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Mathematics456/Q1/W6
Divides 3- to 4-digit numbers by Solves routine and non-routine strategies and tools
tens or hundreds or by 1,000 problems involving addition and/or M6NS-If-113.3
without and with remainder subtraction of fractions using
M4NS-If-54.4 appropriate problem solving Creates problems (with reasonable
strategies and tools answers) involving multiplication
M5NS-If-87.2 without or with addition or
subtraction of decimals, mixed
Creates problems (with reasonable decimals and whole numbers
answers) involving addition and/or including money
subtraction of fractions using M6NS-If-114
appropriate problem solving
strategies
M5NS-If-88.2
DAY 1
Lesson Objectives To divide 3- to 4-digit numbers by To subtract fractions and mixed To solve 2- to 3-step problems
1-digit numbers without and with numbers without and with involving multiplication and
remainder regrouping addition of decimals, mixed
decimals and whole numbers
including money using
appropriate problem solving
strategies and tools
Subject Matter Dividing 3- to 4- digit Numbers by Subtracting Fractions and Mixed Solving Two- to Three-Step
1-digit Numbers without and with Numbers without and with Problems Involving Multiplication
Remainder Regrouping and Addition of Decimals
Learning Resources CG, BOW, charts, flats, longs, ones, Teacher’s Guide, Budget of Work, Budget of Work,
flash cards, place value chart, Learners Manual, flash cards Lesson Guide in Elementary
puzzle, and calculator Mathematics 6, pp. 96-100;
Mathematics for Everyday Use,
pp. 114-116, Learning Math
Today, pp. 147-149
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Mathematics456/Q1/W6
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Ask: How will you answer the 2. Lino and his friends ordered
question in the problem? two chicken sandwiches, three
cheeseburgers, and one ham
To answer the question, subtract and egg sandwich. How much
1 3 did they pay?
from .
2 4
3 1
The number sentence is − . Cheeseburger P25.75
4 2 Chicken sandwich P20.00
3 1
Change and to similar fractions Ham and egg sandwich P23.20
4 2
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Mathematics456/Q1/W6
1
= 5 ÷ So, Ivar bought kilogram more
4
avocados than banana.
Write possible number sentences Visualize the problem through
1
hidden in the puzzle either paper folding, represent then fold
2
horizontally, vertically, or 1
diagonally. Solve and check the so you have now 4ths. How many
2
correctness of your answer. 3 1 1
4ths are there? Therefore, – =
4 2 4
Solve this.
Alvin weeded the garden in
3
2 hours and watered the plants in
10
1
1 hours. How much longer did he
10
spend weeding the garden than
watering the plants?
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Mathematics456/Q1/W6
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Mathematics456/Q1/W6
Understand
a. What is asked?
Cost of 12 uniforms
b. What facts are given?
1.25 m for blouse
1.35 m for skirt
P 50 – cost per meter
12 – number of uniforms
c. What are the hidden
questions?
1) amount of material for
each uniform
2) cost of each uniform
Plan
a. What process will I use?
addition, multiplication
b. What is the number
sentence?
12 × [ (1.25 +1.35) × 50] = n
Solve
a. Solve
Step 1 1.25 + 1.35 = 2.60
Step 2 2.60 × 50 = 130
Step 3 12 × 130 = 1560
Check
a. Is the answer sensible?
At P130 each, 10 uniforms
will cost P1,300.
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Mathematics456/Q1/W6
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Mathematics456/Q1/W6
Match the division number 1. Vhenice can repair her car in solve the 2- to 3- step problem
sentence in column A to the 1 involving multiplication and
1 hours. A mechanic can do
quotients in column B. 12 addition of decimals by
8
the same job in hour. How following the step-by-step
A B 12 procedures.
much longer does it take
2. Note: Learners may choose the
Vhenice to do the job?
_____ 1. 165 ÷ 5 = n a. 1,132 item number that he/she can
_____ 2. 763 ÷ 7 = n b. 33 3 answer.
_____ 3. 6,426 ÷ 6 = n c. 91 2. Via spent 1 hours in her a. Emergent learners will
4
_____ 4. 819 ÷ 9 = n d. 109 grandparents’ house. This was answer at least 2
_____ 5. 3,396 ÷ 3 = n e. 1,071 2 problems.
f. 81 of an hour more than the time b. Developing learners will
3
she spent at the mall. How answer at least 3
much time did she spend at the problems.
mall? c. Advanced learners will
answer the 5 problems.
1
3. Wilma bought 1 kg of grapes
2
for her younger sister. They ate
1
kg of it. How many kilograms
4
of grapes were left?
2
4. Arlene has 12 meters of yarn
5
3
on a ball. After 8 meters were
5
unwound, how many meters of
yarn remained on the ball?
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Mathematics456/Q1/W6
1
of juice. If each pitcher has 3
10
cups less juice than the one
before it, find the amount of
juice in each of the other
pitchers.
Remarks
Reflection
DAY 2
Lesson Objectives To divide 3- to 4-digit numbers by 2- To solve routine and non-routine To solve 2- to 3-step problems
digit numbers without and with problems involving addition of involving multiplication and
remainder fractions using appropriate problem subtraction of decimals, mixed
solving strategies and tools decimals and whole numbers
including money using
appropriate problem solving
strategies and tools
Subject Matter Dividing 3- to 4-digit Numbers by Solving Routine and Non-routine Solving Two to Three-Step
2-digit Numbers without and with Problems Involving Addition of Problems Involving Multiplication
Remainder Fractions and Subtraction of Decimals
Learning Resources CG, BOW, charts, activity sheets, K-12 Grade 5 Curriculum Guide, CG, Budget of Work, Lesson
number cards, place value chart, Teacher’s Guide, Budget of Work, Guide in Elementary Mathematics
laptop, TV (optional), and task Learner’s Manual 6, pp. 96-100; Mathematics for
cards Everyday Use, pp. 114-116,
Learning Math Today, pp. 147-149
Procedure Teaching, Learning and Assessment Activities
I T G
“The Einstein in Me” Present the problem. Problem Solving Tic-Tac-Toe
Distribute the activity sheets to the
pupils. Let them master the
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Mathematics456/Q1/W6
concepts they have learned in the 5 Have the learners work in groups.
Darwin painted his room using
previous lesson. 6 Assign a pupil leader as facilitator
liter of blue paint and
2
liter of and scorer. (See Appendix 5.)
3
white paint. How much paint was Mechanics:
used in all? 1. Each group will choose 3
problems to solve. It must be 3
You can solve the problem using the in a row up, down, or diagonal.
following steps. 2. The game continues until all
the squares are filled with
answers.
Understand 3. The group with the most
Know what is asked: number of tic-tac-toes wins.
The liter of paint that was used to
paint the room
Plan
Draw a picture:
5
6
5
6
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Mathematics456/Q1/W6
2 4 1
=
3 6 6
5 2
+ =n
6 3
5 2 5 4 1
– = – =
6 3 6 6 6
5 2 5 4 9
+ = + =
6 3 6 6 6
1
or 1
2
Solve
Solution:
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Mathematics456/Q1/W6
O – Operation/s to be used
S – Solution
A – Answer
T I
“Mr. A I, the Modern Teacher” Read and solve each problem.
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G G T
“Build the Broken Pieces” Have the class answer in 1. Conduct a drill on subtraction
Appendix 7 and present the of decimals.
Prepare a chart on the steps of exercises it in class. Examples:
dividing 3-digit numbers. Use fill in 7.0352 – 2.8791
the blanks as strategy to complete 15.2804 – 9.0842
the steps. 273.4 – 176.48
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Learning Resources CG, BOW, charts, laptop, task K to 12 grade 5 Curriculum; CG, Budget of Work; Lesson
cards, DD cards, TV or projector Growing Up with Math, pp. Guide in Mathematics 6, pp. 96-
(optional) Lesson Guide in Mathematics 5, 100; Mathematics for Everyday
pp. 119, 172, 176 Use, pp. 114-116; Learning Math
Today, pp. 147-149
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Mathematics456/Q1/W6
Group 1:
Role Playing
Solve the problem by acting it
out.
Group 2:
Using Algorithm
Solve the problem by following
the mathematical procedures.
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Mathematics456/Q1/W6
2/3,
3/4
4/6, 2/3,
2/5 4/6
2/3, 1/2,
3/4 2/3
Ask:
1. Who baked a cake?
2. What portion of an apple pie did
Justine’s brother eat?
3. What about her sister?
4. What kind of a sister is Justine?
5. Are you going to do the same?
Why?
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Mathematics456/Q1/W6
Ask:
1. What does the problem ask for?
2. How will you solve the problem?
Expected answer:
3 2 12 10
– = –
5 4 20 20
Understand
Know what is asked in the problem:
Who ate more? By how much?
3 2
Know the given facts: and
5 4
Plan
Determine the operation to use.
Subtraction
Draw a picture to represent the
problem.
3 12
=
5 20
2 10
=
4 20
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Mathematics456/Q1/W6
Solve
Think of the solution to the problem
For the first question, by comparing
3 2
the size: is larger than .
5 4
3 12 2 10
= and =
5 20 4 20
12 10 2 1
= = or
20 20 20 10
12 2 10
is more than
20 20 20
Answer:
2
Justine’s brother ate more by or
20
1
part.
10
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Mathematics456/Q1/W6
T G
“Long Division Song” Let the pupils express their
thoughts about the activity.
Present the song in the class. Appreciate the thoughts then ask,
(Download the song at youtube.com “How did you solve the problem?”
following the link:
https://www.youtube.com/watch?v=Vv Expected answers:
QelzRQe7k) or use your voice to We followed these steps in solving
model the song. Tell them to write the problem.
or remember the steps in long 1. Understand the problem
division. We knew what the problem
(See Appendix 10.) asks for
We wrote down the given facts.
Ask: What are the steps in long
division without remainder? 2. Plan
We determined the operation to
use.
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3. Solve
We drew a picture for the
problem.
We thought of a solution to the
problem.
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Mathematics456/Q1/W6
E – xpress
How am I going to write
number sentence?
S – olve
What are the steps to solve the
problem?
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Mathematics456/Q1/W6
B
1. amount of 2 kilograms of sugar
2. amount of 3 kilograms of rice
3. Total cost of sugar and rice
E
[500-(2 × P 45.75 + 3 × 35.50)] = n
S
Step 1 2 × P45.75 = P91.50
Step 2 3 × P 35.25 = P105.75
Step 3 P91.50 + 106.50 = P197.25
Step 4 P500 – 197.25 = P302.75
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Mathematics456/Q1/W6
Example: Mechanics:
1. Assemble the cube template.
2. Let the learners analyze the
problem written in metacards
before they start the activity.
3. Learners sit together forming
a circle and take turns in
rolling the cube.
4. When a learner rolls a cube,
he/she will perform the activity
that appears. Learner gets a
chance to do the task and
Use the following for numbers 2 gains the points if the cube
to 5. shows letter C, U, B or else
he/she will lose the turn and
will pass the cube to the next
2. 25√1 125 4. 16√1 968 member of the group. If
Cubing for Problem Solving
appears, they will get a chance
to roll the cube again.
5. After finishing the task for
3. 12√1 488 5. 13√1 599 CUB, it’s now time to do the
task for ES.
6. Learners will wait until the
cube shows E and S. If it does
not appear when they roll the
cube, they will lose their turn.
7. The one who first completes
the task is the winner.
Remarks
Reflection
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Mathematics456/Q1/W6
DAY 4
Lesson Objectives To divide 3- to 4-digit numbers by To create problems (with To create problems (with
tens or hundreds or by 1,000 with reasonable answers) involving reasonable answers) involving
remainder addition and/or subtraction of multiplication without or with
fractions using appropriate problem addition or subtraction of
solving strategies decimals, mixed decimals and
whole numbers including money
Subject Matter Dividing 3- to 4-Digit Numbers by Creating Problems Involving Creating Problems Involving
Tens or Hundreds or by 1 000 with Addition and/or Subtraction of Multiplication Without or With
Remainder Fractions Addition or Subtraction of
Decimals
Learning Resources CG, BOW, flash cards, slides Teacher’s Guide, Budget of Work, CG, Lesson Guide in Elementary
(powerpoint presentation), K-W-L Learner’s Manual Lesson Guide Mathematics 6, pp. 96-100,
chart, T-chart, charts Math 5, p. 177-179 Budget of Work, Mathematics for
Everyday Use, pp. 114-116,
Learning Math Today, pp. 147-149
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Mathematics456/Q1/W6
2. Think of the problem you want 2. They will set up their own
to write. store and will assign prices for
3. Read some problems and study each item.
their solutions. 3. From these, they will create
problems involving
You also consider the following multiplication without or with
when creating a problem: addition or subtraction of
a Characters decimals.
b. Situation/Setting 4. Pupils will try to solve the
c. Data problems they created by
d. Key question following the step-by-step
procedures.
Study the problem as an example
for the given data. Note: Each group can make as
many problems as they can.
2
Liza bought m of white ribbon and
8
2
m of yellow ribbon to make
4
flowers. After making 5 flowers, she
3
found out she had m of ribbons
6
left. How many meters of ribbon did
she use for the flowers?
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Mathematics456/Q1/W6
T G
Process their answers to the Sample Problems:
previous activity.
Station 1:
“The Essence of Sharing” Liza bought ribbons to make
2
flowers. She bought m of white
8
2
ribbon and m of yellow ribbon.
4
How many meters of ribbon did she
buy to make flowers?
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A I A
Divide the following: Create a one- step word problem 1. Distribute the worksheet.
involving (a) addition and (b) (See Appendix 17.) Let the
subtraction of fractions using the learners use the information
÷ 10 ÷ 100 ÷ 1 000
following data. given to create a problem
involving multiplication
1. 8000
without or with addition or
Grams of sugar
2. 5000 Days subtraction of decimals.
used in making
2. They will try to solve the
fruit shake
3. 7000 problem they have created by
following the step-by-step
Monday 1
4. 3000 grams procedures.
2
a. Emergent learners will
5. 2500 Wednesday 2 create and answer at least 1
grams problem.
5
b. Developing learners will
Saturday 2 cretae and answer at least
grams
4 2 problems.
c. Advanced learner will
Sunday 4
create and answer at least
grams
5
3 problems.
Remarks
Reflection
DAY 5
Lesson Objectives To recall all the concepts learned To recall all the concepts learned To recall all the concepts learned
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A A A
Group 1: Acting Out See Appendix 19 for the See Appendix 20 for the
Summative Test. Summative Test.
Act-out the given problem. Use
play money.
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