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Mathematics456/Q1/W6

Lesson Plans for Multigrade Classes


MATHEMATICS
Grades 4, 5 and 6
Quarter : ONE
Week : SIX
Grade Level Grade 4 Grade 5 Grade 6
Content Standard demonstrates understanding of demonstrates understanding of demonstrates understanding of
The Learner… whole numbers up to 100 000 whole numbers up to 10 000 000 the four fundamental operations
involving fractions and decimals
demonstrates understanding of demonstrates understanding of
multiplication and division of whole divisibility, order of operations,
numbers including money factors and multiples, and the four
fundamental operations involving
fractions
Performance Standard is able to recognize and represent is able to recognize and represent is able to apply the four
The Learner… whole numbers up to 100,000 in whole numbers up to 10,000,000 in fundamental operations involving
various forms and contexts various forms and contexts fractions and decimals in
mathematical problems and real-
is able to apply multiplication and is able to apply divisibility, order of life situations
division of whole numbers operations, factors and multiples,
including money in mathematical and the four fundamental
problems and real-life situations operations involving fractions in
mathematical problems and real-
life situations
Competencies Divides 3- to 4-digit numbers by 1- Subtracts fractions and mixed Solves multi-step problems
to 2-digit numbers without and fractions without and with involving multiplication and
with remainder regrouping addition or subtraction of
M4NS-If-54.3 M5NS-If-85 decimals, mixed decimals and
whole numbers including money
using appropriate problem solving

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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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Procedure Grouping Structures (tick boxes):


Use these letter icons to
 Whole Class  Mixed Ability Groups  Friendship Groups
show methodology and
Describe the parts of the lesson (for  Ability Groups  Other (specify)
assessment activities.
example the introduction), where you  Grade Groups  Combination of Structures
T Direct Teaching may address all grade levels as one group.

G Group Activity Teaching, Learning and Assessment Activities


I Individual Activity T G G
Ask: Did you ever receive an A. Conduct a drill on basic A-maze-ing Problem Solving
A Assessment
invitation from your friends? subtraction facts using window Have the learners work in groups.
What kind of invitation did you card. Assign a pupil leader as facilitator
receive? (See Appendix 1.) and scorer. The game is similar to
“Snake Ladder.”
Relate the situation to pupils’ B. Conduct oral drill on basic (See Appendix 2.)
experiences. subtraction facts using flash
cards. Prepare problem cards before
Jefferson Ed celebrated his conducting the activity.
10th birthday. He invited
8–2 12 – 5 18 – 4 Mechanics:
121 friends. If he was able
to make 11 invitations per 1. Each group will choose a
hour, how many hours did 15 – 10 4–1 problem card to solve and will
8–7
he spend in making the analyse the problem carefully.
invitations? 2. They will perform the steps in
7–5 9–6 13 – 2 solving problems as they travel
through the maze.
Ask: Corresponding points will be
1. Who celebrated his 10th gained if they performed each
birthday? step correctly. Points gained
2. Who did he invite on his will be added.
birthday?
3. What is asked in the problem?
4. How can we solve the problem?

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Illustrate the correct steps in


dividing 3- to 4-digit numbers by
1-digit number. Maximize pupils’
participation.

Use other examples if necessary for


further understanding and
mastery.

Ask the pupils to restate the steps


in dividing 3- to 4-digit numbers by
1-digit number.
G T G
Task A “Mix and Match” Present the problem. Have pupils solve word problems.
3 Sample problems:
Find the correct answers to the set Ivar bought kilogram of avocado 1. Mr. Reyes is paid P85.50 per
4
of number sentences written on the 1 hour of work. He works six
flash cards. and kilogram of banana. How hours each day for four days.
2
On the fifth day, he works 3.25
many more kilograms of avocado
Examples: hours. How much will he
than banana did he buy?
receive for those five days?

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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Task B by first finding the LCD of 2 and 4 3. A dressmaker went to a textile


Solve the puzzle. which is 4. store and bought 8.2 meters of
tetoron, 2.5 meters of linen,
3 3 and 3.5 meters of cotton. How
=
50 ÷ = 10 4 4 much did she pay?
1 2
÷ ÷
− =
2 4 Price List
1 Tetoron P39.00 per meter
80 ÷ 2 = 4 Linen P 72.25 per meter
Cotton P 54.50 per meter
Subtract the numerators and copy
= = the denominator.

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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Let the pupil solve the problem on


the board.

Ask: What are the steps in solving


subtraction of fractions and mixed
numbers without and with
regrouping?
I I T
“Maximize the Human Power” Have the pupils do the activities on 1. Conduct a drill on addition
subtracting fractions. of decimals.
Let the pupils divide each number (See Appendix 3.)
Examples:
sentence manually. To check the
0.7613 + 0.294
correctness of their answer, provide
opportunities for them to use a 0.6411 + 0.2572
calculator afterwards. You may 0.871 + 0.2934
demonstrate on how to use it and
explain its advantages and 2. Present the problem. Ask the
disadvantages. class to read and understand
1. 806 ÷ 6 6. 789 ÷ 6 it.
2. 972 ÷ 3 7. 2,056 ÷ 8
3. 6,305 ÷ 5 8. 3,462 ÷ 9
4. 968 ÷ 4 9. 875 ÷ 7
5. 9,092 ÷ 3 10. 4,125 ÷ 9

3. Discuss the step-by-step


procedure in analysing a 2- to
3-step word problem by
answering the following
questions.

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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

b. Give the complete answer.


12 uniforms will cost P1,560

Check
a. Is the answer sensible?
At P130 each, 10 uniforms
will cost P1,300.

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Two uniforms will cost more


than P200.
P1,300 + P200 is P1,500.
The cost of 12 uniforms is
more than P1,500.
The answer is sensible.
b. Is the computation correct?
Yes.

4. Let the pupils think-pair-share


in solving the problem. Remind
them to follow the four-step
plan in problem solving.

Rico saves P4.50 on Monday,


P7.25 on Tuesday, P5.75 on
Wednesday, P3.50 on
Thursday and P8.50 on Friday
from his transportation
expenses for 2 weeks. How
much does he save from
Sunday to Friday?

5. Lead the pupils to generalize


as follows:
In solving problems, we follow
these four-step plan:
Understand, Plan, Solve,
Check.
A G A
“I Can Divide, It’s Easy!” Read and solve each problem. 1. Distribute the worksheet. (See
Appendix 4.) Let the learners

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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?

5. There are 5 pitchers of fruit


juice arranged in a row. The
9
first pitcher contains 9 cups
10

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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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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

Know the given facts


4 4
liter of blue paint; liter of white
6 5
paint

Plan

Draw a picture:

5
6

5
6

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2 4 1
=
3 6 6

Identify the operation to be


used
Addition

Write the number sentence

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:

Check and Look back


Answer:
a. the amount of paint in liter
used to paint the room
(You may use the AGOSA step:)
A – Asked
G – Given

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O – Operation/s to be used
S – Solution
A – Answer
T I
“Mr. A I, the Modern Teacher” Read and solve each problem.

Introduce Mr. A I as Artificial 3


1. Giselle spent hour preparing
Intelligence with human 4
intervention. Provide opportunity the soil and
2
hour planting.
of IT integration in the lesson. 3
Infuse the importance of using How much time did she spend
technology. in the garden?

Option 1: 2. Mrs. Deculing bought a


Video lesson/Downloaded video rectangular cake. She divided it
clips at www.youtube.com and
into 8 equal parts. Her son,
choose appropriate video on
3
division of 3-digit numbers by 1 Ivar, ate and her daughter,
digit number with remainder. (See 8
2
Appendix 6 for Video Downloading) Trisha, ate of it. How many
8
Option 2: parts of the cake were eaten?
Use Multimedia Presentation 3. Simon was asked to make the
props for the school play. He
Option 3: 3 1
used roll of green ribbons,
Use Miracast/Android Phone 9 9
Mirroring to Smart TV. 2
roll of yellow and roll of red
9
Option 4: ribbon. How many rolls of
Instructional Techonolgy (colorful ribbon did he use?
visuals, audio recording,
manipulatives, realia, etc.)

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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

2. Present the problem. Ask the


class to read and understand
it.

Mother gave the seller a


P500 peso bill for buying 3.5
kg of pork which cost P180
per kilo. How much change
did mother receive?

3. Discuss the step-by-step


procedure in solving the
problem by completing the
sentence starter.
a. The problem asks you to
look for _______________.
b. The given facts in the
problem are __________.
c. The hidden questions are
__________________.
d. The operations/processes
to be used are _________.
e. The number sentence for
the problem is ________.

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f. The complete answer is


______________________.

4. Let the pupils think-pair-share


in solving the problem. Remind
them to follow the steps in
problem solving.
How much is your change if
you pay P100.00 for
3 sandwiches each costing
P28.25?

5. Lead the pupils to generalize


by answering the question:
What is the importance of
knowing the hidden question
in a problem?
(Knowing the hidden question
will help us to answer the
what is asked in the problem.)
A A
“Challenge Yourself” 1. Distribute the worksheet.
Answer the following questions: (See Appendix 8.) Let the
learners solve the 2- to 3- step
1. If you divide 553 by 6, what is problem involving
the remainder? multiplication and subtraction
2. Dioni had 377 pieces of guavas. of decimals by following the
He wanted to share it equally four-step plan.
between his 7 friends. How
many would each get? Are there 2. Note: Learners may choose the
any spare guavas? If so, how item number that he/she can
many? answer.

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a. Emergent learners will


answer at least 2
problems.
b. Developing learners will
answer at least 3
problems.
c. Advanced learner will
answer the 5 problems.
Remarks
Reflection
DAY 3
Lesson Objectives To divide 3- to 4-digit numbers by To solve routine and non-routine To solve multi-step problems
tens or hundreds or by 1,000 problems involving subtraction of involving multiplication and
without remainder fractions using appropriate problem addition or subtraction of
solving strategies and tools decimals, mixed decimals and
whole numbers including money
using appropriate problem solving
strategies and tools

Subject Matter Solving Routine and Non-routine Solve Multi-step Problems


Problems Involving Subtraction of Involving Multiplication and
Fractions Addition or Subtraction of
Decimals

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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Procedure Teaching, Learning and Assessment Activities


I T G
“Warm-up” Conduct a drill on adding fractions. 1. Present the problem. Ask the
Have the pupils answer DD Card in 4 3 class to read and understand
Division of 3-digit numbers by 1- to Example: + = n it.
5 6
2-digit numbers.
(See appendix 9 for the sample DD Mrs. Garcia prepared
card) Have a review on changing
dissimilar fractions to similar sandwiches for the school
fractions. Change the following party. She bought 5 loaves
dissimilar fractions to similar of bread at P38.50 each,
fractions. 2 bottles of mayonnaise at
P89.75 a bottle, and 1.5
kilograms of ham at P240
a kilogram. If she gave
the saleslady P1,000, how
much change did she
receive?

2. Let the learners work in group.

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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2/3,
3/4

4/6, 2/3,
2/5 4/6

2/3, 1/2,
3/4 2/3

Present this problem. Ask the class


to read and understand it.
Justine bakes an apple cake for her
mother’s birthday. Her brother ate
3 2
while her sister ate . Who ate
5 4
more? How much more?

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?

Instill the value of being thoughtful

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Ask:
1. What does the problem ask for?
2. How will you solve the problem?

Ask the pupils to solve the problem


by pairs.

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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Solve
Think of the solution to the problem
For the first question, by comparing
3 2
the size: is larger than .
5 4

For the second question: Looking at


the illustration,

3 12 2 10
= and =
5 20 4 20

12 10 2 1
= = or
20 20 20 10

Check and look back


3
Looking at the illustration, is
5
2
bigger than .
4

12 2 10
is more than
20 20 20

Answer:
2
Justine’s brother ate more by or
20
1
part.
10

Ask: What are the steps in solving


problems?

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In solving problems, we follow these


steps:
 Understand
 Know what the problem asks
 Know the given facts
 Plan
 Determine the operation to use
 Write the number sentence
 Solve
 Show the solution to the
problem
 Check and look back
 Check if the answer is
reasonable
 State the complete answer

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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We thought of the solution to


the problem.

3. Solve
We drew a picture for the
problem.
We thought of a solution to the
problem.

4. Check and Look Back


We checked if our answer
makes sense.
We stated the complete answer.
G G T
“The Secret Message” Have the group work on the 1. Have the group present their
(See appendix 11.) activity in Appendix 12 following work to the class. Peer
the steps in problem solving. assessment will be done using
the Rubric. (See Appendix 13.)

2. Present the problem. Ask the


class to read and understand
it.

Mother bought two kilograms


of sugar at P45.75 per
kilogram and three kilograms
of rice at P35.25 per kilogram.
She gave the seller a P500-
peso bill. How much change
did mother receive?

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3. Discuss the Cubing Problem


Solving Strategy using the
following steps.

C – ircle the number and units


What do I know?

U – nderline the question


What am I being asked to
solve?

B – ring out the hidden


question
What am i going to do before I
answer the question?

E – xpress
How am I going to write
number sentence?

S – olve
What are the steps to solve the
problem?

Mother bought two kilograms


of sugar at P45.75 per
kilogram and three kilograms
of rice at P35.25 per kilogram.
She gave the seller a P500-
peso bill. How much change
did mother receive?

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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

4. Let the pupils think-pair-share


in solving the problem. Use the
Cubing Problem Solving
Strategy.
Barangay Maligaya is 28.5
kilometers from the town
proper. In going there, Jose
traveled 15.75 kilometers by
jeep, 9.5 kilometers by tricycle,
and the rest by hiking. How
many kilometers did Jose hike?
A I A
“To be Continued...” Have pupils work on the activity Cubing in Problem Solving
in Appendix 14 following the steps
Complete the process of Long in problem solving. Let the learners work in groups.
Division. Assign a little teacher as
facilitator and scorer. (See
Appendix 15.)

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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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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

Procedure Teaching, Learning and Assessment Activities


G T G
“What You Know is Important” How do you create a word problem Simulation Game
involving addition, subtraction, or
Using a K-W-L chart let the pupils addition and subtraction of Learners work in groups in doing
write what they know, what they fractions? the simulation game on selling
want to know in the present lesson, and buying school supplies.
and what they have learned in the You can create a word problem by Mechanics:
previous lesson. observing the following guide: 1. Learners will use available
1. Familiarize yourselves with the materials in the classroom
concept of addition and such as ballpen, pencil, paper,
subtraction of fractions and notebook, crayons, ruler and
their application to real- life books as the items they will
situations. sell and buy.

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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?

Based on the problem presented,


how will you create problems
involving addition, subtraction or
addition and subtraction of
fractions?

Group the pupils into three, let the


group work collaboratively in

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Mathematics456/Q1/W6

station 1 for group 1, station 2 for


group 2 and station 3 for group 3.

Let them present their output one


at a time, when done.

Station 1: Addition of Fractions


Directions: Based on the problem
presented, create a problem
involving addition of fractions.

Station 2: Subtraction of Fractions


Directions: Based on the problem
presented, create a problem
involving subtraction of fractions.

Station 3: Addition and Subtraction


of Fractions
Directions: Based on the problem
presented create a problem
involving addition and subtraction
of fractions.

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?

Page 28 of 33
Mathematics456/Q1/W6

Present this word problem. Station 2:


Liza bought ribbons to make
2
The Youth Organization of flowers. She bought m of white
8
Barangay Maligaya will 2
ribbon and m of yellow ribbon.
conduct a one day feeding 4
program to the 5-year old Which ribbon is longer? By how
children with a budget much more meter?
Php9,000. If there were 10
Station 3:
children, how much is the 2
budget for each child? If there Liza bought m of white ribbon and
8
were 100 children, how much is 2
m of yellow ribbon to make
the budget for each child? If 4
there were 1,000 families, how flowers. After making 5 flowers, she
3
much is the budget of each? found out she had m of ribbons
6
left. How many meters of ribbon did
Ask: she use for the flowers?
1. What is asked in the problem?
2. What are the given? After all groups have presented, let
3. How do we solve this kind of each group answer these questions.
problem? 1. How did you find the activity?
4. How much was left in the 2. What did you do?
budget? 3. How did you create a problem
involving addition, subtraction,
Demonstrate how to solve the or addition and subtraction of
problem. fractions?
Call volunteers to solve similar
problems. Expected Answers:
What should you remember when  We familiarized ourselves with
dividing by ten, hundred and the concept of addition and
thousand? subtraction of fraction

Page 29 of 33
Mathematics456/Q1/W6

 We thought of the problem we


want to create.
 We read sample problems and
studied their solutions.
I I T
“Division by Sharing” Using the data below, create a 1. Have the group present
Read and analyze each problem. one-step word problem involving (a) their work to the class.
Write your solution in the space addition of fractions and (b) 2. Process the learners’ output
provided, then encircle your final subtraction of fractions. using the Checklist on
answer. Creating Problem. (See
1. Vince has 1,000 packs of Appendix 16.)
Name Vegetable Quantity
rice. He donates them 3. After all groups have
Bought (in kg)
equally in 10 evacuation presented, let each group
centers affected by answer these questions.
Raymond Squash 1
Typhoon Lawin. How 2 a. How did you find the
many packs of rice did activity?
each evacuation center Justine Pechay 1 b. How did you create a
get? 4 problem involving
2. Twenty-two thousand multiplication without or
volunteers joined a tree August Cabbage 3
with addition or
planting activity. They 4
subtraction of decimals.
were group by 1,000
volunteers per area.
How many groups were
formed?
3. Mr. Rubio collected
1,250 slippers from his
friends. He donated
them to 10 recipient
schools in Tanay, Rizal.
How many slippers did
each recipient school
receive?

Page 30 of 33
Mathematics456/Q1/W6

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

Subject Matter Summative Test Summative Test Summative Test


Learning Resources Teacher’s Guide , Budget of Work, Teacher’s Guide , Budget of Work, CG, Lesson Guide in Elementary
Learners Manual, Lesson Guide in Learner’s Manual, Lesson Guide in Mathematics 6, pp. 96-100
Mathematics 4 Mathematics 5 Budget of Work

Page 31 of 33
Mathematics456/Q1/W6

Mathematics for Everyday Use,


pp. 114-116, Learning Math
Today, pp. 147-149
Procedure Teaching, Learning and Assessment Activities

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.

Mark saved P3,000.00 for five years


from his piggy bank. He wanted to
share it to his 10 siblings. How
much did each sibling receive? If he
will share it to 100 children in the
orphanage how much will each
receive? If he will share it to
1,000 children in the orphanage
how much will each receive?

Group 2: Writing Important Words


Problem:
Mark saved PhP1,800.00 for two
years from his piggy bank. He
wanted to share it to his 3 siblings.
How much will each sibling
receive? If he will share it to 12
children in the orphanage, how
much will each receive?
If he will share it to 16 children in
the orphanage how much will each
receive?

Page 32 of 33
Mathematics456/Q1/W6

Complete the statement.


1. The question is _____.
2. The given facts are ______.
3. The operation to be used is
______.
4. The mathematical sentence is
____.
5. The final answer is _____.
6. I learned that S _ A _ R _ I _ _
with others is important.

(See appendix 18 for scoring


rubrics)
Remarks
Reflection

Page 33 of 33

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