Republic of the Philippines

Department of Education
Region VII, Central Visayas
DIVISION OF LAPU-LAPU CITY

DAILY LESSON PLAN

Week 4 Day 2
Date: September 27, 2022 Learning Area: Mathematics Grade Level: 6 Quarter: 1st
Learning Competency/ies: (Taken from the Curriculum Guide)
 Adds and subtracts decimals and mixed decimals through ten thousandths without or with regrouping

Subtraction of decimals is performed like the subtraction of whole numbers. To find the
Key Concepts /
difference between two decimals, write them in column and align their decimal points. Add
Understandings
zeros to the right of the last digit if necessary. Start subtracting from the right and continue to
to be Developed
the left. Place the decimal point in line with the decimal points in the minuend and subtrahend.
Domain 1. Learning Objectives

Knowledge Follow the steps in subtracting decimals and mixed decimals

Subtract decimals and mixed decimals through ten thousandths with or without
Skills regrouping

Attitude Share an experience of helping someone in need and explain the reason why they extended help

Values Helping others

Subtracting decimals and mixed decimals through ten thousandths without or with
2. Content
regrouping
Reference(s): Mathematics Module 1 Lesson 4.2 “Subtracts Decimal and Mixed Decimals
3. Learning Resources Through Ten Thousandths Without or With Regrouping”
Materials: PowerPoint Presentation; ICT Equipment; PRCs (Pupils’ Response Card)
4. Procedure
 Drill. Battle of the Brains I. Divide the class into groups and have them form a straight line. Each
member of the group will take turns (one after another) on adding decimals and mixed decimals.
Their answers will be written on their PRCs (one per group). The first one to give the correct sum
earns a point. The group with the greatest number of points wins the game.
o 0.1743 + 0.65 = N
o 9.129 + 2.52 = N
o 86.001 + 16.134 = N
o 2.123 + 0.345 = N
4.1
o 0.32 + 8.41 = N
Introductory
Activity  Review. Battle of the Brains II. This is a continuation of the Battles of the Brains I, so the same
procedure will be followed. This time, the learners need to give the difference between whole
numbers.
o 574 – 215 = N
o 320 – 182 = N
o 7176 - 2123 = N
 Motivation. Say: Have you experienced helping someone? What did you do to help? Why did you
decide to help? What did you feel after giving someone a hand? How do you think the person you
helped felt? Do you think you made the right decision to help? Why?
4.2 Activity  Say: Indeed, being able to help others in need can make us feel a sense of fulfilment. Just like you,
a little girl named Elsa extended a helping hand to one of her classmates. Let us read Elsa’s
situation.
 Problem-Opener. Elsa bought a linen fabric that measures 2.9574 meters for her project in TLE. Her
classmate Ana couldn’t buy a linen fabric because her mother ran out of budget. Elsa decided to
share 1.4152 meters of linen fabric to Ana. How many meters of fabric was left for Elsa?
 Say: Let us understand, plan, solve and check and look back. What is asked? (the number of meters
of the linen fabric left for Elsa) What are the given numbers? (Elsa had 2.9571 meters of linen
fabric. She gave Ana 1.4152 meters of it.) What operation can we use to solve this problem?
(Subtraction)
 Guide the learners in subtracting the decimals. Say: Subtraction of decimals is performed similar
to the subtraction of whole numbers. To find the difference between two decimals, write them in
column and align their decimal points. Add zeros to the right of the last digit if necessary. Start
subtracting from the right and continue to the left. Place the decimal point in line with the decimal
points in the minuend and subtrahend. Demonstrate one step at a time; each time emphasizing
the steps.
 Give another example. Say: Subtract: 14.23 – 8.1946 = N. Let us remember to follow the steps.
What should be done first? (Write the decimals in column and align their decimal points. What do
you notice about the minuend and subtrahend? Do they have the same number of digits? What do
 we do then? (Add zeros to the right of the last digit.) Now that there are equal number of decimal
places, what do we do next? (Start subtracting from the right and continue to the left.) What is the
last step? (Place the decimal point in line with the decimal points in the minuend and subtrahend.
 Note: For learners who have learning difficulty in Math, the teacher may allow them to use
graphing paper which is a useful material in helping learners arrange digits in column.
 Ask: What are the steps in subtracting decimals and mixed decimals?
o Step 1: Write the decimals in column and align their decimal points.
o Step 2: Add zeros to the right of the last digit if necessary.
4.3 Analysis
o Step 3: Start subtracting from the right and continue to the left.
o Step 4: Place the decimal point in line with the decimal points in the minuend and
subtrahend.
 Say: To summarize the lesson we learned today, complete the given statements.

Subtraction of decimals is performed like the subtraction of __________ numbers. To find the
4.4
difference between two decimals, write them in __________ and align their decimal __________.
Abstraction
Add zeros to the __________ of the last digit if necessary. Start subtracting from the right and
continue to the __________. Place the decimal point in __________ with the decimal points in the
minuend and subtrahend.
 Small Group Activity. Following the same grouping, have each group answer the given activity.

Direction: Subtract the following decimals:

4.5 1) 0.3214 – 0.16 = N
Application 2) 2.6003 – 0.943 = N
3) 8.634 – 4.765 = N
4) 53.7 – 37.536 = N
5) 37 – 16.95 = N
Direction: Solve for the difference.
1) 74.3 – 57.4844 = N
2) 10.2 – 9.7524 = N
4.6
3) 8.002 – 4.8326 = N
Assessment
4) 49.8147 – 15.45 = N
5) 11.917 – 8.2851 = N

4.7 Assignment : Fill-in below any of the four purposes:

Direction: Write the correct answer on the blank.

 Reinforcing / strengthening the 1) The difference between 5.39 and 4.128 is __________.
day’s lesson 2) When 2.16 is subtracted from 42.3, the difference is __________.
3) 43.05 is subtracted by 12.02 – the answer is __________.

4.8 Concluding Activity

1. Remarks
2. Reflections
A. No. of learners who earned 80% in the evaluation.

B. No. of learners who require additional activities for remediation.

C. Did the remedial lessons work? No. of learners who have caught up with the lesson.

D. No. of learners who continue to require remediation.

E. Which of my learning strategies worked well? Why did these work?

F. What difficulties did I encounter which my principal or supervisor can help me solve?

G. What innovation or localized materials did I use/discover which I wish to share with other teachers?

Prepared by:

DOLORES E. TANTE
Teacher III

Checked:

JESSIE L. MANALILI, Ed.D

Master Teacher II

Noted:
 PAZ G. TECSON
Principal II

Republic of the Philippines

Department of Education
Region VII, Central Visayas
DIVISION OF LAPU-LAPU CITY

DAILY LESSON PLAN

Week 4 Day 1

Date: September 25, 2023 Learning Area: Mathematics Grade Level: 6 Quarter: 1st
Learning Competency/ies: (Taken from the Curriculum Guide)
 Adds and subtracts decimals and mixed decimals through ten thousandths without or with regrouping

Addition of decimals and mixed decimals is like addition of whole numbers. First,
Key Concepts /
write the addends in column and align their decimal points. When needed, use zero
Understandings to be
as place holder. Second, add as whole numbers and regroup if necessary. Lastly,
Developed
place the decimal point in line with the decimal point of the addends.
Domain 1. Learning Objectives

Knowledge Follow the steps in adding decimals and mixed decimals

Add decimals and mixed decimals through ten thousandths with or without
Skills regrouping

Attitude Justify the importance of recycling and its impact to the environment

Values Responsible consumerism

Adding decimals and mixed decimals through ten thousandths without or with
2. 2. Content
regrouping
Reference(s): Mathematics Module 1 Lesson 4.1 “Adds Decimals and Mixed
3. Learning Resources Decimals Through Ten Thousandths Without or With Regrouping”
Materials: PowerPoint Presentation; ICT Equipment; PRCs (Pupils’ Response Card)
Learning across the curriculum Science – Recycling of materials
TLE- producing a new product.
Literacy – Comprehension
4. Procedure
 Drill. Given a set of decimals and mixed decimals, let the learners read them
and identify the place value of the underlined digits.
o 0.2
o 12.48
o 215.032
o 406.0651
 Review. Through game
Mechanics:
 Have the learners add the whole numbers flashed on screen.
4.1 Introductory Activity  Form the numbers strips they have according to its sum of the equation.
 The group who forms the correct answer first wins.
o 15 + 36 = N
o 24 + 72 + 88 = N
o 5605 + 518 = N
o 23 + 265 = N
o 852 + 14 = N
 Motivation.
At home, does any member of your family keep objects like used paper bags,
pieces of strings or ribbons, plastic bags, and others? Who does it and why?
4.2 Activity  Say: Just like your mother (or any family member mentioned earlier), Ivana also
stores used objects in a box for future use. Let us investigate her situation here.
(Show a picture of a girl as you mention.)

 Present the problem-opener:

“One day, Ellie, Elvie’s younger sister needed 3 pieces of ribbon for her project.
Elvie gave her yellow, blue, and red ribbons with lengths of 0.25 m, 0.48 m, and
1.32 m respectively. How long are the ribbons if put together?”
  Ask: What does Ellie do with these used items? (She recycles them.) Do you also
do the same? How does recycling impact our environment? Our lives?
 Say: Going back to the word problem, let us understand, plan, solve, and check
and look back. What is asked? (The total length of the 3 ribbons) What are the
given numbers? (0.25 m yellow ribbon, 0.48 m blue ribbon, and 1.32 m red
ribbon) What operation can we use to solve this problem? (Addition)
 Addition of decimals using illustration
 Guide the learners in adding the decimals. Say: Addition of decimals is like
addition of whole numbers.
 First, write the addends in column and align their decimal points.
 Second, add as whole numbers and regroup if necessary.
 Lastly, place the decimal point in line with the decimal point of the
addends.
Demonstrate one step at a time: each time emphasizing the steps.

 Give another example: Find the sum of 0.09, 5.065, and 203.5798. Say:
Remember to follow the steps. What should we do first? (Write the addends in
column and align their decimal points.) What do you notice about the addends?
Do they have the same number of digits? What do we do then? (Use zero as
place holders.) Now that the digits are well-arranged, what’s next? (We add as
whole numbers and regroup if necessary.) What is the last step? (Place the
decimal point in line with the decimal point in the addends.
 Note: For learners who have learning difficulty in Math, the teacher may allow
them to use graphing paper which is a useful material in helping learners
arrange digits in column.
 Ask: What are the steps in adding decimals and mixed decimals?
1. Step 1: Write the addends in column and align their decimal points. When needed,
use zero as place holder.
4.3 Analysis 2. Step 2: Add as whole numbers and regroup if necessary.
3. Step 3: Place the decimal point in line with the decimal point in the addends.

Given another example.

 Say: To summarize the lesson we learned today, complete the given
statements.

Addition of decimals and mixed decimals is like addition of __________

4.4 Abstraction numbers. First, write the addends in ____________ and align their decimal
____________. When needed, use ____________ as place holder. Second, add
as whole numbers and ____________ if necessary. Lastly, place the decimal
point in ____________ with the decimal point of the addends.

Group 1 -Write each number in a place value

Rubrics for Group Activity
chart and add.
Group 2- (magic square) Each row and column must
add up to 2.50.
4.5 Application Group 3- Illustrate the decimal numbers on the grid
then add. (0.36 + 0.27 = N
Group 4 - Write the steps in adding decimal numbers.

Find the sum of the following decimals.

1) 39.2 + 18.903 = N
2) 1.04 + 17.386 = N
4.6 Assessment
3) 82.839 + 4.25 = N
4) 2.802 + 0.3 + 4.5916 = N
5) 15.96 + 10.155 + 1.2 = N

4.7 Assignment: Fill-in below any of the four purposes:

Direction: Compare. Write <, >, or = on each blank to make the mathematical
statements true.
 Reinforcing / strengthening
the day’s lesson 1) 0.3 + 0.57 _____ 0.9
2) 2.82 + 4.591 _____ 4.591
3) 5.085 + 2.7964 ______ 7.8814
4.8 Concluding Activity
1. Remarks
2. Reflections
 A. No. of learners who earned 80% in the evaluation.

B. No. of learners who require additional activities for remediation.

C. Did the remedial lessons work? No. of learners who have caught up with the lesson.

D. No. of learners who continue to require remediation.

E. Which of my learning strategies worked well? Why did these work?

F. What difficulties did I encounter which my principal or supervisor can help me solve?

G. What innovation or localized materials did I use/discover which I wish to share with other teachers?

Prepared by:

DOLORES E. TANTE
Teacher III

Checked:

JESSIE L. MANALILI, Ed.D

Master Teacher II

Noted:

PAZ G. TECSON
Principal II
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
DIVISION OF LAPU-LAPU CITY

DAILY LESSON PLAN

Week 4 Day 3
Date: September 28, 2022 Learning Area: Mathematics Grade Level: 6 Quarter: 1st
Learning Competency/ies: (Taken from the Curriculum Guide)
 solves 1 or more steps routine and non-routine problems involving addition and/or subtraction of decimals
and mixed decimals using appropriate problem-solving strategies and tools

In solving routine problems involving addition and/or subtraction of decimals and mixed
decimals, we can follow a 4-step plan:
Key Concepts /
 Step 1: Understand – determine what is asked and the given.
Understandings
 Step 2: Plan – identify the operation to be used and write the number sentence.
to be Developed
 Step 3: Solve – show the solution and give the answer.
 Step 4: Check and Look Back – review the answer
Domain 1. Learning Objectives

Follow the steps in solving one or more steps routine problems involving addition and/or
Knowledge subtraction of decimals and mixed decimals

Solve one or more steps routine problems involving addition and/or subtraction of
Skills decimals and mixed decimals using appropriate problem-solving strategies and tools

Attitude Explain the importance of resiliency in times of difficulties like experiencing a pandemic

Values Thrift
Solving 1 or more steps routine problems involving addition and/or subtraction of
2. Content
decimals and mixed decimals using appropriate problem-solving strategies and tools
Reference(s): Mathematics Module 1 Lesson 4.3 “Solves One or More Step Routine and
Non-Routine Problems Involving Addition of Decimals and Mixed Decimals Using
Appropriate Problem Strategies and Tools” and Lesson 4.4 “Solving One or More Step
Word Problem Involving Subtraction of Decimals and Mixed Decimals Using Appropriate
3. Learning Resources Problem-Solving Strategies and Tools|; DepEd TV – Official Youtube Channel “Grade 6
Math Q1 Ep 9 Solving One or More Steps Problem Involving Addition and/or Subtraction
of Decimals
Materials: PowerPoint Presentation; ICT Equipment; PRCs (Pupils’ Response Card), manila
paper, permanent markers
4. Procedure
 Drill/Review. Math Relay. The class is divided into groups. Each group will form a straight line. Each
member of the group will receive a card containing a decimal and an operation (addition or
subtraction). Using the chalk board, the first member will add or subtract the decimal written on
their card to the decimal shown by the teacher. Then, the second member will do the same this
time to the sum or difference determined by the first member’s answer, so on and so forth. The
first group to finish and provide the correct answer wins the Math relay.
4.1
Introductory
Activity  Motivation. Say: A lot of people lost their jobs during the pandemic. Do you know some people
who experienced this? What do you think they felt? What did they do when they lost their jobs?
Some of them looked for new jobs, others went back to their provinces, while the rest started
small businesses. Those people who were able to start new businesses had savings which they
used as a capital. Do you think having some savings is a good idea? Why or why not? What can we
do to save some money?

4.2 Activity  Say: Class, let us meet Myra. She also used some of her savings to start online selling. She posts
products on social media websites so people can order from her. One of her clients ordered one
box face mask that costs ₱43.75 and one bottle of isopropyl alcohol that costs ₱198.50. How much
will her client pay in all?
  Guide the learners in understanding and solving the word problem by following the 4-step plan:
Understand, Plan, Solve, and Check and Look Back.
o Step 1: Understand – We determine what is asked and what are given.
 What is asked? (the total amount to be paid by the client)
 What are given? (one box of face mask is ₱43.74 while a bottle of isopropyl alcohol is
₱198.50)
o Step 2: Plan – This time we think of operation/s that can be used and write the number
sentence.
 What operation(s) can we use to solve the problem? (Addition)
 What is the number sentence? (₱43.74 + ₱198.50) = N)
o Step 3: Solve – Here, we show our solution.
 Ask: Since we are adding decimals, what should be done first? Second? Third? (First, write the
addends in column and align their decimal points. When needed, use zero as place holder.
Second, add as whole numbers and regroup if necessary. Lastly, place the decimal point in
line with the decimal point of the addends.) We are dealing with money here, so what should
be added to the final answer? (₱)

o Step 4: Check and Look Back – Finally, we check if the answer is reasonable.
 Ask: What is the final answer? Is it reasonable?
o Present additional examples as needed.
 In a sale, a microwave oven costs ₱2,999.99. Its price has been reduced by ₱500.00. What
was the price before the sale?
 Ms. Apolinar had a savings of ₱11,235.85 in the bank. She withdrew ₱2,850.00 on Tuesday
and ₱1,035.00 on Friday. How much was the balance of her savings?
 What steps did we follow in solving word problems involving addition and/or subtraction of
decimals?

4.3 Analysis o Step 1: Understand – Determine what is asked and the given facts.
o Step 2: Plan – Think of the operation/s that can be used and write the number sentence.
o Step 3: Solve – Show your solution.
o Step 4: Check and Look Back – State the final answer and assess if it is reasonable.
 Say: To summarize the lesson we learned today, complete the given statements.
In solving routine problems involving addition and/or subtraction of decimals and mixed decimals,
we can follow a 4-step plan:
4.4
 Step 1: __________ – determine what is asked and the given
Abstraction
 Step 2: __________ – identify the operation to be used and write the number sentence
 Step 3: __________ – show the solution and give the answer
 Step 4: __________ – review the answer

Group Dynamics: Divide the class according to their Mathematical abilities: challenged (slow
learners); average, and advanced learners). Give each group one word problem to work on. You may
choose from the options below. They may write their answers on a manila paper.

Challenged:
a) Sara weighs 27.1, Mary weighs 30.35 kg, and Charise weighs 26.32 kg. What is their total weight?
b) Ronny and Mark joined a fun run. In ten minutes, Ronny ran 0.4705 km while Mark ran 0.4805 km.
Who ran more distance between the two and by how much?
4.5
Average:
Application
a) Benie saved ₱19.00 for his allowance last week and ₱8.50 this week. If he used ₱8.25 to buy a
ballpen, how much money would he have left?
b) Ranny walks to his cousin’s house which is 1.098 km away. From there, he walks some more to the
market. If he walks a total distance of 2.5 km, how far is his cousin’s house to the market?

Advanced:
a) A school bag costs ₱550.50 while a pair of shoes costs ₱1,200.25 more than the school bag. The
next day, the cost of each item decreased by ₱100.75. How much is the total cost of the two items
after the decrease?
4.6 Have the learners answer only one problem. Give them a word problem appropriate to their abilities.
Assessment You may choose from the word problems below.

Read, analyze, and solve using the 4-step plan: Understand, Plan, Solve, and Check and Look Back.

a) Luz wants to buy a bag that costs ₱375.95. If she has saved ₱148.50, how much more does she
need?
b) The temperature in the classroom was 20.8 degree Celsius. Clarisse left the door open and the
temperature rose by 2.7 degree Celsius. Raffy turned the radiators up and the temperature of the
classroom dropped by 4.7 degree Celsius. What is the temperature of the classroom now?
 c) Tommy needs materials for his school portfolio. He buys clear book for ₱149.99, a pack of colored
paper for ₱132.75, and accessories for ₱50.25. How much would be his change if he gives ₱500.00 to
the cashier?
4.7 Assignment: Fill-in below any of the four purposes:
Read, analyze, and solve using the 4-step plan: Understand, Plan, Solve, and
Check and Look Back.
 Reinforcing / strengthening the
day’s lesson a) Liza went shopping. She bought a pair of sandals for ₱499.95 and a pair of
socks for ₱65.75. If she gave the cashier ₱1,000.00, how much change did she
receive?
4.8 Concluding Activity
3. Remarks
4. Reflections
H. No. of learners who earned 80% in the evaluation.

I. No. of learners who require additional activities for remediation.

J. Did the remedial lessons work? No. of learners who have caught up with the lesson.

K. No. of learners who continue to require remediation.

L. Which of my learning strategies worked well? Why did these work?

M. What difficulties did I encounter which my principal or supervisor can help me solve?

N. What innovation or localized materials did I use/discover which I wish to share with other teachers?

Prepared by:

DOLORES E. TANTE
Teacher III

Checked:

JESSIE L. MANALILI, Ed.D

Master Teacher II

Noted:

PAZ G. TECSON
Principal II
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
DIVISION OF LAPU-LAPU CITY

DAILY LESSON PLAN

Week 4 Day 4
Date: September 29, 2022 Learning Area: Mathematics Grade Level: 6 Quarter: 1st
Learning Competency/ies: (Taken from the Curriculum Guide)
 solves 1 or more steps routine and non-routine problems involving addition and/or subtraction of decimals
and mixed decimals using appropriate problem-solving strategies and tools

In solving non-routine problems involving addition and/or subtraction of decimals and mixed
decimals, we can follow a 4-step plan combined with guess and check strategy:
 Step 1: Understand – determine what is asked and the given
Key Concepts /
 Step 2: Plan – identify the operation to be used and write the number sentence
Understandings
 Step 3: Solve – show the solution and give the answer
to be Developed
 Step 4: Check and Look Back – review the answer
Guess and check strategy allows students to solve mathematical problems by guessing the
answer and the checking that the guess fits the conditions of the problem.
Domain 1. Learning Objectives

Follow the steps in solving one or more steps non-routine problems involving addition
Knowledge and/or subtraction of decimals and mixed decimals

Solve one or more steps non-routine problems involving addition and/or subtraction of
Skills decimals and mixed decimals using appropriate problem-solving strategies and tools

Attitude Share how they value their friends

Values Love of friends

Solving 1 or more steps non-routine problems involving addition and/or subtraction of
2. Content
decimals and mixed decimals using appropriate problem-solving strategies and tools
Reference(s): Mathematics Module 1 Lesson 4.3 “Solves One or More Step Routine and
Non-Routine Problems Involving Addition of Decimals and Mixed Decimals Using
Appropriate Problem Strategies and Tools” and Lesson 4.4 “Solving One or More Step
Word Problem Involving Subtraction of Decimals and Mixed Decimals Using Appropriate
3. Learning Resources
Problem-Solving Strategies and Tools|; DepEd TV – Official Youtube Channel “Grade 6
Math Q1 Ep 9 Solving One or More Steps Problem Involving Addition and/or Subtraction
of Decimals
Materials: PowerPoint Presentation; ICT Equipment, manila paper, permanent markers
4. Procedure
 Checking of Assignment/Review. Present the word problem in the assignment. Ask: What were the
steps in solving word problems that we learned yesterday? Call for a volunteer to answer the word
4.1 problem in the assignment given.
Introductory  Motivation. For two school years, you and your friends haven’t been able to physically attend
Activity classes in school because of the pandemic. How do you feel that now you can see each other in
school? What activities in school do you enjoy doing with your friends? Do you also visit them in
their houses during the weekends? How important is friendship for you?
4.2 Activity  Say: Just like you, Bert, Joel and Carlo are three friends who are happy to see each other in school.
Since Carlo’s parents own a small floating cottage near their house, the three friends decided to
spend some time in there. They need to ride a small boat to reach the floating cottage but it
 cannot take more than 75 kilograms. Bert weighs 32.5 kg, Joel weighs 40.65 kg, and Carlo weighs
36.35 kg. How can the three boys use the small boat to make all of them reach the floating cottage.
 Guide the learners in understanding and solving the word problem by following the 4-step plan:
Understand, Plan, Solve, and Check and Look Back combined with Guess and Check Strategy.
o Step 1: Understand – Determine what is asked and the given facts.
 What is asked? (The problem is asking how the three boys can use the small boat to make
them all reach the floating cottage.)
 What are given? (Bert weighs 32.5 kg, Joel weighs 40.65, Carlo weighs 36.35 kg, the small
boat cannot take more than 75kg)
o Step 2: Plan – Think of the operation/s that can be used and write the number sentence.
 What operation can we use to solve the problem? (Addition)
 Say: Since this is a non-routine problem, we can use the “Guess and Check” strategy.
 What are the number sentences?
 32.5 + 40.65 = N  Bert and Joel’s weights
 40.65 + 36.35 = N  Joel and Carlo’s weights
 32.65 + 36.35 = N  Bert and Carlo’s weights
o Step 3: Solve – Show your solution.
 32.5 + 40.65 = 73.15  Bert and Joel’s weigh less than 75 kg so they can take the small
boat at the same time
 40.65 + 36.35 = 77.01  Joel and Carlo’s weighs more than 75 kg so they cannot take the
small boat at the same time
 32.65 + 36.35 = 68.86  Bert and Carlo’s weighs less than 75 kg so they can take the small
boat at the same time
o Step 4: Check and Look back – State the final answer and assess if it is reasonable.
 What is the answer? Bert and Joel can ride the small boat to the floating cottage. Then,
Bert goes back to get Carlo while Joel stays at the floating cottage. Finally, Bert and Carlo
can ride together to get to the floating cottage. Now, the three boys have reached the
floating cottage.
 You may give more examples.
o Mr. Eric Lucero went to Unitop and spent ₱172.25. He got some ballpens for ₱12.75 each, some
colored cartolinas for ₱9.75 each, and socks for ₱58.75 each pair. How many of each item did
he buy?
 What steps did we follow in solving non-routine word problems involving addition and/or
subtraction of decimals?
o Step 1: Understand – Determine what is asked and the given facts.
o Step 2: Plan – Think of the operation/s that can be used and write the number sentence.
4.3 Analysis
o Step 3: Solve – Show your solution.
o Step 4: Check and Look Back – State the final answer and assess if it is reasonable.
o Guess and Check Strategy is guessing the answer and checking if it fits the condition of the
problem.
 Say: To summarize the lesson we learned today, complete the given statements.
In solving non-routine problems involving addition and/or subtraction of decimals and mixed
decimals, we can follow a 4-step plan and use the ________ and ______ strategy.
4.4
 Step 1: __________ – determine what is asked and the given.
Abstraction
 Step 2: __________ – identify the operation to be used and write the number sentence.
 Step 3: __________ – show the solution and give the answer.
 Step 4: __________ – review the answer
Group Dynamics: Divide the class into groups. Give each group a manila sheet of paper and
permanent markers.
4.5
Application Read, analyze, and solve. Write your answers on the manila paper given to you.
a) Sherwin had ₱57.75 in his pocket. He bought a whiteboard eraser, envelopes, and pencils. How
many school items did he buy?
Read, analyze and solve.

Study the following menu and answer the question that follows.
Menu
Spaghetti ₱ 30.00 Gulaman ₱ 10.00
4.6
Bihon ₱ 20.00 Fruit salad ₱ 25.00
Assessment
Rice ₱ 10.00 Pinakbet ₱ 10.00
Sospas ₱ 10.00 Utan ₱ 15.00
Egg sandwich ₱ 15.00 Fried Chicken ₱ 25.00
If Beth has only ₱100.00 peso bill, what are the foods can she possibly buy if she wants to have a
change of ₱35.00?
4.7 Assignment: Fill-in below any of the four purposes:
 Preparing for the new lesson Multiply the following whole numbers.

a) 1,579 x 32 = N
 b) 497 x 437 = N
c) 56 x 82 = N
4.8 Concluding Activity
5. Remarks
6. Reflections
O. No. of learners who earned 80% in the evaluation.

P. No. of learners who require additional activities for remediation.

Q. Did the remedial lessons work? No. of learners who have caught up with the lesson.

R. No. of learners who continue to require remediation.

S. Which of my learning strategies worked well? Why did these work?

T. What difficulties did I encounter which my principal or supervisor can help me solve?

U. What innovation or localized materials did I use/discover which I wish to share with other teachers?

Prepared by:

DOLORES E. TANTE
Teacher III

Checked:

JESSIE L. MANALILI, Ed.D

Master Teacher II

Noted:

PAZ G. TECSON
Principal II
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
DIVISION OF LAPU-LAPU CITY

DAILY LESSON PLAN

Week 4 Day 5
Name: DOLORES E. TANTE Position/Designation: Teacher III
Date: September 15, 2023 Learning Area: Grade Level: 6 Quarter: 1st
MATHEMATICS
Learning Competency/ies: (Taken from the Curriculum Guide)
 SUMMATIVE TEST

Key Concepts / The learner demonstrates understanding of the four fundamental operations involving fractions and
Understandings decimals.
to be Developed
Domain 1. Learning Objectives

Knowledge Answer the questions given in the test paper.

Skills Add or subtract decimal numbers.

Attitude Follow the steps in Adding or subtracting decimal numbers.

Values Solve honestly

The learner demonstrates understanding of the four fundamental operations involving fractions and
2. Content decimals
3. Learning Resources Test paper
4. Procedure
4.1 Introductory Activity Preliminaries
4.2 Activity  Reading the directions.
4.3 Analysis Given time to read and analyze the questions for 20 minutes.

4.4 Abstraction Checking their answers and reteaching if necessary.

4.5 Application Recording their scores

4.6 Assessment Acknowledgement given to pupils got PL.

4.7 Assignment: Fill-in below any of the four purposes:

 Reinforcing / strengthening the
Review your Lessons and be ready for the next topic
day’s lesson
4.8 Concluding Activity
Remarks
Reflections
1. No. of learners who earned 80% in the evaluation.

2. No. of learners who require additional activities for remediation.

3. Did the remedial lessons work? No. of learners who have caught up with the lesson.

4. No. of learners who continue to require remediation.

5. Which of my learning strategies worked well? Why did these work?

6. What difficulties did I encounter which my principal or supervisor can help me solve?

7. What innovation or localized materials did I use/discover which I wish to share with other teachers?

Prepared by:
DOLORES E. TANTE
Teacher III
Checked:
JESSIE L. MANALILI, Ed.D
Master Teacher II
Noted:
PAZ G. TECSON
Principal II