Republic of the Philippines

Department of Education
National Capital Region
SCHOOLS DIVISION OFFICE
Quezon City, Metro Manila
www.depedqc.ph

LESSON PLAN IN MATHEMATICS 5

SECOND QUARTER

Lesson Plan in Mathematics 5

I. Objective:
 A. Add/subtract decimals through thousands with regrouping
B. Write the sum of decimals with regrouping.
C. Add/Subtract accurately and speed.

Value:Accuracy and Speed

II. Subject Matter

1. Adding/subtracting decimals through thousands with regrouping
2. Material: Flashcards, Charts
3. References:
K-12 Curriculum Guide Math Gr. 5 p. 58, Learning Competency 34.
M5NS-IIb-106.1
BEC-PELC II G 1A
XL Excelling in math 5, pp. 170 - 173

III. Learning Proper:

A. Preparatory Activities:
1. Drill: (use flashcards)
Answer the following orally.
a. 6 + 9 = b. 10+5 = c. 11 + 4 = d. 25 + 13 =
e. 25 – 17= f. 15 – 12 = g. 43 – 15= h. 16 – 13=

B. Developmental Activities:
1. Activity
A. Tossing Dice: (improvised dice)
Mechanics:
a. Put the Following decimals in six sidesof of the two dices.(1.2,
3.5,2.6,4.1,4.3,2.5)
b. Toss the two dice together and ask pupils to give the sum of the
decimals seen on the top side of the two dice.
c. Continue the game for 5 minutes.

B. Problem (Problem opener written on a manila paper)

a. A piece of cloth measure 0.8972 m. Josie cut 0.3120 m. from it for her
work in patching. How many meters of cloth were left? (Pupils answer
the following questions)
b. What are we going to find out?

c. What process shall we use to get the correct answer?

d. Write the solution on the board.

2. Analysis:

A. Ask the following: what did you do with the decimals that appeared on
the top side of each dice? If you are to add them on the board or on
paper, how do you write them?
B. How did you write the decimal point of the minuend, subtrahend and
remainder?
What similarity exists between subtracting whole numbers and
subtracting decimals?

3. Abstraction:
 In adding decimals how do we write the addends? How are the
decimal points placed?
 What important points did you learn from today's lesson? What
should you remember when the minuend has less decimal places
than the subtrahend?

4. Application:
A. Find the Sum.
 1. 24.5 + 73.23= 2. 41.75 + 34.45= 3. 12.25 + 37.55=
4. 35.67 + 1735= 5. 68.23 + 24.36=

B. Nena learned how to cook beef sinigang. She used 0.5 kg. of radish
and 0.25 kg. of okra. How many kilograms of vegetables did she use?

C. Solve for the difference.

1. 0.762 – 0.36 = 2. 0.936 – 0.642 = 3. 0.753 –
0.542 =
4. 23.13 – 10.23= 5. 1.234 – 1.412=

D. Read and solve.

1. A farmer has an orchard measuring 0.82 hectare. If 0.543 hectare is

planted to mangoes and the rest to avocadoes/ what part is planted to
avocadoes?

IV. Evaluation:
A. Find the Sum
1. 25.17 2. 6.14 3. 8.53 4. 26.30 5. 63.22
+ 8.23 + 4.76 + 9.35 +24.31 + 9.35

B. find the difference

1.764 2. 0.762 3. 0.936 4. 0.753 5. 0.242

-0.345 – 0.361 – 0.642 – 0.542 -0.135

V. Assignment
Answer the following through addition or subtraction.

1. 3.76 2. 23.34 3. 0.76 4. 37.786 5. 4.762

+ 4.356 - .3_ + 0.23 - 2.632 +1.38__

Prepared by:

Mark Jayson R. Botor

Balara Elementary School.

Lesson Plan in Mathematics 5

I. Objectives

A. Add and subtract decimal numbers without regrouping.

B. Write the sum and difference of decimal numbers.
C. Add and subtract accurately with speed.

II. Subject Matter

 1. Adding decimals through thousandths without or with regrouping
2. Materials:
Charts, flashcards and colored paper
3. References:
M5NS-IIb-106.1

III. Lesson Proper

A. Preparatory Activities

1. Drill
Addition of Whole Numbers

Name the Baby Game

Mechanics:

a. Divide the children into group A and B. Each group is subdivided into
4. Each group of 4 stands in one line to give 4 possible pairs of addends
of a given sum dictated by the teacher.
b. The teacher says “the last name of the baby was 15.” The 4 children
then takes turn in writing the addend like 8 + 7, 6 + 9, 10 + 5, 11 + 4.
c. The first group to give the correct addends without duplication gets the
point.
d. The game continues until all the groups have participated.
e. The group that has the most number of points wins the game.

Mental computation/drill on basic subtraction facts

Strategy 1: Relay Game

Materials: flash cards

Mechanics:
a. Divide the class into 4 groups of equal numbers each and form 4 lines
at the aisle between the desks.
b. As the teacher flashes the cards one after the other, the members take
turn in giving the correct answer. The member who had answered will go
to the end of the line.
c. The group that returns to its original formation first is the winner.

2. Review

Round off to the underlined digit:

a) 6.540 b) 0.3892 c) 0.64

d) 7.35 e) 0.055

Add the following:

0.5 + 0.33 + 0.451 =

1.85 + 3.056 + 5.03 =

3. Motivation

Mathematics Song
B. Developmental Activities

1. Activity 1.1

Strategy 1: Problem Opener

Nena learned how to cook beef sinigang. She used 0.5 kg of radish
and 0.25 kg of okra. How many kilograms of vegetables did she use?

Activity 1.2

Strategy 1: Problem opener written on a manila paper

A piece of cloth measures 0.8972 m. Josie cut 0.3120 m from it for her
work in patching. How many meters of cloth were left?

2. Analysis

2.1 Pupils answer the following questions:

a. What are we going to find out?
b. What process shall we use to get the correct answer?
c. Write the solution on the board.
d. How did you write the decimal point of the minuend, subtrahend and
remainder?
e. What similarity exists between subtracting whole numbers

2.2 Pupils answer the following questions:

a. sWhat are we going to find out?
b. What process shall we use to get the correct answer?
c. Write the solution on the board.
d. How did you write the decimal point of the minuend, subtrahend and
remainder?
e. What similarity exists between subtracting whole numbers and subtracting
decimals?

3. Abstraction

In adding decimals, how do we write the addends? How are the decimal
points placed?

In adding decimals:

1. Arrange the numbers in column,

2. Align the decimal point,
3. Add like whole number, and
4. Put the decimal point directly below the decimal point in the addends.

What important points did you learn from today’s lesson? What should
you remember when the minuend has less decimal places than the
subtrahend?

In subtracting decimals:

1. Arrange the number in column;

2. Align the decimal point;
3. Subtract like whole number;
4. Put the decimal point directly below the decimal point in the
minuend and subtrahend;
 5. When the minuend has less decimal place than the subtrahend add
the number of zero (0) equal to the decimal places of the
subtrahend;
6. And subtract as whole number.
What are the importance of studying this lesson?
In what ways will you use this lesson in your daily life?
4. Application

A. Find each sum.

1. 0.31 + 0.60
2. 0.59 + 0.2
3. 0.389 + 0.31
4. 0.015 + 0.336
5. 0.635 + 0.652
6. 0.59 + 0.347 + 0.321
7. 0.368 + 0.4 + 0.39
8. 0.79 + 0.882 + 0.36
9. 0.7 + 0.25 + 0.250
10. 0.17 + 0.82 + 0.213

B. Find the difference:

a) b)
0.762 0.936
- 0.36 - 0.642

c) Jill cut 0.65 m from a piece of wire 0.92 m long. How long was left of the
piece of wire?

C. Evaluation

1. Add.
1) 2) 3) 4) 5)
25.17 6.14 7.32 8.53
+ 8.23 + 4.76 + 5.21 + 9.35 24.5
+ 73.23

2. Solve for the difference.

a) b)
0.3 0.4
- 0.18 - 0.27

c) What is 0.397 subtracted from 0.74?

d) The difference between 0.8 and 0.36 is _____.
e) From 0.4 subtract 0.187.

C. Assignment

A. Find the sum.

1) 2) 3) 4) 5)
3.76 23.34 0.76 37.786 4.762
+ 4.356 + 0.3 + 0.23 + 2.632 + 1.38

B. Read and solve.

A butcher weighed two hogs. One hog weighed 35.45 kg, while the other
weighed 41.75 kg. What is the total weight of the two hogs?
 Prepared by:

Benjie Lou S. Raymundo

Grade V- Teacher Holy Spirit E/S

Lesson Plan in Mathematics 5

I. Objectives
A. Estimates the sum or difference of decimal numbers with reasonable
results.
B. Writes correctly the estimated answer
C. Estimate the sum and difference with speed and accuracy

II. Subject Matter

1. Estimating the Sums or Difference of Decimal Numbers
2. Materials : Flash cards, manila paper
3. References : K-12 Curriculum Guide Math G.5 p.58 Learning
Competency
MSNS-IIc-107
XL Excelling in Mathematics 5 pp. 174-175, pp. 178-179

III. Lesson Proper

A. Preparatory Activities
1. Oral drill: Read the following decimals.
0.25 0.7483
0.48 0.3812
0.82 0.1738

2. Review
Add or subtract the following. Regroup if necessary.

1. 4.20 2. 8.10 3. 5.67

+ 3.55 + 1.15 + 8.40

4. 8.5 5. 42.25
- 2.3 - 19.75

3. Motivation
Game : Agawan ng Panyo
 Materials: Flash cards, handkerchief
Mechanics:
a. Ask for a tall volunteer to stand in front. He or she is the arbiter who will
hold
The handkerchief and let it dangle on his/her hand.
b. Divide the class into 2 groups. Ask the first two pupils of each team to
stand in the center aisle at the back of the room. They are the first pair of
contestants.
c. Flash a number, for example 6.5.
d. The pupil who gets the handkerchief will round the number to the highest
place value. The team gets the point, if the answer is correct. The pupil
from the other team may “steal” the point, if the answer previously given is
incorrect.
e. Continue the game until most of the pupils have participated. The team
with the most number of points wins.

B. Developmental Activities

1. Activity
-Group the class into 4.
-Each group will be given a problem to work on and let them
answer the questions on a manila paper.
-Let each group post their work on the board and a
representative of a group will discuss on their answer.

Problem 1 (Group 1 & 4)

During a sale at a grocery store, Mother bought one of each kind of
the items shown below. Estimate the total cost of the items she
bought.

Catsup - Php 21.20

Tomato sauce- Php 19.90
Sardines - Php 19.75
Soy sauce - Php 19.79
Cookin oil - Php 21.24

Problem 2 (Group 2 & 3)

Madel can ran a total of 7.35 kilometers for her practice today.
Yesterday she ran 6.52 kilometers. About how far did she ran today than
yesterday?

2. Analysis

- What is asked in the problem?

- What is the estimated sum? Estimated difference?
- How did you come up with your answer?
- Have you discovered how to get the correct answer?

3. Abstractions

Discuss some points and ways on how to estimate

the sum/difference.
Guide the pupils to have generalization.
In what situation can we use estimating the sum and
difference of decimal numbers?
 4. Application

Find the estimated sum or difference by rounding to the

highest possible value.
1. 0.31 + 0.60
2. 0.59 + 0.2
3. 0.389 + 0.31
4. 0.78 - 0.590
5. 0.7 - 0.084
6. 0.09 - 0.522
7. 0.03 - 0.015

C. Evaluation
A. Estimate each sum by rounding to the highest possible place value.

1. 85.53 2. Php 19.76 3. Php 197.85

+ 23.42 + 46.52 + 212.20

5. Php 879.05 5. 17.078

+ 142.68 + 12.81

B. Estimate each difference by rounding to the highest place value.

1. 3.5 2. 8.12 3. 5.97

- 2.9 - 3.7 - 4.25

4. 4.83 5. 6.72
- 2.15 - 1.97

IV. Assignment
Estimate each sum and difference by rounding to the highest place value.

1. 8.93 2. 55.62 3. 206.4

+ 0.83 + 7.99 + 53.32

4. 12.5 5. 12.75
- 5.2 - 6.25

Prepared by:

ERNEST MARK M. LAITAN

San Diego Elem. School
 Lesson Plan in Mathematics 5

I. Objective:
A. Solves routine problems involving addition and subtraction of decimals
numbers including money using appropriate problem solving strategies and
tools.
B. Writes correctly the solution for every routine problems
C. Show accuracy in solving routine problems

II. Subject Matter:

A. Solving routine problems involving addition and subtraction of decimals
numbers including money using appropriate problem solving strategies
and tools.
B. Number and Number Sense
C. Materials ; Flash Cards , Video , Manila Paper/ cartolina
D. References
1.K-12 Curriculum Guide Math Grade 5, p.57
2. Learning Competency M5NS-IIc-108.1
3.Wizard Book in Math
4. Mathematics for a Better Life p.147-150 Textbook

III. Developmental Activities :

A. Preparatory Activities :
1. Drill: Mental Computation (orally) through flashcards
24 + 15 50 - 10
28 + 25 45 - 15
15 + 20 40 - 20
60 + 20 20 - 10
10 + 40 30 - 15
2. Review: Addition & Subtraction of Decimals ( equation)
Game – Female VS. Male – Show Me Board
1. 26.20 + 16.10 = _____
2. 43.30 – 23.20 = _____
3. 35.50 – 15.50 = _____
4. 9.40 – 4.20 = ______
5. 13.70 + 8.50 = _____

3. Motivation: Video presentation of Boy Scouts Camping

Ask the pupils if they have experienced camping. Then, present the
problem after the video.
 Problem: A group of boy scouts hiked in Mount Banahaw. The first
day , they hiked 9.08 kilometers. The second day they hiked 10.63
kilometers. How much farther did they hike the second day?

B. Lesson Proper:
1. Activity
The teacher will divide the class into 4 groups and give them
materials to work on by group and answer the problem based on the
video presented.
Let them publish their work on the board and a reporter of
the group will report on their answers.

2. Analysis
Let the class compare the answers. The teacher will ask the
following.
What are the similarities in your answer?
What are the differences?
How did you get your answer?
Is there any other ways to get to this answer?

3. Abstraction

So , to find the answer, use the Polya’s Method of Problem

Solving
Understand
Plan
Solve
How do we add decimals?
How do we subtract decimals?
Look back.
In what ways will you use this lesson in your daily life?

4. Application
Do the following by group, then post your answer on the board.
TIER 1
Write in column and look for the answer.
30.25 – ( 16.25 + 15.00)= __---
TIER 2
Mother bought the following items below. How much
money have left if she gave Danae, Php 2,500.00

Php 675.225 Php 850.75

 TIER 3
Rose has Php 1,500.00 to spend. She buys a pair of
shoes for Php 695.00 and a bag for Php 385.75 , does she have
enough money to buy a sweater for Php 485.00 ?

5. Evaluation

Mark jogged 1.35 kilometer on Monday and 2.45 kilometer

on Tuesday. How many Kilometer does Mark has to jog to complete
the 5 kilometer required distance ?

IV. Assignment:

Analyze and solve the problem.

Mrs. Flores bought 3 chicken weighing 2.7 kilos , 1.8 kilos
and 2.2 kilos. What was the total weight of the three chickens

Prepared by:

MARY ROSE G. JIMENEZ

Melencio M. Castelo Elem. School

Lesson Plan in Mathematics 5

I. Objectives

A. Solves non-routine problems involving addition and subtraction of decimal numbers

including money

B. Write the correct equation in solving problems involving addition and subtraction of
money

C. Works accurately under time pressure

II. Subject Matter

1. Non-routine Problems Involving Addition and Subtraction of Decimals Including

Money

2. Materials: Flashcards, Manila Paper, Activity Cards

3. References: K-12 Curriculum Guide in Math Grade 5 p.58

Learning Competencies M5NS-II C-108.1

III. Lesson Proper

A. Preparatory Activities

1. Drill: Mental Computation (Addition and Subtraction of Decimals)

2. Review: Sum and difference of decimal numbers

3. Motivation: Game – Agawan Panyo

Mechanics:

a. Ask for a tall volunteer pupil to stand in front, at the center. He or she is the arbiter.
He or she holds the handkerchief and lets it dangle in his or her hand.

b. Divide the class into 2 groups. Ask the first two pupils of each team to stand at the
center at the back of the room. They are then the first to give the answer.

c. Teacher flashes an equation like 42+20=62

d. The pupils who get the handkerchief first will give the answer. The team gets the
point if his answer is correct. The pupils from the other team may “get” the point if the
answer previously given is incorrect.

e. Continue the game until most of the pupils have participated. The team with the most
number of points wins.

B. Developmental Activities

1. Activity: The teacher will give activity cards that contains word problems

(Addition and subtraction of decimals including money)

Sample Problem: Frank bought a pair of shoes for Php 245.00, a pair of socks Php
42.75 and trousers for Php 526.99. He gave the cashier a thousand-peso bill. How
much change did he receive?

2. Analysis:

Let the pupils compare their answers. The teacher will ask the following
questions.

 What is asked in the problem?

 What are the given facts?
 What are the processes to be used?
 What is the mathematical sentence?

3. Abstractions:

 The teacher will give some/add ideas on the topic

 Guide the pupils to have generalization

4. Application:

Group the pupils into 4 and give them different problems written on strips of
paper. Let the leader stand to draw lots on the problem that is to be solved by each
group. Then, they will explain their group work.

C. Evaluation

Read and Solve

1. Mother gave Tim and Bing Php120.00 each. Tim spent Php. 18.75 for a notebook
and Php12.40 for a ballpen. Bing spent Php25.80 for some stickers and Php15.90 for a
bottle of glue. Who has more money left? By how much?

2. Manuel has Php146.50. How much more does he need to buy a pair of shoes that
costs Php259.50 and a T-shirt that costs Php109.00?

3. Luisa bought a Math book for Php125.00, a pencil case for Php35.00 and a compass
for Php52.75. If she had Php26.75 left, how much money did she have at first?

4. A man bought a T-shirt for Php118.95, a pair of pants for Php699.00 and a pair of
socks for Php99.99. He gave the cashier a Php1000.00. How much change did he
get?

5. Pat had some money in his wallet. At recess time, he spent Php19.50 for a
sandwich. Now, he had only Php2.75 left. How much money did he have before.

IV. Assignment

Study the following menu in a canteen and answer the question that follows

Menu

Spaghetti – Php23.75 Rice – Php6.00 Nilaga (Chicken) – Php25.00

Palabok – Php22.50 Orange Juice – Php8.00 Pinakbet – Php15.00

Lugaw – Php10.00 Gulaman – Php6.00 Fried Fish – Php 15.00

1. Ariel paid Php50.00 for nilaga and rice. How much was his change?

2. Shiela ordered palabok and gulaman. How much was her change with her
Php100.00 bill?

3. Mrs Cruz ordered rice, pinakbet and fish. She gave Php100.00. How much was her
change?

4. Kate gave Php50.00 for spaghetti and orange juice. How much is her change?

5. It was Tina’s birthday. She ordered spaghetti, palabok, orange juice and gulaman. If
she paid a hundred peso-bill and gave a tip of Php20.00, how much will be her change?

Prepared By:

Miki Berlin M. Valenzuela

Cubao Elementary School

Lesson Plan in Mathematics 5

I. Objectives:
A. Creates problems (with reasonable answers) involving addition of
decimals including money.
B. Writes problems correctly.
C. Relate the problems to real life situation.

II. Subject Matter: Creating Problems (with reasonable answers) Involving

Addition of Decimal Numbers Including Money
Materials: flash cards, play money, chart
Reference: K to 12 Curriculum Guide, M5NS-IId-110

III. Lesson Proper

A. Preparatory Activities
1. Drill
Read the following decimals.
1. 0.45
2. 0.132
3. 0.9
4. 0.5965
5. 8.18

2. Review
Add the following decimals.
1. 0.5 + 0.9
2. 5.5 + 0.56
3. 1.35 + 9.5
4. 0.5691 + 0.6
5. 7.356 + 0.009

3. Motivation
Game- “Show Me The Money”
Mechanics:
1. Group the class into 3.
2. Give each group play money with bills and coins.
3. Let them show you the amount of money being flash on the flash
cards.
4. The first group to show you the correct amount of money wins.
5. First group to get 3 points wins the games.

B. Developmental Activities
1. Activity
Mechanics:
1. Group the class into 3.
2. Give each group a task card to work on.
3. Each group must create a problem using the given data assigned to
them using addition.
4. The first group to finish the activity will shout a yell within the group.
5. Let them post their work on the board.

Task Card No. 1

Create a problem using the following data:
2.5 kilograms of sugar
3.25 kilograms of flour

Task Card No. 2

Create a problem using the following data:
21.75 centimeters of cloth
16.25 centimeters of ribbon

Task Card No. 3

Create a problem using the following data:
Php 33.25 bananas
Php 48.25 mangoes

2. Analysis
Let the class compare their answers. The teacher will ask the
following questions.
a. Were you able to follow instructions?
b. Are all the members cooperative in the activity?
 c. What are the things considered in creating your problem?
d. What are the processes used in solving the problem?
e. How did you arrived at your answer?

3. Abstractions:
The teacher will ask the following questions:
a. What are the things considered in creating problem?
b. Why do we need to study on how to create word problems?
c. What are the importance of creating word problems?
d. In what ways, will you use this lesson in your daily lives?

4. Application
Let the 3 groups have role play on real life situation using the following
data:
Group 1 0.5 meters of rope, 0.25 meters of wood
Group 2 Php 90.75 fish, Php 125.15 meat
Group 3 0.75 meters of curtain, 1.10 meters of straw

C. Evaluation
Create problems using 2 or more datas involving addition.
Php 134.67 canned goods
Php 25.75 noodles
Php 65.15 milk
Php 48.92 coffee
Php58.50 sugar

IV. Assignment:
Create a problem using addition on the data below:
42.55 meters of cloth
29.68 meters of yarn
91.25 meters of ribbon

Submitted by:
JULITA A. RAFOL

Quirino Elementary School

 Lesson Plan in Mathematics 5
I. Objectives

A. Creates a problem (with reasonable answers) involving subtraction of decimal

numbers including money

B. Write the equation and solution in solving two-step word problems involving
subtraction of decimals including money

C. Appreciate different ways of solving a problem

II. Subject Matter

1. Creating Problems (with reasonable answers) involving subtraction of decimal

numbers including money

2. Materials: flashcards, play money

3. References: K-12 Curriculum Guide MSNS- II d 110

III. Lesson Proper

A. Preparatory Activities

1. Drill:

Read the following decimals

a. 0.56 d. 0.6076

b. 0.243 e. 0.29

c. 0.10
2. Review:

Subtract the following decimals

a. 0.6 – 0.4

b. 6.6 – 0.67

c. 2.46- 1.6

d. 0.6701 – 0.57

e. 8.467 – 0.119

3. Motivation: Game Show

Ask for a volunteer pupil to stand in front. He or she is the arbiter who holds the
handkerchief and lets ti dangle in his or her hands.

a. Divide the class into 2 groups. Ask the first two pupils of each team to stand at the
center at the back of the room. They are the first to give the answer.

b. Give each group a play money (bills and coins)

c. Using the bills and coins, the teacher flashes an equation

d. The first pupils who get thee handkerchief first will give the answer. The team gets
the point if the answer of the member is correct. First group to get 3 points wins the
game

B. Developmental Activities

1. Activity:

Group the class into 4. Give each group a task card to work on. Each group
must create a problem using the data given assigned to them using subtraction. The
first group that finished the activity will shout a yell within the group. Let them post their
work on the board.

Task Card 1: Create a problem using the following data

Php 526.99 price of pair of shoes

Php 1000.00 money I have

Task Card 2: Create a problem using the following data

Php 23.95 liquid eraser

Php 100.00 money I have

Task Card 3: Create a problem using the following data

Php 55.00 pork nilaga and rice

Php 1000.00 money I have

1. Analysis
Let the class compare their answers. The teacher will ask the
following questions.
a. Were you able to follow instructions?
b. Are all the members cooperative in the activity?
 c. What are the things considered in creating your problem?
d. What are the processes used in solving the problem?
e. How did you arrived at your answer?

2. Abstractions:
The teacher will ask the following questions:
a. What are the things considered in creating problem?
b. Why do we need to study on how to create word problems?
c. What are the importance of creating word problems?
d. In what ways, will you use this lesson in your daily lives?

4. Application:

Let the 3 groups have a role play using the following data:

Group 1:

Php 39.90 pair of socks

Php 500.00 money I have

Group 2:

Php 52.75 pad paper and ballpen

Php 100.00 money I have

Group 3

Php 68.60 fried fish and pakbet

Php 100.00 money I have

C. Evaluation

Create a problem using these data

1. Php 50.00 spaghetti and Php 35.00 apple juice

2. Php 100.00 palabok and Php10.00 gulaman

3. Php120.00 chicken and Php50.00 soda

4. Php 75.00 Nilaga and Php 10.00 gulaman

5. Php. 8.00 Rice and Php. 20.00 Fish

IV. Assignment

Create a data using the giving data

Php 32.50 selling sampaguita garlands

 Prepared By:

Roy L. Cascayan

Payatas B Elementary School

Lesson Plan in Mathematics 5

I. Objectives

A. Visualize multiplication of decimals using pictorials models

B. Draw and color neatly the decimal models.

C. Appreciate the value of clean work

II. Subject Matter

1. Visualizing Multiplication of Decimals

2. Materials: Flashcards, Colored Chalk, Activity Cards, grid

3. References: K-12 Curriculum Guide in Math Grade 5 p.58

Learning Competencies M5NS-II d- 110

III. Lesson Proper

A. Preparatory Activities

1. Drill: Draw Me

Materials: Flash cards, colored chalk

Mechanics:

a. Divide the class into 4 groups

b. Flash a card with a fraction written on it.

Example:

c. The first pupil in each group will go to the board to make an illustration of the fraction

d. The one who drew the correct drawing gets the point.

e. Continue this until everyone in the group has participated.

f. The group with the most number of points wins.

2. Review:

Solve the following mentally

1. Aling Rosa bought 0.8 kg. of hotdog. She placed 0.25 kg of it in the refrigerator and
cooked the rest. How much hotdog did she cook?

2. A Math book is 0.6 dm thick. A Science book is 0.2 dm. when you put the books side
by side, how thick are the books?

3. Motivation: Fraction Song

B. Developmental Activities

1. Activity:

Using a problem opener with transparent plastic. Mr. Dizon’s farm is 0.3 km.
long and 0.1 km wide. How big is his land?

2. Analysis

The teacher will ask the following questions:

For figure 1:

a. Into how many equal parts is the whole divided horizontally?

b. How many parts are shaded?

c. What part is shaded? (the answer can be written in decimal form or fraction form)

For figure 2:

a. Into how many equal parts is the whole divided vertically?

b. How many parts are shaded?

c. What part is shaded? (the answer can also be written in decimal form or fraction
form)

For figure 3:

a. How many squares are shaded in all? (horizontally and vertically)

b. How many squares are double-shaded?

c. What part of the whole big square grid paper is double shaded?
d. The teacher will then provide some more examples

3. Abstractions:

Why do we need to visualize multiplications of decimals?

In what situation can we use multiplication of decimals in our daily lives?

4. Application:

Divide the class into three groups. Give each group an activity cards about
visualization of multiplication of decimals.

Group 1

Write the correct multiplication equation represented by the shaded region.

________________________ X _______________________ =
________________________

Group 2

Shade the figure to represent the number sentence.

0.3

X 0.4

____
Group 3

Illustrate the number sentence.

0.9 x 0.2 = N

* Teacher will provide 3 sets of example so that all the group will be able to do three
kinds of activities.

C. Evaluation

Illustrate the following number sentence. (Grid will be provided)

1. 0.3 X 0.2 =

2. 0.4 X 0.4 =

3. 0.6 X 0.2=

4. 0.5 X 0.3 =

5. 0.2 X 0.4 =

IV. Assignment

Prepare two paper grid divided into 100 equal parts and be ready to show your
own multiplication equation of decimals.

Prepared By:

Tessie V. Aquino

Payatas B Elementary School

 Lesson Plan in Mathematics 5

I. Objectives

A. Multiplies decimals up to 2 decimal places by 1 digit whole numbers

B. Act positively on given work

C. Cooperate with others

II. Subject Matter

1. Multiplying decimals up to 2 decimal places by 1 digit whole numbers

2. Materials: cards with whole and decimal numbers, charts, activity sheets, dice

3. References: K-12 Curriculum Guide Math Grade 5 page 59 Learning Competencies

M5Ns- IId- III.1

III. Lesson Proper

A. Preparatory Activities

1. Drill: Multiplication facts using flash cards

2. Review: Tossing dice with the following faces like 1.2 , 3.5, 2.6, 4.1, 1.2, 3.3

3. Motivation: The teacher shows flash cards

Which are decimal numbers? Which are not decimals?

B. Developmental Activities

1. Activity:

Divide the class into 10 members each and let them work on the activity sheets.

Example: 0.78 X 6 = 0.04 X 3 = 1.49X 7 =

2.65X 9 = 0.29X 2=

- Emphasize that in multiplying decimals, there is no need to line up the decimals

point
 - Remind them also to count the decimal places in the product starting from the
right

- After doing the activity, let them display their work on the board and one member will
explain

2. Analysis: The teacher will ask the following questions

-What are the similarities in your answer?

- What are the differences?

- How did you write the decimal point in the product?

- Were you able to answer correctly? Why? Why not?

3. Abstractions:

How do you multiply decimals by a whole number?

4. Application:

Tier 1: Tell whether the decimal point is written on the proper place. Put a check mark
(/) to indicate correct answer and mark (X) if incorrect.

__ 1. 2.36 X 2 = 4.72

__2. 3.65 X 4 = 14.60

__3. 15.12 X 7 = 85.84

__4. 0.61 X 8 = 0.488

__5. 0.25 X 5 = 1.25

Tier 2: Write the missing digit/digits on the blank and put the decimal point in each
product.

1. 2.81 X 3 = _43

2. 7.93 X 5 = _9_5

3. 3.76 X 4 = 15_ _

4. 0.85 X 7 = _ _ 5

5. 46.26 X 6 = _ 7 _ 5 _

Tier 3: Aling Belen bought fruits in the market. Complete the table and find how much did she spent in
all.

Fruits No. of Kg. Price per Kilo Total

Apple 3 Php 18.65

Banana 2 Php 50.25

Orange 4 Php 16.70

 Guyabano 4 Php 25.75

C. Evaluation

Find the product of the following

1. 6.50 X 9 =

2. 0.09 X 6 =

3. 2.24 X 7 =

4. 5.64 X 4 =

5. 0.28 X 5 =

IV. Assignment

Multiply each number in the given magic square by 4

X4

Prepared By:

Ronaldo M. Gacusan

Masambong Elementary School

 Lesson Plan in Mathematics 5

I. Objectives

A. Multiplies decimals up to 2 decimal places by 2 digit whole numbers.

B. Tell the rules in multiplying decimals.

C. Participate Actively.

II. Subject Matter

Multiplying Decimals up to 2 decimal Places by 2 Digit Whole numbers

Reference: K-12 Curriculum Guide Math Gr5 p. 59, learning competency M5NS-II d.
III.I
Material: Cards with whole numbers and decimal numbers, charts, activity sheets

III. Procedure

A. Preparatory Activities
1. Drill on reading and writing numbers
2. Review on mulitiplying whole numbers?
3. Motivation
 Identify whole numbers and decimal number
B. Developmental Activities
1. Activity
( Let the pupil proceed to their respective group )
*Each group will answer the activity sheets
0.96 x 32 0 .24 x 12
0.65 x 23 0. 0.43 x 52
0.82 x 34
* Recall the rule in multiplying whole numbers.
* Emphasize that in multiplying decimal point on the final product.
* One member of each group will present their answer and explain.
2. Analysis
The teacher will ask the following questions.

 How do you multiply decimal numbers by whole numbers?

 
What are the similirities and differences in multiplying whole number
and decimal number
 When do you put the decimal point
 Where you able to answer correctly? Why? Why not
3. Abstraction
 How do you multiply whole numbers by decimal numbers?
 In what ways will you use this situation in our daily lives

4. Application
Put the decimal point in their proper places

1. 0.43 X 21 = 903
2. 96 X 0.25 = 2400
3. 69 X 0.21 = 1449
4. 90 X 0.41 = 4146
5. 48 X 0.32 = 1536
Find the product of the following:
1. 36
X .46
2. 59
X .67
3 75
X .23
4. 52
X .31
5. 74
X .05

C. EVALUATION
Multiply the given equation
1. 33 x .09
2. 87 x .34
3. 68 x .19
4. 78 x .42
5. 51 x .21

IV. Assignment
Write in column and multiply
6. .28 x 43
7. .06 x 36
8. .24 x .14
9. 55 x .15
10. 63 x .31

Prepared by
EVELYN T. VITE
Manuel L. Quezon E.S.