School (Insert School Name) Grade Grade 6

REVISED
K to 12 Teacher (Insert Teacher’s Name) Learning Area Mathematics
Curriculum Date/Week Week 7 July 28 – August 1 Quarter Quarter 1
Time
Daily Lesson Log

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content The learner demonstrates understanding The learner demonstrates understanding The learner demonstrates understanding of The learner demonstrates understanding
Performance
Standards of the four fundamental operations of the four fundamental operations the four fundamental operations involving of the four fundamental operations
Task
involving fractions and decimals. involving fractions and decimals. fractions and decimals. involving fractions and decimals.
B. Performance The learner is able to apply the four The learner is able to apply the four The learner is able to apply the four The learner is able to apply the four
Standards fundamental operations involving fractions fundamental operations involving fractions fundamental operations involving fractions fundamental operations involving fractions
and decimals in mathematical problems and decimals in mathematical problems and decimals in mathematical problems and decimals in mathematical problems
and real-life. and real-life. and real-life. and real-life.
C. Learning divides: divides: divides: divides:
Competencies a. whole numbers by decimals up to 2 a. whole numbers by decimals up to 2 a. whole numbers by decimals up to 2 a. whole numbers by decimals up to 2
decimal places and vice versa b. decimal places and vice versa b. decimal places and vice versa b. decimal places and vice versa b.
decimals/mixed decimals up to 2 decimal decimals/mixed decimals up to 2 decimal decimals/mixed decimals up to 2 decimal decimals/mixed decimals up to 2 decimal
places places places places

D. Learning divides: divides: divides: divides:

Objectives a. whole numbers by decimals up to 2 a. whole numbers by decimals up to 2 a. whole numbers by decimals up to 2 a. whole numbers by decimals up to 2
decimal places and vice versa b. decimal places and vice versa b. decimal places and vice versa b. decimal places and vice versa b.
decimals/mixed decimals up to 2 decimal decimals/mixed decimals up to 2 decimal decimals/mixed decimals up to 2 decimal decimals/mixed decimals up to 2 decimal
places places places places

Dividing Decimals/Mixed Decimals Up To 2 Dividing Decimals/Mixed Decimals Up To 2 Dividing Decimals/Mixed Decimals Up To 2 Dividing Decimals/Mixed Decimals Up To 2
II. CONTENT
Decimal Places by Whole Numbers Decimal Places by Whole Numbers Decimal Places by Whole Numbers Decimal Places by Whole Numbers
(Subject Matter)
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
Material pages
3. Textbook
pages
4. Additional SLM/ADM SLM/ADM SLM/ADM SLM/ADM
Materials from
Learning
Resource LR
portal
 B. Other Learning Audio-visual presentations, pictures Audio-visual presentations, pictures Audio-visual presentations, pictures Audio-visual presentations, pictures
Resources
IV. PROCEDURE
A. Drill/Reviewing Observe the position of the decimal point Let’s Review. Let’s Play Let’s play a game:
in each quotient below: Answer the following using the dice.
previous Lesson
What are the steps in Dividing Mixed The teacher will make a station inside the
or presenting new
Dividing By Quotient Decimals? classroom.
lesson Power of 10
43.5 ÷ 10 4.35
43.5 ÷ 100 0.435
43.5 ÷ 1000 0.0435
43.5 ÷ 0.1 435
43.5 ÷ 0.01 4 350
43.5 ÷ 0.001 43 500

B. Establishing a What did you observe? My mother is a businesswoman. One of her Work by partner. Let’s Try!
purpose for the Where do you move the decimal point businesses is making and selling table
lesson when you divide by 10, 100, 1000? runners. A restaurant owner orders from Find a partner and solve the equation The sum of all the rows, columns and the
her table runners 1.75 m long each. She below. shaded diagonal only is 12. Complete the
Where do you move the decimal point only has 26.25 m of cloth left. How many table and look for the value of A and B.
when you divide by 0.1, 0.01, 0.001? table runners can be made from it? 1. What is 444.64 divided by 0.4? Then, solve for the equation (A + B) ÷ 1.2.
2. The quotient of 720.24 and 0.12.
3. If you divide 1 582.50 and 0.75, what is the
quotient?
4. What is the quotient of 176.82 divided by
1.4?
5. If the divisor is 1.5 and the quotient id
21.05, what is the dividend?

C. Presenting Let’s Discover: 1. Who orders table runners? Make each equation correct by putting
examples/ 2. How long are the table runners? Study the situations below and find out how the decimal point in proper place.
instances of the 3. How many meters of cloth was left to be it is solved.
new lesson made into table runners?
4. How many table runners can be made 1. 34.56 ÷ 0.1 = 3456
from it? 2. 9.87 ÷ 0.1 = 987
5. If you were the businesswoman, what 3. 103.5 ÷ 0.1 = 1035
will you do to know exactly how many 4. 9.3 ÷ 0.1 =93
table runners 5. 12.45 ÷ 0.1 = 1245
can be made from the piece of cloth?
6. What is asked in the problem?
7. What are the given facts?
8. What operation should be used to solve
What is asked in the problem?
 What are the given? the problem?
What operation will you use to solve the 9. Why? What gives you clue?
problem? Why? 10. What is the number sentence?

Do you think using of plastic bag is good

to our environment and in our health?
Why?
How will you solve the problem?
D. Discussing new Let’s Solve: Let’s Solve the problem. Group Activity: Performance task
Make your own puzzle that use the
concepts and
To solve the given word problem let’s do Step 1: dividing of decimals. The class will answer
practicing new
the following steps to get the correct Make the divisor a whole number by To solve for the number of packs Christine it.
skills. #1 answer. multiplying it by 10, 100 or 1 000 or made, divide 66.25 by 13.25. Follow the
just move the decimal point to the right steps below: Use this pattern.
Step 1 to make it a whole number.
Multiply the divisor by 100 to make the 1.75 x 100 = 175 Step 1: Change the divisor into a whole
divisor a whole number or just move the or number by moving the decimal point two
decimal point to the right as many places 1.75 places to the right.
as there are decimals in the divisor.
Step 2:
Step 2 Move also the decimal point in the
0.25 x 100 = 25 dividend as many places as in the
Step 2: Move the decimal point of the
divisor.
dividend the same number of places as the
Multiply also the dividend by 100. 26.25 x 100 = 2625
divisor as shown below.
or
26.25
Step 3
50 x 100 = 5000 Step 3
Step 3: Divide the dividend by the divisor the
Divide the number as you divide whole Divide like whole numbers. Align the way you divide whole numbers.
numbers. decimal point of the quotient with that of
Therefore, the dividend, if needed.

15
175 √2625
-175 Hence, Christine made 5 packs of mangoes
875 containing 13.25 kilograms each.
-875
0

Check your answer by simply

Answer: Mother needs 200 small plastic
multiplying the quotient by the divisor.
bag.

Step 4 Check the answer by multiplying

Remember: The product should be equal
the quotient by the divisor.
to the dividend.
 200 x 0.25 = 50.00 (Take note: The product
should be equal to the dividend)
E. Discussing new It’s your turn. It’s your turn. The number 3.263 is divided by a 1-digit The Class will make their own
concepts and decimal number. It gives a quotient greater pattern/puzzle.
practicing new Mrs. Sison, a Mathematics teacher, has a than 2 but less than 2.5. What is the number?
skills #2. piece of ribbon that is 36.75 meters long.
She wants to cut it into pieces that are 0.75 This kind of problem can be solved using
meters long. She will use it in her Math class Systematic Listing Strategy. How to solve
for the group activity of her pupils. How using Systematic Listing Strategy?
1. What is the problem all about? many pieces of ribbon will she have?
2. How many gallons of water are there in Note: Make sure you follow the conditions in
a tank? the problem.
3. If you were asked to transfer the water 1. How many meters of ribbon do Mrs.
in the 3 smaller containers, how will you do Sison has? Conditions:
it? 2. What will she do with the ribbon? 1. Your divisor should be a 1-digit decimal.
4. How do you conserve water? 3. What will you do if you have group 2. Your quotient should fall between 2 and
5. What is the problem asking for? activity? Why? 2.5.
6. What are the data needed to solve the 4. What is asked in the problem?
problem? 5. What facts are given to solve the In this case, to obtain a quotient greater
7. What operations will you use to solve the problem? than 2 but less than 2.5, assume that your
problem? Why? divisor should be 1.6 or less.
8. Write the equation. Give the number sentence.
Let’s solve the problem step by step. Why divisor should be 1.6 or less?

Let’s try to solve the problem and let’s do If you narrow down your dividend to 3.2
this step by step to get the correct answer. only, the possible divisor is 1.6 to give you the
quotient of 2. So, having a dividend greater
than 3.2 which is 3.263 would give a result
greater than 2 also if divided by 1.6. Notice
that the number used for the quotient is
slightly higher than 2 to fit the condition
number 2. Hence, possible divisors should be
1.6 or less to give an answer greater than 2.

F. Developing Find the quotient mentally. Show me your board. In your answer sheet, divide the following: Each group will answer the pattern/puzzle
that other group had created.
Mastery
1. 0.86 ÷ 10 = ________ Choose the correct answer. Write 1.) 16.25 ÷ 1.25 = N
(Lead to Formative
2. 0.59 ÷ 100 = _______ CHECKMATH on the space provided 2.) 177.32 ÷ 16.12 = N
Assessment #3)
3. 1.24 ÷ 10 = _________ below the options. 3.) 98.28 ÷ 3.64 = N
4. 8.94 ÷ 100 = ________ 4.) 12.15 ÷ 1.35 = N
5. 6.68 ÷ 1000 = _______ 5.) 54.75 ÷ 3.65 = N
G. Finding practical Find the missing number. Complete the table: Read and solve. Show your solution on your From what you have learned to our
answer sheet. previous lesson, how will you use this in
application of
1. 2 814 ÷ 0.07 = ____ your real situation?
concepts and
2. ____ ÷ 0.15 = 30 100
skills in daily 3. 26.75 ÷ ____ = 53 500 There are 2.54 centimeters in one inch. How
living 4. ______ ÷ 0.04 = 129 000 many inches are there in 45.72 centimeters?
5. 233.94 ÷ 14 = ______

H. Making To divide decimals up to 2 decimal places To divide decimals/mixed decimals up to 2 To divide mixed decimals up to two (2) Why is it important to follow the step by
by whole numbers: decimal places: decimal places, follow these steps: step of the equation?
Generalizations
 Put the decimal point right above the  Make the divisor a whole number by 1. change the divisor into whole numbers
and Abstractions
other one. multiplying it by 10, 100 or 1 000 or just means multiply it by 10 (for decimals up to
about the Lesson.  Divide just like dividing whole numbers. move tenths) or by 100 (for decimals up to
 Check your answer by multiplying the the decimal point to the right to make it a hundredths). The same goes for the divisor
quotient by the divisor. whole number. and
 Move also the decimal point in the 2. divide the dividend by the divisor the way
dividend as many places as in the divisor. you divide whole numbers.
 Divide like whole numbers. Align the
decimal point of the quotient with that of
the
dividend.
I. Evaluating Why is important to always check you What are the things that you should Do you think that you can use this learning in Can you tell us the steps on how to divide
answer or solution? remember in dividing mixed decimals? real life situation? How? mixed decimals?
 Learning

J. Additional Find the quotients. Follow the step by step. Read, analyze and solve each problem Divide the following. Write the solutions on Solve.
then check your answer. your answer sheet.
Activities for
1.) 47.36 ÷ 11.84 = N 12.56 is divided by a number with 1-digit
Application or
1. 92 ÷ 0.04 + 2.) 264.18 ÷ 88.06 = N decimal divisor. It gives a quotient greater
Remediation Larry has 8.91 meters of rope he wants to
Step 1: than 3 but less than 3.5. What is the
divide it into 0.9 equal parts. What is the
Step 2: greatest possible value of the divisor?
length of each rope?
Step 3:
Check:
V. REMARKS
VI. REFLECTION

Prepared by: Checked:

Teacher Subject Coordinator

Reviewed: Approved:

Master Teacher 1 Assistant Principal