School Elementary Laboratory- Benguet Grade level 5

State University

Teacher Emery D. Torres Learning Area Mathematics

Time and Dates Quarter Second

I. OBJECTIVES

Demonstrates understanding of decimals.

A. Content Standard Demonstrates understanding of the four fundamental operations involving decimals and
ratio and proportion.

The learner:
(a) is able to recognize and represent decimals in various forms and contexts.
B. Performance Standard (b) is able to apply the four fundamental operations involving decimals and ratio
and proportion in mathematical problems and real-life situations.

C. Learning Competencies/ Reads and writes decimal numbers through ten thousandths.
Objectives (M5NS-IIa-102.2)
(Write the LC Code for each)

II. CONTENT Reading and Writing Decimals (Value, Place Value)

III. LEARNING RESOURCES
A. References
1. Teacher’s Guide
2. Learner’s Materials Pages

3. Textbook Pages

4. Additional Materials from

Learning Resource (LR)
Portal
https://studylib.net/doc/7973935/module-1--digits--place-value--and-
reading-and-writing-nu...
B. Other Learning Resources
https://drive.google.com/drive/folders/
1VsiTEGQi7dsfgWPsk15OlAvqstkNHcZU

IV. PROCEDURES Teacher’s Activity Pupil’s Activity

A. Reviewing the previous lesson or Mechanics: Teacher will discuss
presenting the new lesson
the past lesson.

I assumed that you already

learned on how to read whole
numbers.

Now, how can you read these

whole numbers?
-four-thousand seven hundred
4,738
thirty-eight
 2,021 -Two thousand twenty-one

15, 725, 893 -fifteen million seven hundred

twenty-five thousand eight
hundred ninety-three

Mechanics: Present decimal

number. Answer the following
questions.

10.5328
4.348
0.003
0.2652

What do you observe from the -It composed with whole

presented numbers? numbers and decimals.
B. Establishing a purpose for the
lesson Yes, the numbers have whole
numbers and decimals.
And now we will learn on how
to read and write those decimal
numbers.

Again, what are we going to Reading and writing decimal

have this day? numbers.

C. Presenting examples/ Mechanics: The teacher will discuss

instances
of the new lesson
the new lesson.

Remember, Digits are

mathematical symbols that are
arranged in a specific order to
represent numeric values.
There are ten different digits in
our number system. They are
listed below:

1 2 3 4 and …? …5 6 7 8 9 0
Next, we have a number that has
digits to the right of the decimal
point.
736, 485, 03 7. 9 2 0 8 1 9 5 6

Remember the pattern that we

used in determining the place
value of the whole numbers?

The…?
Ones, tens,
… hundreds, thousands
Yes, like those we will have the
pattern from the decimal point to
right which is:

D T H t T
e e u h e
c
i n n o n
m t d u -
a h r s t
l s e a h
p
o
d n o
i t d u
n h t s
t s h a
s n
d
t
h
s

Can you see the pattern that is

mirrored about the ones place? Yes/No

So, once we learn how to identify

the place value of digits, we then
can learn how to read and write
numbers properly.

Can you give the place value of

the red digit inside the table?

Number Place Value


D. Discussing new concepts
and practicing new skills #1
Number Place Value
8235.0 Ones
8235.0 8235.0 Tens
8235.0 8235.0 Hundreds
8235.0 8235.0 Thousands
8235.0
Mechanics: Write down the place
value of the digit 4 in the
following numbers. Use the
place value diagrams on the
previous discussion to help
find the answer.
a.) 0.0004 a.) The four is in the ten-
b.) 10. 259843 thousandths place.
c.) 0.1030804 b.) The four is in the
hundredths-thousandths
place
c.) The four is in the ten-
millionths place
Next, we will learn how to correctly
read and write decimals numbers
less than 1.
Let’s begin with 0.053 which
represents a number less than 1.
To write a decimal number less
than 1 using words, we first need
to define the place value of the
digit furthest to the right of the
decimal point. In this case we have
the 0.053, the digit 3 is in the
rightmost place. Using our place
value pattern, we can see that the
digit 3 is in the one-thousandths
place.
Next, we write down the number to
the right of the decimal point. In
this case we have the number 53.
Because the 53 terminates in the
one-thousandths place, it means
we have “fifty-three one-
thousandths”. So, we write this
 number using words as follows.

Fifty-three one-thousandths.

Note: In many cases it is

acceptable to write down “fifty-
three thousandths” rather than
“fifty-three one-thousandths”.

Now let’s try the number 0.01089

which is again a number less than
1.

In this case, the number to the

E. Discussing new concepts
and practicing new skills #2
right of the decimal point is 1089
and it terminates in the hundred-
thousandths place. Notice that the
digit 9 is in the rightmost place.
This means we “one thousand
eighty-nine hundred-
thousandths”,

Therefore, we can express 0.01089

1,089
as and write the number
100,000
using words as follows.
One thousand eighty-nine
hundred-thousandths

F. Developing mastery (leads to Mechanics: Copy the words and

Formative Assessment 3)
supply the missing words and
corresponding number.

Example: 861.85 the 5 in the

5
hundredths place means
100
31.52 The 2 in the
31.52 The 2 in the hundredths
____ place place means
means _______. 2
.
100
18.653 The 6 in the
____ place 18.653 The 6 in the
means tenths place
________. 6
means .
10
6. 54893 The 9 in the
____ place
 means ______. 6. 54893 The 9 in the
7.0543 The 4 in the ten-
___ place thousandths
means _____. place means
174. 326 The 7 in the 9
.
___ place 10000
means. 7.0543 The 4 in the
thousandths
place means
4
1000
174. 326 The 7 in the
tens place
means 10^7
(70)

Mechanics: Identify and write the

amount of the presented check.

The dollar amount of the check is?

Which has both a whole number 1,834.18

G. Finding practical
applications of concepts and
skills in daily living
part and a decimal (or fractional)
part. To fill in the indicated dollar
amount using words, we write the
following words on the dollar
amount line in the check. Which is

1,834.18=? One thousand, eight hundred

thirty-four and eighteen
hundredths

Or

One thousand, eight hundred

18
thirty-four and
100

H. Making generalizations and Mechanics:

abstractions about the Write the number using digits.
lesson

Activity 1. Activity 1
1.) Three and five hundredths. 1. 0.035
2.) Sixteen ten-thousandths 2. 0.0006
 3. 0.0000041
3.) Four million and one one-
4. 0.00909
thousandths.
5. 0.03200008
4.) Nine thousandths and nine
hundred hundred-thousandths
5.) Thirty-two thousand, eight
hundred one-millionths.
Activity 2
Activity 2. Write each of the
following numbers using words.
1. nine-tenths
2. eighty-five one-thousandths
1. 0.9
2. 0.085 3. thirty ten- thousandths
3. 0.0030 4. four hundred six hundred-
4. 0.00000406 millionths
5. 0.00750 5. seven hundred fifty hundred-
thousandths
I. Evaluating Learning Mechanics: Draw a place value
chart on your paper and write the
following decimal.

10thousandt
thousandths

thousandths

10thousandt
hundredths

thousandths

thousandths
hundredths
hundreds

decimals

hundreds

decimals
tenths

tenths
units
tens

units
100

tens

100
1 0 . 0 2
2 4 6 . 2 4 1 5 6
2 . 2 4 1
3 6 . 0 0 4 5
1 0 1 . 2 9 8 8 2

Decimal numbers
1. 10.02
2. 246.24156
3. 2.241
4. 36.0045
5. 101.29882

Activity2: Identify the place Activity 2:

value of the underlined digit in
each given numeral. 1. tenths
2. hundredths
_____1.) 21.614 3. ones
_____2.) 37.59 4. thousandths
_____3.) 428.095 5. ten-thousandths
_____4.) 113.015
_____5.) 78.0958

Activity 3: Write each of the

 following numbers using words. Activity 3

6. 10. 89
7. 0. 453 6. Ten and eighty-nine
8. 0. 6739 hundredths.
9. 0.002 7. Zero and four hundred fifty-
10. 0. 32100 three thousandths
8. Zero and six thousand
seven hundred thirty-nine
ten-thousandths.
9. Zero and two thousandths
10. Zero and thirty-two
thousand one hundred-
thousandths

J. Additional activities for

application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% In the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lesson
work?
No. of learners who have
caught up with the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why did
these work?