2nd grading mathematics grade vi

2nd GradingDate: ___________

I. LEARNING OBJECTIVESMultiply up to 3digit factors by 1to 2 digit factors of decimals and whole numbers without and

with regrouping and with zero difficulty.

Value: Keeping oneself physically fit and healthy

II. LEARNING CONTENTSkill: Multiply up to 3digit factors by 1to 2 digit factors of decimals and whole numbers

without and with regrouping and with zero difficulty.Reference: BEC-PELC II D.2

Enfolding Mathematics VIMaterials: charts, cards with number sentences

III. LEARNING EXPERIENCEA. Preparatory Activities

1. Mental ComputationLet each team answer the puzzle correctly. The team who answers first and gets the

puzzle correctly will be declared the winner.

2. MotivationWhat are the things that you do to make you physically fit and healthy? Give foods that

give use vitamins and minerals. What are some of the vitamins that you know? How do we keep ourselves physically fit and healthy?

B. Developmental Activities1. Presentation

Activity:Nutritionists say we need 0.0017 gram of riboflavin everyday. How much do we need in

a week?Discussion:1. Let’s the pupils analyze the problem.2. Let each group give an estimate of the answer.3. Let them get the actual answer. Discuss the steps the make in finding the product.4. Provide the examples:

2. Practice ExercisesMultiply:1) 0.003 2) 0.52 3) 0.032 4) 0.0008 5) 0.03

x 0.4 x 0.013 x 0.2 x 0.6 x 3

3. GeneralizationHow do we multiply 1-3 digit by 1-2 digit factors of decimals and whole numbers with or

without regrouping and with zero difficulty?

IV. EVALUATIONFind the product.1. 07 x 0.4 2. 0.412 x 0.8 3. 0.403 x 0.2 4. 0.34 x 0.21 5. 0.008 x 35

V. ASSIGNMENTMultiply1. 0.2 x 0.03 2. 0.236 x 0.04 3. 0.5 x 0.7 4. 0.1 x 0.1 5. 0.412 x 0.8

MATHEMATICS VI

Date: ___________

I. LEARNING OBJECTIVESMultiply decimals point up to the hundredths place.

Value: Kindness

II. LEARNING CONTENTSkill: Multiply decimals point up to the hundredths place.Reference: BEC-PELC II D.3

Enfolding Mathematics VIMaterials: problem cards, bells, flashcard, number cards, cutouts of turtle, snail and worm, tape,

three number lines of the same length, boxed strips


1. Mental Computation – Traveling GamePost the number line on the board. Place the turtle, snail and worm cutouts on the left side

of each number line.a. Form the pupils into 3 equal groups to represent each of the cutouts.b. A member of each group holds a ball. Teacher flashes a problem card and the one who

ring the bell first has the chance to give the answer.c. If the answer given correct, the member moves their cutouts one step on the number line.d. This continues until the cutouts reach the right side of the number line, the group to read

it first is the winner.Sample equations: 0.2 x 0.4 = 40 x 0.6 = 30 x 0.05

2. MotivationMike bought a dozen doughnuts worth P9095 each. He gave these to some street children

whom he saw begging for food. How much did he pay for the doughnuts? What good trait did Mike show? Have you had the same experience? How did you feel?


Present the lesson by discussing the problem.1. What is being asked?2. What are given?3. What operation is needed to solve the problem?4. What is the equation or number sentence?5. Elicit the equation: 12 x P9.95 = N6. Discuss the step by step solution to the problem.7. Place the decimal point correctly in the product.8. Mike paid P119.40 for the doughnuts.9. Discuss the importance of showing helping others in need, even in small

ways.10. Give more examples: 0.76 x 1.2

2. Practice ExercisesSolve the equation.1. 0.23 x 0.12 3. 0.36 x 0.75 5. 0.14 x 0.422. 0.25 x 0.08 4. 0.62 x 0.17

3. GeneralizationHow do we multiply decimals up to the hundredths place?

IV. EVALUATIONMultiply1. 0.38 x 0.64 3. 0.59 x 0.37 5. 0.27 x 0.932. 0.75 x 0.48 4. 0.78 x 0.68

V. ASSIGNMENTSolve for what is being asked?1. The product of 0.85 and itself is _________.2. What is the product of 0.97 and the next odd decimal number?3. Multiply 0.79 to the difference of 0.93 and 0.26.4. I am thinking of two decimals. Add them and you get 0.1. multiply them and you get 0.0016.

What are the two decimals?5. Multiply 0.86 to the sum of 0.37 and 0.28.

MATHEMATICS VI

Date: ___________

I. LEARNING OBJECTIVESMultiply mixed decimals by mixed decimals with hundredths.


II. LEARNING CONTENTSkill: Multiplying Mixed Decimals by Mixed Decimals with Hundredths.Reference: BEC-PELC II D.4

Enfolding Mathematics VIMaterials: handkerchief, problem cards, number cards


1. Mental Computation – Finding the ProductRelay Game

There will be two groups of 5 pupils in a line. The teacher name the babies and the first in the name the mother. The teacher continues to name the babies until all the members of the group had participated. The group who finishes first with all correct answers wins.Examples of babies:a. 2.5 and 0.4 c. 3.2 and 0.6 e. 1.6 and 0.4b. 1.7 and 0.3 d. 1.2 and 0.7

2. MotivationProblem Opener

Rina weighs 46.15 kilograms. Cathy weighs 1.06 times as much as Rina. If you were Rina, how would you know heavy Cathy is?


Activity1:a. Mix two sets of number cards, labeled 0 trough 9, in a container.b. Draw boxes like the ones below for each student to copyc. Ask the pupil to pick six cards one at a time, reading aloud each number drawn.d. The pupils write the numbers in each box in order. e. Have the pupils solve the product.

2. Practice ExercisesSolve:a. 2.07 b. 48.12 c. 9.25 x 3.82 x 5.50 x 14.63

3. GeneralizationHow do you multiply mixed decimals by mixed decimals? How do you put the decimal

point?

IV. EVALUATION1. Find the decimal point in each product correctly

1. 83.52 2. 6.5 3. 2.56 x 2.4 x 4.36 x 7.22 200448 2834 184832

2. Solve the problema. Find the cost of 7.5 meters of cloth at P67.45 a meter.b. Mangoes cost P65.50 a kilogram. How much will 8.5 kilogram cost?c. A lot has an area of 154.6 square meters. How much will it cost if one square meter is

P1800.75?

V. ASSIGNMENT1. Find the product.

a. 72.08 x 6.9 b. 8.056 x 7.4 c. 59.17 x 2.042. Using 1293 x 315 = 407195, give the product of the following:

a. 12.93 x 3.15 c. 129.3 x 31.5b. 1293 x 31.5 d. 1.293 x 3.15

3. Analyze and solvea. If an architect makes a drawing to scale so that 1 cm represents 4.25 m, what distance is

represented by 7.5 cm?b. What is the area of a rectangle with a length of 9.75 cm and a width of 6.35 cm?

MATHEMATICS VI

Date: ___________

I. LEARNING OBJECTIVESMultiply decimals by 10, 100 and 1 000

Value: Being Observant

II. LEARNING CONTENTSkill: Multiplying decimals by 10, 100 and 1 000Reference: PELC II D.2

Enfolding Mathematics VIMaterials: flashcards, show me cards


1. DrillSolve for N orally (flashcards)

35 x 10 = N 421 x 10 = N35 x 100 = N 421 x 100 = N35 x 1000 = N 421 x 1000 = N


Activity1:Present this table on a chart and let pupils observe a pattern.

Decimal x 10 x 100 x 10000.8 8 80 8000.75 7.5 75 7500.394 3.94 39.4 3941.204 12.04 120.4 12403.0615 30.615 306.15 30615

What have you observe in multiplying a decimal by 10, 100 and 1000? Do you see any pattern?

2. Practice ExercisesLet us have other exercises:1. 27.385 x 10 = 3. 35.68125 x 1000 = 5. 0.3612 x 100 =2. 806.259 x 100 = 4. 9.0573 x 10 =

3. GeneralizationHow do you multiply numbers by 10, 100 and 1000?What did you do in getting the pattern? What have you observe?

IV. EVALUATIONComplete the table

Decimal x 10 x 100 x 10001. 8.42132. 0.95364

3. 23.049874. 1.758055. 180.49326

V. ASSIGNMENTPerform the indicated operation:1. 10 x (1.34 + 7.6) = N2. (3.7 x 8.113) x 100 = N3. 1000 x (35.601 + 28.12) = N4. (7.113-2.03) x 1000 = N5. (25.123 – 11.2) x 100 = N

MATHEMATICS VI

Date: ___________

I. LEARNING OBJECTIVESMultiply mentally decimals by 0.1, 0.01, 0.001


II. LEARNING CONTENTSkill: Multiplying mentally decimals by 0.1, 0.01, 0.001Reference: BEC-PELC II D.6

Connections p. 57, Mathematics in Action pp. 84.85Materials: number puzzle, game board set, problem cards


1. Mental Computation: Mental Math GameForm groups of 4’s and hand each group a game board, two colors of chips, two colors of

number cards (ex. Yellow cards have decimal numbers, blue cards have 10, 100 and 1000 written).Direction for the group:a. Choose a partner. Partners will be A & B, C & D.b. Shuffle the cards separately and place them face down on the table.c. A and C will complete first. Toss a coin to know who will start.d. Pick a card from the yellow and blue pile.e. Mentally multiply the two numbers.f. If correct, put a chip on the square in the game board that contains the product.g. The opponent now does the same.h. Four chips in a row, in any direction wins the gamei. B and D now play the game.

2. MotivationHandout number puzzles to each group. Tell each group to complete the puzzles. Tell the

groups to paste the pieces on a piece of paper or tape them together. Post their work on the board in an organized way.

Ask if they could identify the numbers they formed. Give a hint that the exponents indicate the number of decimal places to the left or right of 1. Have a free guess and check activity as well as an open discussion on their answers.Sample Answer:103 = 1000 10-2 = 0.01105 = 100000 10-4 = 0.0001


Activity 1:Present this problem:

Mrs. Santos owns 0.9 hectares of land. She plans to make 0.1 of the land into a residential lot by putting up an apartment. She asked her tenant, Elen, to manage the said apartment. Since Elen is a trustworthy and loyal tenant, Mrs. Santos decided to give Elen. 0.01 of 0.9 hectares of land, near the apartment lots.

a. How many square meters of the land will be converted to residential lots?b. How big will be the lot given to Elen?

2. Practice ExercisesMultiply mentally.1. 0.01 x 0.92. 0.09 x 0.13. 0.008 x 0.64. 0.001 x 5.85. 0.007 x 0.1

3. GeneralizationHow do you mentally decimals by 0.1, 0.01, 0.001?What is a shorter way of doing this?

IV. EVALUATIONMultiply mentally. Choose the letter of the correct answer.1. 0.01 x 8.56

a. 85.6 b. 8.56 c. 0856 d. 0.08562. 0.001 x 0.49

a. 4.9 b. 0.49 c. 0.049 d. 0.000493. 0.07 x 0.1

a. 7 b. 0.7 c. 0.07 d. 0.0074. 0.003 x 0.01

a. 0.00003 b. 0.0003 c. 0.3 d. 305. 0.1 x 79.5

a. 79.5 b. 7.95 c. 0.795 d. 0.0795

V. ASSIGNMENTMultiply mentally1. 0.001 x 45.2672. 40.1 x 0.13. 0.01 x 0.034. 0.217 x 0.0015. 0.1 x 0.0011

MATHEMATICS VI

Date: ___________

I. LEARNING OBJECTIVESApply the different properties of multiplication to compute products mentally

Value: Teamwork

II. LEARNING CONTENTSkill: Compute decimal products mentally using the different properties of multiplication.Reference: BEC-PELC II D.7

Enfolding Mathematics VIMaterials: improvised bingo cards, equation/problem cards, puzzle sheet, pocket chart


1. Mental ComputationBingo1. Prepare bingo cards whose numbers are products of a given problem.2. The teacher then reads the problem orally.3. Pupils cover the cell that has the correct answer for the given problem.4. The first one to cover all the cells wins.

2. Motivation1. Present this puzzle card to each group.2. Encircle the words that indicate properties of multiplication.3. The first to finish wins.4. Teacher asks if the properties of multiplication can be applied in multiplying decimals.

What made team _____ win? Did they show team work? How? What does team work do to the team? Will you do the same thing? Why?


Activity: OralMaterials: index cards

Distribute 5 cards to each pupil. Have pupils write the name of a property on one side of each index card and an example of the property on the other side. Collect and shuffle the cards. Each pupil draws a card, computes the example orally and name the property used. If both steps are correct, he keeps the card. If not, the card is replaced. The winner is the pupil with the most cards.

2. Practice ExercisesSolve mentally:1. 0.7 x 0.02 – 0.02 x 0.72. 0.8 x 0.75 – 0.8 x (0.7 + 0.05)3. 1 x 0.2084. 0.8 x (0.4 x 0.2) = (0.8 x 0.4) x 0.2205 x 3.4 = 3.4 x 2.5

3. GeneralizationHow does the distribute property help simplify the calculation? How about the other

properties?

IV. EVALUATION1. Collaborative Learning

a. Working in teams of fourb. Dictate a mental Math Problem to all the teams. The first team to give the correct answer and

name the property wins that found. Team with the property score wins.2. Using the Show Me Card. The teacher gives the problem and the pupils have to write the answer

with the property on the Show Me Card.Example:a. (0.27x0.3) x 0.2 = 0.27 x (0.3 x 0.2)b. 0.8 x 0.079 = 0.8 x (0.07 + 0.009)c. 3.5 x 4.2 = 4.2 x 3.5

V. ASSIGNMENTGive 2 examples for each property of multiplication.

MATHEMATICS VI

Date: ___________

I. LEARNING OBJECTIVESSolve word problems involving multiplication of decimals including money.

Value: Thrift

II. LEARNING CONTENTSkill: Solving word problems involving multiplication of decimals including money.Reference: BEC-PELC II D.8.2

Enfolding Mathematics VIMaterials: chart, Show Me Cards


1. Drill - Mental ComputationMechanics:a. Put equation cards on the table.b. Each member of the group take turns in getting cards, read it, then give the answer orally.c. If the give answer is wrong, the other group can steal and get the point if they can give

the correct answer.d. The group with the most number of correct answers wins the game.

2. MotivationWhat are the steps in solving a word problem?Why do we have to analyze the word problem before giving the answer?How do you know that your answer is correct?


1. Teacher prepares word problems involving multiplication of decimals including money.Example:

Cris spends P35.50 for food each day. How much does she spends in 12 days?2. What is asked?

What are the facts?What is the math sentence?Solution:

3. The first pupil to top the board will answer the first question, followed by other member of his group.

4. Other group can steal if the given answer is wrong.5. After the game, teacher will give emphasis on solving word problem involving

multiplication of decimals including money.Valuing:

Give emphasis on being thrifty since the lesson involves moneyExample:

How do you spend your baon/money?Why do you have to be thrifty?Will sisters/brothers is benefit you? How about your family?

2. Practice ExercisesSolve the following:1. 16 2. 37.21 3. 32.587 4. 95.2 + 15.56 - 19 + 19.63 - 27.58

3. GeneralizationWhat are the steps in solving a word problem?How do you translate a problem into a number sentence or equation?How would you describe your answer?

IV. EVALUATIONRead and Solve1. A can of powdered milk has a mass of 0.345 kilogram. What is the mass of 12 cans of milk?2. Mrs. Diaz bought a residential lot with an area of 180.75 m at P6.50 per square meter. How much

will 15 kilograms of ground beef cost in one kg costs P99.00?3. How much will 15 kilograms of ground beef cost if one kg cost P99.00?

V. ASSIGNMENTA. Translate these problems to number sentences then solve.

1. A contractor finished 0.25 of a highway in 5 days. If the highway is 60.8 kilometers long, what part of the highway was finished?

2. Mark works 40 hours a week. If his hourly rate is P38.25, how much is he paid a week?

B. Write the number sentence, then solve.1. The rental for a Tamaraw Fx is P3 500 a day. What will it cost you to rent it in 3.5 days?2. What is the area of a rectangle with a length of 9.72 cm and a width 6.34 cm?

MATHEMATICS VI

Date: ___________

I. LEARNING OBJECTIVESEstimate quotients of whole numbers and decimals

Value: Helpfulness

II. LEARNING CONTENTSkill: Estimating quotients of whole numbers and decimalsReference: BEC-PELC II E.1

Enfolding Mathematics VIMaterials: cards


1. Drill - Mental Computation1. Group the class. Each group should have ten members.2. Distribute number cards (0 to 9) to each group.3. The teacher flashes division equation.4. Pupils will solve it mentally, then they will form a number using the number cards they

are holding to show their answer.5. The first group to give the correct answer gets a point.

2. MotivationWhat do carpenters do before buying materials for building a house? Would it be alright

to estimate the needed materials ahead of time? Why?


Activity: Working in Place1. Distribute equations on estimating quotient.2. How the pair work on the following

2.8 √375 0.8 √ 7.31 1.7 √ 35.68a. Give your estimated quotient using:

* rounding off* compatible numbers

b. Which technique is best for estimating quotient?c. Which technique gives reasonable estimate?

2. Practice ExercisesEstimate the quotient1. 1.25√ 325 2. 2.5 √ 625 3. 7.5 √ 225 4. 12.5 √ 875

5. 1.2 √ 48

3. GeneralizationHow do you estimate quotient?What are compatible numbers?

IV. EVALUATION1. Estimate the following using compatible numbers

a. 5.8 √ 3.257 b. 8.8 √ 14.08 c. 4.8 √196.7

2. Estimate the quotient of the following:By rounding offa. 61.71 √4308 b. 785 √ 559.8 c. 51.5 √ 1019

V. ASSIGNMENTAnswer the following:1. Rex traveled 154 km in 3.2 hours. Approximately, what was his average speed for the journey?2. Jay has 6584 meters of ribbon. She wants to cut it into 25.6 meters. About how many ribbons can

be cut from it?3. Bing has a ribbon 125 dm long. How many pieces of ribbon 2.5 dm long can be cut from it?4. Rhoda has P75. she wants to give her nieces P12.50 each. How much does each receive?

MATHEMATICS VI

Date: ___________

I. LEARNING OBJECTIVESDivide 2-5 digit whole numbers by 1-2 digit decimals

Value: Industry

II. LEARNING CONTENTSkill: Dividing 2-5 digit whole numbers by 1-2 digit decimalsReference: BEC-PELC II E.2.1

Enfolding Mathematics VIMaterials: cards


1. Mental Computation DrillDividing 304 Digit numbers by 1- digit Whole Numbers Divisors

GAMEa. Divide the class into 2 groupsb. Prepare a set of 3-4 digit numbers by 1-digit whole number divisors. Place the card

facedown on top of teacher’s table.c. Call on a member of each group in front.d. Let player 1 pick the topmost card. He/she reads aloud the equation on the card and

solves for the quotient mentally.

2. MotivationHow does your family earn a living? Does your mother help your father earn for your

family? If so, why? What good will it do to your family?Show picture of a mother sewing a table linen.


Activity1:Present the following problem:

Aling Dolores sews table cloth to sell. She uses 0.6 meters of linen for every table cloth she makes. How many table cloths can she make out of 18 m of linen?1. What is being asked in the problem?2. What are given?3. What operation will you use to solve the problem?4. Give the number sentence for it.

2. Practice ExercisesSolve the following:1. 0.3 √12 2. 0.9 √135 3. 0.17 √ 391

3. GeneralizationHow do we divide 2-5 digit whole numbers by 1-digit decimals?

IV. EVALUATIONFind the quotient. Be sure to place the decimal point correctly on your quotient.1. 0.9 √756 3. 0.13 √ 2119 5. 0.06 √ 1382. 0.12 √ 94 4. 0.8 √ 968

V. ASSIGNMENTSolve the following:1. 64 ÷ 0.4 = 3. 933 ÷ 0.03 = 5. 2460 ÷ 0.06 = 2. 714 ÷ 0.7 = 4. 565 ÷ 0.05 =

MATHEMATICS VI

Date: ___________

I. LEARNING OBJECTIVESDividing 2-5 digit whole numbers by 2-digit decimals.


II. LEARNING CONTENTSkill: Dividing 2-5 Digit Whole Numbers by 2-Digit Decimals.Reference: BEC-PELC II E.2.1

Enfolding Mathematics VIMaterials: chart, flashcards, activity cards


1. Drill – Dividing Whole Number by 1-Digit DivisorMechanics:a. Player for each team will stand at the back.b. As the teacher flashes an equation, players will give the answer orally.c. The first to give the correct answer will take 1 step forward.d. The first to reach the platform wins the game.

2. MotivationWho has a store? What are the goods that are packed less than a kilo? Why do you think

they are doing it?


Activity: Problem Analysis1. Present the problem on the board:

Mother has a small sari-sari store. Everytime she buys a 50 kilo cavan of sugar, she repacks it into a smaller bags weighing 0.25 kilo. How many small plastic bags are needed by mother?

2. Have the class work by pairs.3. Tasks:

a. What is asked in the problem?b. What are the given facts?c. What should be done to solve the problem?d. Translate the problem into an equation.e. Show your solution, step by step:f. Have each group report their work to the class.

2. Practice ExercisesFind the quotient. Check your answer.1. 0.15 ÷ 456 3. 0.61 ÷ 5185 5. 0.36 ÷ 220052. 0.32 ÷ 48 4. 0.25 ÷ 125

3. GeneralizationHow do you divide a whole number by a decimal?

What are the 2 ways of making the divisor a whole number?If you change the divisor into a whole number, what will you do with the dividend?

IV. EVALUATIONSolve and check1. 0.32 ÷ 1984 =2. 0.04 ÷ 92 =3. 13 588 ÷ 0.43 =4. 39 102 ÷ 0.06 =5. 848 ÷ 0.04 =

V. ASSIGNMENTSolve and check1. 0.30 ÷ 19470 =2. 0.23 ÷ 11868 =3. 0.07 ÷ 44919 =4. 0.62 ÷ 21204 =5. 0.05 ÷ 105 =

MATHEMATICS VI

Date: ___________

I. LEARNING OBJECTIVESDivides whole number by whole numbers with decimal quotient

Value: Fairness

II. LEARNING CONTENTSkill: Divides whole number by whole numbers with decimal quotientReference: BEC-PELC II E.2.2

Enfolding Mathematics VIMaterials: flashcards, activity cards


1. Drill - Mental ComputationGive the quotientGame Relaya. Teacher prepares flash card of division equation.b. Players for each group should stand at the back.c. As the teacher flashes the card, each player will give the answer.d. The first to give the answer correctly, will take 1 step forward.e. First to reach the platform, wins the game.

2. MotivationHow many are you in the family?Have you experienced to bring home something which is not enough for your family?How did you share it equally to each one?


Activity1:1. Form a group of 42. Present this problem.

Ana brought home 3 pieces of suman. She has 4 sisters, how will she divide it equally among her sisters?

3. Task for each group4. Have each group present their work5. Teacher should guide pupils how to round the answer to a given place value like tenths

and hundredths.

2. Practice ExercisesFind the quotient. Show your solution.1. 5 ÷ 4 = 3. 5 ÷ 3 = 5. 16 ÷ 10 =2. 50 ÷ 49 = 4. 25 ÷ 24 =

3. GeneralizationWhen do you get a decimal quotient?What is the rule in rounding the decimal quotient to the nearest tenths or hundredths?

IV. EVALUATIONFind the quotient. Round your answer to the nearest:

Tenths Hundredths1. 12 ÷ 18 _______________ _______________2. 5 ÷ 6 _______________ _______________3. 12 ÷ 48 _______________ _______________4. 16 ÷ 80 _______________ _______________5. 15 ÷ 80 _______________ _______________

V. ASSIGNMENTFind the quotient. Round your answer to the nearest:

Tenths Hundredths1. 3 ÷ 4 _______________ _______________2. 7 ÷ 8 _______________ _______________3. 15 ÷ 48 _______________ _______________4. 12 ÷ 25 _______________ _______________5. 45 ÷ 48 _______________ _______________

MATHEMATICS VI

Date: ___________

I. LEARNING OBJECTIVESRecognize and differentiate between terminating and repeating/non-terminating decimal quotients


II. LEARNING CONTENTSkill: Recognizing and differentiate between terminating and repeating/non-terminating

decimal quotientsReference: BEC-PELC II E.2.2.1

Enfolding Mathematics VIMaterials: problem cards, number cards


1. Mental Computation - GamePrepare problem cards with answer written on separate cards. Shuffle the cards separately

and have each pupil pick a card from the two sets. Form the pupils into groups; call on a pupil to start the game the one read aloud the problem on the card and computes mentally for the answer. He then say the answer aloud and the one holding that answer card hands into the first player, and he now read his problem and answer it. This goes on until the problem card has been answered. The group with the most answer card wins.

2. MotivationPost the following on the board0.5 0.8 0.25 0.6 0.75 0.4 0.25 0.25 0.5 0.375 0.125 0.2 0.6 0.75

Tell them that hidden in the puzzle are the two terms that are important in the day’s lesson. To get what these are, tell the pupils to look for the letters corresponding to the decimal in the review portion. Once the pupil identified the terms, ask if any one knows these two are.


Activity1:1. Have the pupils take a look at their solutions to the problem sheets. Ask them for their

observation. Lead them to notice that the last remainder is zero. Tell them that the decimal quotient of these problems are called terminating decimal.

2. Hand out another set of problem sheets to be solved.3. Have volunteers form each group show their solutions on the board.4. Lead them to say that the decimal quotient is the repeating decimal.5. Have an open discussion on the difference between terminating and repeating/non-

terminating decimal.

2. Practice ExercisesSolve and identify if the decimal quotient is a TERMINATING or a REPEATING/NON-

TERMINATING decimal.1 ÷ 13 2 ÷ 13 3 ÷ 13 4 ÷ 13 5 ÷ 13 6 ÷ 13

3. GeneralizationHow do you differentiate a terminating decimal from a repeating/non-terminating

decimal?

IV. EVALUATIONIdentify if the decimal quotient is a terminating or repeating/non-terminating decimal.1. 7 ÷ 42. 15 ÷ 93. 11 ÷ 24. 3 ÷ 165. 6 ÷ 21

V. ASSIGNMENTSolve and identify if the decimal quotient is a terminating or repeating/non-terminating decimal.1. 3 ÷ 202. 6 ÷ 113. 20 ÷ 124. 2 ÷ 65. 81 ÷ 48

MATHEMATICS VI

Date: ___________

I. LEARNING OBJECTIVESDivide mixed decimals by whole numbers

Value: Helpfulness

II. LEARNING CONTENTSkill: Visualizing division using money as modelReference: BEC-PELC II E.2.3.1

Enfolding Mathematics VIMaterials: flats, long and ones, problem cards, number cards, tree diagram, , play money


1. Mental ComputationConcentration Game1. Post problem cards on one board, face down, with letters written at the back in order.2. Call on two pupils to help in opening the cards as the game is played.3. Divide the class into two groups. Decide which group will go first. E.g. toss coin, jack-

en-poy, etc.4. A member of the group will call out a letter, and number to be opened. The games

continue until the cards have been paired up. The team with the most cards paired wins.

2. MotivationYour parents both have their work from Monday to Saturday. Everyday, before they

leave, they just leave for food for your meals in the morning and for lunch when you and your brothers and sister come home from school. They also leave you just enough money for your other expenses at home while they’re gone. Before your parents leave, they always remind you to take care of your brothers and sister.

How will you help your parents take care of your brothers and sisters?


Activity:1. From pupils into groups of 5’s. Tell them to role play the situation. Give 5 minutes for

brainstorming and 2-3 minutes each group for their presentation.2. After all have presented, discuss what they did, what value/s they portrayed in the role

play, etc.3. Extended the problem4. Use play money to show partitive division in each of a, b and c.5. Give other numbers for practice, e.g. P100.25 ÷ 5 etc.

2. Fixing SkillsDivide1) 8 ÷ 18.16 2) 16 ÷ 163.2 3) 30 ÷ 92.55

3. GeneralizationHow do you divide mixed decimals by whole numbers?

IV. EVALUATIONDivide1) 4.3 ÷ 200 2) 5.5 ÷ 550 3) 9 ÷ 39.24 4) 66 ÷ 16.5 5) 90 ÷ 21.24

V. ASSIGNMENTDivide1) 25 ÷ 426.5 3) 12 ÷ 1027.68 3) 1.8 ÷ 100 4) 6.2 ÷ 400 5) 0.45 ÷ 150

MATHEMATICS VI

Date: ___________

I. LEARNING OBJECTIVESDivide a whole number by decimal and mixed decimal

Value: Industry

II. LEARNING CONTENTSkill: Dividing Whole Number by Decimal and Mixed DecimalReference: BEC-PELC II E.2.2.4

Enfolding Mathematics VIMaterials: flashcards


1. Mental ComputationDivide Mentally1) 638 ÷ 10 = N 2) 457 ÷ 100 = N 3) 79 ÷ 10 = N

2. ReviewDivide: a. 7 ÷ 28.7 b. 9 ÷ 58.5 c. 6 ÷ 4.80 d. 6 ÷ 1.38

3. MotivationAsk pupils if they own the lot money occupying.Ask them also how they acquired it. If they don’t own it yet, what must they do in order

to own the lot?


Activity: Problem Opener1. Present a problem to a board.2. Ask the following questions:

a. How many hectares was the lot of the man?b. How much does one son get?

3. Lead the pupils to solve the problem.4. Answer the question in the problem.5. Have another examples:

a. Make the divisor a whole number by moving the decimal point 2 places to the right or multiply it by 100.

b. Multiply the dividend also by 100c. Divide like dividing whole numbersd. Place the decimal point of the quotient directly above the decimal point of the

dividend.e. Check the answer through multiplication

2. Fixing SkillsDivide1) 2.5 ÷ 175 2) 7.2 ÷ 648 3) 2.17 ÷ 8463

3. GeneralizationTo divide whole numbers to decimals or mixed decimal, change the divisor into whole

number by the decimal point to the right or multiplying by power of 10. Multiply also the dividend by the same power of 10. Then divide as in whole numbers. Check by multiplying.

IV. EVALUATIONFind the quotient1) 905 ÷ 7904 2) 3.15 ÷ 2709 3) 3.8 ÷ 1026 4) 2.85 ÷ 684 5) 1.2 ÷ 780

V. ASSIGNMENTDivide and check through multiplication1) 0.04 ÷ 473 2) 0.53 ÷ 656 3) 0.8 ÷ 872 4) 0.06 ÷ 264 5) 0.32 ÷ 260

MATHEMATICS VI

Date: ___________

I. LEARNING OBJECTIVESDivide mixed decimals by mixed decimals

Value: Honesty

II. LEARNING CONTENTSkill: Divide mixed decimals by mixed decimalsReference: BEC-PELC II E.2.2.5

Enfolding Mathematics VIMaterials: flashcards and activity cards


1. Drill - Mental ComputationGame Relay using flashcards of division of whole numbers b whole number with decimal

quotient.4 ÷ 3 2 ÷ 1 5 ÷ 4 8 ÷ 6 10 ÷ 9 8 ÷ 7

2. ReviewDividing whole numbers by decimalsa. 0.5 ÷ 250 b. 0.2 ÷ 308 c. 0.6 ÷ 336 d. 0.8 ÷ 480

3. MotivationHave you seen table runners? How does it look like? Where do you use table runners?

How big is a table runner?


Activity: Problem Opener1. Present a problem on the board2. Ask the following questions:

1. Who orders table runners?2. How long is the table runner?3. How many meters of cloth was left to be made into table runner?4. How many table runners can be made from it?5. Show your solution through:

a. changing 26.25 ÷ 1.75 to mixed decimal.b. dividing like whole numbersc. Proceed to division like whole numbers. Align the decimal point of the quotient

with that of dividend.

2. Fixing Skills: Divide and check1) 2.6 ÷ 10.14 2) 1.5 ÷ 1.332 3) 1.9 ÷ 12.35

3. GeneralizationHow do we divide mixed decimals by mixed decimal? What are the two ways of making

the divisor a whole number?

IV. EVALUATIONFind the quotient. Check your answer.1) 1.5 ÷ 439.5 2) 5.7 ÷ 27.36 3) 1.17 ÷ 583.05 4) 2.5 ÷ 62.5 5) 2.98 ÷ 23.393

V. ASSIGNMENTSolve and check1) 3.6 ÷ 73.8 2) 4.9 ÷ 313.11 3) 2.6 ÷ 13.52 4) 1.4 ÷ 37.24 5) 2.5 ÷ 35.14

MATHEMATICS VI

Date: ___________

I. LEARNING OBJECTIVESDivide decimals by 10, 100, 1000 mentally

Value: Alertness

II. LEARNING CONTENTSkill: Dividing decimals by 10, 100, 1000 mentallyReference: BEC-PELC II E.3

Enfolding Mathematics VIMaterials: flashcard, manila paper, piece of paper, ballpen


1. Drill - Mental ComputationMultiplying decimals by 10, 100, 1000 using flashcards0.3 x 10 = 0.63 x 100 = 0.383 x 1000 =1.5 x 10 = 3.25 x 100 = 24.58 x 1000 =

2. ReviewWhen multiplying decimals by 10, 100, 1000 what do we do with the decimal point?To what direction do we move the decimal point?


Activity: a. Study the following sets of equations:

SET A SET B450 ÷ 10 = 45450 ÷ 100 = 4.5450 ÷ 1000 = 0.45

2.8 ÷ 10 =0.282.8 ÷ 100 = 0.0282.8 ÷ 1000 = 0.0028

b. What do we notice in each set? Is there a patter?c. Elicit the pattern from the students.d. Discuss the rule/steps in dividing whole numbers or decimals by 10, 100, 1000.e. Give more examples

2. Fixing Skills: Divide mentally1) 34.5 ÷ 10 = N 2) 28.6 ÷ 100 = N 3) 58.33 ÷ 1000 = N

3. GeneralizationHow do we divide decimals by 10, 100, 1000?

To divide decimals by 10, 100, 1000a. Move the decimal point to the left as many zeros are there in the divisor.b. Prefix zero/zeroes before the decimal point if needed.

IV. EVALUATIONGive the answers mentally as fast as you can.

1) 63.8 ÷ 102) 56.61 ÷ 1003) 635.2 ÷ 1000

4) 242.6 ÷ 105) 2473 ÷ 1000

V. ASSIGNMENTComplete the table bellow.

Decimal 10 100 10001. 14.82. 27.6323. 129.744. 176.245. 88.29

MATHEMATICS VI

Date: ___________

I. LEARNING OBJECTIVESDivides decimal mentally by 0.1, 0.01, 0.001

Value: Cleanliness

II. LEARNING CONTENTSkill: Dividing decimals by 0.1, 0.01, 0.001Reference: BEC-PELC II E.4

Enfolding Mathematics VIMaterials: flashcard


1. Drill - Mental ComputationMultiplying Numbers by Power of Ten5 x 10 = 5 x 1000 = 5 x 40 = 5 x 100 = 5 x 400 =

2. ReviewMultiplying numbers mentallya. 34.83 ÷ 10 = b. 168.37 ÷ 100 = c. 149.2 ÷ 1000

3. Motivation:Have you divided decimals by 0.1, 0.01, 0.001? how did you do it? Have you find some

easyways to do it?


Activity: Role Playinga. Have a group act out the situation.b. Have them compute the problem mentally.c. Ask: What is the answer in situation a? and b?

What is the pattern in dividing decimals by 0.1, 0.01, 0.001? Explain.

2. Fixing Skills: Perform mentally1) 651÷ 0.1 2) 6.298 ÷ 0.01 3) 85.72 ÷ 0.001

3. GeneralizationHow do you divide decimals by 0.1, 0.01. 0.001. What is the pattern in dividing decimals

by 0.1, 0.01, 0.001?

IV. EVALUATIONGive the quotient orally.1) 8.39 ÷ 0.01 2) 125.85 ÷ 0.001 3) 6.95 ÷ 0.01 4) 85.32 ÷ 0.1 5) 6.45 ÷ 0.001

V. ASSIGNMENTDivide Mentally1) 6.873 ÷ 0.01 2) 1.62 ÷ 0.1 3) 49.67 ÷ 0.001 4) 4.32 ÷ 0.01 5) 32.8 ÷ 0.01

MATHEMATICS VI

Date: ___________

I. LEARNING OBJECTIVESSolve word problems involving division of decimals including money

Value: Decisiveness

II. LEARNING CONTENTSkill: Solving word problems involving division of decimals including moneyReference: BEC-PELC II E.5.2

Enfolding Mathematics VIMaterials: activity cards, manila paper


1. Opening Song: Mathematics ( To the tune of “Are You Sleeping”)

2. ReviewDivide numbers mentallya. 56 ÷ 0.1 b. 56 ÷ 0.01 c. 56 ÷ 0.001

3. Motivation: Role playinga. Who went to the mall? Why?b. How much money do they have?c. Do you think the girls made a wise decision? Why?


Strategy: a. Group the class into “pairs”b. Task for each pair

1. Is there a problem in the situation presented? What’s the problem all about?2. What are the given facts?3. Is it possible that they can buy plates worth P 273.50? How?4. What is the number sentence?5. About how much is the cost of each plate? Why?

c. Have each group presented their work to the class.

2. Exercises: Read Analyze then solve:Cris is planning to buy a new CD player worth P4 595.25. He tries to save P306.35 a

week from his allowance. How many weeks will it take him to save the amount enough to buy the CD player?

3. GeneralizationWhat are the steps in solving word problems? How do you analyze and solve word problems involving decimals?

IV. EVALUATIONRead the word problems. Analyze then solve.

1. Jon saves P105.35 a week. How long will it take him to save P 1 264.20?2. Robert plans to go to the province for a vacation. He wanted to by presents for his nephews worth

P289.45 each. He allotted P1 157.80. how many nephews does he have in the province?3. Christian is a businessman. Every first week of December, he deposits P51 025.00 for the

Christmas bonus of his employees. Each employee receives P6 378.50. How many employee are there?

V. ASSIGNMENTMake word problems involving division including money.

MATHEMATICS VI

Date: ___________

I. LEARNING OBJECTIVESSolve 2- to 3- step word problems involving decimals including money

Value: Industry

II. LEARNING CONTENTSkill: Solving 2- to 3- step word problems involving decimals including moneyReference: BEC-PELC II E.5.3 – 5.3.2

Enfolding Mathematics VIMaterials: pictures, charts, number wheel


1. Mental Computation: Solve the problem mentally:a. After buying some books and school supplies worth P45.75, how much change will you

receive from a P50-bill?b. Aling Josie bought 1.5 kg. of pork, 1.75 kg. of chicken and 1.25 kg. of beef. How many

kilograms of meat did she buy?

2. Review: Game using Spin-a-Wheela. 9 ÷ 1.5 = N b. 0.8 ÷ 3 = N c. 160 ÷ 0.32 =

3. MotivationDo you want to get high grades? What will you do?


Activity: 1. Present this problem

Mang Tisoy brought 2 bags of onions to market. One bag weighs 8 kilograms and the other bag weighs 6.5 kilograms. He repacked the onions in plastic bags of 0.25 kilograms per pack and sold each pack for P12.50. How much will he get if all the packs were sold?

2. Analyze and solve the problem:a. What is asked?b. What are given?c. What are the hidden question?d. What operation will you use?e. What is the equation for the problem?

3. Discussiona. In solving 2-3 step problems, what do you solve first?b. How do you express your answer to the problem?

2. Fixing Skills: Read Analyze then solve:There are 18 girls and 17 boys who will equally share the expenses for a bus trip

amounting to P4 042.50. How much will each pay?

3. GeneralizationHow do you sold 2-3 step word problems involving decimals?

IV. EVALUATIONSolve the problem bellow and label your answer.1. Lerna and her classmate went swimming. They spent P1 206.25 for food and P1 172.50 for

transformation and entrance fees. They got P1 196.75 from the club funds and each one shared P98.50 to pay for the remaining expenses. How many shared in the amount?

2. Grace receives P220.50 as school allowance from her mother. Her aunt gave her an additional P183.73. If her daily expenses is P36.75, for how many days will her allowance last?

V. ASSIGNMENTSolve the following problems. Label your answers.1. Jun and Richard repaired a broken rattan bed and were paid P 1 128.00. If Jun worked for 8.5

hours and Richard for 7.5 hours, how much were they paid per hour?2. The barangay officials of Barangay Masaya received 150 sacks of rice weighing 50 kilograms

each. 350 kilograms were distributed to the flood victims for the barangay. The rest were repacked in plastic bags of 2.5 kilogram each to the street children. How many street children received the rice?

MATHEMATICS VI

Date: ___________

I. LEARNING OBJECTIVESGeneralize when a number is divisible by another number

Value: Sportmanship

II. LEARNING CONTENTSkill: Determine when a number is divisible by another number.Reference: BEC-PELC II. F.1.1

Enfolding Mathematics VIMaterials: Activity cards


1. Drill: Skip counting by 2, 3, 4, 5 & 6

2. ReviewGroup activity using activity cards

a. Divide the class into 4 groupsb. Each group will be given a window card to be answered in turn by the members.c. The first group to finish with all correct answers wins.

3. MotivationAsk pupils if they want to learn some ways of getting quotients more easily.


Activity: “Lets Explore”1. Study the following equations. 2 x 8 = 16 16 ÷ 2 = 8 16 ÷ 8 = 22. Ask: a. What are the factor of 16? b. Can 16 be divided exactly by 2? By 8?3. Ask: What can you say about 16?

A number is divisible by another number if it can be divided exactly by the second number.

2. Fixing Skills: RelayTest for the divisibility of the following numbers. Put a check on the proper column.

2 3 4 5 6 7 8 9 101 8402 1443 1844 48285 400

3. GeneralizationHow would you determine that a number is divisible by a certain number? Are the rules

formulated true all numbers?

IV. EVALUATIONFormative Test: List the numbers that divide the following.1. 362. 1503. 1874. 2255. 1260

V. ASSIGNMENTDetermine the divisibility of the following numbers by 2, 3, 4, 5, 9, 10.

MATHEMATICS VI

Date: ___________

I. LEARNING OBJECTIVESIdentify prime and composite numbers

Value: Kindness to animals

II. LEARNING CONTENTSkill: Identifying prime and composite numbersReference: BEC-PELC II F.1.2

Enfolding Mathematics VIMaterials: chart, flashcards, number cards 1-100 small squares, hundred chart, crayon


1. Drill - Mental ComputationDrill on giving all the possible factors of a numberStrategy: Name the babyMaterials: flashcards with 2 digit numbersMechanics:1. Form 4 groups2. The teacher flashes a card.3. The groups of pupils are given 1 minute to divide what their answers be.4. Each member of the group goes to the board simultaneously and writes the answers.5. The teacher checks the answers.6. The group having the most number of correct answers wins.

2. ReviewLet’s Pick Flower1. Pick a flower from the garden.2. Read the number aloud and tell if it is even or odd.3. Place the number in the basket provided for.

3. MotivationAsk pupils if they have been to the zoo. Let them tell their experience of going to the zoo.

Let them also tell what they commonly see at the zoo. Illicit from the pupils what should be done to preserve the animals at the zoo.


Activity:1. Divide the group into 22. Use the basket of even and odd numbers.3. List down the factors of the number in each basket.4. Report to the class the factors of each number and tell how many composite/prime

number their group has.5. Report to the class the factors of each number and tell how m any composite/prime

number their group has.

2. Fixing Skills: Give the factors of the number. Then write prime if the number is prime number and

write composite if it is a composite number.factors

________ 1. 27 ________ 2. 37 ________ 3. 49 ________ 4. 53 ________ 5. 60

3. GeneralizationWhat are prime numbers? Composite numbers?

IV. EVALUATIONWrite P if the number is prime and C if it is a composite number.

________ 1. 72 ________ 2. 14 ________ 3. 27 ________ 4. 18 ________ 5. 68

V. ASSIGNMENTFind the prime number and composite number in:

Number Least Greatesta. 1-digitb. 2-digitc. 3-digitd. 4-digit

MATHEMATICS VI

Date: ___________

I. LEARNING OBJECTIVESWrite the prime factorization of a given number

Value: Helpulness

II. LEARNING CONTENTSkill: Prime factorization of a given numberReference: BEC-PELC II F.1.5

Enfolding Mathematics VIMaterials: chart, card


1. Mental Computation“Guessing Game” – Play guessing game by guessing the answer to the following:a. I am more than 10 but less than 15, of my factors is 7. Who am I?b. I am 25, what are my prime factors?c. The largest composite number between 10 and 20 is my sister’s age. How old is she?

2. ReviewCheck up of assignment

3. MotivationAsk pupils if they have heard the term “prime factorization” of numbers. Let them make

inferences as to what I means.


a. Problem Openerb. Let them answer the following:

1. What does Mary Jane have?2. What does she want to do with the fruits?3. How many guavas does he have? How many mangoes does she have?

c. Ask the pupils to find the factors of 36 and 24d. Show the class a factor tree.e. Lead the class to discover the 2 x 3 x 2 x 3 are the prime factorization of 36 and 3 x 2 x 2

x 2 are the prime factorization of 24.

2. Practice Exercises: Write TRUE if the prime factorization of the give number is correct and FALSE if it is wronga. 24 = 2 x 2 x 2 x 3b. 18 = 2 x 3 x 2

c. 81 = 3 x 3 x 3 x 3d. 76 = 2 x 2 x 19

3. GeneralizationA number be it a prime or composite number will have prime factors. The process to get

the prime factors of a certain number is called prime factorization.

IV. EVALUATIONGive the prime factorization of:1. 16 = 2. 27 = 3. 48 = 4. 56 = 5. 64 =

V. ASSIGNMENTGive the prime factorization of:1. 30 = 2. 56 = 3. 43 = 4. 72 = 5. 54 =

MATHEMATICS VI

Date: ___________

I. LEARNING OBJECTIVESDetermine the greatest common factor (GCF) of 2 or more numbers.

Value: Teamwork

II. LEARNING CONTENTSkill: Determining the GCF of 2 or more numbers.

Reference: BEC-PELC II F.1.6Enfolding Mathematics VI

Materials: fish cutouts, improvised aquarium and fishing rod


1. Drill - Mental ComputationDrill on identifying prime and composite numbers.Strategy: fishingMaterials: fish cut outs, improvise aquarium and fishing rodMechanics: A pupil be asked to catch fish which has a number pasted on it. The child

identifies if the number is prime or composite.

2. Review: Give the prime factorization of: a. 18 = b. 27 = c. 24 =

3. Motivation: Tree different candies are to be put into candy bags so that the bags contain equal

amounts of candies of the same kind. There are 180, 240 and 300 of the different kinds of candies respectively. Each candy has to got into a candy bag, that is, there must be no left over candies. How many candy bags that could be filled? How many candies will there be in a each bag? Can you think of away of getting the answer to this problem? Let us analyze the problem. Since there should be no candies left over, the number of candies. This means that the number of candy bags must be a factor of 180, 240 and 300. Let us work with simpler numbers first.


a. Factor ListsA pupil will be asked to give a composite number less than 30, and give its factors.

Another pupil will be asked to give another number with its factors.b. Prime Factorization

Discuss how to get the prime factors of a given number using the factor tree.

2. Fixing Skills: Write the GCF of the following sets of numbers.a. 2 and 6 b. 5 and 20 c. 8 and 24 d. 8 and 56

3. GeneralizationWhat are the methods of finding GCF of given numbers? Which method do you like

best? Why? Could these methods be used to find the GCF of 3 or more numbers?

IV. EVALUATIONFind the GCF of each set of numbers.1. 98, 1472. 20, 753. 30, 354. 66, 1105. 18, 24, 54

V. ASSIGNMENTFind the GCF of each set of numbers.1. 210, 2312. 420, 5043. 50, 75, 100, 1254. 35, 635. 75, 45

MATHEMATICS VI

Date: ___________

I. LEARNING OBJECTIVESDetermine the least common multiple (LCM) of 2 or more numbers

Value: Confidence

II. LEARNING CONTENTSkill: Determine the LCM of 2 or more numbersReference: BEC-PELC II F.1.7

Enfolding Mathematics VIMaterials: chart, activity card


1. ReviewActivity Puzzle

Complete the puzzle by giving the prime factorization of the numbers in the clue

2. Motivation: Ask pupils if they have friends. Let them tell what they do with their friends.


Activity: 1. Present a dialogue2. Answer the following:

a. What did Mr. Santos want to give to the boys?b. What do you think they would do with the seedlings?c. What benefit do we get from this activityd. What do you call the number 36, the least number visible by 12 and 9?

2. Fixing Skills: Find the LCM by listing the multiplesa. 21, 15 b. 12, 10 c. 16, 20 d. 12, 10

3. GeneralizationTo determine the LCM with a set of numbers, list down all the multiples of the numbers

and get the least common multiple. Can this procedure be used to get the LCM of three or more numbers?

IV. EVALUATIONDetermine the LCM of each pair of numbers using the listing method.1. 10 and 25 2. 20 and 50 3. 42 and 48 4. 20 and 45 5. 24 and 18

V. ASSIGNMENTFind the LCM and GCM of each pair of number.1. 15 and 30 2. 21 and 45 3. 16 and 24 4. 8 and 12 5. 12 and 32

MATHEMATICS VI

Date: ___________

I. LEARNING OBJECTIVESName the fraction or mixed number described by a shaded region, set or point on the number line

Value: Cooperation

II. LEARNING CONTENTSkill: Name the fraction or mixed number described by a shaded region, set or point on the

number lineReference: PELC II G.1

Enfolding Mathematics VIMaterials: Math Textbook, magazines, newspapers, scissors, glue, bond paper


1. Mental Computation Drill:Solving for the GCF/LCM of a set of numbersa. 10, 15, 20 b. 38, 9, 54 c. 36, 57

2. Review: Determine the LCM of the each pair of numbersa. 8 and 12 b. 15 and 35 c. 12 and 9 d. 12 and 16

3. Motivation: a. show illustration of figuresb. Ask the following figures

1. Which region shows a fraction whose value is less than 1? Name the fraction.2. Which region shows a fraction whose value is equal to 1? Give the fraction.3. Which region shows a fraction whose value is greater than 1? Name the fraction.


Activity: 1. Ask the students to cut out articles in newspapers or magazines that show a fraction or

mixed number.2. Ask them to make a collage of these articles on bond paper.3. Ask them also to highlight with a marker the fractions or mixed numbers in the articles.4. Discuss the value of cooperation with a learning partner. Illicit from the pupils how best

they could show cooperation in everything they do in school and the effect of it in the task at hand.

2. Fixing Skills: Look at the figure.1. Look at the figure.

a. Give two fractions to tell what part of the rectangular region is shaded red.b. Give two fractions to tell what part of the rectangular region is shaded blue.c. What part of the region is not shaded?

1 2 B 3

d. Give two fractions to describe the part of the region that lies to the left of the red line.2. What fraction names point B?

3. GeneralizationWhat is fraction? What does the numerator of the fraction tell? What are the kinds of

fraction we discussed? How do we name fractions give shaded regions, sets and number line?

IV. EVALUATIONWrite the fraction of the shaded part1.

2.

a. Write an improper fraction for the shaded part.b. Write a mixed number for the shaded part.

V. ASSIGNMENTIllustrate/draw the following fractions3/8 6/5 3 2/3 8/12 12/5

MATHEMATICS VI

Date: ___________

I. LEARNING OBJECTIVESRename fractions as decimals and vice versa.

Value: Helpfulness

II. LEARNING CONTENTSkill: Renaming fractions as decimals and vice versa.Reference: BEC-PELC II G.2

Enfolding Mathematics VIMaterials: 10 x 10 grid, flashcards


1. Drill: Use of flashcardsGive the fraction for the given situation.1. 2 boys out of 15 boys (2/15)2. P3.00 out of P100 (3/100)3. 7 red marble out of 30 marbles (7/30)4. 30 marbles out of 30 marbles (30/30)5. 3 parts of a square equally divided into 8 (3/8)

2. Review:Check up of assignment

3. Motivation:How many of you have gone to the market? Tell the class this situation.Liza and their mother went to market to buy some fish. They asked for ¾ kg. of fish. The

seller put two fish on the scale and it reads 0.71 kg. Did they have enough of what they asked for?

Who help mother in our story? What kind of a child is Liza? If you were Liza, would you also help your mother at home? How?


Activity: Use of a Grid1. Use the 10 by 10 grid in Activity2. Ask pupil to shade or color certain small square.

Example: color/shade 7 gridsHow many grids are shaded of the 100 parts? (7/100). Guide them to see that 7/100

can also be written as decimal (0.07). Lead them to see how it is done.3. Continue the activity until the pupil can answer succeeding questions with ease.

2. Fixing Skills: Change to decimalsa. 15/20 b. 4/5 c. 7/12 d. 9/20 e. 15/40

3. GeneralizationHow do you change fraction to decimals? How do you change decimals to fractions?

IV. EVALUATIONRename the decimals as fractions.1. 0.7 2. 0.16 3. 0.03 4. 7.24 5. 4.005

V. ASSIGNMENTRename as fractions or decimals.1. 5/8 2. 0.001 3. 12 7/50 4. 50.8 5. 2 17/500

MATHEMATICS VI

Date: ___________

I. LEARNING OBJECTIVESSolve for the missing term in a pair of equivalent fractions

Value: Care for the body

II. LEARNING CONTENTSkill: Forming and solving for the missing term in a pair of equivalent fractionsReference: BEC-PELC II G.3.3-3.4

Enfolding Mathematics VIMaterials: strips of paper, fraction bars, activity cards


1. Drill: Naming fractional partsE.g. 50 pupils in a class1. 30 are boys (30/50)2. 20 are girls (20/50)3. 15 girls have shoes (15/20)

4. 7 pupils are absent (7/50)5. 43 pupils are absent (43/50)

2. Review: What bigger number can divide equally the given pair of number.a. 5 b. 14 c. 16

10 42 243. Motivation:

Find a partner. Look for a body parts which come in pairs. Does each pair have the same function? Discuss the functions? What do you think will happen of one of the pair will be damage? How will you take care of your body parts so they can function well?


Activity: Working by learning team. Give activity card for each group to work on.

1) 1 = _ 2) 16 = 2 3) 2 = 4 4) 100 = _ 5) __ = 3 3 6 3 5 1000 10 12 6

2. Fixing Skills: Solve for the missing term1) 2 = _ 2) 6 = __ 3) 5 = 25 4) _ = 63 5) 40 = 16

3 9 7 28 9 9 81 20

3. GeneralizationHow do we solve for the missing term in an equivalent fraction?

IV. EVALUATIONSolve for the missing term

1) 2 = _ 2) 40 = 4 3) 9 = 3 4) 1 = 9 5) _ = 20 4 8 50 4 2 5 25

V. ASSIGNMENTUse the number in the box to write an equivalent fractions. You can use a number more than once.

1. 3/12 2. 2/6 3. 6/12 4. 6/7 5. 4/8

8 14 1 412 2 3 18

MATHEMATICS VI

Date: ___________

I. LEARNING OBJECTIVESReduce fractions to lowest terms

Value: Sharing a fraction of a time to help

II. LEARNING CONTENTSkill: Reduce fractions to lowest termsReference: BEC-PELC II G-5



1. Drill: Finding Equivalent FractionsActivity – Partner Huntinga. Teacher prepare on small cards 2 sets of fractions that are equivalentb. Divide the class into two teams with 10 players each. A player in the team is given a

fraction card.c. At the signal “Go”, each player in the team looks for a fractional equivalent to what

he/she is holding from among his/her teammates.d. The first team to finish “partner-hunting” falls in line with their partnerse. The team with the higher score wins.

2. Review: Solving the missing term in a pair of equivalent fractions 3 = n _ = 20 4 = 24 5 = _

4 16 5 25 3 6 30


Look at this fraction.12 ( 1, 2, 3, 6, 12 )15 ( 1, 2, 3, 6, 12 )

a. What are the fractions fo 12? ( 1 x 12, 3 x 4, 6 x 2)b. What are the factors of 15? ( 1 x 15, 3 x 15 )c. What is the largest number that is a factor of 12 and also a factor of 15? (3)d. Divide the numerator and the denominator by the GCF 3.

12 ÷ 3 415 3 5

2. Practice Exercises: List the factor of the numerator and the denominator. Encircle the greatest common factor.1. 8 ( 1, 2, 4, 8) 9 ( 1, 2, 3 , 4 , 6, 12)2. 2/43. 3/94. 5/95. 9/16

3. GeneralizationWhen is a fraction is lowest terms? How do you reduce fraction to lowest terms?

IV. EVALUATIONDetermine whether the fraction is in lowest terms. Write Yes or No.1. 3/5 2. 2/6 3. 4/10 4. 5/12 5. 21/28

V. ASSIGNMENTWrite each fraction in lowest terms.1. 9/12 2. 24/32 3. 25/65 4. 4/10 5. 10/16

MATHEMATICS VI

Date: ___________

I. LEARNING OBJECTIVESChange mixed numbers to improper fractions and vice-versa

Value: Helpfulness

II. LEARNING CONTENTSkill: Changing mixed numbers to improper fractions and vice-versaReference: BEC-PELC II G.6

Enfolding Mathematics VIMaterials: Math Textbooks, real objects, drawing, flashcards


1. Mental ComputationStrategy: Tapping Game – Reducing fraction to lowest term1. Teachers prepares on flashcards with fractions to be changed to lowest terms.2. The class is divided into 2 groups. The first player for each group stays in front.3. The first player is determined by a toss coin.4. The teacher raises a flashcard and the first player gives the lowest term of the fraction.5. A correct answer will earn a point for the group. The group that scores more wins.

2. Review: Use flashcards. Give the missing term1. 3 = 1 2. 20 = 10 3. 1 = __ 4. 4 = _ 5. 9 = 3

5 36 4 8 3 9 12


Strategy: Use a problem opener1. How many flowers are there? How many groups of 3 are there? So we can also write

it as 10/3 which is equal to 3 ½2. What part of the group is a flower?3. How many groups are there?4. What part of a group is the flower?5. How many wholes are there? (3) What part of the group is the left over? (1)6. How do you write a fraction for this? (3 ½)7. How many 1/3 are there?8. What fraction can you write for this?

2. Fixing Skills: Write an improper fraction for each mixed number1. 2 1/6 = ( 2 x 6 ) + 1 = 13/6 4. 6 4/62. 3 2/4 5. 7 ½ 3. 5 2/8

3. GeneralizationHow is improper fractions changed to mixed number? How is mixed change to improper

fractions?

IV. EVALUATIONWrite as a mixed number.1. 9/5 2. 10/3 3. 7/3 4. 13/4 5. 15/2

V. ASSIGNMENTExpress fraction in lowest term1. 54/8 2. 40/12 3. 57/8 4. 38/4 5. 37/9

MATHEMATICS VI

Date: ___________

I. LEARNING OBJECTIVESEstimate fractions close to 0, 1/2 , 1

Value: Respectfulness and Helpfulness

II. LEARNING CONTENTSkill: Estimate fractions close to 0, 1/2 , 1Reference: PELC II G.7

Enfolding Mathematics VIMaterials: flashcards, strips of paper, numberline


1. Drill: Identifying fractional parts.

2. Review: Rounding Numbers using flashcardsa. P0.21 b. P0.89 c. P3.75 d. P2.36

3. Motivation:Have you ever help an elderly person carry her heavy load? For example a woman

coming from the market with 3 bags of groceries? Will it lighten the load if you help her carry 2 bags for her? How does it feel to help a person?


Activity: Game – Where do you belong1. Teacher prepares fractions on flashcards.

She divides the board in 3 parts and write0 ½ 1

2. Any number of players3. Teacher holds up a fraction.4. The players estimate if the fraction is close 0, ½, or 1.5. The player goes to where the fraction is close to. If his estimation is wrong he gets out of

the game.6. The player/s who stay in the game win.

2. Fixing Skills: State whether the fraction is close to 0, ½, 1.a. 3/5 b. 2/3 c. 1/5 d. 5/7 e. 5/11

3. GeneralizationWhat is the reference point to estimate fractions close to 0, ½ or 1?

IV. EVALUATIONIndicate if the fraction is close to 0, ½ , 1.1. 1 2. 6 3. 2 4. 4 5. 1

7 8 16 5 3

V. ASSIGNMENTUse numberline to estimate the fractions close to 0, ½, 1.1. 7 2. 2 3. 3 4. 9 5. 2

8 2 5 12 14

MATHEMATICS VI

Date: ___________

I. LEARNING OBJECTIVESFind the least common denominator (LCD) of a set of fraction

Value: Fairness

II. LEARNING CONTENTSkill: Find the least common denominator (LCD) of a set of fractionReference: BEC-PELC II G.8

Enfolding Mathematics VIMaterials: flashcards, show me board


1. Activity – Individual Work using Show Me Board. Give the LCM orally. a. 6 and 7 b. 4 and 12 c. 6 and 8 d. 4 and 12 e. 9 and 18


Activity: Find the LCD of ½, ¼, 1/6.1. What are the denominators?2. Get the multiples of each denominator.3. What smallest number can be found in the list? (12)

a. 2/5 ¾ b. 1/6 3/8 c. ½ 4/7 d. ½ 4/7

2. Fixing Skills: Find the LCDa. ¾, 5/6 b. 5/6, 6/7, 3/4 c. 2/8, 5/16, 3/18 d. 1/3, 1/5, 3/6

3. GeneralizationWhat are the methods of finding LCD?

IV. EVALUATIONFind the LCD1. 5/9, ½ 2. ¾, 7/8 3. ¾, 2/3 4. 4/9, 1/6 5. 2/3, 1/7

V. ASSIGNMENTFind the LCD1. 3/6, 5/18, 2/3 2. 4/9, 2/6, 2/3

3. 2/6, 1/3, ¾4. 2/3, 1/5, 5/6

5. 4/5, ½, 3/4

MATHEMATICS VIDate: ___________

I. LEARNING OBJECTIVESOrder fractions in simple and mixed forms in ascending or descending order using different methods

Value: Confidence

II. LEARNING CONTENTSkill: Order fractions in simple and mixed forms in ascending or descending order using

different methodsReference: BEC-PELC II. G.10

Enfolding Mathematics VIMaterials: strips of paper, activity cards, flashcards, drawings


1. Mental ComputationChange the following fractions to lowest term.a. 2/4 b. 6/15 c. 10/18 d. 21/36 e. 18/24

2. Motivation: How do you usually arrange name of pupils in a record? Why do we usually do it? How

about numbers, how do we usually write it? Why? Can we also write the reserve way?


a. Activity: Small Group ActivitySample Activity Cards. Order from greatest to least. 5 7/8, 5 5/6, 5 ¾Exercise 1: Order the fractions from least to greatest.

1. 2/3, 2/9, 2/7, 2/5 2. ¼, 1/8, ½, 1/3 3. 5/7, 5/6, 5/12, 5/9 Exercise 2: Order the fractions from greatest to least.

1. 1/9, 13/14, 4/9 2. ½, 5/8, 2/5 3. 4/5, 4/7, ½b. Make a report on the work of each group. c. Discuss.d. Guide the pupils for some learning insights.

2. Fixing Skills: Order the fraction in descending order:a. 6 ¾, 6 2/3, 7 1/10, 5 2/3 b. 12 7/11, 12 ¾, 13 1/11 c. 1 2/6, 1 3/6, 1 4/6

3. GeneralizationWhat are the different ways of ordering fractions? What should be the basis in ordering

fractions in ascending orders? Descending order?

IV. EVALUATIONArrange the fractions in ascending order1. 2/5, 1/3, 4/82. 5/8, ¾, 2/3

3. ¾, 2/3, 5/94. 8 ¼, 5 2/5, 7 ½

5. 8 1/8, 2 1/8, 6 1/8

V. ASSIGNMENTArrange the fractions in descending order.1. 4/12, 4/9, 4/10, 4/7 2. ½, 1/5, 1/10 3. 2/3, 5/6, 4/9

4. 4/5, ¾, 7/10 5. 5/6, 7/8, 13/6

MATHEMATICS VI

Date: ___________

I. LEARNING OBJECTIVESSolve mentally word problems involving fractions

Value: Wise use of time

II. LEARNING CONTENTSkill: Solving mentally word problems involving fractionsReference: BEC-PELC G. II, 11.1

Enfolding Mathematics VIMaterials: Math Textbook


1. Mental ComputationGame - Who are youa. Form 4 team with equal membersb. Teacher flashes cards for pupils to answer.c. The first pupil tries to answer the question or condition flashed. Each member takes turns

to satisfy the condition. The team with the most correct answers is declared the winner.

2. Review: Check up of assignmentReduce the following to lowest term:a. 2/4 b. 6/8 c. 10/15 d. 10/6 e. 15/30



Activity: Problem OpenerLito spends 1 ¼ hours gardening and 1 ¼ hours cleaning the yard on Saturday and

Sunday. How many hours of the day does he spend profitably?a. What are the things you must look into the problem before solving it?b. What is asked in the problem?c. What facts are given?d. Can you solve the problem mentally? Reduce your answer to lowest term.e. What profitable things does Lito do on weekends?

2. Fixing Skills: Write your answer on your Show Me Board1. My sum is 5/6. What fraction could we be?2. I am a whole number and a fraction. What am I?3. I am dividend into 12 equal parts. You take 9 parts out of me. What names can you give

me?4. What my total ¾ and 6/8. Simplify my name?5. I am the number 1. Name me as a fraction. How many names can you give me?

3. GeneralizationHow do you solve problem mentally?

IV. EVALUATION1. Father had 40 4/8 meters of wire. He used 10 2/8 meters to fence his rectangular garden. How

much wire was left?2. The first swimmer to reach the finish line was timed 58 4/10 seconds while the last swimmer was

64 8/10 seconds. What was the difference in time?3. The first set of a volleyball game was finished 45 7/10 minutes. The second set was finished in 35

5/10 minutes. How much longer did it take to finish the first set than the second set?

V. ASSIGNMENTMake 5 word problems in fractions that can be solved mentally.

MATHEMATICS VI

Date: ___________

I. LEARNING OBJECTIVESVisualize addition and subtraction of fractions.

Value: Being physically fit

II. LEARNING CONTENTSkill: Visualizing addition and subtraction of fractionsReference: BEC-PELC II. H.1

Enfolding Mathematics VIMaterials: strips of paper, fractions chart, cutouts


1. Mental Computation – Group Activity:Where’s My Other Pair?

Match the slippers below with its pair on the box so that the fraction written on it is in its lowest terms.

2. Review: Check up of assignment3. Motivation:

Give each group sets of fractions written on flashcards. Let them group each set to similar or dissimilar fractions.Examples: ¼, ¾, 5/7 ½, 3/5, 4/7 3/8, 1/8, 6/8


Activity: Group Activity - Present a Word ProblemJose jogs regularly. He jogged 1/5 km then he saw a friend. He jogged another 3/5 km

then he stopped for a while. How many kilometers have he jogged?a. What does Jose do regularly?b. What is asked in the problem?c. What are the given facts?d. What operation is needed to solve the problem?e. What is the number sentence?f. How can you solve the problem using your fraction chart

2. Practice Exercises: Show how to add.a. 1/6 + 1/6 b. 1/3 + 1/3 c. ¼ + 1/4 d. ¼ + ½

3. GeneralizationHow do you visualized addition and subtraction of fractions

IV. EVALUATIONShow the sum of:1. ¼ + 2/42. 3/8 + 1/8

3. 1 ¼ + 1 ¼4. 3/9 + 1/9 + 2/9

5. 3/4 + ½

V. ASSIGNMENTHow many can you do mentally? Record your score.1. 1/6 + 3/6 + 1/62. 3/10 + 2/10 + 5/10

3. 4/15 – 3/154. 1/9 + 5/9

5. 5/20 + 3/20 + 7/20

MATHEMATICS VI

Date: ___________

I. LEARNING OBJECTIVESEstimate in sum in simple and mixed forms

Value: Kindness to animals

II. LEARNING CONTENTSkill: Estimating the sum in simple and mixed formsReference: BEC-PELC II H.2



1. Mental ComputationDrill on Estimating Fractions Close to 0, ½ or 1

Activity – Where do I Belong?Materials: 3 sets of 10 flashcards with fractions in simple and mixed forms; 3 cards each

having 0, ½, 1Mechanics: 1. Form 3 teams. Three pupils will be assigned to hold the cards, 0, 1/2 , or 1. They stand in

front of the class.2. Distribute the 3 sets of cards to each team.3. Ask the members of each team to line up on the post where their fraction belong.4. The class will process the responses.



Activity- Working In PairsComplete each statement. Use each fraction in the circle once.

1. 8/10 + ____ is about 22. ___ + _____ is about 23. ___ + 11/13 is close to 24. ___ + ____ is about 1

Have each pair of pupils work collaboratively to discover and identify the addends that will result to the sum close to the given answers.

2. Fixing Skills: Estimate the sum.a. 7/8 + 3/7 c. 6/7 + 8/9 e. 12/13 + 6/7b. ¾ + 4/5 + 1 7/8 d. ½ + 11/12

3. GeneralizationHow do you estimate the sum of fractions in simple and mixed forms?

IV. EVALUATIONEstimate the sum.1. ¾ + 15/16 =2. 3/5 + 9/10 =

3. 3/20 + 5/9 =4. 6 1/10 + 7 ¼ =

5. 6 11/12 + 8 1/8 =

V. ASSIGNMENTEstimate the sum1. 4/9 + 5/8 + 352. 4 7/9 + 5 2/103. 8/15 + 9/104. 6 5/9 + 2 7/95. 3 1/8 + 10 3/5 + ÷ 9 9/10 + 12 6/6

MATHEMATICS VI

Date: ___________

I. LEARNING OBJECTIVESEstimate difference of fractions in simple and mixed forms.

Value: Thoughtfulness

II. LEARNING CONTENTSkill: Estimate difference of fractions in simple and mixed forms.Reference: BEC-PELC II.H.2

Enfolding Mathematics VIMaterials: flashcards with fractions in simple and mixed forms


1. Drill – Mental ComputationEstimating Fraction Close to 0, ½, 1Activity - FishingMaterials: 3 sets of 8 flashcards with fractions in simple and mixed forms which are color

coded (4 colors)3 big cards each having 0, ½, 1

Mechanics:1. From 3 teams. Each leader of the team gets 1 of the 3 big having 0, ½, 1.2. Have each member of the team get a card fastened on the board that will be close to the

figure (0, ½, 1) printed on the big card.3. The class will process the answer of each team.

2. Review: Estimate the sum to the nearest whole numbera. 5/12 + 10/18 b. 1/3 + 1/12 c. 14/15 + 1/20 d. 7/9 + 1/18

3. Motivation: Do you ever have the experience of measuring a ribbon? For a bow tie?Who have seen the bow and tie of a ribbon?


Activity: Tie a RibbonRoda has 2 9/10 m of ribbon to tie a gift for mother’s birthday. If she cuts 7/8 m to tie he

pig tails, about how long will be left for the birthday gift?1. Answer the questions:

a. Who has 2 9/10 m of ribbon?b. Why does Rhoda have to put ribbon on the gift?c. Why did Rhoda cut 7/8 m from the 2 9/10m?

2. Lead the pairs of pupils to analyze and solve the problem.a. Help them see what happened when Rhoda cut 7/8m form 2 9/10m?b. Let them think aloud such as:

2 9/10 – 7/8 = 3 – 1 = 2, close to 2 m

2. Fixing Skills: Estimate the differencea. 6 4/9 – 7/8 = b. 7/8 - ½ = c. 1 ¾ - 9/12 = d. 3 1/6 – 2 ¼

3. GeneralizationHow do you estimate the difference of fractions in simple and mixed forms?

IV. EVALUATIONEstimate the difference.1. 6 ½ - 3 ¼ =2. 14 /15 – 1/8 =

3. 1 3/8 – 7/9 =4. 5 7/9 – 1/6 =

5. 4 1/3 – 6/7 =

V. ASSIGNMENTChoose the fractions/mixed forms in the rectangle to complete the equations to have estimated

difference.1. - 6 8/9 = 02. 5 1/9 - = 23. - 4/5 = 14. 6 8/9 - = 55. - 10/12 = 3

2 9/10 2/9 3 8/9

8 ¼ 7 1/16

9 1/5 5 ¾

2 14/15 10/13

2nd grading mathematics grade vi

Documents

digit factors of decimals

number cards

learning experience

number sentences

number lines

learning objectives

problem cards

worm cutouts