South Philippine Adventist College

Camanchiles, Matanao, Davao del Sur

DETAILED LESSON PLAN IN MATH V

I. Learning Outcomes: At the end of the lesson, the learners will be able to:
A. Determine the place value of the given decimal numbers.
B. Express the importance of plotting specific number to its appropriate position.
C. Plot decimal numbers in the number line.

II. Subject Matter:

A. Topic: Concept of Decimals
B. References: Number Smart in Mathematics Revised version pp. 108-115
Concept of Decimals -Google
https://byjus.com/maths/decimals/
C. Instructional Materials: Pictures, Laptop, TV, Work Sheet,

III. Procedure:
TEACHER’S ACTIVITY STUDENT’S ACTIVITY

A. PRELIMINARY ACTIVITIES
Greetings
“Good morning, Teacher Grace!”
Good morning, class.
How are you this morning? “We’re fine, teacher”
Are you ready for our class today?

What a wonderful day to study math again.

Before anything else, let us pick up the garbage

under our chairs. Let us also arrange our things
The pupils are arranging their seats.
on our desk, and then fix ourselves.

Thank you, everyone!

 Prayer
Now let’s recite our chant.
It’s time to talk to Jesus, let’s fold our hands,
bow our heads, close our eyes and be ready now
to pray. ”It’s time to talk to Jesus, let’s fold our hands,
bow our heads, close our eyes and be ready now
Checking of Attendance
to pray”.
Now let’s check your attendance.

Vinz…
Dave…
Josiah…
Kyrus…
Very good, everybody is present.

Classroom Agreement
In our classroom, much like at home with our
families, we follow pledges to create a
respectful learning environment. Let us recite
our pledge.

1. I shall listen to my teacher. “1. I shall listen to my teacher.

2. I shall participate actively. 2. I shall participate actively.
3. I shall take responsibility. 3. I shall take responsibility.”

B. Motivation
I like the energy of everybody. I can see that
you are excited for our new lesson today. To
start our class, please prepare your book and
open it on page 108. Let us answer the “Take a
look back”, letter A, item number 1-6 and letter
B, item number 1-4. 5 minutes will be given to
finish the tasks.
Direction: Represent each of the following
fractions by shading the appropriate region.
1. 3/10 3. 2/5

2.9/10 4. 3/50

5. 1/2 6. 7/10
The pupils are answering.

B. Compare each of the following fraction.

Write <, >, =.

1. 19/10 1/5 2. ½ 1/4

3. 29/100 3/20 4. 4/100 1/25

5 minutes is now over. Let us proceed to our

next task.

C. Lesson Proper

In your previous lesson, you have learned about

fractions. Now, we will learn new yet simple
lesson. It is the concept of decimal.

Let us review our objectives this morning.

Ready begin. The pupils are listening attentively

At the end of the lessons, the learners will be
able to:
A. Determine the place value of the given
decimal numbers.
B. Express the importance of plotting numbers
The pupils are listening attentively.
to its appropriate position.
C. Plot decimal numbers in the number line.

Let us learn more about our lesson by analyzing

the table below.

Each small square represents 1/100. One-

hundredth is the same as 0.01. The pupils are listening attentively.
Ten small squares represent 10/100 or 1/10.
One-tenth is the same as 0.01.

I know that you are still confused. Let us start

by defining the meaning of decimal.

Decimal- In Algebra, decimals are one of the

types of numbers, which has a whole number
and the fractional part separated by a decimal
point. The dot present between the whole
number and fractions part is called the decimal
point. For example, 34.5 is a decimal number. The pupils are participating actively.
I know this is not new to you.
“38.5”
Can you give me an example of decimal “23.25”
numbers? “18.05”

Very good!

Place Value of Decimals

The place value system is used to define the

position of a digit in a number which helps to
determine its value. When we write specific
numbers, the position of each digit is important.
“The pupils are participating actively”

As we move left, each position is 10 times

bigger.
The pupils are participating actively
Tens are 10 times bigger than Ones.

Hundreds are 10 times bigger than Tens.

Each time we move right every position

becomes 10 times smaller from Hundred’s to
Ten’s, to Ones.
VI. EVALUATION

A. Plot the following decimal numbers on the number line.

Pre pared By: Checked By:

MARY GRACE P. GRAVINO DOREN LOVE N. SENAJONON, LPT

Student Cooperating Teacher

Signed By:
MILZAR H. DAGANGON, LPT
Assistant Principal Elementary Cluster