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,
jack-en-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.
How will you help your parents take care of your brothers and sisters?
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. EVALUATION
Divide
1) 4.3 ÷ 200 2) 5.5 ÷ 550 3) 9 ÷ 39.24 4) 66 ÷ 16.5 5) 90 ÷
21.24
V. ASSIGNMENT
Divide
1) 25 ÷ 426.5 3) 12 ÷ 1027.68 3) 1.8 ÷ 100 4) 6.2 ÷ 400 5) 0.45 ÷
150
Remarks:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
________________
MATHEMATICS VI
Date: ___________
Divide a whole number by decimal and mixed decimal
Value: Industry

Skill: Dividing Whole Number by Decimal and Mixed Decimal
Materials: flashcards

Divide Mentally
1) 638 ÷ 10 = N 2) 457 ÷ 100 = N 3) 79 ÷ 10 = N
2. Review
Divide: a. 7 ÷ 28.7 b. 9 ÷ 58.5 c. 6 ÷ 4.80 d. 6 ÷ 1.38
3. Motivation
Ask pupils if they own the lot money occupying.
Ask them also how they acquired it. If they don’t own it yet, what must they do in
order to own the lot?
1. Presentation
Activity: Problem Opener
1. Present a problem to a board.
2. Ask the following questions:
a. How many hectares was the lot of the man?
b. How much does one son get?
3. Lead the pupils to solve the problem.
4. Answer the question in the problem.
5. Have another examples:
a. Make the divisor a whole number by moving the decimal point 2 places to the
right or multiply it by 100.
b. Multiply the dividend also by 100
c. Divide like dividing whole numbers
d. Place the decimal point of the quotient directly above the decimal point of the
dividend.
e. Check the answer through multiplication
2. Fixing Skills
Divide
1) 2.5 ÷ 175 2) 7.2 ÷ 648 3) 2.17 ÷ 8463
3. Generalization
To divide whole numbers to decimals or mixed decimal, change the divisor into
whole number by the decimal point to the right or multiplying by power of 10. Multiply
also the dividend by the same power of 10. Then divide as in whole numbers. Check by
multiplying.
IV. EVALUATION
Find the quotient
1) 905 ÷ 7904 2) 3.15 ÷ 2709 3) 3.8 ÷ 1026 4) 2.85 ÷ 684 5) 1.2 ÷
780
V. ASSIGNMENT
Divide and check through multiplication
1) 0.04 ÷ 473 2) 0.53 ÷ 656 3) 0.8 ÷ 872 4) 0.06 ÷ 264 5) 0.32 ÷
260
Remarks:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
________________
MATHEMATICS VI
Date: ___________
Divide mixed decimals by mixed decimals
Value: Honesty

Skill: Divide mixed decimals by mixed decimals
Materials: flashcards and activity cards

Game Relay using flashcards of division of whole numbers b whole number with
decimal quotient.
4÷3 2÷1 5÷4 8÷6 10 ÷ 9 8 ÷
7
2. Review
Dividing whole numbers by decimals
a. 0.5 ÷ 250 b. 0.2 ÷ 308 c. 0.6 ÷ 336 d. 0.8 ÷ 480
3. Motivation
Have you seen table runners? How does it look like? Where do you use table
runners? How big is a table runner?
1. Presentation
1. Present a problem on the board
2. Ask the following questions:
1. Who orders table runners?
2. How long is the table runner?
3. How many meters of cloth was left to be made into table runner?
4. How many table runners can be made from it?
5. Show your solution through:
a. changing 26.25 ÷ 1.75 to mixed decimal.
b. dividing like whole numbers
c. Proceed to division like whole numbers. Align the decimal point of the
quotient with that of dividend.
2. Fixing Skills: Divide and check

1) 2.6 ÷ 10.14 2) 1.5 ÷ 1.332 3) 1.9 ÷ 12.35
3. Generalization
How do we divide mixed decimals by mixed decimal? What are the two ways of
making the divisor a whole number?
IV. EVALUATION
Find the quotient. Check your answer.
1) 1.5 ÷ 439.5 2) 5.7 ÷ 27.36 3) 1.17 ÷ 583.05 4) 2.5 ÷ 62.5 5) 2.98 ÷
23.393
V. ASSIGNMENT
Solve and check
1) 3.6 ÷ 73.8 2) 4.9 ÷ 313.11 3) 2.6 ÷ 13.52 4) 1.4 ÷ 37.24 5) 2.5 ÷
35.14
Remarks:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
________________
MATHEMATICS VI
Date: ___________
Divide decimals by 10, 100, 1000 mentally
Value: Alertness

Skill: Dividing decimals by 10, 100, 1000 mentally
Materials: flashcard, manila paper, piece of paper, ballpen

Multiplying decimals by 10, 100, 1000 using flashcards
0.3 x 10 = 0.63 x 100 = 0.383 x 1000 =
1.5 x 10 = 3.25 x 100 = 24.58 x 1000 =
2. Review
When multiplying decimals by 10, 100, 1000 what do we do with the decimal point?
To what direction do we move the decimal point?
1. Presentation
Activity:
a. Study the following sets of equations:
SET A SET B
450 ÷ 10 = 45 2.8 ÷ 10 =0.28
450 ÷ 100 = 4.5 2.8 ÷ 100 = 0.028
450 ÷ 1000 = 0.45 2.8 ÷ 1000 = 0.0028
b. What do we notice in each set? Is there a patter?
c. Elicit the pattern from the students.
d. Discuss the rule/steps in dividing whole numbers or decimals by 10, 100, 1000.
e. Give more examples
2. Fixing Skills: Divide mentally

1) 34.5 ÷ 10 = N 2) 28.6 ÷ 100 = N 3) 58.33 ÷ 1000 = N
3. Generalization
How do we divide decimals by 10, 100, 1000?
 To divide decimals by 10, 100, 1000
a. Move the decimal point to the left as many zeros are there in the divisor.
b. Prefix zero/zeroes before the decimal point if needed.
IV. EVALUATION
Give the answers mentally as fast as you can.
1) 63.8 ÷ 10 4) 242.6 ÷ 10
2) 56.61 ÷ 100 5) 2473 ÷ 1000
3) 635.2 ÷ 1000
V. ASSIGNMENT
Complete the table bellow.
Decimal 10 100 1000
1. 14.8
2. 27.632
3. 129.74
4. 176.24
5. 88.29
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
MATHEMATICS VI
Date: ___________
Divides decimal mentally by 0.1, 0.01, 0.001
Value: Cleanliness

Skill: Dividing decimals by 0.1, 0.01, 0.001
Materials: flashcard

Multiplying Numbers by Power of Ten
5 x 10 = 5 x 1000 = 5 x 40 = 5 x 100 = 5 x 400 =
2. Review
Multiplying numbers mentally
a. 34.83 ÷ 10 = b. 168.37 ÷ 100 = c. 149.2 ÷ 1000
3. Motivation:
Have you divided decimals by 0.1, 0.01, 0.001? how did you do it? Have you find some
easyways to do it?
1. Presentation
Activity: Role Playing
a. Have a group act out the situation.
b. Have them compute the problem mentally.
c. Ask: What is the answer in situation a? and b?
What is the pattern in dividing decimals by 0.1, 0.01, 0.001? Explain.
2. Fixing Skills: Perform mentally

1) 651÷ 0.1 2) 6.298 ÷ 0.01 3) 85.72 ÷ 0.001
3. Generalization
How do you divide decimals by 0.1, 0.01. 0.001. What is the pattern in dividing decimals
by 0.1, 0.01, 0.001?
IV. EVALUATION
Give the quotient orally.
1) 8.39 ÷ 0.01 2) 125.85 ÷ 0.001 3) 6.95 ÷ 0.01 4) 85.32 ÷ 0.1 5) 6.45 ÷ 0.001
V. ASSIGNMENT
Divide Mentally
1) 6.873 ÷ 0.01 2) 1.62 ÷ 0.1 3) 49.67 ÷ 0.001 4) 4.32 ÷ 0.01 5) 32.8 ÷ 0.01
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
MATHEMATICS VI
Date: ___________
Solve word problems involving division of decimals including money
Value: Decisiveness

Skill: Solving word problems involving division of decimals including money
Materials: activity cards, manila paper

1. Opening Song: Mathematics ( To the tune of “Are You Sleeping”)
2. Review
Divide numbers mentally
a. 56 ÷ 0.1 b. 56 ÷ 0.01 c. 56 ÷ 0.001
3. Motivation: Role playing

a. Who went to the mall? Why?
b. How much money do they have?
c. Do you think the girls made a wise decision? Why?
1. Presentation
Strategy:
a. Group the class into “pairs”
b. Task for each pair
1. Is there a problem in the situation presented? What’s the problem all about?
2. What are the given facts?
3. Is it possible that they can buy plates worth P 273.50? How?
4. What is the number sentence?
5. About how much is the cost of each plate? Why?
c. Have each group presented their work to the class.
2. Exercises: Read Analyze then solve:

Cris is planning to buy a new CD player worth P4 595.25. He tries to save P306.35 a
week from his allowance. How many weeks will it take him to save the amount enough to
buy the CD player?
3. Generalization
What are the steps in solving word problems?
How do you analyze and solve word problems involving decimals?
IV. EVALUATION
Read the word problems. Analyze then solve.
1. Jon saves P105.35 a week. How long will it take him to save P 1 264.20?
2. Robert plans to go to the province for a vacation. He wanted to by presents for his nephews worth
P289.45 each. He allotted P1 157.80. how many nephews does he have in the province?
3. Christian is a businessman. Every first week of December, he deposits P51 025.00 for the
Christmas bonus of his employees. Each employee receives P6 378.50. How many employee are
there?
V. ASSIGNMENT
Make word problems involving division including money.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
MATHEMATICS VI
Date: ___________
Solve 2- to 3- step word problems involving decimals including money
Value: Industry

Skill: Solving 2- to 3- step word problems involving decimals including money
Reference: BEC-PELC II E.5.3 – 5.3.2
Materials: pictures, charts, number wheel

1. Mental Computation:
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?
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?
2. Review: Game using Spin-a-Wheel

a. 9 ÷ 1.5 = N b. 0.8 ÷ 3 = N c. 160 ÷ 0.32 =
3. Motivation
Do you want to get high grades? What will you do?
1. Presentation
Activity:
1. Present this problem
Mang Tisoy brought 2 bags of onions to market. One bag weighs 8 kilograms and the
other bag weighs 6.5 kilograms. He repacked the onions in plastic bags of 0.25 kilograms
per pack and sold each pack for P12.50. How much will he get if all the packs were sold?
2. Analyze and solve the problem:
a. What is asked?
b. What are given?
c. What are the hidden question?
d. What operation will you use?
e. What is the equation for the problem?
3. Discussion
a. In solving 2-3 step problems, what do you solve first?
b. How do you express your answer to the problem?
2. 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 042.50. How much will each pay?
3. Generalization
How do you sold 2-3 step word problems involving decimals?
IV. EVALUATION
Solve the problem bellow and label your answer.
1. Lerna and her classmate went swimming. They spent P1 206.25 for food and P1 172.50 for
transformation and entrance fees. They got P1 196.75 from the club funds and each one shared
P98.50 to pay for the remaining expenses. How many shared in the amount?
2. Grace receives P220.50 as school allowance from her mother. Her aunt gave her an additional
P183.73. If her daily expenses is P36.75, for how many days will her allowance last?
V. ASSIGNMENT
Solve the following problems. Label your answers.
1. Jun and Richard repaired a broken rattan bed and were paid P 1 128.00. If Jun worked for 8.5
hours and Richard for 7.5 hours, how much were they paid per hour?
2. The barangay officials of Barangay Masaya received 150 sacks of rice weighing 50 kilograms
each. 350 kilograms were distributed to the flood victims for the barangay. The rest were
repacked in plastic bags of 2.5 kilogram each to the street children. How many street children
received the rice?
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
_____________
MATHEMATICS VI
Date: ___________
Generalize when a number is divisible by another number
Value: Sportmanship

Skill: Determine when a number is divisible by another number.
Reference: BEC-PELC II. F.1.1
Materials: Activity cards

1. Drill: Skip counting by 2, 3, 4, 5 & 6
2. Review
Group activity using activity cards
a. Divide the class into 4 groups
b. Each group will be given a window card to be answered in turn by the members.
c. The first group to finish with all correct answers wins.
3. Motivation
Ask pupils if they want to learn some ways of getting quotients more easily.
1. Presentation
Activity: “Lets Explore”
1. Study the following equations. 2 x 8 = 16 16 ÷ 2 = 8 16 ÷ 8 = 2
2. Ask: a. What are the factor of 16? b. Can 16 be divided exactly by 2? By 8?
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.
2. Fixing Skills: Relay

Test for the divisibility of the following numbers. Put a check on the proper column.
2 3 4 5 6 7 8 9 10
1 840
2 144
3 184
4 4828
5 400
3. Generalization
How would you determine that a number is divisible by a certain number? Are the rules
formulated true all numbers?
IV. EVALUATION
Formative Test: List the numbers that divide the following.
1. 36
2. 150
3. 187
4. 225
5. 1260
V. ASSIGNMENT
Determine the divisibility of the following numbers by 2, 3, 4, 5, 9, 10.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
MATHEMATICS VI
Date: ___________
Identify prime and composite numbers
Value: Kindness to animals

Skill: Identifying prime and composite numbers
Reference: BEC-PELC II F.1.2
Materials: chart, flashcards, number cards 1-100 small squares, hundred chart, crayon

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. The teacher flashes a card.
3. The groups of pupils are given 1 minute to divide what their answers be.
4. Each member of the group goes to the board simultaneously and writes the answers.
5. The teacher checks the answers.
6. The group having the most number of correct answers wins.
2. Review
Let’s Pick Flower
1. Pick a flower from the garden.
2. Read the number aloud and tell if it is even or odd.
3. Place the number in the basket provided for.
3. Motivation
Ask pupils if they have been to the zoo. Let them tell their experience of going to the zoo.
Let them also tell what they commonly see at the zoo. Illicit from the pupils what should be
done to preserve the animals at the zoo.
1. Presentation
Activity:
1. Divide the group into 2
2. Use the basket of even and odd numbers.
3. List down the factors of the number in each basket.
4. Report to the class the factors of each number and tell how many composite/prime
number their group has.
5. Report to the class the factors of each number and tell how m any composite/prime
number their group has.
2. Fixing Skills:
Give the factors of the number. Then write prime if the number is prime number and
write composite if it is a composite number.
factors
________ 1. 27
________ 2. 37
________ 3. 49
________ 4. 53
________ 5. 60
3. Generalization
What are prime numbers? Composite numbers?
IV. EVALUATION
Write P if the number is prime and C if it is a composite number.
________ 1. 72
________ 2. 14
________ 3. 27
________ 4. 18
________ 5. 68
V. ASSIGNMENT
Find the prime number and composite number in:
Number Least Greatest

a. 1-digit
b. 2-digit
c. 3-digit
d. 4-digit
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
MATHEMATICS VI
Date: ___________
Write the prime factorization of a given number
Value: Helpulness

Skill: Prime factorization of a given number
Materials: chart, card

“Guessing Game” – Play guessing game by guessing the answer to the following:
a. I am more than 10 but less than 15, of my factors is 7. Who am I?
b. I am 25, what are my prime factors?
c. The largest composite number between 10 and 20 is my sister’s age. How old is she?
2. Review
Check up of assignment
3. Motivation
Ask pupils if they have heard the term “prime factorization” of numbers. Let them make
inferences as to what I means.
1. Presentation
a. Problem Opener
b. Let them answer the following:
1. What does Mary Jane have?
2. What does she want to do with the fruits?
3. How many guavas does he have? How many mangoes does she have?
c. Ask the pupils to find the factors of 36 and 24
d. Show the class a factor tree.
e. Lead the class to discover the 2 x 3 x 2 x 3 are the prime factorization of 36 and 3 x 2 x 2
x 2 are the prime factorization of 24.
2. Practice Exercises:
Write TRUE if the prime factorization of the give number is correct and FALSE if it is wrong
a. 24 = 2 x 2 x 2 x 3 c. 81 = 3 x 3 x 3 x 3
b. 18 = 2 x 3 x 2 d. 76 = 2 x 2 x 19
3. Generalization
A number be it a prime or composite number will have prime factors. The process to get
the prime factors of a certain number is called prime factorization.
IV. EVALUATION
Give the prime factorization of:
1. 16 = 2. 27 = 3. 48 = 4. 56 = 5. 64 =
V. ASSIGNMENT
Give the prime factorization of:
1. 30 = 2. 56 = 3. 43 = 4. 72 = 5. 54 =
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
MATHEMATICS VI
Date: ___________
Determine the greatest common factor (GCF) of 2 or more numbers.
Value: Teamwork

Skill: Determining the GCF of 2 or more numbers.

Materials: fish cutouts, improvised aquarium and fishing rod

Drill on identifying prime and composite numbers.
Strategy: fishing
Materials: fish cut outs, improvise aquarium and fishing rod
Mechanics: A pupil be asked to catch fish which has a number pasted on it. The child
identifies if the number is prime or composite.
2. Review: Give the prime factorization of: a. 18 = b. 27 = c. 24 =
3. Motivation:
Tree different candies are to be put into candy bags so that the bags contain equal
amounts of candies of the same kind. There are 180, 240 and 300 of the different kinds of
candies respectively. Each candy has to got into a candy bag, that is, there must be no left
over candies. How many candy bags that could be filled? How many candies will there be in
a each bag? Can you think of away of getting the answer to this problem? Let us analyze the
problem. Since there should be no candies left over, the number of candies. This means that
the number of candy bags must be a factor of 180, 240 and 300. Let us work with simpler
numbers first.
1. Presentation
a. Factor Lists
A pupil will be asked to give a composite number less than 30, and give its factors.
Another pupil will be asked to give another number with its factors.
b. Prime Factorization
Discuss how to get the prime factors of a given number using the factor tree.
2. Fixing Skills: Write the GCF of the following sets of numbers.

a. 2 and 6 b. 5 and 20 c. 8 and 24 d. 8 and 56
3. Generalization
What are the methods of finding GCF of given numbers? Which method do you like
best? Why? Could these methods be used to find the GCF of 3 or more numbers?
IV. EVALUATION
Find the GCF of each set of numbers.
1. 98, 147
2. 20, 75
3. 30, 35
4. 66, 110
5. 18, 24, 54
V. ASSIGNMENT
Find the GCF of each set of numbers.
1. 210, 231
2. 420, 504
3. 50, 75, 100, 125
4. 35, 63
5. 75, 45
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
MATHEMATICS VI
Date: ___________
Determine the least common multiple (LCM) of 2 or more numbers
Value: Confidence

Skill: Determine the LCM of 2 or more numbers
Materials: chart, activity card

1. Review
Activity Puzzle
Complete the puzzle by giving the prime factorization of the numbers in the clue
2. Motivation:
Ask pupils if they have friends. Let them tell what they do with their friends.
1. Presentation
Activity:
1. Present a dialogue
2. Answer the following:
a. What did Mr. Santos want to give to the boys?
b. What do you think they would do with the seedlings?
c. What benefit do we get from this activity
d. What do you call the number 36, the least number visible by 12 and 9?
2. Fixing Skills: Find the LCM by listing the multiples

a. 21, 15 b. 12, 10 c. 16, 20 d. 12, 10
3. Generalization
To determine the LCM with a set of numbers, list down all the multiples of the numbers
and get the least common multiple. Can this procedure be used to get the LCM of three or
more numbers?
IV. EVALUATION
Determine the LCM of each pair of numbers using the listing method.
1. 10 and 25 2. 20 and 50 3. 42 and 48 4. 20 and 45 5. 24 and 18
V. ASSIGNMENT
Find the LCM and GCM of each pair of number.
1. 15 and 30 2. 21 and 45 3. 16 and 24 4. 8 and 12 5. 12 and 32
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
MATHEMATICS VI
Date: ___________
Name the fraction or mixed number described by a shaded region, set or point on the number line
Value: Cooperation

Skill: Name the fraction or mixed number described by a shaded region, set or point on the
number line
Reference: PELC II G.1
Materials: Math Textbook, magazines, newspapers, scissors, glue, bond paper

1. Mental Computation Drill:
Solving for the GCF/LCM of a set of numbers
a. 10, 15, 20 b. 38, 9, 54 c. 36, 57
2. Review: Determine the LCM of the each pair of numbers

a. 8 and 12 b. 15 and 35 c. 12 and 9 d. 12 and 16
3. Motivation:
a. show illustration of figures
b. Ask the following figures
1. Which region shows a fraction whose value is less than 1? Name the fraction.
2. Which region shows a fraction whose value is equal to 1? Give the fraction.
3. Which region shows a fraction whose value is greater than 1? Name the fraction.
1. Presentation
Activity:
1. Ask the students to cut out articles in newspapers or magazines that show a fraction or
mixed number.
2. Ask them to make a collage of these articles on bond paper.
3. Ask them also to highlight with a marker the fractions or mixed numbers in the articles.
4. Discuss the value of cooperation with a learning partner. Illicit from the pupils how best
they could show cooperation in everything they do in school and the effect of it in the
task at hand.
2. Fixing Skills: Look at the figure.

1. Look at the figure.
a. Give two fractions to tell what part of the rectangular region is shaded red.
b. Give two fractions to tell what part of the rectangular region is shaded blue.
c. What part of the region is not shaded?
d. Give two fractions to describe the part of the region that lies to the left of the red line.
2. What fraction names point B?
1 2 B 3
3. Generalization
What is fraction? What does the numerator of the fraction tell? What are the kinds of
fraction we discussed? How do we name fractions give shaded regions, sets and number line?
IV. EVALUATION
Write the fraction of the shaded part
1.
2.
a. Write an improper fraction for the shaded part.

b. Write a mixed number for the shaded part.
V. ASSIGNMENT
Illustrate/draw the following fractions
3/8 6/5 3 2/3 8/12 12/5
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
MATHEMATICS VI
Date: ___________
Rename fractions as decimals and vice versa.
Value: Helpfulness

Skill: Renaming fractions as decimals and vice versa.
Reference: BEC-PELC II G.2
Materials: 10 x 10 grid, flashcards

1. Drill: Use of flashcards
Give the fraction for the given situation.
1. 2 boys out of 15 boys (2/15)
2. P3.00 out of P100 (3/100)
3. 7 red marble out of 30 marbles (7/30)
4. 30 marbles out of 30 marbles (30/30)
5. 3 parts of a square equally divided into 8 (3/8)
2. Review:
Check up of assignment
3. Motivation:
How many of you have gone to the market? Tell the class this situation.
Liza and their mother went to market to buy some fish. They asked for ¾ kg. of fish. The
seller put two fish on the scale and it reads 0.71 kg. Did they have enough of what they asked
for?
Who help mother in our story? What kind of a child is Liza? If you were Liza, would you
also help your mother at home? How?
1. Presentation
Activity: Use of a Grid
1. Use the 10 by 10 grid in Activity
2. Ask pupil to shade or color certain small square.
Example: color/shade 7 grids
How many grids are shaded of the 100 parts? (7/100). Guide them to see that 7/100
can also be written as decimal (0.07). Lead them to see how it is done.
3. Continue the activity until the pupil can answer succeeding questions with ease.
2. Fixing Skills: Change to decimals

a. 15/20 b. 4/5 c. 7/12 d. 9/20 e. 15/40
3. Generalization
How do you change fraction to decimals? How do you change decimals to fractions?
IV. EVALUATION
Rename the decimals as fractions.
1. 0.7 2. 0.16 3. 0.03 4. 7.24 5. 4.005
V. ASSIGNMENT
Rename as fractions or decimals.
1. 5/8 2. 0.001 3. 12 7/50 4. 50.8 5. 2 17/500
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
MATHEMATICS VI
Date: ___________
Solve for the missing term in a pair of equivalent fractions
Value: Care for the body

Skill: Forming and solving for the missing term in a pair of equivalent fractions
Reference: BEC-PELC II G.3.3-3.4
Materials: strips of paper, fraction bars, activity cards

1. Drill: Naming fractional parts
E.g. 50 pupils in a class
1. 30 are boys (30/50) 4. 7 pupils are absent (7/50)
2. 20 are girls (20/50) 5. 43 pupils are absent (43/50)
3. 15 girls have shoes (15/20)
2. Review: What bigger number can divide equally the given pair of number.
a. 5 b. 14 c. 16
10 42 24
3. Motivation:
Find a partner. Look for a body parts which come in pairs. Does each pair have the same
function? Discuss the functions? What do you think will happen of one of the pair will be
damage? How will you take care of your body parts so they can function well?
1. Presentation
Activity: Working by learning team.
Give activity card for each group to work on.
1) 1 = _ 2) 16 = 2 3) 2 = 4 4) 100 = _ 5) __ = 3
3 6 3 5 1000 10 12 6
2. Fixing Skills: Solve for the missing term

1) 2 = _ 2) 6 = __ 3) 5 = 25 4) _ = 63 5) 40 = 16
3 9 7 28 9 9 81 20
3. Generalization
How do we solve for the missing term in an equivalent fraction?
IV. EVALUATION
Solve for the missing term
1) 2 = _ 2) 40 = 4 3) 9 = 3 4) 1 = 9 5) _ = 20
4 8 50 4 2 5 25
V. ASSIGNMENT
Use the number in the box to write an equivalent fractions. You can use a number more than once.
8 14 1 4
12 2 3 18
1. 3/12 2. 2/6 3. 6/12 4. 6/7 5. 4/8
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
MATHEMATICS VI
Date: ___________
Reduce fractions to lowest terms
Value: Sharing a fraction of a time to help

Skill: Reduce fractions to lowest terms
Reference: BEC-PELC II G-5

1. Drill: Finding Equivalent Fractions
Activity – Partner Hunting
a. Teacher prepare on small cards 2 sets of fractions that are equivalent
b. Divide the class into two teams with 10 players each. A player in the team is given a
fraction card.
c. At the signal “Go”, each player in the team looks for a fractional equivalent to what
he/she is holding from among his/her teammates.
d. The first team to finish “partner-hunting” falls in line with their partners
e. The team with the higher score wins.
2. Review: Solving the missing term in a pair of equivalent fractions

3=n _ = 20 4 = 24 5=_
4 16 5 25 3 6 30
1. Presentation
Look at this fraction.
12 ( 1, 2, 3, 6, 12 )
15 ( 1, 2, 3, 6, 12 )
a.What are the fractions fo 12? ( 1 x 12, 3 x 4, 6 x 2)

b.What are the factors of 15? ( 1 x 15, 3 x 15 )
c.What is the largest number that is a factor of 12 and also a factor of 15? (3)
d.Divide the numerator and the denominator by the GCF 3.
12 ÷ 3 4
15 3 5
2. Practice Exercises:
List the factor of the numerator and the denominator. Encircle the greatest common factor.
1. 8 ( 1, 2, 4, 8)
9 ( 1, 2, 3 , 4 , 6, 12)
2. 2/4
3. 3/9
4. 5/9
5. 9/16
3. Generalization
When is a fraction is lowest terms? How do you reduce fraction to lowest terms?
IV. EVALUATION
Determine whether the fraction is in lowest terms. Write Yes or No.
1. 3/5 2. 2/6 3. 4/10 4. 5/12 5. 21/28
V. ASSIGNMENT
Write each fraction in lowest terms.
1. 9/12 2. 24/32 3. 25/65 4. 4/10 5. 10/16
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
MATHEMATICS VI
Date: ___________
Change mixed numbers to improper fractions and vice-versa
Value: Helpfulness

Skill: Changing mixed numbers to improper fractions and vice-versa
Materials: Math Textbooks, real objects, drawing, flashcards

Strategy: Tapping Game – Reducing fraction to lowest term
1. Teachers prepares on flashcards with fractions to be changed to lowest terms.
2. The class is divided into 2 groups. The first player for each group stays in front.
3. The first player is determined by a toss coin.
4. The teacher raises a flashcard and the first player gives the lowest term of the fraction.
5. A correct answer will earn a point for the group. The group that scores more wins.
2. Review: Use flashcards. Give the missing term

1. 3 = 1 2. 20 = 10 3. 1 = __ 4. 4 = _ 5. 9 = 3
5 36 4 8 3 9 12
1. Presentation
Strategy: Use a problem opener
1. How many flowers are there? How many groups of 3 are there? So we can also write
it as 10/3 which is equal to 3 ½
2. What part of the group is a flower?
3. How many groups are there?
4. What part of a group is the flower?
5. How many wholes are there? (3) What part of the group is the left over? (1)
6. How do you write a fraction for this? (3 ½)
7. How many 1/3 are there?
8. What fraction can you write for this?
2. Fixing Skills: Write an improper fraction for each mixed number

1. 2 1/6 = ( 2 x 6 ) + 1 = 13/6 4. 6 4/6
2. 3 2/4 5. 7 ½
3. 5 2/8
3. Generalization
How is improper fractions changed to mixed number? How is mixed change to improper
fractions?
IV. EVALUATION
Write as a mixed number.
1. 9/5 2. 10/3 3. 7/3 4. 13/4 5. 15/2
V. ASSIGNMENT
Express fraction in lowest term
1. 54/8 2. 40/12 3. 57/8 4. 38/4 5. 37/9
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
MATHEMATICS VI
Date: ___________
Estimate fractions close to 0, 1/2 , 1
Value: Respectfulness and Helpfulness

Skill: Estimate fractions close to 0, 1/2 , 1
Reference: PELC II G.7
Materials: flashcards, strips of paper, numberline

1. Drill: Identifying fractional parts.
2. Review: Rounding Numbers using flashcards

a. P0.21 b. P0.89 c. P3.75 d. P2.36
3. 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?
1. Presentation
Activity: Game – Where do you belong
1. Teacher prepares fractions on flashcards.
She divides the board in 3 parts and write
0 ½ 1
2. Any number of players
3. Teacher holds up a fraction.
4. The players estimate if the fraction is close 0, ½, or 1.
5. The player goes to where the fraction is close to. If his estimation is wrong he gets out of
the game.
6. The player/s who stay in the game win.
2. Fixing Skills: State whether the fraction is close to 0, ½, 1.

a. 3/5 b. 2/3 c. 1/5 d. 5/7 e. 5/11
3. Generalization
What is the reference point to estimate fractions close to 0, ½ or 1?
IV. EVALUATION
Indicate if the fraction is close to 0, ½ , 1.
1. 1 2. 6 3. 2 4. 4 5. 1
7 8 16 5 3
V. ASSIGNMENT
Use numberline to estimate the fractions close to 0, ½, 1.
1. 7 2. 2 3. 3 4. 9 5. 2
8 2 5 12 14
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
MATHEMATICS VI
Date: ___________
Find the least common denominator (LCD) of a set of fraction
Value: Fairness

Skill: Find the least common denominator (LCD) of a set of fraction
Materials: flashcards, show me board

1. Activity – Individual Work using Show Me Board. Give the LCM orally.
a. 6 and 7 b. 4 and 12 c. 6 and 8 d. 4 and 12 e. 9 and 18
1. Presentation
Activity: Find the LCD of ½, ¼, 1/6.
1. What are the denominators?
2. Get the multiples of each denominator.
3. What smallest number can be found in the list? (12)
a. 2/5 ¾ b. 1/6 3/8 c. ½ 4/7 d. ½ 4/7
2. Fixing Skills: Find the LCD
a. ¾, 5/6 b. 5/6, 6/7, 3/4 c. 2/8, 5/16, 3/18 d. 1/3, 1/5, 3/6
3. Generalization
What are the methods of finding LCD?
IV. EVALUATION
Find the LCD
1. 5/9, ½ 2. ¾, 7/8 3. ¾, 2/3 4. 4/9, 1/6 5. 2/3, 1/7
V. ASSIGNMENT
Find the LCD
1. 3/6, 5/18, 2/3 3. 2/6, 1/3, ¾ 5. 4/5, ½, 3/4
2. 4/9, 2/6, 2/3 4. 2/3, 1/5, 5/6
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
MATHEMATICS VI
Date: ___________
Order fractions in simple and mixed forms in ascending or descending order using different methods
Value: Confidence

Skill: Order fractions in simple and mixed forms in ascending or descending order using
different methods
Reference: BEC-PELC II. G.10
Materials: strips of paper, activity cards, flashcards, drawings

Change the following fractions to lowest term.
a. 2/4 b. 6/15 c. 10/18 d. 21/36 e. 18/24
2. Motivation:
How do you usually arrange name of pupils in a record? Why do we usually do it? How
about numbers, how do we usually write it? Why? Can we also write the reserve way?
1. Presentation
a. Activity: Small Group Activity
Sample Activity Cards. Order from greatest to least. 5 7/8, 5 5/6, 5 ¾
Exercise 1: Order the fractions from least to greatest.
1. 2/3, 2/9, 2/7, 2/5 2. ¼, 1/8, ½, 1/3 3. 5/7, 5/6, 5/12, 5/9
Exercise 2: Order the fractions from greatest to least.
1. 1/9, 13/14, 4/9 2. ½, 5/8, 2/5 3. 4/5, 4/7, ½
b. Make a report on the work of each group. c. Discuss.
d. Guide the pupils for some learning insights.
2. Fixing Skills: Order the fraction in descending order:

a. 6 ¾, 6 2/3, 7 1/10, 5 2/3 b. 12 7/11, 12 ¾, 13 1/11 c. 1 2/6, 1 3/6, 1 4/6
3. Generalization
What are the different ways of ordering fractions? What should be the basis in ordering
fractions in ascending orders? Descending order?
IV. EVALUATION
Arrange the fractions in ascending order
1. 2/5, 1/3, 4/8 3. ¾, 2/3, 5/9 5. 8 1/8, 2 1/8, 6 1/8
2. 5/8, ¾, 2/3 4. 8 ¼, 5 2/5, 7 ½
V. ASSIGNMENT
Arrange the fractions in descending order.
1. 4/12, 4/9, 4/10, 4/7 3. 2/3, 5/6, 4/9 5. 5/6, 7/8, 13/6
2. ½, 1/5, 1/10 4. 4/5, ¾, 7/10
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
MATHEMATICS VI
Date: ___________
Solve mentally word problems involving fractions
Value: Wise use of time

Skill: Solving mentally word problems involving fractions
Reference: BEC-PELC G. II, 11.1
Materials: Math Textbook

Game - Who are you
a. Form 4 team with equal members
b. Teacher flashes cards for pupils to answer.
c. The first pupil tries to answer the question or condition flashed. Each member takes turns
to satisfy the condition. The team with the most correct answers is declared the winner.
2. Review: Check up of assignment

Reduce the following to lowest term:
a. 2/4 b. 6/8 c. 10/15 d. 10/6 e. 15/30
2. Motivation:
1. Presentation
Lito spends 1 ¼ hours gardening and 1 ¼ hours cleaning the yard on Saturday and
Sunday. How many hours of the day does he spend profitably?
a. What are the things you must look into the problem before solving it?
b. What is asked in the problem?
c. What facts are given?
d. Can you solve the problem mentally? Reduce your answer to lowest term.
e. What profitable things does Lito do on weekends?
2. Fixing Skills: Write your answer on your Show Me Board

1. My sum is 5/6. What fraction could we be?
2. I am a whole number and a fraction. What am I?
3. I am dividend into 12 equal parts. You take 9 parts out of me. What names can you give
me?
4. What my total ¾ and 6/8. Simplify my name?
5. I am the number 1. Name me as a fraction. How many names can you give me?
3. Generalization
How do you solve problem mentally?
IV. EVALUATION
1. Father had 40 4/8 meters of wire. He used 10 2/8 meters to fence his rectangular garden. How
much wire was left?
2. The first swimmer to reach the finish line was timed 58 4/10 seconds while the last swimmer was
64 8/10 seconds. What was the difference in time?
3. The first set of a volleyball game was finished 45 7/10 minutes. The second set was finished in 35
5/10 minutes. How much longer did it take to finish the first set than the second set?
V. ASSIGNMENT
Make 5 word problems in fractions that can be solved mentally.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
MATHEMATICS VI
Date: ___________
Visualize addition and subtraction of fractions.
Value: Being physically fit

Skill: Visualizing addition and subtraction of fractions
Reference: BEC-PELC II. H.1
Materials: strips of paper, fractions chart, cutouts

1. 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.
2. Review: Check up of assignment
3. Motivation:
Give each group sets of fractions written on flashcards. Let them group each set to similar
or dissimilar fractions.
Examples: ¼, ¾, 5/7 ½, 3/5, 4/7 3/8, 1/8, 6/8
1. Presentation
Activity: Group Activity - Present a Word Problem
Jose jogs regularly. He jogged 1/5 km then he saw a friend. He jogged another 3/5 km
then he stopped for a while. How many kilometers have he jogged?
a. What does Jose do regularly?
b. What is asked in the problem?
c. What are the given facts?
d. What operation is needed to solve the problem?
e. What is the number sentence?
f. How can you solve the problem using your fraction chart
2. Practice Exercises: Show how to add.
a. 1/6 + 1/6 b. 1/3 + 1/3 c. ¼ + 1/4 d. ¼ + ½
3. Generalization
How do you visualized addition and subtraction of fractions
IV. EVALUATION
Show the sum of:
1. ¼ + 2/4 3. 1 ¼ + 1 ¼ 5. 3/4 + ½
2. 3/8 + 1/8 4. 3/9 + 1/9 + 2/9
V. ASSIGNMENT
How many can you do mentally? Record your score.
1. 1/6 + 3/6 + 1/6 3. 4/15 – 3/15 5. 5/20 + 3/20 + 7/20
2. 3/10 + 2/10 + 5/10 4. 1/9 + 5/9
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
MATHEMATICS VI
Date: ___________
Estimate in sum in simple and mixed forms
Value: Kindness to animals

Skill: Estimating the sum in simple and mixed forms
Reference: BEC-PELC II H.2

Drill on Estimating Fractions Close to 0, ½ or 1
Activity – Where do I Belong?
Materials: 3 sets of 10 flashcards with fractions in simple and mixed forms; 3 cards each
having 0, ½, 1
Mechanics:
1. Form 3 teams. Three pupils will be assigned to hold the cards, 0, 1/2 , or 1. They stand in
front of the class.
2. Distribute the 3 sets of cards to each team.
3. Ask the members of each team to line up on the post where their fraction belong.
4. The class will process the responses.
2. Motivation:
1. Presentation
Activity- Working In Pairs
Complete each statement. Use each fraction in the circle once.
1. 8/10 + ____ is about 2
2. ___ + _____ is about 2
3. ___ + 11/13 is close to 2
4. ___ + ____ is about 1
Have each pair of pupils work collaboratively to discover and identify the addends that
will result to the sum close to the given answers.
2. Fixing Skills: Estimate the sum.

a. 7/8 + 3/7 c. 6/7 + 8/9 e. 12/13 + 6/7
b. ¾ + 4/5 + 1 7/8 d. ½ + 11/12
3. Generalization
How do you estimate the sum of fractions in simple and mixed forms?
IV. EVALUATION
Estimate the sum.
1. ¾ + 15/16 = 3. 3/20 + 5/9 = 5. 6 11/12 + 8 1/8 =
2. 3/5 + 9/10 = 4. 6 1/10 + 7 ¼ =
V. ASSIGNMENT
Estimate the sum
1. 4/9 + 5/8 + 35
2. 4 7/9 + 5 2/10
3. 8/15 + 9/10
4. 6 5/9 + 2 7/9
5. 3 1/8 + 10 3/5 + ÷ 9 9/10 + 12 6/6
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
MATHEMATICS VI
Date: ___________
Estimate difference of fractions in simple and mixed forms.
Value: Thoughtfulness

Skill: Estimate difference of fractions in simple and mixed forms.
Reference: BEC-PELC II.H.2
Materials: flashcards with fractions in simple and mixed forms

1. Drill – Mental Computation
Estimating Fraction Close to 0, ½, 1
Activity - 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, ½, 1
Mechanics:
1. From 3 teams. Each leader of the team gets 1 of the 3 big having 0, ½, 1.
2. Have each member of the team get a card fastened on the board that will be close to the
figure (0, ½, 1) printed on the big card.
3. The class will process the answer of each team.
2. Review: Estimate the sum to the nearest whole number

a. 5/12 + 10/18 b. 1/3 + 1/12 c. 14/15 + 1/20 d. 7/9 + 1/18
3. Motivation:
Do you ever have the experience of measuring a ribbon? For a bow tie?
Who have seen the bow and tie of a ribbon?
1. Presentation
Activity: Tie a Ribbon
Roda has 2 9/10 m of ribbon to tie a gift for mother’s birthday. If she cuts 7/8 m to tie he
pig tails, about how long will be left for the birthday gift?
1. Answer the questions:
a. Who has 2 9/10 m of ribbon?
b. Why does Rhoda have to put ribbon on the gift?
c. Why did Rhoda cut 7/8 m from the 2 9/10m?
2. Lead the pairs of pupils to analyze and solve the problem.
a. Help them see what happened when Rhoda cut 7/8m form 2 9/10m?
b. Let them think aloud such as:
2 9/10 – 7/8 =
3 – 1 = 2, close to 2 m
2. Fixing Skills: Estimate the difference

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

Mathematics Vi Ok

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Mathematics Vi Ok

Uploaded by

Copyright:

Available Formats

MATHEMATICS VI

Value: Keeping oneself physically fit and healthy

II. LEARNING CONTENT

III. LEARNING EXPERIENCE

II. LEARNING CONTENT

III. LEARNING EXPERIENCE

Value: Keeping oneself physically fit and healthy

II. LEARNING CONTENT

III. LEARNING EXPERIENCE

Value: Being Observant

II. LEARNING CONTENT

III. LEARNING EXPERIENCE

Value: Keeping oneself physically fit and healthy

II. LEARNING CONTENT

III. LEARNING EXPERIENCE

II. LEARNING CONTENT

III. LEARNING EXPERIENCE

II. LEARNING CONTENT

III. LEARNING EXPERIENCE

B. Write the number sentence, then solve.

II. LEARNING CONTENT

III. LEARNING EXPERIENCE

2. Estimate the quotient of the following:

II. LEARNING CONTENT

III. LEARNING EXPERIENCE

Value: Keeping oneself physically fit and healthy

II. LEARNING CONTENT

III. LEARNING EXPERIENCE

II. LEARNING CONTENT

III. LEARNING EXPERIENCE

Value: Keeping oneself physically fit and healthy

II. LEARNING CONTENT

III. LEARNING EXPERIENCE

II. LEARNING CONTENT

III. LEARNING EXPERIENCE

II. LEARNING CONTENT

III. LEARNING EXPERIENCE

II. LEARNING CONTENT

III. LEARNING EXPERIENCE

2. Fixing Skills: Divide and check

II. LEARNING CONTENT

III. LEARNING EXPERIENCE

2. Fixing Skills: Divide mentally

II. LEARNING CONTENT

III. LEARNING EXPERIENCE

2. Fixing Skills: Perform mentally

II. LEARNING CONTENT

III. LEARNING EXPERIENCE

3. Motivation: Role playing

2. Exercises: Read Analyze then solve:

II. LEARNING CONTENT

III. LEARNING EXPERIENCE

2. Review: Game using Spin-a-Wheel

2. Fixing Skills: Read Analyze then solve:

II. LEARNING CONTENT

III. LEARNING EXPERIENCE

2. Fixing Skills: Relay

Value: Kindness to animals

II. LEARNING CONTENT

III. LEARNING EXPERIENCE

Number Least Greatest

II. LEARNING CONTENT

III. LEARNING EXPERIENCE

II. LEARNING CONTENT