1st

MATHEMATICS VI
Date: ___________

I. Objective:
Define expression.

II. Learning Content:

Defining expressions

References: BEC-PELC A.1.1.1

Enfolding Mathematics VI
Materials: activity card

III. Learning Experiences:

A. Preparatory Activity:
1. Drill: on Giving Terms of Phrases that Refer to Addition and Subtraction
Game: Name the Baby
Divide the class into 2 groups. Teacher gives an operation, say addition.
Each member of the groups simultaneously goes to the board and writes a term of phrase that
refers to the given operation.

2. Review
Let the pupils name the different Presidents of the Philippines. Shows them the pictures
of the different presidents and let them identify them.

B. Developmental Activities:
1. Motivation:
Why should we remember our past Presidents?
If we use expressions to describe the Presidents, we also use expressions in Mathematics,
to describe relationships between numbers and the operations being used.

2. Presentation:
Present the lesson using the activity cards bellow:
Word Phrases Numerical Expressions
Twelve diminished by two 12 2
(Six times three) added to seven (6 x 3) + 7
Eight added to the product of five and three 8 + (8 x 3 )
(Thirty-nine added to three) divided by seven (39 + 3) 7
Ask: What are the mathematical terms used in the phrases? What terms denote addition?
Subtraction? Multiplication? Division?

3. Practice Exercises:
Write an expression for the following.
1. your age less three
2. your age plus nine
3. your age plus twice your age
 4. Generalization:
What is an expression? How do you translate word phrases into an expressions?

5. Application
Write an expression for the following.
1. seventy five decreased by five.
2. fourteen divided by the sum of three and four.
3. triple the sum of eleven and six.

IV. Evaluation:
Which expressions is correct? Choose between A or B
1. The sum of eleven and nineteen
a. 11 x 19 b. 11 + 19
2. Eight decreased by five
a. 8 5 b. 8 x 5
3. Twelve plus thirty-six
a. 12 + 36 b. 12 x 36

V. Assignment:
Write 5 examples of mathematical phrases with their corresponding translation to numerical
expression.
 MATHEMATICS VI
Date: ___________

I. Objective:
Translate word phrases to numerical expressions

II. Learning Content:

Translating mathematical phrases to expressions

References: BEC-PELC A.1.1.1

Enfolding Mathematics VI
Materials: activity card

III. Learning Experiences:

A. Preparatory Activity:
1. Drill on Giving Terms of Phrases that Refer to Multiplication or Division
Game: Name the Baby
Divide the class into 2 groups. Teacher gives an operation, say multiplication.
Each member of the groups simultaneously goes to the board and writes a term of phrase that
refers to the given operation.

2. Review
Let the pupils name the different Presidents of the Philippines. Shows them the pictures
of the different presidents and let them identify them.

B. Developmental Activities:
1. Motivation:
Why should we remember our past Presidents?
If we use expressions to describe the Presidents, we also use expressions in Mathematics,
to describe relationships between numbers and the operations being used.

2. Presentation:
Activity Create your own
1. Each student in class thinks of 3 mathematical phrases involving at least 2 operations.
Ex. 25 more than the product of 6 and 4. Product of the sum and difference of 8 and 5.
2. Then he/she exchanges with a partner and translates the mathematical phrases into
expressions.
3. Check answers

3. Practice Exercises:
Write an expression for the following.
1. your age plus nine
2. thrice your age
3. your age plus your seatmates age

4. Generalization:
What is an expression? How do you translate word phrases into an expression?
 5. Application
Write an expression for the following.
1. eighty five decreased by twenty seven.
2. thirty six divided by the sum of three and four.
3. double the sum of twelve and eight.

IV. Evaluation:
Write the expressions for the following.
1. one more than the product of six and eight.
2. Seventy-five decreased by five
3. Fourteen divided by the sum of three and four
4. Triple the sum of eleven and six
5. twenty plus five less eight.

V. Assignment:
Write is thirteen years old. Helens father is four years more than twice her age.
 MATHEMATICS VI
Date: ___________

I. Objective:
Give the meaning of equation, exponent and base

II. Learning Content:

Giving the meaning of equation, exponent and base

References: BEC-PELC A1.1.1

Enfolding Mathematics VI
Materials: chart

III. Learning Experiences:

A. Preparatory Activity:
1. Review/Drill:
Answer the following
a. 15 5 b. 9 + 7 c. 12 5 d. 9 x 7
16 8 8+2 90 10 8x6

2. Review
What is an expression? How do you translate word phrases into an expression?

B. Developmental Activities:
1. Motivation:
1. Show pictures of the map of the Philippines and General Emilio Aguinaldo and let them
read the following sentences.
2. Ask them too which of the sentence is true or false. Let them tell why.

2. Presentation:
Activity 1:
Rhoda has to sew a tablecloth 9 dm by 9 dm for their square-shaped table in the living
room in preparation for Christmas. Express how big the area of the table cloth is.
1. Answering Guide Questions.
a. Who has to sew a table cloth?
b. What is the shape of their table?
c. Where is the table place?
2. Answering questions about the problem.
a. What is the mathematical phrase used in the problem? What expression can this be?
b. What number sentence best fits to the problem? 9 x 9 = N
c. What makes your sentence true? What sign is used to show that your sentence is
true?

3. Fixing Skills:
Complete the equation.
a. 18 - ___ = 5 + 6 c. ___ 3 = 8
___ = 11 64 = 64
b. ___ = 10 x ___
100 = 100
 4. Generalization:
What is equation? Exponent? Base?

5. Application
Write YES or NO. Explain why you answer NO.
1. If N is 2, then 3N + 1 = 7
2. If A is 4, then 12 / A = 3 +2

IV. Evaluation:
Complete the equation to make a true statement.
1. P150 - ___ = P65
2. ___ 3 = 3 x 9
27 = ___
3. 9 x ___ = ___ x 27
54 = 54

V. Assignment:
1. Write an equation about the problem and make your statement true.
Marie is 30 years old. Her age is 5 x the age of her son. How old is her son?
2. Use the numerals less than 10 to make the equation true.
2 x __ = 12 - ___
5 x ___ = 28 +
___ = 36 ___
 MATHEMATICS VI
Date: ___________

I. Objective:
Give the meaning of exponent and base

II. Learning Content:

Giving the meaning of exponent and base

References: BEC-PELC A1.1.1.2, A.1.1.1.3

Enfolding Mathematics VI
Materials: Flashcards, chart, activity cards

III. Learning Experiences:

A. Preparatory Activity:
1. Drill: Game: Think and Try
Can you find a pair of numbers whose sums are equal to their product?
Example: 2 + 2 = 2 x 2 = 4
Expected answers: 3 + 1.5 = 3 x 1.5 = 4.5
5 + 1.25 = 5 x 1.25 = 6.25
11 + 1.1 = 11 x 1.1 = 12.1
2. Review
What is an expression?

B. Developmental Activities:
1. Motivation:
Ask: What are the different dreaded diseases? Today, we are going to read something
about cancer cells.

2. Presentation:
Read the selection (written on the chart )

Day Expression in terms of the Number cells

Number number cells present
1 2 2
2 2 (2) 4
3 2 (2) (2) 8
4 2 (2) (2) (2) 16
5 2 (2) (2) (2) (2) 32
What do you notice about the cancer cells from day 1 to day 10?
How is this obtained?

3. Fixing Skills:
Write the number using an exponent then answer.
1. 7 x 7 x 7 =
2. 8 x 8 x 8 x 8 x 8 x 8 =
3. 6 x 6 x 6 x 6 =
4. Two to the seventh power
 4. Generalization:
What is the meaning of exponent and base?

5. Application:
Write the number using exponent then answer.
1. 3x3x3x3 =
2. 5x5x5x5x5 =
3. 4x4x4x4x =

IV. Evaluation:
Complete the following sentences.
1. In 53, ___ is the base and ____ is the exponent.
2. 62 is the exponent form of 6 x ____
3. 144 is the ____ power of 12.

V. Assignment:
Fill in the blanks.
1. 9 = 3 x 3 = 3 4. 102 = 10 x 10 = _____
2. 16 = ___ x ___ = ____2 5. 103 = ____ x _____ x ____ = _____
3. 8 = 2 x 2 x 2 = 2 -
 MATHEMATICS VI
Date: ___________

I. Objective:
Evaluate an expression with two different operations with exponents and parenthesis/grouping
symbols.

II. Learning Content:

Evaluating an expression with two different operations with exponents and parenthesis/grouping
symbols.

References: BEC-PELC A1.1.1.3

Enfolding Mathematics VI
Materials: Flashcards, illustrations, counters, charts

III. Learning Experiences:

A. Preparatory Activity:
1. Mental Computation: Drill on multiplication Facts.
3x8 4x9 5x7 8x6 8x7 6x4 5x2 2x2

2. Review
Write the number using exponent then answer.
1. 3x3x3 =
2. 2x2x2x2x2 =
3. seven to second power

B. Developmental Activities:
1. Motivation:
Have you ever used marbles in your games? After usng the marbles where o you plae
them?

2. Presentation:
Activity 1: Use of counters
Sample problem
Danny has specialized square tray of marbles. He has 2 sets of tray with 3 marbles on a
side and 8 more in a bag. Danny says he has 36 marbles. Is the right? Why?
1. Ask the following questions
a. Who has marbles?
b. Where does he keep the marbles?
2. Have each pair of pupil use counters to visualize the problem. Let them answer the
following questions.
a. What are the given data?
b. What are the operations to be used?
3. Lead each pair of pupils think aloud of a numerical expressions about the problem.

3. Practice Exercises/Fixing Skills:

Evaluate the expressions
a. (9-4)2 x 43 b. (27 3) x 33 c. (16-7)2 - 23
 4. Generalization:
Expected Question:
How do we evaluate an expression with two different operations, with exponents and
parenthesis/grouping symbols?

5. Application:
Evaluate the expressions
a. (6-3)2 x 4 b. (24 8) x 23 c. (11-7)2 - 23

IV. Evaluation:
Evaluate the following expressions.
1. (80 + 220) 102
2. (2 + 32) x 5
3. (25 15)3 + 42

V. Assignment:
Evaluate the following expressions
a. ( 8 + 7 )2 20
b. 1002 (32 x 5)2
c. (42 7) x 23
d. (3 + 4)3 + 6
e. (7-3)3 x 52
 MATHEMATICS VI
Date: ___________

I. Objective:
Evaluate an expression with two different operations without exponents and parenthesis/grouping
symbols.

II. Learning Content:

Evaluate an expression with two different operations without exponents and parenthesis/grouping
symbols.

References: BEC-PELC II A .1.1.3

Enfolding Mathematics VI
Materials: flashcards, chart

III. Learning Experiences:

A. Preparatory Activity:
1. Mental Computation: Drill on giving the expression of the Situation.
a. 33 b. 22 c. 14 d. 23

2. Review:
Evaluate the following expression
a. (9-4)2 x 43 b. (27 3) x 33 c. (16-7)2 - 23

B. Developmental Activities:
1. Motivation:
Ask the pupils about the occupation of their parents. Let them tell how they help their
parents earn a living

2. Presentation:
Activity 1:
Jethro is helping his mother in their store when a delivery man comes and delivers 20
dozens of eggs at P42 a dozen. If the delivery man gives him P160, how much is his money?
Is he right asking for P260, if his money is P1000? Why?
1. Ask the following questions:
a. Who helps mother in the store?
b. Who delivers dozens of eggs?
2. Have each pair of pupils act it out using play money and ask them to answer the
following:
a. What are the given data?
b. What are the operations to be used?
3. Lead each pair of pupils to think of an expressions related to the problem.
4. Let them evaluate the expressions they have formulated?
P160 + 20 x P42
P160 + P840
P1000 money of Jethro

3. Practice Exercises/Fixing Skills:

Evaluate the expressions:
a. 8 + 4 2 b. 5 x 8 4 c. 65 91 7 d. 67 + 33 25
 4. Generalization:
Expected Question:
How do we evaluate an expression with two different operations without exponents and
parenthesis/grouping symbols?

5. Application:
Evaluate the following expressions.
1. 7 x 8 + 30 3. 15 + 7 20 5. 10 x 5 + 15
2. 12 - 8 x 4 4. 56 8 + 5

IV. Evaluation:
Evaluate the following expressions.
1. 4 x 3 + 8 3. 53 + 7 20 5. 3 x 5 + 25
2. 84 3 x 4 4. 76 8 + 5

V. Assignment:
Evaluate the following expressions.
a. 8 x 15 9
b. 44 + 56 5
c. 67 + 3 x 9
d. 27 8 4
e. 3 x 8 6
 MATHEMATICS VI
Date: ___________

I. Objective:
Evaluate an expression with more than 2 operations with exponents

II. Learning Content:

Evaluating an expression with more than 2 operations with exponents

References: BEC-PELC II A.1.1.4

Enfolding Mathematics VI
Materials: flashcards, charts

III. Learning Experiences:

A. Preparatory Activity:
1. Drill: Basic facts of multiplication.
3x8 9x4 5x7 6x7 4x4 5x3 4x7 8x8

2. Review: Evaluating the expressions

a. 3 x 4 + 1 = c. ( 6 + 3 )+ 2 = e. ( 15 + 3 ) x 2 =
b. 62 + 3 = d. ( 16 4 ) x 3 =

B. Developmental Activities:
1. Motivation:
What do you observe when somebody in your home is sick? Does he take medicine? It is
liquid or tablets? How are tablets kept?

2. Presentation:
Activity
Being asks her son to do his homework and looks at the notebook. She find the
following:
Evaluate the expressions
a. 6 + ( 2 x 7 + 52) c. 5 x [24 2 x (10 8)2 10
2
b. 3 x ( 4 x 8 ) 10 d. (15 6 ) + (4 1) x 23

What operation must be used?

Which comes first? Second? Next last?
Which operation should be used first? Why? Second? Why?

3. Practice Exercises/Fixing Skills:

a. (114 4) x 12 4)2 + 3 c. (36 6) x (3 x 4)2 + 7
b. 16 + 82 (4 + 4) d. 122 x 30 + (890 2)

4. Generalization:
How do we evaluate an expressions with more than two operations with exponents and
parenthesis/grouping symbols?
 5. Application:
Evaluate the expression.
3x4+97= 16 7 + 8 =

IV. Evaluation:
Evaluate the following expression.
1. (9-2) + 32 x 21) 3. 36 2 + 4 x (4-2) 5. (72 + 15) x 4 (625 125)
2. (18 + 14) (6+2) 4. (36 6 ) + [32 x 2 + 7]

V. Assignment:
Evaluate the following expressions:
a. (34 4) x (75 52) c. (38 7) + 6 (2 x 3)
b. (35 3) x 32 + 9
 MATHEMATICS VI
Date: ___________

I. Objective:
Evaluate an expression with more than 2 operations without exponents and parenthesis/ grouping
symbols.

II. Learning Content:

Evaluate an expression with more than 2 operations without exponents and parenthesis/ grouping
symbols.

References: BEC-PELC II A.1.1.4

Enfolding Mathematics VI
Materials: flashcards, charts, play money, counters

III. Learning Experiences:

A. Preparatory Activity:
1. Drill: Basic facts of multiplication.
3x8 9x4 5x7 6x7 4x4 5x3 4x7 8x8

2. Review: Evaluating Expressions with 2 different operations without exponents and

Parenthesis/Grouping Symbols.
Example:
8 x 15 9 44 + 56 5 67 + 3 x 9 27 8 4 3x86

B. Developmental Activities:
1. Motivation:
Have you ever been to the market? What do you see in the market?

2. Presentation:
Activity 1: Using Problem Opener
Lulu comes from the school with a heavy heart because of the homework she has.
Her elder brother gives her a helping hand to lighten the load she has. He has seen the
following.
Evaluate the expressions:
a. 12 3 + 18 6 x 3
b. 7 x 9 3 + 8
c. 18 12 6 + 7

3. Practice Exercises/Fixing Skills:

a. 1200 200 x 4 8 + 9
b. 60 + 48 2 x 4
c. 12 + 19 x 6 4 7

4. Generalization:
How do we evaluate an expression with more than two operations without exponents and
parenthesis/grouping symbols?
 5. Application:
Evaluate the following expressions
1. 9 3 x 7 6 + 8 2. 3 x 8 + 5 2 x 3

IV. Evaluation:
Evaluate the following expressions
1. 2 x 7 9 3 + 8 3. 4 x 15 5 + 6 4 5. 6 x 4 + 7 8 2
2. 60 + 48 2 x 5 4. 7 x 9 3 7 + 8

V. Assignment:
Evaluate the following expressions:
a. 18 + 24 9 x 12
b. 15 + 9 x 8 7
c. 9 3 x 25 5 + 8
d. 7 3 + 45 3 x 5
e. 3 x 8 + 5 2 x 3
 MATHEMATICS VI
Date: ___________

I. Objective:
Evaluate an expression with more than two operations with or without exponents and parenthesis/
grouping symbols

II. Learning Content:

Evaluate an expression with more than two operations with or without exponents and parenthesis/
grouping symbols

References: BEC-PELC II A.1.1.4

Enfolding Mathematics VI
Materials: flashcards, charts, cross number puzzles

III. Learning Experiences:

A. Preparatory Activity:
1. Drill: Basic facts of Multiplication.
7x8 4x9 8x5 4x4 3x9 6x7 2x8 3x8

2. Review: Place parenthesis in the equation so that each equation will be a statement.
1. 16 7 + 8 = 1 3. 18 6 x 3 = 1 5. 12 2 + 4 = 2
2. 3 x 5 4 = 3 4. 16 7 + 8 =17

B. Developmental Activities:
1. Motivation:
Do you like to go hunting? Lets have a word hunting game. (written on the chart)

2. Presentation:
a. Study the rules in the order of operations (written on the chart)
b. Ask:
1. What rules did we follow in sample 1? What did we do with the exponent in sample 2?
2. What are the rules for the order of operation when parenthesis, exponent, addition,
subtraction, multiplication and division are involved?
3. What should you remember in answering some exercises in mathematics?

3. Fixing Skills:
Simplify the expressions below and solve.
1. 36 2 x 22 3. ( 15 - 6 ) + (4 1) x 23
2. 6 2 + 1 x 4 4. 3 x [3 + 2 x (10-3)]

4. Generalization:
What rule you follow in evaluating expressions with more than two operations? State the
rule.

5. Application:
Simplify and solve.
1. (7 x 9) + (3 x 21) 2. 72 + [(8 + 2)x 6]
IV. Evaluation:
Simplify and solve
1. 63 7 + 5 + 22 6 + 3 3. 3 x ( 4 + 82 ) 8 5. 14 2 3 + 2 x 2
2. 6 (2 x 7 + 52) 4. 37 + 3 x 2 6

V. Assignment:
Answer the following questions
1. 10127 is one followed by how many zeros.
2. Find (x2)2 if x = 3
3. If your calculator does not an exponent key, can you use the definition of the exponent in 23 + 2 =
2 x 2 x 2 + 3? How?
 MATHEMATICS VI
Date: ___________

I. Objective:
Solve 2 to 3 step word problems involving whole numbers.

II. Learning Content:

Applying the order of operations in solving 2 to 3 step word problems.

References: BEC-PELC II A.1.1, 1.2.1, 1.2.2, 1.3

Enfolding Mathematics VI
Materials: drill board, chart

III. Learning Experiences:

A. Preparatory Activity:
1. Drill: Basic Facts of Multiplication
8x7 9x8 5x5 6x6 4x9 2x8 7x0 3x8
2. Review: Perform the indicated operations
a. (12+3) 7 = N b. 4 (6 + 8) = N c. 25 5 + 9 = N d. (18-4) (5+3) = N

B. Developmental Activities:
1. Motivation:
What do you like to be when you grow up?

2. Presentation:
Read and study the problem below.
Mr. Gonzales put up a capital coming from the following:
Bank P250,000.00
Private P100,000.00
Personal Money + P150,000.00
The cause of merchandise he bought was P365, 273.00. How much was left from his
capital? Ask: Where did Mr. Gonzales get his capital? How much was the merchandise he
bought? Let us analyze the problem.
- What is asked?
- What facts are given?
- What is the hidden question?
- What operations are needed?
- What is the number sentence?
- What is the solution to the problem?
- Is the answers correct? Check.

3. Fixing Skills:
Analyze and solve the problem below.
A movie earned P5,470,568.00 in 27 theaters in Manila and P2,005,971.00 in 161 movie
houses in other parts of the country. Combining the two amounts, what was the average
income per theater from his movie?

4. Generalization:
 What are the steps to follow in solving 2-3 steps words problems? What is the first thing
you need to know? Why?

IV. Evaluation:
Read the problem bellow and do what is asked?
The girls scout troop no. 131 collected 150kg of rice on the first week and 110kg on the second
week. Troop no. 250 collected 98kg and 100 kg on the first and second weeks respectively. If the rice
they collected will be distributed equally among 20 families of Mahabang Parang and 23 families of
Sitio Pinagpala, how many kg should each family receive?
1. Asked ____________
2. Hidden question 1 ____________
3. Hidden question 2 ____________
4. Step 1 ____________
5. Step 2 ____________
6. Step 3 ____________
7. Number sentence ____________
8. Solution ____________
9. Answer with the correct unit ____________
10. Check. ____________

V. Assignment:
Analyze and solve.
Mr. Cruz had P4,500.00. He spent P2,500.00 for food; P750 for transportation and P275.00 for
other expenses and divided the rest among his 5 brothers. How much was the share of each?
1. Asked ____________
2. Hidden question 1 ____________
3. Hidden question 2 ____________
4. Step 1 ____________
5. Step 2 ____________
6. Step 3 ____________
7. Number sentence ____________
8. Solution ____________
9. Answer with the correct unit ____________
10. Check if your answer make sense ____________
 MATHEMATICS VI
Date: ___________

I. Objective:
Name a decimal for a given model.

II. Learning Content:

Naming a decimal for a given model.

References: BEC-PELC I B 1.1, 1.2

Enfolding Mathematics VI
Materials: grid paper, cube and blocks, meter sticks, coins, playing money

III. Learning Experiences:

A. Preparatory Activity:
1. Drill:
1. Teacher show objects as presented below
2. Have the pupils identify the number of equal parts the whole is divided.

2. Review: Checking of assignment

3.

B. Developmental Activities:
1. Motivation:
Problem Opener.
Tina went to her friends house. She took a jeepney in going there. But when she was
about to give the fare to the jeepney driver, she found out that she had only P4.95, and the
fare is P5.00. Would the jeepney driver accept his money? Why? Why not? If ou were Tina,
what will you do? What trait did Tina/driver shows?

2. Presentation:
Present the lesson thru the following:
Strategy 1 Working on Base Method
a. Group the class into 4
b. Each group work on every base.
c. They have to do the tasks asked in every base in given time.

Base 1: Place coins and paper bills of different denominations.

Task:
1. Identify the amount of the following set of coins and paper bills.
 a. c.

b.

3. Practice Exercises/Fixing Skills:

Kyle and Sean assisted their mother in washing clothes by filling water for her. Kyle
filled 3/8 of the drum while Sean was able to fill 4/8 of the drum.
a. What fraction represented the part of the drum they filled with water?
b. What fraction of the drum filled by Kyle? By Sean?
c. How do you write 3/8 in decimal? 4/8 in decimal?
d. Write it in words.

4. Generalization:
How did the models given to you helps you in understanding about decimals? Why?

5. Application:
Kyle and Sean assisted their mother in washing clothes by filing water for her. Kyle filled
3/8 of the drum while Sean was able to fill 4/8 of the drum.
a. What fraction represent the part of the drum they filled with water?
b. What fraction of the drum filled by Kyle? By Sean?
c. How do write 3/8 in decimal? 48 in decimal?
d.
IV. Evaluation:
Work in pairs
Make an illustration of decimal expressions using the following models:
1. cube 3. money flats and longs
2. number line 4. regions

V. Assignment:
Using the models discussed, illustrate decimal expressions.
 MATHEMATICS VI
Date: ___________

I. Objective:
Rename fractions whose denominators are power of 10 in decimal form.

II. Learning Content:

Rename fractions whose denominators are power of 10 in decimal form.

References: BEC-PELC II B.2

Enfolding Mathematics VI
Materials: flashcards, sheets of manila paper, meter stick

III. Learning Experiences:

A. Preparatory Activity:
1. Drill:
Activity Naming the Equal Parts
Materials: Flashcards having region partitioned into equal parts.
Sample:

Answer: 6 equal parts

Mechanics:
a) Divide the class into 4 teams
b) The teacher flashes the cards.
c) Each member of the teams simultaneously goes to the board and writes the answer.
d) The teacher checks the answer.
e) The team having the most number of correct answers wins.

2. Review:
Checking of assignment
Name the fractional part shaded.
B. Developmental Activities:
1. Motivation:
Have you ever used a meter stick or tape measure in your EPP project? What unit of
measure is used when you would like to get the length of a ribbon of yarn?

2. Presentation: Present the lesson thru the following:

Activity 1 Use of Number Line Through Meter Stick and Tables.
Sample:
The art teacher of Grade VI class asks her pupils to bring yellow yarn of 9/10 cm, green
yarn of 9/100 m. Rhoda says, she will bring yellow yarn of 0.9 cm, green yarn of 0.09 dm and
a red yarn of 0.009 m. is Rhoda wrong? Why?
1. Answering questions:
a. What yarns does the teacher ask her grade 6 pupils to bring? What different lengths
are these yarns?
2. Analyzing the problem
a. What does the problem ask you to look for?
b. What facts are given in the problem?
c. What are the data needed to solve the problem?
 3. Fixing Skills:
Rename the fractions in decimal
1. 8/10 3. 30/100 5. 3/10
2. 25/100 4. 125/1000

4. Generalization:
How do you rename fractions whose denominators are power of 10 in decimal form?

5. Application:
Solve the problem.
Jethro has 25 one-centavo coins in his piggy bank. He writes in figures the money he has
as 25/100. How should he write this using peso sign?

IV. Evaluation:
Rename the fraction in decimal form.
1. 90/100 3. 8/10 5. 78/1000
2. 38/1000 4. 8/100

V. Assignment:
Rename the fraction in decimal form.
1. 7/10 6. 160 /1000
2. 7/100 7. 625/1000
3. 7/1000 8. 62/100
4. 16/100 9. 62/1000
5. 16/1000 10. 2/100
 MATHEMATICS VI
Date: ___________

I. Objective:
Identify the value/place value of a digit in a given decimal.

II. Learning Content:

Identifying the value/place value of a digit in a given decimal.

References: BEC-PELC II B.3, 3.1

Enfolding Mathematics VI
Materials: chart, place value chart, flashcards

III. Learning Experiences:

A. Preparatory Activity:
1. Drill: Basic Facts of Multiplication.
7x8 4x9 8x5 4x4 3x9 6x7 2x8 3x8
2. Review :
Game Brothers/Sisters, Where Are You?
Different cards bearing numbers phrases, fractions and decimals will be given to the
pupils. Be sure to have the complete set.

At the signal of Go by the teacher, the pupils will go around to find the value of the
number phrase/fraction/decimal he/she is holding.
The first set of pupils to find their brother/sister wins
B. Developmental Activities:
1. Motivation:
When you see 5, what does it mean to you? How about .5? Do we read it simply as point
5? Is there a way of reading it correctly?
2. Presentation:
Activity 1 Pair Share

1. Put these boxes infront containing chips w/ numbers 0-9.

2. Teacher will ask as question, the group that can answer correctly will be the first to go in
front.
3. He/she should be blind folded while picking a chip.
4. His/her partner do the following.
a. read the number
b. write the number in symbols and in words.
5. A point will given to the group for every correct answer.
6. The teacher, then, repeat step 2-5.
 3. Fixing Skills:
Give the value and place value of each digit.
1. 4397.482 3. 4.219
2. 123.7654 4. 743.2143

4. Generalization:
How do you know the value and place value of each digit in a given decimal?

5. Application:
Read: 96.3127
Identify the place value of each decimal numbers.

IV. Evaluation:
Write the following decimals in words then identify the value and the place value of the
underlined digit.
Value Place Value
1. 3.2741
2. 43.0018
3. 135.30
4. 656.8743
5. 300.003

V. Assignment:
Follow the directions.
1. Form 5 decimal numbers out of digits 1, 2, 3, 4, 5, 6, 7, 8, 9.
2. Write each number in words.
3. Identify the value of each digit.
 MATHEMATICS VI
Date: ___________

I. Objective:
Read and write decimals through ten thousandths.

II. Learning Content:

Reading and writing decimals through ten thousandths.

References: BEC-PELC II B.3, 3.1

Enfolding Mathematics VI
Materials: chart, place value chart, flashcards

III. Learning Experiences:

A. Preparatory Activity:
1. Drill:
Answer the following
a. 15 5 b. 9 + 7 c. 12 5 d. 9 x 7
16 8 8+2 90 10 8x6

2. Review: Game Brothers/Sisters, Where Are You?

Different cards bearing numbers phrases, fractions and decimals will be given to the
pupils. Be sure to have the complete set.

At the signal of Go by the teacher, the pupils will go around to find the value of the
number phrase/fraction/decimal he/she is holding.
The first set of pupils to find their brother/sister wins.

B. Developmental Activities:
1. Motivation:
When you see 5, what does it mean to you? How about .5? Do we read it simply as point
5? Is there a way of reading it correctly?

2. Presentation:
Write in numerals then identify the place value of each digit.
Ex. One and three thousand nine hundred eighty-four then thousandths.
 a. One and eight thousand three hundred five hundred sixty-seven ten thousandths.
b. One and two thousand three hundred seventy-four thousandths.
c. Two and three hundred two ten thousandths.

3. Fixing Skills:
Read each situation then answer the questions that follow.
1. One meter is equal to 39 37/100 inches
a. Write 39 37/100 as decimals
b. Identify each place value and value of each digit.

4. Generalization:
How do we read decimal numbers? How do you read the decimal point?

5. Application:
Read: 15.8164
Identify the place value of each decimal numbers.

IV. Evaluation:
Write each in symbols, then give the value and place value of the underlined digit.
1. Five and three hundred then-thousandths.
2. Twenty-five and two hundred ten-thousandths.
3. Fifteen hundreds

V. Assignment:
Copy the decimals that have 5 in the ten-thousandths place. Give the value and place value of the
digit after the decimal point.
a. 5.5543
b. 19.5555
c. 6.4625
d. 5555
e. 3.4835
 MATHEMATICS VI
Date: ___________

I. Objective:
Write decimals through ten thousands in different notations-standard and expanded notation.

II. Learning Content:

Write decimals through ten thousands in different notations-standard and expanded notation.

References: BEC-PELC II.B.3.3

Enfolding Mathematics VI
Materials: place value chart, drill boards, charts, cutouts

III. Learning Experiences:

A. Preparatory Activity:
1. Drill Relay:
a. The class will be divided into groups of 10.
b. Each member of the group will given a card with fractions whose denominators are
power of 10.
c. When the teacher says Go, the pupil in front of the line will go to the board, and fill in
the table like this.
No. Fraction Decimal
1.
2.
3.
4.
5.
d. He then taps the next player to fill in the next number.
e. The teacher says Stop to signal that games is over.

2. Review: Pair share

a. Provide each group with activity cards.
b. Task:
Fill in the missing numbers to complete the expanded notation of the given numbers.
Example: 5,392 = (5x____) + (3x___) + (9x___) + (2x___)
= 5,000+___+____+____

B. Developmental Activities:
1. Motivation:
Do you know the amount of air we breath in every activities we engage in?

2. Presentation:
Strategy Pair Share
1. Provide each group this activity card.
Activity Amount of air with each breath
Resting Seventy five hundredths liters
Light work One and sixty two hundredths liters
Heavy work Two and fourteen hundredths liters
 2. Task: (for 5 mins. Only)
a. Using your place value chart, write the number on its proper position.
3. Present your work.
4. Teachers should give emphasis on writing decimals in standard and expanded form in 2
ways.
Fractional form:
48.8425 = (4 x 4 10/1) + (8 x 1/1) + (8 x 1/100) + (4 x 1/100) + (2 x 1/1000) + (5 x 1/1000)

3. Fixing Skills:
a. Write the decimal in standard notation.
1. ninety-three thousandths.
2. seventeen ten thousandths.
b. Write the decimal in expanded form, exponential or fractional.
1. 6.5327 3. 3.1065
2. 0.0081 4. 0.0345

4. Generalization:
How do you write decimals in standard form? Expanded form? What are the 2 ways of
writing decimals in expanded notation?

5. Application:
Write the decimal in expanded and exponential form.
1. 0.842 2. 39.473 3. 6.305

IV. Evaluation:
Write the following in standard and expanded forms.
1. four and nine tenths
2. thirty four thousands
3. twelve and four hundredths

V. Assignment:
Write in decimals in standard form.
1. Five thousand six hundred thirty eight ten thousands.
2. twenty-eight and seven thousand two hundred thirteen ten thousandths.

Write in decimals in expanded form.

3. 3.5968
4. 325.1927
5. 47.813
 MATHEMATICS VI
Date: ___________

I. Objective:
Compare and order decimals through tent thousandths

II. Learning Content:

Comparing and order decimals through tent thousandths

References: BEC-PELC II B.4

Enfolding Mathematics VI
Materials: activity cards

III. Learning Experiences:

A. Preparatory Activity:
1. Drill: Comparing numbers
Example:

2. Review:
Arranging number in ascending or descending order
1. Group the class with 5 remember each.
2. Each member of the group will be given card with numbers.

3. The teacher gives instruction to arrange themselves in ascending order then descending
order.
4. The first group to arrange themselves correctly and quickly wins the game.

B. Developmental Activities:
1. Motivation:
Do you know the density of water at different temperature? Do you agree that water is
not lost? Why?
2. Presentation:
a. Strategy 1 Pair Share
1. Post the information on the board. The density of water at:
a. 0C is about 0.9999 grams per cubic cm
b. 20C is close o 0.9982 grams per cubic cm
c. 100C is near to 0.9584 grams per cubic cm
2. Task for each group:
a. Which is lesser?
0.9999 or 0.9982?
0.9584 or 0.9999?
b. If these decimals are to be arrange from:
- Least to greatest, which has the greatest value?
 - Greatest to least, which has the least value?
c. They may use their place value chart to know exactly the value of the decimal
numbers given to them.
d. Have each pair present their output.
e. Teacher may give emphasis on the steps of comparing/ordering decimals?

3. Fixing Skills:
Write <, > or = on the blank to make the sentence true.
a. 0.1114 _______ 0.2202 c. 0.999 _______ 0.1000
b. 0.1090 _______ 0.1009 d. 4.8934 _______ 4.8943

4. Generalization:
How do you compare decimals? What are the relations symbols used in comparing
decimals? What are the steps in comparing and ordering decimals?

5. Application:
Read and solve.
Mother is going to the bank and she took you with her. While riding the jeepney, you
noticed that mother received P0.25 change while the one in front of you was given P0.50.
Whose change is smaller?

IV. Evaluation:
Order number from least to greatest.
1. 0.0990, 0.0099, 0.999, 0.90
2. 3.01, 3.001, 3.1, 3.011
3. 0.123, 0.112, 0.12, 0.121

V. Assignment:
Compare using >, < or =
1. 1.0340 _______ 1.034
2. 0.4897 _______ 0.4987
3. 0.0101 _______ 0.0101
4. 12.1202_______ 12.1220
5. 20.8976 _______ 20.8967
 MATHEMATICS VI
Date: ___________

I. Objective:
Round decimals through ten thousands

II. Learning Content:

Rounding decimals through ten thousands

References: BEC-PELC II B.5

Enfolding Mathematics VI
Materials: activity cards

III. Learning Experiences:

A. Preparatory Activity:
1. Drill:
1. Call 21 volunteer pupils and group them into n3.
2. Provide each group with number cards from 0-5 and a decimal point.
3. Each group will form the number given by the teacher.
Ex.
I am a 5-digit decimal number My tenths digit is twice my hundredths digit, and my
one's digit is the sum of my tenths and ten-thousandths digit. My thousandths digit is a
place value holder. (5.4201)
4. The first group to form the number correctly, wins the game.

2. Review:
Identifying Place value of underlined digit.
1. 0.3251 2. 2.01576 3. 3.54783

B. Developmental Activities:
1. Motivation:
What percent is the molecules of carbon dioxide present in the earth's atmosphere?

2. Presentation:
a. Strategy 1 Pair Share
1. Provide each pair with activity card like:
Of the 100% total molecules present composition of the Earths atmosphere, only
0.0325 percent is carbon dioxide.
2. Ask:
a. What number is closest to 0.0325? Why? Why not?
b. What are other possible number closest to 0.0325?
c. What are the rule in rounding off decimal numbers?

3. Practice Exercises:
Round off 29.8492 to nearest:
a. tenths ___________
b. ones ___________
c. hundredths ___________
d. thousandths ___________
e. tens ___________
 4. Generalization:
How do you round off decimal numbers? What are the rules in rounding off decimal
numbers?

5. Application:
Round the following to the nearest underlined digit.
1. 6.8497 2. 2.0825 3. 29.0434

IV. Evaluation:
Round off following numbers to its underline digit.
1. 6.8497 3. 62.842 5. 0.8943
2. 2.0825 4. 29.0434

V. Assignment:
Complete the table.
 MATHEMATICS VI
Date: ___________

I. Objective:
Estimate sums and differences of whole numbers and decimals

II. Learning Content:

Estimate sums and differences of whole numbers and decimals

References: BEC-PELC II C.1

Enfolding Mathematics VI
Materials: counters, paper bag, index card

III. Learning Experiences:

A. Preparatory Activity:
1. Drill: Basic Facts of Multiplication.
7x8 4x9 8x5 4x4 3x9 6x7 2x8 3x8

2. Review:
Round off decimals to the nearest tenths
Example: a. 84.815 b. 2. 845 c. 6. 0125 d. 26.897

B. Developmental Activities:
1. Motivation:
You were asked by your mother to buy some groceries after class. Without computing,
how would you know that the money given to you is enough or, not? Why?

2. Presentation:
a. Strategy 1 Role Playing
a. Divide the class into groups.
b. Provide an activity card to each group for them to act out or role play.
Ex.
Ron has P12, 720 in his savings account. He wants to buy a stereo and speakers
while they are on sale. The stereo cost P9,889.99 and the speakers cost P915.50.
About how much of his savings will be left after the purchase?
c. They have to act out also the following:
1. What information is given in the problem?
2. What should be done first so that Ron will have an idea of the following:
About how much he has to pay?
About how much will be left of his savings?
d. Have them compute the actual answer and compare it with the estimated answer.
e. Have each group present their work in front.

3. Fixing Skills:
Round off the nearest tenths ands solve for the answer.
 4. Generalization:
How do you find the estimated sums and differences of whole numbers and decimals?

5. Application:
Solve the problem.
Luis has Php 250 for his daily allowances. He spent Php 95.50 for fare and Php 75.75 for
food and save the rest. About how much is his savings?

IV. Evaluation:
Arrange the number in column. Round off the number to the nearest hundredth, then find the
estimated sums and difference.
1. 36.5 + 18.91 + 55.41 = N
2. P285.15 + P27.35 + P627.30 = N
3. 8.941 8.149 = N

V. Assignment:
Round of numbers to the nearest tenths and solve for the answer.
a. 7.13 + 8.57 + 23.09 =
b. 29.81 + 35.16 + 41.95 =
c. 873.22 + 128.55 + 456.19 =
 MATHEMATICS VI
Date: ___________

I. Objective:
Add and subtract whole numbers and decimals.

II. Learning Content:

Adding and subtracting whole numbers and decimals.

References: BEC-PELC II C.2

Enfolding Mathematics VI
Materials: flashcards

III. Learning Experiences:

A. Preparatory Activity:
1. Drill:
a. 58+___ = 90 b. ____ - 27 = 55 c. 44 + 59 = ____ d. 71 43 = ____

2. Review:
a. Group the class in pairs.
b. Teacher flashes activity card
Ex. 5.684 + 2.795
c. Player 1 for each group will give the estimated answer mentally.
d. Player 2 checks the answer by solving it using pencil and paper.
e. The group with the most number of correct answer wins.

B. Developmental Activities:
1. Motivation:
Present the following on the board: 85.03 + 105 + 16.005 - 28.79 = N
Ask: What is the fastest way of solving the problem? Why?

2. Presentation:
1. Presentation:
Present the lesson thru the following:
a. Strategy 1 Matching Game Mechanics:
a. Divide the class into 2 groups.
b. First group will be given problem cards.
c. Second group will be holding the answer card.
d. The pupils raise the card they are holding when the teacher gives the "go" signal.
e. Pupils should toy to find their partner by pairing the problem card with the
correct answer card.
f. The first pair to match correctly wins. Ex. Problem Card
Tina bought a pair of shoes for P495.50, a coat for P527.20 and a pocketbook
for P94.75. How much change did she receive from her P2000?
g. Have the pair read and solve the problem on the board to check if their cards
match.

3. Fixing Skills:
Solve the following
1. 16 + 15.56 = 2. 92.2 27.58 3. 37.21 19 = 4. 32.587 + 19.63
 4. Generalization:
How do you find the estimated sums and differences of whole numbers and decimals?

5. Application:
Write in column the compute.
1. 36 + 18.9 15.6 = N
2. 89 29.341 + 14 = N
3. 62.5 + 3.96 + 9.3 = N

IV. Evaluation:
Solve the problems.
1. Add 82.839 to the difference of 189 and 158.84.
2. The sum of 15.16, 97 and 68.3 is _______
3. Add the difference of 25 and 16.82 to the sum of 43 and 18.28.

V. Assignment:
Solve.
1. 89 84.63 + 74.13 = N
2. 105.89 49 + 29.834 = N
3. What is the answer when 215 is added to 15.398?
4. What is the answer when 612 is added to the difference of 65 and 47.892?
 MATHEMATICS VI
Date: ___________

I. Objective:
Add/subtract decimals through ten thousandths without regrouping (with concrete/visual models)

II. Learning Content:

Adding/subtracting decimals through ten thousandths without regrouping

References: BEC-PELC II C.3

Enfolding Mathematics VI
Materials: strips of paper, 10 x 10 grid, number line, show me board

III. Learning Experiences:

A. Preparatory Activity:
1. Drill: Mental Computation Drill
Find the sum for each problem. Then fill in the boxes so that each row across and down
has the same sum.

2. Review:
Round to the tenths place. Estimate the sum or difference.
1. 0.975 + 0.325
2. 2.92 + 7.68
3. 7.22 + 0.99

3.

B. Developmental Activities:
1. Motivation:
Present a simple story.
Linda does not easily throw things or objects like paper bags, plastic spoons and forks,
pieces of strings or ribbons, Christmas or birthday wrappers and others. She neatly store them
in a box or cabinet for future use.
Discussion:
1. What does Linda do with used things or objects?
2. What kind of a girl is she?

2. Presentation:
a. Activity 1 - Pair Activity
One day, Debbie, Linda's younger sister needed 4 pieces of ribbon for her project.
Linda gave her yellow, pink, blue and red ribbons with lengths 0.2 m, 0.48 m, 0.3 m and
0.15 m respectively.
How long are the yellow and blue ribbons if put together?
 Discussion:
a. Analyze the problem.
b. Identify the lengths of yellow and blue ribbon.
c. Let the pupils find the sum using strips of paper.
d. To show: 0.2 m + 0.3 = N
There is another way of writing 0.2 + 0.3 to find the sum. How? Let pupils write this
in their Show Me Boards. Let them discuss/explain the placement of decimal points and
what place value should be added first, second and so on.
0.2 m
+ 0.3 m
0.5 m

3. Fixing Skills:
Find the sum or difference.
1. 0.27 + 0.61 3. 0.261 + 0.03 5. 0.4213 + 0.06 + 0.3142
2. 0.13 + 0.22 + 0.45 4. 0.005 + 0.24 + 0.3142

4. Generalization:
How do we add/subtract decimals through ten thousandths without regrouping?

5. Application:
Read and solve.
Lindas father found a 0.75 m piece of wood, he cut 0.5 m from it. How many meters of
wood were left?

IV. Evaluation:
Add or subtract

V. Assignment:
Find the sum or difference.
 MATHEMATICS VI
Date: ___________

I. Objective:
Add/subtract decimals through ten thousands with regrouping

II. Learning Content:

Adding/subtracting decimals through ten thousands with regrouping

References: BEC-PELC II C.3

Enfolding Mathematics VI
Materials: flashcards, manila paper

III. Learning Experiences:

A. Preparatory Activity:
1. Drill: Mental Computation
Give the sum/difference of the following

2. Review:
Mental Computation: Adding/subtracting decimals through ten thousandths without
regrouping.

B. Developmental Activities:
1. Motivation:
Present a simple story.
Linda does not easily throw things or objects like paper bags, plastic spoons and forks,
pieces of strings or ribbons, Christmas or birthday wrappers and others. She neatly store them
in a box or cabinet for future use.
Discussion:
1. What does Linda do with used things or objects?
2. What kind of a girl is she?

2. Presentation:
a. Strategy 1
Bentong, a neighbor, came home one afternoon with a problem: "From the sum of
0.2784 and 0.5869, subtract 0.3854."
a. Guide the pupils in analyzing the problem by asking the following questions:
What is being asked?
What are given?
What operations will be used?
What is the equation?
b. Teacher writes the equation horizontally on the board, for example, (0.2784 +
0.5869) - 0.3854 = N, then asks a volunteer to solve the equation, step-by-step. Let
the pupil explain his work.
 c. Teacher emphasizes the importance of aligning the decimal points properly and
correctly before adding or subtracting
d. Discuss the value of helping others in need.

3. Practice Exercises:

4. Generalization:
How do you add/subtract decimals through ten thousands with regrouping?

5. Application:
Find the sum/difference.
1. 0.3564 2. 0.7493
+0.13 -0.247
0.2834

IV. Evaluation:
Solve for the missing number.

V. Assignment:
Perform the indicated operation.
 MATHEMATICS VI
Date: ___________

I. Objective:
Add and subtract mixed decimals with regrouping

II. Learning Content:

Adding and subtracting mixed decimals with regrouping

References: BEC-PELC II C.4

Enfolding Mathematics VI
Materials: flashcards

III. Learning Experiences:

A. Preparatory Activity:
1. Drill: Reading mixed decimals (using flashcards)

2. Review:
Adding/Subtracting Decimals without Regrouping GAME:
a. Divide the class into 6 groups (per column).
b. First student in each column solves mentally the equation given by the teacher.
c. The first to answer correctly gets 1 point for his/her group.
d. Continue flashing cards until everyone in the group has participated.
e. Group with the most number of points wins.
SAMPLE EQUATIONS:
a. 2.143 + 1.3
b. 3.5 + 1.021
c. 2.0008 + 3.14

B. Developmental Activities:
1. Motivation:
Mother has P1,000. She went shopping in a mall. She bought 3 pairs of stockings worth
P153.75 and a bag which cost P426.85. How much change did she receive?

2. Presentation:
a. Work on the problem together.
1. Ask:
a. What does the problem ask for?
b. What are the given facts?
c. What will you do to solve for the answer?
2. Translate the problem into a number sentence. Then show the solution on the board.

3. How much change did she get? What if she received P520.40?
 4. What do you think will mother do? Why? If you were given an extra change, would
you return it? Why?
5. Have pupils solve more exercises:

3. Fixing Skills:
Solve the indicated operations.

4. Generalization:
How do you add/subtract mixed decimals with regrouping?

5. Application:
Solve as indicated.
1. The difference between 95.827 and 58.39 is _____.
2. Find the sum of 1.853 and 10.05.
3. When 35.20 is added to 43.86, the sum is ____.

IV. Evaluation:
Find the sum/difference.

V. Assignment:
Perform the indicated operations
 MATHEMATICS VI
Date: ___________

I. Objective:
Apply different properties of addition to compute sums mentally

II. Learning Content:

Applying different properties of addition to compute sums mentally

References: BEC-PELC II C.5

Enfolding Mathematics VI
Materials: charts, illustrations

III. Learning Experiences:

A. Preparatory Activity:
1. Drill: Mental computation Give the sums of the following numbers.
a. 38 + 5 = b. 193 + 43 = c. 126 + 46 = d. 82 + 11 =

2. Review:
What are the different properties of addition? What is the definition of each.

B. Developmental Activities:
1. Motivation:
Why is exercise good for the body? What form of exercise do you do? How do you keep
yourself physically fit?

2. Presentation:
a. Activity 1 Pair Activity
Study the illustration. Then answer the questions mentally

a. How far is Remy's house from Fe's house?

b. Remy walks to school for 20.1 minutes. Fe rides a bike in going o sc~ col. It took her
13.7 minutes to reach :e school. Helen rides a jeep in comir _ to school and it took
her 8 minutes. How many minutes do the 3 friends use in coming to school?
Discussion:
1. How did you find the answer without using paper and pencil? #1? #2?
2. What number sentence did you use to make it easier for you to solve? #1? =2?
3. Is 2.5 + 1.75 the same as 1.75 + 2.5? Why? What property of addition did you use?

3. Fixing Skills:
Find the sum mentally.
1. 3.7 + 4.9 3. 2.37 + 4.10 + 1.03
2. 0.82 + 0.76 4. 51.4 + 18.7
 4. Generalization:
How do you add mentally using the properties of addition?

5. Application:
Add the following mentally.
1. 1.1 + 2.1 2. 0.19 + 0.26 3. 2.4 + 1.3

IV. Evaluation:
Add the following mentally.
1. 3.7 + 5.6 3. 0.77 + 0.15 5. 0.648 + 0
2. 1.6 + 2.4 + 1.2 4. 0 + 18.2 + 7.4

V. Assignment:
Add the following mentally.
1. 0.31 + 0.53
2. 0.49 + 0.10
3. 0.12 + 0.42
4. 0.13 + 0.25 + 0.11
5. 1.21 + 2.02 + 3.14
 MATHEMATICS VI
Date: ___________

I. Objective:
Solve 1-to-2-step word problems involving addition and subtraction of decimals

II. Learning Content:

Solving 1-to-2-step word problems involving addition and subtraction of decimals

References: BEC-PELC II C.6.2

Enfolding Mathematics VI
Materials: flashcards, charts, manila paper

III. Learning Experiences:

A. Preparatory Activity:
1. Drill: Mental Computation Adding and Subtracting
Example:
a. 4.8 b. 10 2.8 = c. 5.64 d. 1 0.455 =
+ 2.75 + 3.8

2. Review: Identify the operation involved in a problem.

Write the number sentence then solve.
1. The diameter of the earth is 7026 miles. If Mercury's diameter is about 4914 miles shorter
than that of the earth, what is the diameter of Mercury?
2. Luz wants to buy a bag that costs P375.95. If she has saved P148.50 for it, how much
more does she need?

3.

B. Developmental Activities:
1. Motivation:
Lani and Sol went to a book fair. Lani found 2 good books which cost P45.00 and
P67.50. She only had P58.00 in her purse but wanted very much to buy the books. Sol offered
to give her money. How much did Sol share to Lani? What traits shows by Sol?

2. Presentation:
a. Ask the following questions:
1. What is being asked?
2. What are given?
3. What operations are needed to solve the problem?
4. What is the hidden question?
5. What is the number sentence needed to solve the problem?
b. Call on a volunteer to solve the number sentence on the board.
c. Teacher discusses the step-by-step solution on the board.

3.. Fixing Skills:

Give another set of examples:
a. Annie bought 13.6 gal and 12.8 gal of gas in each of 2 consecutive weeks. Her total
consumption of gas in 3 weeks is 38.35 gal. How much gas did she consume on the 3d
week?
 b. How much more is 8.24 increased by 0.8 than 2.7?
c. How much less is the sum of 24.5 and 18.762 than 50?

4. Generalization:
What are the important steps in problem solving?
How do we solve 2-3 step word problems on addition/subtraction of decimals?

5. Application:
Read the problem and answer.
Annie bought 13.6 gal and 12.8 gal of gas in each 2 consecutive weeks. Her total
consumption of gas in 3 weeks is 38.35 gal. How much gas did she consume on the 3 rd
week?

IV. Evaluation:
Read the problem and answer the questions about it. Write the letter only.
Binoy wanted to buy a notebook for P18.75 and a ball pen for P28.75. He had only P19.85. How
much more does he need to buy the 2 items?
1. The operations involved in the problem are:
a. +, - c. + and
b. x and + d. - and
2. The hidden question is:
a. How much money does Binoy have?
b. How much more does Binoy need to buy 2 items?
c. How much does the notebook and ball pen cost altogether?
3. The correct number sentence for the problem is:
a. P19.85 + (P18.75 - P28.75) = N
b. (19.85 + P18.75) - P28.75 = N
c. (18.75 + P28.75) - P1985 = N

V. Assignment:
Write the number sentence and solve.
1. Barangay Maligaya is 28.5 km from the town proper. In going there, Ricardo traveled 12.75
kilometers by jeep, 8.5 km by tricycle, and the rest by hiking. How many kilometers did Ricardo
hike?
2. Delia filled the basin with 2.95 liters of water. Her brother used 0.21 liter when he washed his
hands and her sister used 0.8 liter when she washed her face. How much water was left in the
basin?
 MATHEMATICS VI
Date: ___________

I. Objective:
Estimate products of whole numbers and decimals

II. Learning Content:

Estimating products of whole numbers and decimals

References: BEC-PELC II D.1

Enfolding Mathematics VI
Materials: number cards, problem cards

III. Learning Experiences:

A. Preparatory Activity:
1. Drill: Rounding whole numbers and decimals
Ex. 27 586 56 235 58.965 59.001 25 365

2. Review:
Round to the nearest whole number and estimate the sum/difference. How many can you
do orally?
Example:
1. 7.82 + 2.35 = 3. 9.15 + 3.84 = 5. 8.46 + 1.93 =
2. 7.82 2.35 = 4. 9.15 3.84 =

3.

B. Developmental Activities:
1. Motivation:
Present the following problems.
Carlo bought 5 notebooks at P38.95 each. About how much did he pay in all?

2. Presentation:
a. Ask the following questions:
1. What are given?
2. What is being asked?
3. Do we need an exact answer or just an estimate to solve the problem? Why do you
think so?
4. What is the number sentence?
5. How do we estimate products of whole numbers and decimals?
b. Explain step-by-step the process of estimating products of whole numbers and decimals.
If possible, extract this from the pupils or have them do the explaining.
c. Discuss the importance of estimation and its practical applications in real life. Elicit
examples of situations where estimation is needed.

3. Practice Exercises:
Estimate each product by rounding the multiplicand.
1. 22.7 x 0.08 = 3. 4.53 x 0.77 = 5. 78.5 x 1.2 =
2. 4.3 x 0.9 = 4. 6.28 x 0.58 =
 4. Generalization:
How do you estimate the products of whole numbers and decimals?

5. Application:
Read and solve.
The following are some items you need to buy from a store.
Socks 20.95, T-shirt 119.50, face towel 8.75, handkerchief 24.25 and shorts 52.30
About how much money you will have to be able to buy: a pair of socks, two t-shirts, five
face towel and seven handkerchief?

IV. Evaluation:
Estimate each product by rounding the multiplicand.

V. Assignment:
Estimate each product by rounding
 MATHEMATICS VI
Date: ___________

I. Objective:
Multiply up to 3 digit factors by 1- to 2 digit factors whole numbers and decimals with or without
regrouping

II. Learning Content:

Multiplying up to 3 digit factors by 1- to 2 digit factors whole numbers and decimals with or
without regrouping

References: BEC-PELC II D.2

Enfolding Mathematics VI
Materials: charts

III. Learning Experiences:

A. Preparatory Activity:
1. Drill:
Let each pair of pupils find the missing factor/s to complete the puzzle.

2. Review:
Estimate the cost.
1. 2 kilos of tomatoes at P8.50 per kilo
2. 31 meters of cotton dress materials at P49.95 per meter
3. 90 bananas at P0.85 each

B. Developmental Activities:
1. Motivation:
What is your hobby? Is it a worthwhile one? Why do you say so?

2. Presentation:
Present the lesson thru the following:
a. Activity 1
A hobbyist loves to collect different kinds of butterflies. In one of his framed
collection, he mounted 12 butterflies of one species with the same length and width. If
one butterfly weighs 0.43 gram, what is the total weight of the butterflies?
Discussion:
a. Analysis of the problem.
b. Let each pair draw the butterflies and write the weight of each of them. Then let them
find the total weight.
c. How did you find the answer? What process did you see?
 0.43 g 0.43 g 0.43 g 0.43 g 0.43 g 0.43 g
0.43 g 0.43 g 0.43 g 0.43 g 0.43 g 0.43 g
Addition sentence: 0.43 + 0.43 + 0.43 + 0.43
+0.43 + 0.43 + 0.43 + 0.43
+0.43 + 0.43 + 0.43 + 0.43
Multiplication sentence: 12 x 0.43 = N

3. Fixing Skills:
Find the product.
1. 0.432 x 0.23 3. 0.914 x 0.6 5. 0.132 x 0.54
2. 0.83 x 35 4. 0.7 x 46

4. Generalization:
How do you mentally decimals and whole numbers?

5. Application:
Read and solve.
The butterfly collector measures the wings of a butterfly. It has a length of 0.79 dm. If 25
butterflies have the same length of wings, what is the total length of all the wings?

IV. Evaluation:
Find the product.
1. 0.67 x 0.24 3. 0.518 x 0.65 5. 0.39 x 0.764
2. 34 x 0.293 4. 0.92 x 57

V. Assignment:
Multiply
1. 0.57 x 0.24 3. 65 x 0.179 5. 0.827 x 0.36
2. 0.442 x 26 4. 0.392 x .78
 MATHEMATICS VI
Date: ___________

I. Objective:
Multiply up to 3-digit factors by 1-to 2-digit factors of decimals and whole numbers without and
with regrouping and with zero difficulty

II. Learning Content:

Multiplying up to 3-digit factors by 1-to 2-digit factors of decimals and whole numbers without
and with regrouping and with zero difficulty

References: BEC-PELC II D.2

Enfolding Mathematics VI
Materials: charts, card with number sentences

III. Learning Experiences:

A. Preparatory Activity:
1. Drill: Mental Computation.
Answer the following
1. 235 + 3 3. 469 205 5. 335 + 92
2. 212 x 4 4. 1248 4 6. 1649 929

2. Review:
Find the product
a. 0.39 x 0.74 b. 34 x 0.295 c. 0.36 x 25 d. 89.254 x 2.3

B. Developmental Activities:
1. Motivation:
What are the things that you do to make you physically fit and healthy?

2. Presentation:
a. Present the lesson by doing the following Activity 1
Nutritionists say we need 0.0017 gram of riboflavin everyday. How much do we need
in a week?
Discussion:
1. Let 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 they make in finding the product.
0.0017 - 4 decimal places
x 7 - none
0.119 - 4 decimal places
a. Multiply the decimals as with whole numbers.
b. Count the number of decimal places in the factors (multiplicand and multiplier)
c. Place the decimal point in the product. The number of decimal places in' a
product is the sum of the number of decimal places in number multiplied.
d. Sometimes it is necessary to insert zero/s in the product when the number of
digits obtained in the product is less than the total number of decimal places in
the factors. (In the example, we need to insert 1 zero.)
 3. Fixing Skills:
Find the product.
1. 0.432 x 0.23 3. 0.914 x 0.6 5. 0.132 x 0.54
2. 0.83 x 35 4. 0.7 x 46

4. Generalization:
How do you mentally decimals and whole numbers?

5. Application:
Solve.
a. Find N in this equation: 0847 x 0.69 = N
b. The product of 86 and 0.249 is ____.

IV. Evaluation:
Find the product.
1. 0.67 x 0.24 3. 0.518 x 0.65 5. 0.39 x 0.764
2. 34 x 0.293 4. 0.92 x 57

V. Assignment:
Multiply
1. 0.57 x 0.24 3. 65 x 0.179 5. 0.827 x 0.36
2. 0.442 x 26 4. 0.392 x .78
 2nd

MATHEMATICS VI

Date: ___________

I. LEARNING OBJECTIVES

Multiply 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 CONTENT

Skill: 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 VI

Materials: charts, cards with number sentences

III. LEARNING EXPERIENCE

A. Preparatory Activities

1. Mental Computation

Let each team answer the puzzle correctly. The team who answers first and gets the
puzzle correctly will be declared the winner.

2. Motivation

What 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 Activities

1. Presentation

Activity:
Nutritionists say we need 0.0017 gram of riboflavin everyday. How much do we need in
a week?
Discussion:
1. Lets 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 Exercises

Multiply:

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. Generalization

How 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. EVALUATION

Find 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. ASSIGNMENT

Multiply

1. 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 OBJECTIVES

Multiply decimals point up to the hundredths place.

Value: Kindness

II. LEARNING CONTENT

Skill: Multiply decimals point up to the hundredths place.

Reference: BEC-PELC II D.3

Enfolding Mathematics VI

Materials: problem cards, bells, flashcard, number cards, cutouts of turtle, snail and worm,
tape, three number lines of the same length, boxed strips

III. LEARNING EXPERIENCE

A. Preparatory Activities

1. Mental Computation Traveling Game

Post 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. Motivation

Mike 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?

B. Developmental Activities

1. Presentation

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 = N
6. 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 Exercises

Solve the equation.

1. 0.23 x 0.12 3. 0.36 x 0.75 5. 0.14 x 0.42

2. 0.25 x 0.08 4. 0.62 x 0.17

3. Generalization

How do we multiply decimals up to the hundredths place?

IV. EVALUATION

Multiply

1. 0.38 x 0.64 3. 0.59 x 0.37 5. 0.27 x 0.93

2. 0.75 x 0.48 4. 0.78 x 0.68

V. ASSIGNMENT

Solve 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 OBJECTIVES

Multiply mixed decimals by mixed decimals with hundredths.

Value: Keeping oneself physically fit and healthy

II. LEARNING CONTENT

Skill: Multiplying Mixed Decimals by Mixed Decimals with Hundredths.

Reference: BEC-PELC II D.4

Enfolding Mathematics VI

Materials: handkerchief, problem cards, number cards

III. LEARNING EXPERIENCE

A. Preparatory Activities

1. Mental Computation Finding the Product

Relay 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 0.4

b. 1.7 and 0.3 d. 1.2 and 0.7

 2. Motivation

Problem 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?

B. Developmental Activities

1. Presentation

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 copy
c. 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 Exercises

Solve:

a. 2.07 b. 48.12 c. 9.25

x 3.82 x 5.50 x 14.63

3. Generalization

How do you multiply mixed decimals by mixed decimals? How do you put the decimal
point?

IV. EVALUATION

1. 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 problem

a. 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. ASSIGNMENT

1. Find the product.

a. 72.08 x 6.9 b. 8.056 x 7.4 c. 59.17 x 2.04

2. Using 1293 x 315 = 407195, give the product of the following:

a. 12.93 x 3.15 c. 129.3 x 31.5

b. 1293 x 31.5 d. 1.293 x 3.15

3. Analyze and solve

a. 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 OBJECTIVES

Multiply decimals by 10, 100 and 1 000

Value: Being Observant

II. LEARNING CONTENT

Skill: Multiplying decimals by 10, 100 and 1 000

Reference: PELC II D.2

Enfolding Mathematics VI

Materials: flashcards, show me cards

III. LEARNING EXPERIENCE

A. Preparatory Activities

1. Drill

Solve for N orally (flashcards)

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

B. Developmental Activities

1. Presentation

Activity1:
Present this table on a chart and let pupils observe a pattern.
Decimal x 10 x 100 x 1000
0.8 8 80 800
 0.75 7.5 75 750
0.394 3.94 39.4 394
1.204 12.04 120.4 1240
3.0615 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 Exercises

Let 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. Generalization

How do you multiply numbers by 10, 100 and 1000?

What did you do in getting the pattern? What have you observe?

IV. EVALUATION

Complete the table

Decimal x 10 x 100 x 1000

1. 8.4213

2. 0.95364

3. 23.04987

4. 1.75805

5. 180.49326

V. ASSIGNMENT

Perform the indicated operation:

1. 10 x (1.34 + 7.6) = N
2. (3.7 x 8.113) x 100 = N
3. 1000 x (35.601 + 28.12) = N
4. (7.113-2.03) x 1000 = N
5. (25.123 11.2) x 100 = N
 MATHEMATICS VI

Date: ___________

I. LEARNING OBJECTIVES

Multiply mentally decimals by 0.1, 0.01, 0.001

Value: Keeping oneself physically fit and healthy

II. LEARNING CONTENT

Skill: Multiplying mentally decimals by 0.1, 0.01, 0.001

Reference: BEC-PELC II D.6

Connections p. 57, Mathematics in Action pp. 84.85

Materials: number puzzle, game board set, problem cards

III. LEARNING EXPERIENCE

A. Preparatory Activities

1. Mental Computation: Mental Math Game

Form groups of 4s 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 game
i. B and D now play the game.
 2. Motivation

Handout 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 = 0.01
5
10 = 100000 10-4 = 0.0001

B. Developmental Activities

1. Presentation

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 Exercises

Multiply mentally.

1. 0.01 x 0.9

2. 0.09 x 0.1

3. 0.008 x 0.6

4. 0.001 x 5.8

5. 0.007 x 0.1

3. Generalization

How do you mentally decimals by 0.1, 0.01, 0.001?

 What is a shorter way of doing this?

IV. EVALUATION

Multiply mentally. Choose the letter of the correct answer.

1. 0.01 x 8.56

a. 85.6 b. 8.56 c. 0856 d. 0.0856

2. 0.001 x 0.49

a. 4.9 b. 0.49 c. 0.049 d. 0.00049

3. 0.07 x 0.1

a. 7 b. 0.7 c. 0.07 d. 0.007

4. 0.003 x 0.01

a. 0.00003 b. 0.0003 c. 0.3 d. 30

5. 0.1 x 79.5

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

V. ASSIGNMENT

Multiply mentally

1. 0.001 x 45.267
2. 40.1 x 0.1
3. 0.01 x 0.03
4. 0.217 x 0.001
5. 0.1 x 0.0011
 MATHEMATICS VI

Date: ___________

I. LEARNING OBJECTIVES

Apply the different properties of multiplication to compute products mentally

Value: Teamwork

II. LEARNING CONTENT

Skill: Compute decimal products mentally using the different properties of multiplication.

Reference: BEC-PELC II D.7

Enfolding Mathematics VI

Materials: improvised bingo cards, equation/problem cards, puzzle sheet, pocket chart

III. LEARNING EXPERIENCE

A. Preparatory Activities

1. Mental Computation

Bingo
1. 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. Motivation

1. 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?

B. Developmental Activities

1. Presentation

Activity: Oral
Materials: 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 Exercises

Solve mentally:

1. 0.7 x 0.02 0.02 x 0.7

2. 0.8 x 0.75 0.8 x (0.7 + 0.05)

3. 1 x 0.208

4. 0.8 x (0.4 x 0.2) = (0.8 x 0.4) x 0.2

205 x 3.4 = 3.4 x 2.5

3. Generalization

How does the distribute property help simplify the calculation? How about the other
properties?

IV. EVALUATION

1. Collaborative Learning

a. Working in teams of four

 b. 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. ASSIGNMENT

Give 2 examples for each property of multiplication.

 MATHEMATICS VI

Date: ___________

I. LEARNING OBJECTIVES

Solve word problems involving multiplication of decimals including money.

Value: Thrift

II. LEARNING CONTENT

Skill: Solving word problems involving multiplication of decimals including money.

Reference: BEC-PELC II D.8.2

Enfolding Mathematics VI

Materials: chart, Show Me Cards

III. LEARNING EXPERIENCE

A. Preparatory Activities

1. Drill - Mental Computation

Mechanics:

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. Motivation

What 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?

B. Developmental Activities

1. Presentation

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 money
Example:
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 Exercises

Solve the following:

1. 16 2. 37.21 3. 32.587 4. 95.2

+ 15.56 - 19 + 19.63 - 27.58

3. Generalization

What 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. EVALUATION

Read and Solve

 1. 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. ASSIGNMENT

A. 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 OBJECTIVES

Estimate quotients of whole numbers and decimals

Value: Helpfulness

II. LEARNING CONTENT

Skill: Estimating quotients of whole numbers and decimals

Reference: BEC-PELC II E.1

Enfolding Mathematics VI

Materials: cards

III. LEARNING EXPERIENCE

A. Preparatory Activities

1. Drill - Mental Computation

1. 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. Motivation
 What do carpenters do before buying materials for building a house? Would it be alright
to estimate the needed materials ahead of time? Why?

B. Developmental Activities

1. Presentation

Activity: Working in Place

1. Distribute equations on estimating quotient.

2. How the pair work on the following

2.8 375 0.8 7.31 1.7 35.68

a. 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 Exercises

Estimate the quotient

1. 1.25 325 2. 2.5 625 3. 7.5 225 4. 12.5 875

5. 1.2 48

3. Generalization

How do you estimate quotient?

What are compatible numbers?

IV. EVALUATION

1. 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 off

a. 61.71 4308 b. 785 559.8 c. 51.5 1019

V. ASSIGNMENT

Answer 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 OBJECTIVES

Divide 2-5 digit whole numbers by 1-2 digit decimals

Value: Industry

II. LEARNING CONTENT

Skill: Dividing 2-5 digit whole numbers by 1-2 digit decimals

Reference: BEC-PELC II E.2.1

Enfolding Mathematics VI

Materials: cards

III. LEARNING EXPERIENCE

A. Preparatory Activities

1. Mental Computation Drill

Dividing 304 Digit numbers by 1- digit Whole Numbers Divisors

GAME
a. Divide the class into 2 groups
b. Prepare a set of 3-4 digit numbers by 1-digit whole number divisors. Place the card
facedown on top of teachers 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. Motivation

How 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.
 B. Developmental Activities

1. Presentation

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 Exercises

Solve the following:

1. 0.3 12 2. 0.9 135 3. 0.17 391

3. Generalization

How do we divide 2-5 digit whole numbers by 1-digit decimals?

IV. EVALUATION

Find the quotient. Be sure to place the decimal point correctly on your quotient.

1. 0.9 756 3. 0.13 2119 5. 0.06 138

2. 0.12 94 4. 0.8 968

V. ASSIGNMENT

Solve 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 OBJECTIVES

Dividing 2-5 digit whole numbers by 2-digit decimals.

Value: Keeping oneself physically fit and healthy

II. LEARNING CONTENT

Skill: Dividing 2-5 Digit Whole Numbers by 2-Digit Decimals.

Reference: BEC-PELC II E.2.1

Enfolding Mathematics VI

Materials: chart, flashcards, activity cards

III. LEARNING EXPERIENCE

A. Preparatory Activities

1. Drill Dividing Whole Number by 1-Digit Divisor

Mechanics:

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. Motivation
 Who has a store? What are the goods that are packed less than a kilo? Why do you think
they are doing it?

B. Developmental Activities

1. Presentation

Activity: Problem Analysis

1. 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 Exercises

Find the quotient. Check your answer.

1. 0.15 456 3. 0.61 5185 5. 0.36 22005

2. 0.32 48 4. 0.25 125

3. Generalization

How 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. EVALUATION
 Solve and check

1. 0.32 1984 =
2. 0.04 92 =
3. 13 588 0.43 =
4. 39 102 0.06 =
5. 848 0.04 =

V. ASSIGNMENT

Solve and check

1. 0.30 19470 =
2. 0.23 11868 =
3. 0.07 44919 =
4. 0.62 21204 =
5. 0.05 105 =
 MATHEMATICS VI

Date: ___________

I. LEARNING OBJECTIVES

Divides whole number by whole numbers with decimal quotient

Value: Fairness

II. LEARNING CONTENT

Skill: Divides whole number by whole numbers with decimal quotient

Reference: BEC-PELC II E.2.2

Enfolding Mathematics VI

Materials: flashcards, activity cards

III. LEARNING EXPERIENCE

A. Preparatory Activities

1. Drill - Mental Computation

Give the quotient

Game Relay

a. 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. Motivation

How 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?

B. Developmental Activities

1. Presentation

Activity1:
1. Form a group of 4

2. 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 group

4. Have each group present their work

5. Teacher should guide pupils how to round the answer to a given place value like tenths
and hundredths.

2. Practice Exercises

Find the quotient. Show your solution.

1. 5 4 = 3. 5 3 = 5. 16 10 =
2. 50 49 = 4. 25 24 =

3. Generalization

When do you get a decimal quotient?

What is the rule in rounding the decimal quotient to the nearest tenths or hundredths?
IV. EVALUATION

Find the quotient. Round your answer to the nearest:

Tenths Hundredths

1. 12 18 _______________ _______________
 2. 5 6 _______________ _______________

3. 12 48 _______________ _______________

4. 16 80 _______________ _______________

5. 15 80 _______________ _______________

V. ASSIGNMENT

Find the quotient. Round your answer to the nearest:

Tenths Hundredths

1. 3 4 _______________ _______________

2. 7 8 _______________ _______________

3. 15 48 _______________ _______________

4. 12 25 _______________ _______________

5. 45 48 _______________ _______________
 MATHEMATICS VI

Date: ___________

I. LEARNING OBJECTIVES

Recognize and differentiate between terminating and repeating/non-terminating decimal quotients

Value: Keeping oneself physically fit and healthy

II. LEARNING CONTENT

Skill: Recognizing and differentiate between terminating and repeating/non-terminating

decimal quotients

Reference: BEC-PELC II E.2.2.1

Enfolding Mathematics VI

Materials: problem cards, number cards

III. LEARNING EXPERIENCE

A. Preparatory Activities

1. Mental Computation - Game

Prepare 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. Motivation

Post the following on the board

0.5 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 days
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.

B. Developmental Activities

1. Presentation

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 Exercises

Solve 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. Generalization

How do you differentiate a terminating decimal from a repeating/non-terminating

decimal?

IV. EVALUATION

Identify if the decimal quotient is a terminating or repeating/non-terminating decimal.

1. 74
2. 15 9
3. 11 2
4. 3 16
5. 6 21
V. ASSIGNMENT

Solve and identify if the decimal quotient is a terminating or repeating/non-terminating decimal.

1. 3 20
2. 6 11
3. 20 12
4. 26
5. 81 48
 MATHEMATICS VI

Date: ___________

I. LEARNING OBJECTIVES

Divide mixed decimals by whole numbers

Value: Helpfulness

II. LEARNING CONTENT

Skill: Visualizing division using money as model

Reference: BEC-PELC II E.2.3.1

Enfolding Mathematics VI

Materials: flats, long and ones, problem cards, number cards, tree diagram, , play money

III. LEARNING EXPERIENCE

A. Preparatory Activities

1. Mental Computation

Concentration Game

1. 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. Motivation

Your 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 theyre 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?

B. Developmental Activities

1. Presentation

Activity:
1. From pupils into groups of 5s. 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 problem
4. 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 Skills

Divide

1) 8 18.16 2) 16 163.2 3) 30 92.55

3. Generalization

How do you divide mixed decimals by whole numbers?

IV. EVALUATION

Divide

1) 4.3 200 2) 5.5 550 3) 9 39.24 4) 66 16.5 5) 90 21.24

V. ASSIGNMENT

Divide

1) 25 426.5 3) 12 1027.683) 1.8 100 4) 6.2 400 5) 0.45 150

 MATHEMATICS VI

Date: ___________

I. LEARNING OBJECTIVES

Divide a whole number by decimal and mixed decimal

Value: Industry

II. LEARNING CONTENT

Skill: Dividing Whole Number by Decimal and Mixed Decimal

Reference: BEC-PELC II E.2.2.4

Enfolding Mathematics VI

Materials: flashcards

III. LEARNING EXPERIENCE

A. Preparatory Activities

1. Mental Computation

Divide Mentally

1) 638 10 = N 2) 457 100 = N 3) 79 10 = N

2. Review

Divide: a. 7 28.7 b. 9 58.5 c. 6 4.80 d. 6 1.38

3. Motivation
 Ask pupils if they own the lot money occupying.
Ask them also how they acquired it. If they dont own it yet, what must they do in order
to own the lot?

B. Developmental Activities

1. Presentation

Activity: Problem Opener

1. 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 100
c. Divide like dividing whole numbers
d. Place the decimal point of the quotient directly above the decimal point of the
dividend.
e. Check the answer through multiplication

2. Fixing Skills

Divide

1) 2.5 175 2) 7.2 648 3) 2.17 8463

3. Generalization

To 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. EVALUATION

Find the quotient

1) 905 7904 2) 3.15 2709 3) 3.8 1026 4) 2.85 684 5) 1.2 780

V. ASSIGNMENT

Divide and check through multiplication

1) 0.04 473 2) 0.53 656 3) 0.8 872 4) 0.06 264 5) 0.32 260
 MATHEMATICS VI

Date: ___________

I. LEARNING OBJECTIVES

Divide mixed decimals by mixed decimals

Value: Honesty

II. LEARNING CONTENT

Skill: Divide mixed decimals by mixed decimals

Reference: BEC-PELC II E.2.2.5

Enfolding Mathematics VI

Materials: flashcards and activity cards

III. LEARNING EXPERIENCE

A. Preparatory Activities

1. Drill - Mental Computation

Game Relay using flashcards of division of whole numbers b whole number with decimal
quotient.

43 21 54 86 10 9 87

2. Review

Dividing whole numbers by decimals

a. 0.5 250 b. 0.2 308 c. 0.6 336 d. 0.8 480

 3. Motivation

Have you seen table runners? How does it look like? Where do you use table runners?
How big is a table runner?

B. Developmental Activities

1. Presentation

Activity: Problem Opener

1. Present a problem on the board
2. 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 numbers
c. Proceed to division like whole numbers. Align the decimal point of the quotient
with that of dividend.

2. Fixing Skills: Divide and check

1) 2.6 10.14 2) 1.5 1.332 3) 1.9 12.35

3. Generalization

How do we divide mixed decimals by mixed decimal? What are the two ways of making
the divisor a whole number?
IV. EVALUATION

Find 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. ASSIGNMENT

Solve and check

1) 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 OBJECTIVES

Divide decimals by 10, 100, 1000 mentally

Value: Alertness

II. LEARNING CONTENT

Skill: Dividing decimals by 10, 100, 1000 mentally

Reference: BEC-PELC II E.3

Enfolding Mathematics VI

Materials: flashcard, manila paper, piece of paper, ballpen

III. LEARNING EXPERIENCE

A. Preparatory Activities

1. Drill - Mental Computation

Multiplying decimals by 10, 100, 1000 using flashcards

0.3 x 10 = 0.63 x 100 = 0.383 x 1000 =

1.5 x 10 = 3.25 x 100 = 24.58 x 1000 =

2. Review

When multiplying decimals by 10, 100, 1000 what do we do with the decimal point?

To what direction do we move the decimal point?

 B. Developmental Activities

1. Presentation

Activity:
a. Study the following sets of equations:
SET A SET B
450 10 = 45 2.8 10 =0.28
450 100 = 4.5 2.8 100 = 0.028
450 1000 = 0.45 2.8 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 mentally

1) 34.5 10 = N 2) 28.6 100 = N 3) 58.33 1000 = N

3. Generalization

How do we divide decimals by 10, 100, 1000?

To divide decimals by 10, 100, 1000
a. 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. EVALUATION

Give the answers mentally as fast as you can.

1) 63.8 10 4) 242.6 10

2) 56.61 100 5) 2473 1000

3) 635.2 1000

V. ASSIGNMENT

Complete the table bellow.

 Decimal 10 100 1000

1. 14.8
2. 27.632
3. 129.74
4. 176.24
5. 88.29
 MATHEMATICS VI

Date: ___________

I. LEARNING OBJECTIVES

Divides decimal mentally by 0.1, 0.01, 0.001

Value: Cleanliness

II. LEARNING CONTENT

Skill: Dividing decimals by 0.1, 0.01, 0.001

Reference: BEC-PELC II E.4

Enfolding Mathematics VI

Materials: flashcard

III. LEARNING EXPERIENCE

A. Preparatory Activities

1. Drill - Mental Computation

Multiplying Numbers by Power of Ten

5 x 10 = 5 x 1000 = 5 x 40 = 5 x 100 = 5 x 400 =

2. Review

Multiplying numbers mentally

a. 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?

B. Developmental Activities

1. Presentation

Activity: Role Playing

a. 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 mentally

1) 651 0.1 2) 6.298 0.01 3) 85.72 0.001

3. Generalization

How 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. EVALUATION

Give 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. ASSIGNMENT

Divide Mentally

1) 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 OBJECTIVES

Solve word problems involving division of decimals including money

Value: Decisiveness

II. LEARNING CONTENT

Skill: Solving word problems involving division of decimals including money

Reference: BEC-PELC II E.5.2

Enfolding Mathematics VI

Materials: activity cards, manila paper

III. LEARNING EXPERIENCE

A. Preparatory Activities

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

2. Review

Divide numbers mentally

a. 56 0.1 b. 56 0.01 c. 56 0.001

3. Motivation: Role playing

a. Who went to the mall? Why?

 b. How much money do they have?

c. Do you think the girls made a wise decision? Why?

B. Developmental Activities

1. Presentation

Strategy:
a. Group the class into pairs

b. Task for each pair

1. Is there a problem in the situation presented? Whats 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. Generalization

What are the steps in solving word problems?

How do you analyze and solve word problems involving decimals?

IV. EVALUATION

Read 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. ASSIGNMENT

Make word problems involving division including money.

 MATHEMATICS VI

Date: ___________

I. LEARNING OBJECTIVES

Solve 2- to 3- step word problems involving decimals including money

Value: Industry

II. LEARNING CONTENT

Skill: Solving 2- to 3- step word problems involving decimals including money

Reference: BEC-PELC II E.5.3 5.3.2

Enfolding Mathematics VI

Materials: pictures, charts, number wheel

III. LEARNING EXPERIENCE

A. Preparatory Activities

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-Wheel

a. 9 1.5 = N b. 0.8 3 = N c. 160 0.32 =

 3. Motivation

Do you want to get high grades? What will you do?

B. Developmental Activities

1. Presentation

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. Discussion

a. 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. Generalization

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

IV. EVALUATION

Solve 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. ASSIGNMENT

Solve 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 OBJECTIVES

Generalize when a number is divisible by another number

Value: Sportmanship

II. LEARNING CONTENT

Skill: Determine when a number is divisible by another number.

Reference: BEC-PELC II. F.1.1

Enfolding Mathematics VI

Materials: Activity cards

III. LEARNING EXPERIENCE

A. Preparatory Activities

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

2. Review

Group activity using activity cards

a. Divide the class into 4 groups

b. 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. Motivation

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

B. Developmental Activities

1. Presentation

Activity: Lets Explore

1. Study the following equations. 2 x 8 = 16 16 2 = 8 16 8 = 2

2. 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: Relay

Test for the divisibility of the following numbers. Put a check on the proper column.

2 3 4 5 6 7 8 9 10

1 840

2 144

3 184

4 4828

5 400

3. Generalization

How would you determine that a number is divisible by a certain number? Are the rules
formulated true all numbers?

IV. EVALUATION

Formative Test: List the numbers that divide the following.

1. 36
 2. 150

3. 187

4. 225

5. 1260

V. ASSIGNMENT

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

 MATHEMATICS VI

Date: ___________

I. LEARNING OBJECTIVES

Identify prime and composite numbers

Value: Kindness to animals

II. LEARNING CONTENT

Skill: Identifying prime and composite numbers

Reference: BEC-PELC II F.1.2

Enfolding Mathematics VI

Materials: chart, flashcards, number cards 1-100 small squares, hundred chart, crayon

III. LEARNING EXPERIENCE

A. Preparatory Activities

1. Drill - Mental Computation

Drill on giving all the possible factors of a number

Strategy: Name the baby

Materials: flashcards with 2 digit numbers

Mechanics:

1. Form 4 groups

2. 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. Review

Lets Pick Flower

1. 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. Motivation

Ask 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.

B. Developmental Activities

1. Presentation

Activity:
1. Divide the group into 2
2. 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. Generalization

What are prime numbers? Composite numbers?

IV. EVALUATION

Write 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. ASSIGNMENT

Find the prime number and composite number in:

Number Least Greatest

a. 1-digit
b. 2-digit
c. 3-digit
d. 4-digit
 MATHEMATICS VI

Date: ___________

I. LEARNING OBJECTIVES

Write the prime factorization of a given number

Value: Helpulness

II. LEARNING CONTENT

Skill: Prime factorization of a given number

Reference: BEC-PELC II F.1.5

Enfolding Mathematics VI

Materials: chart, card

III. LEARNING EXPERIENCE

A. Preparatory Activities

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 sisters age. How old is she?

2. Review

Check up of assignment
 3. Motivation

Ask pupils if they have heard the term prime factorization of numbers. Let them make
inferences as to what I means.

B. Developmental Activities

1. Presentation

a. Problem Opener
b. 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 24

d. 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 wrong

a. 24 = 2 x 2 x 2 x 3 c. 81 = 3 x 3 x 3 x 3

b. 18 = 2 x 3 x 2 d. 76 = 2 x 2 x 19

3. Generalization

A 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. EVALUATION

Give the prime factorization of:

1. 16 = 2. 27 = 3. 48 = 4. 56 = 5. 64 =
V. ASSIGNMENT

Give the prime factorization of:

1. 30 = 2. 56 = 3. 43 = 4. 72 = 5. 54 =
 MATHEMATICS VI

Date: ___________

I. LEARNING OBJECTIVES

Determine the greatest common factor (GCF) of 2 or more numbers.

Value: Teamwork

II. LEARNING CONTENT

Skill: Determining the GCF of 2 or more numbers.

Reference: BEC-PELC II F.1.6

Enfolding Mathematics VI

Materials: fish cutouts, improvised aquarium and fishing rod

III. LEARNING EXPERIENCE

A. Preparatory Activities

1. Drill - Mental Computation

Drill on identifying prime and composite numbers.

Strategy: fishing

Materials: fish cut outs, improvise aquarium and fishing rod

Mechanics: 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.

B. Developmental Activities

1. Presentation

a. Factor Lists

A 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. Generalization

What 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. EVALUATION

Find the GCF of each set of numbers.

1. 98, 147

2. 20, 75

3. 30, 35
 4. 66, 110

5. 18, 24, 54

V. ASSIGNMENT

Find the GCF of each set of numbers.

1. 210, 231
2. 420, 504
3. 50, 75, 100, 125
4. 35, 63
5. 75, 45
 MATHEMATICS VI

Date: ___________

I. LEARNING OBJECTIVES

Determine the least common multiple (LCM) of 2 or more numbers

Value: Confidence

II. LEARNING CONTENT

Skill: Determine the LCM of 2 or more numbers

Reference: BEC-PELC II F.1.7

Enfolding Mathematics VI

Materials: chart, activity card

III. LEARNING EXPERIENCE

A. Preparatory Activities

1. Review

Activity 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.

B. Developmental Activities
 1. Presentation

Activity:

1. Present a dialogue

2. 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 activity

d. What do you call the number 36, the least number visible by 12 and 9?

2. Fixing Skills: Find the LCM by listing the multiples

a. 21, 15 b. 12, 10 c. 16, 20 d. 12, 10

3. Generalization

To 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. EVALUATION

Determine 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. ASSIGNMENT

Find 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 OBJECTIVES

Name the fraction or mixed number described by a shaded region, set or point on the number line

Value: Cooperation

II. LEARNING CONTENT

Skill: Name the fraction or mixed number described by a shaded region, set or point on
the number line

Reference: PELC II G.1

Enfolding Mathematics VI

Materials: Math Textbook, magazines, newspapers, scissors, glue, bond paper

III. LEARNING EXPERIENCE

A. Preparatory Activities

1. Mental Computation Drill:

Solving for the GCF/LCM of a set of numbers

a. 10, 15, 20 b. 38, 9, 54 c. 36, 57

2. Review: Determine the LCM of the each pair of numbers

a. 8 and 12 b. 15 and 35 c. 12 and 9 d. 12 and 16

3. Motivation:
 a. show illustration of figures

b. 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.

B. Developmental Activities

1. Presentation

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?

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?

1 2 B 3

3. Generalization

What 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. EVALUATION

Write the fraction of the shaded part

1.

2.

a. Write an improper fraction for the shaded part.

b. Write a mixed number for the shaded part.

V. ASSIGNMENT

Illustrate/draw the following fractions

3/8 6/5 3 2/3 8/12 12/5

 MATHEMATICS VI

Date: ___________

I. LEARNING OBJECTIVES

Rename fractions as decimals and vice versa.

Value: Helpfulness

II. LEARNING CONTENT

Skill: Renaming fractions as decimals and vice versa.

Reference: BEC-PELC II G.2

Enfolding Mathematics VI

Materials: 10 x 10 grid, flashcards

III. LEARNING EXPERIENCE

A. Preparatory Activities

1. Drill: Use of flashcards

Give 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 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?

B. Developmental Activities

1. Presentation

Activity: Use of a Grid

1. Use the 10 by 10 grid in Activity

2. Ask pupil to shade or color certain small square.

Example: color/shade 7 grids

How 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 decimals

a. 15/20 b. 4/5 c. 7/12 d. 9/20 e. 15/40

3. Generalization

How do you change fraction to decimals? How do you change decimals to fractions?

IV. EVALUATION

Rename the decimals as fractions.

1. 0.7 2. 0.16 3. 0.03 4. 7.24 5. 4.005

V. ASSIGNMENT

Rename 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 OBJECTIVES

Solve for the missing term in a pair of equivalent fractions

Value: Care for the body

II. LEARNING CONTENT

Skill: Forming and solving for the missing term in a pair of equivalent fractions

Reference: BEC-PELC II G.3.3-3.4

Enfolding Mathematics VI

Materials: strips of paper, fraction bars, activity cards

III. LEARNING EXPERIENCE

A. Preparatory Activities

1. Drill: Naming fractional parts

E.g. 50 pupils in a class

1. 30 are boys (30/50) 4. 7 pupils are absent (7/50)

2. 20 are girls (20/50) 5. 43 pupils are absent (43/50)

3. 15 girls have shoes (15/20)

2. Review: What bigger number can divide equally the given pair of number.

a. 5 b. 14 c. 16
 10 42 24

3. 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?

B. Developmental Activities

1. Presentation

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 term

1) 2 = _ 2) 6 = __ 3) 5 = 25 4) _ = 63 5) 40 = 16

3 9 7 28 9 9 81 20

3. Generalization

How do we solve for the missing term in an equivalent fraction?

IV. EVALUATION

Solve 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. ASSIGNMENT
Use the number in the box to write an equivalent fractions. You can use a number more than once.

8 14 1 4

12 2 3 18

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

 MATHEMATICS VI

Date: ___________

I. LEARNING OBJECTIVES

Reduce fractions to lowest terms

Value: Sharing a fraction of a time to help

II. LEARNING CONTENT

Skill: Reduce fractions to lowest terms

Reference: BEC-PELC II G-5

Enfolding Mathematics VI

Materials: flashcards

III. LEARNING EXPERIENCE

A. Preparatory Activities

1. Drill: Finding Equivalent Fractions

Activity Partner Hunting

a. Teacher prepare on small cards 2 sets of fractions that are equivalent

b. 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 partners
e. 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

B. Developmental Activities

1. Presentation

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 4

15 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. 2/4

3. 3/9

4. 5/9

5. 9/16

3. Generalization

When is a fraction is lowest terms? How do you reduce fraction to lowest terms?
IV. EVALUATION

Determine 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. ASSIGNMENT

Write 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 OBJECTIVES

Change mixed numbers to improper fractions and vice-versa

Value: Helpfulness

II. LEARNING CONTENT

Skill: Changing mixed numbers to improper fractions and vice-versa

Reference: BEC-PELC II G.6

Enfolding Mathematics VI

Materials: Math Textbooks, real objects, drawing, flashcards

III. LEARNING EXPERIENCE

A. Preparatory Activities

1. Mental Computation

Strategy: Tapping Game Reducing fraction to lowest term

1. 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 term

1. 3 = 1 2. 20 = 10 3. 1 = __ 4. 4 = _ 5. 9 = 3

5 36 4 8 3 9 12
 B. Developmental Activities

1. Presentation

Strategy: Use a problem opener

1. 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

2. 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 )

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 number

1. 2 1/6 = ( 2 x 6 ) + 1 = 13/6 4. 6 4/6

2. 3 2/4 5. 7

3. 5 2/8

3. Generalization

How is improper fractions changed to mixed number? How is mixed change to improper
fractions?

IV. EVALUATION

Write as a mixed number.

1. 9/5 2. 10/3 3. 7/3 4. 13/4 5. 15/2

V. ASSIGNMENT

Express fraction in lowest term

1. 54/8 2. 40/12 3. 57/8 4. 38/4 5. 37/9

 MATHEMATICS VI

Date: ___________

I. LEARNING OBJECTIVES

Estimate fractions close to 0, 1/2 , 1

Value: Respectfulness and Helpfulness

II. LEARNING CONTENT

Skill: Estimate fractions close to 0, 1/2 , 1

Reference: PELC II G.7

Enfolding Mathematics VI

Materials: flashcards, strips of paper, numberline

III. LEARNING EXPERIENCE

A. Preparatory Activities

1. Drill: Identifying fractional parts.

2. Review: Rounding Numbers using flashcards

a. 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?

B. Developmental Activities

1. Presentation

Activity: Game Where do you belong

1. Teacher prepares fractions on flashcards.

She divides the board in 3 parts and write

0 1

2. Any number of players

3. Teacher holds up a fraction.

4. The players estimate if the fraction is close 0, , 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, , 1.

a. 3/5 b. 2/3 c. 1/5 d. 5/7 e. 5/11

3. Generalization

What is the reference point to estimate fractions close to 0, or 1?

IV. EVALUATION

Indicate if the fraction is close to 0, , 1.

1. 1 2. 6 3. 2 4. 4 5. 1

7 8 16 5 3
V. ASSIGNMENT

Use numberline to estimate the fractions close to 0, , 1.

1. 7 2. 2 3. 3 4. 9 5. 2

8 2 5 12 14
 MATHEMATICS VI

Date: ___________

I. LEARNING OBJECTIVES

Find the least common denominator (LCD) of a set of fraction

Value: Fairness

II. LEARNING CONTENT

Skill: Find the least common denominator (LCD) of a set of fraction

Reference: BEC-PELC II G.8

Enfolding Mathematics VI

Materials: flashcards, show me board

III. LEARNING EXPERIENCE

A. Preparatory Activities

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 12e. 9 and 18

B. Developmental Activities

1. Presentation

Activity: Find the LCD of , , 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 b. 1/6 3/8 c. 4/7 d. 4/7

2. Fixing Skills: Find the LCD

a. , 5/6 b. 5/6, 6/7, 3/4 c. 2/8, 5/16, 3/18 d. 1/3, 1/5, 3/6

3. Generalization

What are the methods of finding LCD?

IV. EVALUATION

Find the LCD

1. 5/9, 2. , 7/8 3. , 2/3 4. 4/9, 1/6 5. 2/3, 1/7

V. ASSIGNMENT

Find the LCD

1. 3/6, 5/18, 2/3 3. 2/6, 1/3, 5. 4/5, , 3/4

2. 4/9, 2/6, 2/3 4. 2/3, 1/5, 5/6
 MATHEMATICS VI

Date: ___________

I. LEARNING OBJECTIVES

Order fractions in simple and mixed forms in ascending or descending order using different methods

Value: Confidence

II. LEARNING CONTENT

Skill: Order fractions in simple and mixed forms in ascending or descending order using
different methods

Reference: BEC-PELC II. G.10

Enfolding Mathematics VI

Materials: strips of paper, activity cards, flashcards, drawings

III. LEARNING EXPERIENCE

A. Preparatory Activities

1. Mental Computation

Change 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?

B. Developmental Activities

1. Presentation
 a. Activity: Small Group Activity

Sample Activity Cards. Order from greatest to least. 5 7/8, 5 5/6, 5

Exercise 1: Order the fractions from least to greatest.

1. 2/3, 2/9, 2/7, 2/5 2. , 1/8, , 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. , 5/8, 2/5 3. 4/5, 4/7,

b. 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 , 6 2/3, 7 1/10, 5 2/3 b. 12 7/11, 12 , 13 1/11 c. 1 2/6, 1 3/6, 1 4/6

3. Generalization

What are the different ways of ordering fractions? What should be the basis in ordering
fractions in ascending orders? Descending order?

IV. EVALUATION

Arrange the fractions in ascending order

1. 2/5, 1/3, 4/8 3. , 2/3, 5/9 5. 8 1/8, 2 1/8, 6 1/8

2. 5/8, , 2/3 4. 8 , 5 2/5, 7

V. ASSIGNMENT

Arrange the fractions in descending order.

1. 4/12, 4/9, 4/10, 4/7 3. 2/3, 5/6, 4/9 5. 5/6, 7/8, 13/6
2. , 1/5, 1/10 4. 4/5, , 7/10
 MATHEMATICS VI

Date: ___________

I. LEARNING OBJECTIVES

Solve mentally word problems involving fractions

Value: Wise use of time

II. LEARNING CONTENT

Skill: Solving mentally word problems involving fractions

Reference: BEC-PELC G. II, 11.1

Enfolding Mathematics VI

Materials: Math Textbook

III. LEARNING EXPERIENCE

A. Preparatory Activities

1. Mental Computation

Game - Who are you

a. Form 4 team with equal members

b. 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 assignment

Reduce the following to lowest term:

a. 2/4 b. 6/8 c. 10/15 d. 10/6 e. 15/30

 2. Motivation:

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

B. Developmental Activities

1. Presentation

Activity: Problem Opener

Lito spends 1 hours gardening and 1 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 Board

1. 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 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. Generalization

How do you solve problem mentally?

IV. EVALUATION

1. 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. ASSIGNMENT

Make 5 word problems in fractions that can be solved mentally.

 MATHEMATICS VI

Date: ___________

I. LEARNING OBJECTIVES

Visualize addition and subtraction of fractions.

Value: Being physically fit

II. LEARNING CONTENT

Skill: Visualizing addition and subtraction of fractions

Reference: BEC-PELC II. H.1

Enfolding Mathematics VI

Materials: strips of paper, fractions chart, cutouts

III. LEARNING EXPERIENCE

A. Preparatory Activities

1. Mental Computation Group Activity:

Wheres 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 assignment

3. Motivation:

Give each group sets of fractions written on flashcards. Let them group each set to
similar or dissimilar fractions.

Examples: , , 5/7 , 3/5, 4/7 3/8, 1/8, 6/8

 B. Developmental Activities

1. Presentation

Activity: Group Activity - Present a Word Problem

Jose 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. + 1/4 d. +

3. Generalization

How do you visualized addition and subtraction of fractions

IV. EVALUATION

Show the sum of:

1. + 2/4 3. 1 + 1 5. 3/4 +

2. 3/8 + 1/8 4. 3/9 + 1/9 + 2/9

V. ASSIGNMENT

How many can you do mentally? Record your score.

1. 1/6 + 3/6 + 1/6 3. 4/15 3/15 5. 5/20 + 3/20 + 7/20

2. 3/10 + 2/10 + 5/10 4. 1/9 + 5/9
 MATHEMATICS VI

Date: ___________

I. LEARNING OBJECTIVES

Estimate in sum in simple and mixed forms

Value: Kindness to animals

II. LEARNING CONTENT

Skill: Estimating the sum in simple and mixed forms

Reference: BEC-PELC II H.2

Enfolding Mathematics VI

Materials: flashcards

III. LEARNING EXPERIENCE

A. Preparatory Activities

1. Mental Computation

Drill on Estimating Fractions Close to 0, 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, , 1

Mechanics:

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.
 2. Motivation:

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

B. Developmental Activities

1. Presentation

Activity- Working In Pairs

Complete each statement. Use each fraction in the circle once.

1. 8/10 + ____ is about 2

2. ___ + _____ is about 2

3. ___ + 11/13 is close to 2

4. ___ + ____ 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 + 6/7

b. + 4/5 + 1 7/8 d. + 11/12

3. Generalization

How do you estimate the sum of fractions in simple and mixed forms?

IV. EVALUATION

Estimate the sum.

1. + 15/16 = 3. 3/20 + 5/9 = 5. 6 11/12 + 8 1/8 =

2. 3/5 + 9/10 = 4. 6 1/10 + 7 =

V. ASSIGNMENT

Estimate the sum

1. 4/9 + 5/8 + 35
2. 4 7/9 + 5 2/10
3. 8/15 + 9/10
4. 6 5/9 + 2 7/9
5. 3 1/8 + 10 3/5 + 9 9/10 + 12 6/6
 MATHEMATICS VI

Date: ___________

I. LEARNING OBJECTIVES

Estimate difference of fractions in simple and mixed forms.

Value: Thoughtfulness

II. LEARNING CONTENT

Skill: Estimate difference of fractions in simple and mixed forms.

Reference: BEC-PELC II.H.2

Enfolding Mathematics VI

Materials: flashcards with fractions in simple and mixed forms

III. LEARNING EXPERIENCE

A. Preparatory Activities

1. Drill Mental Computation

Estimating Fraction Close to 0, , 1

Activity - Fishing

Materials: 3 sets of 8 flashcards with fractions in simple and mixed forms which are color
coded (4 colors)

3 big cards each having 0, , 1

Mechanics:

1. From 3 teams. Each leader of the team gets 1 of the 3 big having 0, , 1.
2. Have each member of the team get a card fastened on the board that will be close to
the figure (0, , 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 number

a. 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?

B. Developmental Activities

1. Presentation

Activity: Tie a Ribbon

Roda has 2 9/10 m of ribbon to tie a gift for mothers 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 difference

a. 6 4/9 7/8 = b. 7/8 - = c. 1 - 9/12 = d. 3 1/6 2

 3. Generalization

How do you estimate the difference of fractions in simple and mixed forms?

IV. EVALUATION

Estimate the difference.

1. 6 - 3 =

2. 14 /15 1/8 =

3. 1 3/8 7/9 =

4. 5 7/9 1/6 =

5. 4 1/3 6/7 =
V. ASSIGNMENT

Choose the fractions/mixed forms in the rectangle to complete the equations to have estimated
difference.
2 9/10 2/9 3 8/9
1. - 6 8/9 = 0
2. 5 1/9 - = 2 8 7 1/16
3. - 4/5 = 1
4. 6 8/9 - = 5 9 1/5 5
5. - 10/12 = 3
2 14/15 10/13
 3rd

1)



2)

 4th

MATHEMATICS VI
Date: ___________

I. Objective:
Find the base when the percentage and rate are given

Value: Being thrifty

II. Learning Content:

Finding the Base When the Percentage and Rate are Given

References: BEC-PELC II L. 3.2.3

Enfolding Mathematics VI
Materials: flashcards with percents, manila paper, pentel pen

III. Learning Experiences

A. Preparatory Activities:
1. Mental Computation/Drill on Renaming Percent to Decimal
Change percent to decimal
50% in decimal is _______
75% in decimal is ________
375% in decimal is ______

2. Review: Review on dividing whole number by decimals

Activity 1 Cooperative Work
Materials: 4 sets of 2 flashcards having division of whole numbers by decimals
4 sets of manila paper
4 pentel pens
Mechanics:
1. Ask each leaders of the team gets 2 flashcards having whole number by a decimal.
2. The members of team solve for the quotient and write the solution on a manila paper to
be published on the board.

B. Developmental Activities:
1. Activity 1: Use of Compatible numbers Through 10 x 10 square/Manipulative
Sample:
Dangdang, a daughter of a vendor helps her mother by buying school supplies which is
cheap but durable. She buys her notebook in Store A at P6.00 which is 10% of the cost of
notebook in Store B. How much is the notebook in Store B.

1. Ask the following questions:

Who is the daughter of the vendor
How much is the notebook of Dangdang?
Does Dangdang have a good decision in buying the notebook? How do you know?
 2. Fixing Skills:
Solve for the base.
1. 50% of ____ is 3 4. 10.5 is 30% of what number?
2. 20% of what number is 14 5. 65% of N = 58.5
3. 14 is 35% of what number
3. Generalization:
Expected Questions. How do you find the base when the percentage and rate are given?

IV. Evaluation:
Rename these fractions as similar fractions. Add then express the sum in lowest term if possible.
1. 20 % of n is 2
2. 7 is 35 % of n
3. 40 % of n = 8
4. 10 is 40 % of n = 8
5. 25% of what no. is 2?

V. Assignment:
Solve.
1. 6 % of n = 4.5
2. 6.72 is 7 % of what number?
3. 12 % of n is 14.4
4. 88 % of what number is 660?
5. 220 is 275 % of n
 MATHEMATICS VI
Date: ___________

I. Objective:
Compute common percentage mentally

Value: Being thrifty

II. Learning Content:

Computing common percentage mentally

References: BEC-PELC II L. 3.3.

Enfolding Mathematics VI
Materials: flashcards, charts

III. Learning Experiences:

A. Preparatory Activities:
1. Drill on Basic Multiplication Facts
a. 6 x 10 b. 6 x 8 c. 6 x 6 d. 6 x 5

2. Review: Multiplication of Decimals

a. 0.25 x 5 b. 0.15 x 5 c. 0.3 x 3 d. 0.04 x 9

3. Motivation:
Have you ever joined a Math Contest?
Answer the question without writing the solution?

B. Developmental Activities:
1. Activity Use of challenging Word Problem
Sample:
75% of 8000 is what number?
N is 75 % of 8000
75 % of 8000 is _______.
What is 75% of 8000 is N

1. Guide the pairs of pupils to:

a. determine the base and rate
b. identify what is to solve for
c. decide what process to use
d. compute without writing the computation on paper
e. discuss their answer

2. Through pair square they have to do number 1 a-e

2. Practice Exercises/Fixing Skills:

a. 20% of 20 is _____
b. 25% of 60 is N
c. 50% of 70%
d. N is 40% of 20
e. 60% of 15 is what number?
 3. Generalization:
How do you solve for the common percentage mentally?>

IV. Evaluation:
Solve for the percentage mentally
a. 10% of 10 is _____
b. _____ is 20% of 50
c. N is 20% of 15
d. 40% of 40
e. What is 50% of 90?

V. Assignment:
Solve for the percentage mentally.
1. N is 25% of 36
2. 10% of 20 is what number?
3. 40% of 50 = ______.
4. _____ is 60% of 160
5. What is 15% of 80?
 MATHEMATICS VI
Date: ___________

I. Objective:
Solve word problems involving finding the percent of increase/decrease on discounts, original
price, rate of discount, sale price and mark up rice.

Value: Frugality

II. Learning Content:

Solve word problems involving finding the percent of increase/decrease on discounts, original
price, rate of discount, sale price and mark up rice.

References: BEC-PELC II L. 3.4, 3.4.1

Enfolding Mathematics VI
Materials: Song Flashcards

III. Learning Experiences:

A. Preparatory Activities:
1. Mental Computation:
Drill on Renaming of Percents to Decimals, Fraction to Percent, Fraction to Decimals and
Vice Versa.

2. Review:
Do what is asked for:
1. What is 25% of 30? _____]
2. Forty is what percent of 200?
3. 18 is 30% of what number?

3. Motivation:
The pupils of Loundagin Elementary School went to an educational trip. One of the
places they visited was Phiyas, Lukban, Quezon. While the group was going around the place
the attention of some pupils was caught by the sigh in one of the stalls found in the place, a
mark 15% off. 10% off and 12% off. Can you tell what the signs means?

B. Developmental Activities:
1. Activity 1 Use of compatible numbers in the problem.
Sample:
Aling Conching went to a factory outlet of garments to avail a low price and a good gain
possible. The underwear A was originally sold at P each. She asked herself of the following:
a. If she was given 20% discount of the original price, how much was the sale price?

1. Answering the questions:

a. Who went to the factory outlet?
b. Why did she go to the factory outlet?
c. Do you think the original price is too high which will not give her a good gain? Why?
2. Guide the pupils analyze and solve the problem.
 2. Practice Exercises/Fixing Skills:
Find the missing entries.

Original Price Rate of Discount Discount Sale Price

1. P220 10% P47
2. P235
3. P930 P874.20

3. Generalization:
How do you solve for percent problems involving increase/decrease? Discounts? Original
price? Rate of discounts? Sale price? Mark up Price?

IV. Evaluation:
Find the missing entries.
Original Price Rate of Discount Discount Sale Price
1. P200 15% P170
2. P250 20% P50
3. P490 10% P60 P540
4. P950 47.50 P902.50
5. P850 15% 127.50

V. Assignment:
Analyze and solve the problem.
1. Mrs. Santos bought a barong with 15% discount. How much did she save and pay if the tag price
of the barong is P1575?
2. Laura bought an RTW dress for P575 at 20% discount what was the original price?
3. The sale price of an item is P2060. if this is 60% higher than the cost, what is the original price?
 MATHEMATICS VI
Date: ___________

I. Objective:
Solve the word problem involving commission, rate of commission, total sales, total income.

Value: Being financially sufficient in meeting ones need

II. Learning Content:

Solving Word Problem on Commission, Rate of Commission, Total Sales, Total Income

References: BEC-PELC II L. 3.4.2

Enfolding Mathematics VI
Materials: puzzle, charts

III. Learning Experiences:

A. Preparatory Activities:
1. Opening Song: Solving Problem
2. Mental Computation: Drill on finding the rate, base or percentage
a. Strategy Completing the Table
Materials 8 numbered rolled papers
Table having data at random for columns of rate, base, percentage.
Mechanics:
1. Form 4 teams of equal number of members.
Ask the leader of the team to draw the numbered rolled papers. The members of
the team will complete the table within the time limit set by the class.
2. The team having the highest number of correct answers wins.

3. Motivation:
What do you call the amount given to the sales agent after he is able to sell the item to the
company aside having basic monthly salary?

B. Developmental Activities:
1. Activity Completing the Table
Sample: Find the missing entries:
Basic Salary Total Sales Above Rate of Commission Total
P50 000 Commission Income
P 13 798 P278 000 5%
P 13 798 P278 000 P14 535
P 13 798 6% P20 550
1. Answering questions:
a. What is the basic salary of the sales agent?
b. How much is his total sales?
c. What is the rate of commission of sales agent B?
2. Lead the pairs of pupils analyze and find the answer in the table by using the steps in
Activity 1 number 2-a to h.

2. Fixing Skills:
Find the missing data
 Total Sales Rate of Commission Basic Total
Commission Salary Income
1. 20% P600 P14 467
2. 18 % P1 620 P20 536
3. P15 000
4. P120 000 20% P45 000
5. P80 000 15% P20 000

3. Generalization:
How do you solve the commission? Rate of commission? Total sale? And total income?

IV. Evaluation:
Complete the table.
Basic Salary Total Sales Rate of Commission Total
Commission Income
1. P 15 000 P120 000 20%
2. P14 500 P300 000 P45 000 P59 500
3. P30 000 P170 000 25%
4. P18 000 18% P81 0000
5. P50 000 P800 000 P160 000

V. Assignment:
Solve the problem:
1. A salesman sells a car for P860 000. If he receives a commission of 20%, how much will be his
commission?
2. A salesman is working on 8% commission. If he wants to make P14 000 commission in a month,
how much must he sell?
 MATHEMATICS VI
Date: ___________

I. Objective:
Solve the problems involving sales tax, rate of sales tax, selling price

Value: Honesty and truthfulness

II. Learning Content:

Solving word problems involving sales tax, selling price

References: BEC-PELC II L. 4.3

Enfolding Mathematics VI
Materials: Math textbook

III. Learning Experiences:

A. Preparatory Activities:
1. Opening a Song: Solving Problem
2. Mental Computation:
Drill on Finding the Rate, Base or Percentage
Strategy 1: - Role Play
Materials: 4 rolled papers numbered 1-4, table for each team having column for percentage,
rate base.
Mechanics:
1. Have the 4 teams prepare flashcards where each card has question on rate, base or
percentage.
2. Let the leader of the team draw the numbered rolled paper to determine the first, second,
third or fourth teacher.
3. The teacher from the team flashes the card and the other 3 teams answer on the board for
their own table.
4. The team with the highest score wins.

3. Motivation:
Every year, your parents pay an amount to the government. What do you call this amount
paid to the government?

B. Developmental Activities:
1. Activity Completing the Table
Sample: Look for the missing data.

Item Selling Price Rate of Sales Sales Tax Total Cost of

Tax the Item
House and Lot P3,5000,000 6%
Second Hand P950,000 P997,500
Car
Second Hand 4% P10,000
Jeepney
 1. Answer the question:
a. How much is the selling price of the house and lot?
b. What item has a selling price of P950,000?
c. What rate of sales tax does the house and lot have? Jeepney?

2. Practice Exercises/Fixing Skills:

Complete the table.

Selling Price Rate of Sales Tax Sales Tax Total Cost

1. P200 3%
2. P680 P34 P795
3. P750 P795
4. P2500 8%
5. 6% P300

3. Generalization:
How do you solve for sales tax, rate o sales tax and selling price?

IV. Evaluation:
Fill in the data to complete the table.
Selling Price Rate of Sales Tax Sales Tax Total Cost
1. P1,600 3% P48
2. P4,500 6% P4770
3. P900 4%
4. P9,000 P720
5. P600 P10,600

V. Assignment:
Analyze and solve the problem.
1) A lady bag worth P1500 is given a sales tax of 6%o. How much will a buyer pay for the bag?
2) A food item is given a sales tax of P22.40 or 4% paid by the customer. How much is selling price
of the item? How much is the total cost paid by the customer?
3) A sales tax for an item is P125. The cost is P3125. What is the ratio of the sales tax? How much is
the selling Price?
 MATHEMATICS VI
Date: ___________

I. Objective:
Solve the word problem involving simple interest, principal, rate and time

Value: Thrift

II. Learning Content:

Solving word problem in simple interest, principal, rate and time

References: BEC PELC L. 3. 4. 4

Enfolding Mathematics VI
Materials: Math textbooks

III. Learning Experiences:

A. Preparatory Activities:
1. Opening song: (Math Song)

2. Mental Computation: Drill on finding the rate, base or percentage

a. Activity 1 Role Play
Materials: Each member of the team prepare question.
Mechanics:
1) Form 4 teams.
2) One member of each team takes turn to flash their cards and the rest of the pupils
answer.
3) The teacher writes the score of each team and checks the answer
4) The teacher determines which team gets the highest score and declares as the winner.

3. Motivation:
Who has seen a bank book? What can you see in it? Does it have an interest? What about
the principal?

B. Developmental Activities:
1. Presentation:
a. Activity 1 - Use of Compatible Numbers
Sample:
Rhoda has a deposit of P5 000 in a saving account for 2 years. If the bank pars
simple interest at the rate of 6%, how much interest will she receive?
1) Answering the questions:
a) Who has a saving account m a bank?
b) How much is her deposit'
c) If you are Rhoda will you open a saving account in the bank? Why?
2) Lead the pairs of pupils analyze and solve the problem.
a) Ask the pupils to look for what the problem tells them to find.
b) Have them know which of the given facts are the needed data and the hidden
facts.
c) Help them construct question about the hidden fact.
d) Have them decide what operations to use to solve the problem.
e) Ask them to express the hidden question/whole problem to an equation
 2. Practice Exercises:
1) Three years ago, Ruby borrowed P12 000. if she paid back P15 200, what was the rate of
simple interest?
2) Laura applied a loan of P8 000 at a yearly interest of 10%. If she paid back the credit
union of P9 600, what is time period of her loan?

3. Generalization:
How do you solve for the simple interest? rate of interest? and time?

IV. Evaluation:
Analyze and solves the problems.
Lilia invested P75 000 at 5.75% simple interest for 2 years. How much did she earn?
1) The rate of interest is _______.
2) The principal is _______.
3) The time covered _______.
4) The equation to be used to find the interest and total amount of money are:
a) _______.
b) _______.
5) The amount of interest Lilia's money earned was _______.

V. Assignment:
1) Nena borrowed P75 000 from a credit union. At the end of 2 years he has to pay back at 8%
interest. How much is the interest?
2) Ricardo's father borrows P90 000 from a financial institution. At the end of 2 3/4 years he has to
pay an interest rate of 20%. How much will he pay back the financial institution in all?
3) Rolando has P20000 in his savings account. If the rate of interest is 4 1/2% a year, how much
interest does his money earn? How much money will he have in all?
 MATHEMATICS VI
Date: ___________

I. Objective:
Make simple predictions

Value: Awareness and Sensitivity to the Things Around Us

II. Learning Content:

Computing common percentage mentally

References: BEC-PELC II M.1.

Enfolding Mathematics VI
Materials: Math Textbooks

III. Learning Experiences:

A. Preparatory Activities:
1. Opening Song: Pagdating ng Panahon

2. Motivation:
Discuss the message of the song relating prediction. Which line in the song tells what you
want to occur will likely to happen? Will unlike to happen? Fair or even chance to happen
impossible to happen? Or certainly to happen?

B. Developmental Activities:
1. Presentation:
a. Activity 1 - Use of Observable Things Around Us
Decode which of the following will likely to happen, unlikely to happen, fair or even
chance to happen, impossible to happen, or certainty to happen. Write your answer before
the number.
_____ 1) A couple can not afford to have an ULTRASOUND and they are waiting for
a newborn baby. They fell that the unborn baby is a girl.
_____ 2) The sun sets in the south.
_____ 3) It is cloudy today. Then it will not rain.

2. Practice Exercises/Fixing Skills:

Which of the followings can be considered as unlikely to happen, likely to happen,
equally likely to happen, impossible to happen or certainly to happen or certainly the answer
before the number.
_____ 1) When one is seated he is rested.
_____ 2) When a man sleeps, he snores.
_____ 3) A man in the bathroom always takes a bath.

3. Generalization:
Expected Question:
How do you make simple prediction?

IV. Evaluation:
Make a prediction on the following situations are likely to happen, unlikely to happen, equally
likely to happen, impossible to happen and certainly to happen.
 _____ 1) Reading books makes a man wiser.
_____ 2) When one sharpens his saw, he sharpens his thinking skills.
_____ 3) When mother takes a bath, father is coming home.

V. Assignment:
Predict simply on the following situation in terms of likely to happen, unlikely to happen, equally
likely to happen, impossible to happen or certainly to happen.
_____ 1) When one is in pensive mood, he thinks deeply.
_____ 2) When one stares at nothing, he has depression.
_____ 3) Not all gold glitters.
 MATHEMATICS VI
Date: ___________

I. Objective:
Tell the number of favorable outcomes/chances

Value: Having faith in life

II. Learning Content:

Telling number of favorable outcomes/chances

References: BEC-PELC II M.2

Enfolding Mathematics VI
Materials: ratio cards, spinner, die, lettercards

III. Learning Experiences:

A. Preparatory Activities:
1. Opening Song: Pagdating ng Panahon sung by Aiza Seguerra.

2. Motivation:
Now man sides does a coin have?
If you are to toss a coin, what is the chance that your can will land head?

B. Developmental Activities:
1. Presentation:
a. Activity 1 - Spin a wheel
1) Have a spinner having 6 equal-size sections which appear below:

2) Have each member of the tea spins the wheel while a recorder writes what section is
pointed by the pointer.
3) Ask each member to relate the number of favorable outcomes each section has as
indicated by the pointer to the number of possible outcomes like:
P( ) = 1/6 (in case it points to the )

2. Practice Exercises/Fixing Skills:

A bag has marbles with 1 blue, 3 green, 2 red and 2 yellow.
Find the probability of:
a. drawing 1 blue marble
b. drawing 3 green marbles
c. drawing 2 red marbles
d. drawing 2 yellow marbles

3. Generalization:
How do you tell the number of favorable outcomes/chances?
IV. Evaluation:
Study a spinner numbered 1 to 8 is spun.
What is the probably of spinning:
a) an odd number?
b) divisor of 9
c) multiple of 2
d) composite number
e) a factor 18
f) a smallest even number
g) multiple of 10
h) greatest common factor of 24 and 32
i) spinning 10

V. Assignment:
Study the cards with letters.

One card is draw from a well-shuffled 9 lettered cards. What is the probability of drawing a
card/card having letter/s
a. L,O,V,E
b. M,A,T
c. I
d. V,E
e. Y
 MATHEMATICS VI
Date: ___________

I. Objective:
Visualize integers in their order on a number line

Value: Appreciation for use of number line in understanding/visualizing integers

II. Learning Content:

Visualizing Integers in Their Order on a Number Line

References: BEC-PELC II N.1

Enfolding Mathematics VI
Materials: flashcards, handkerchief, bingo card, markers

III. Learning Experiences:

A. Preparatory Activities:
1. Mental Computation: PEMDAS on Whole numbers
Play "Agawan Panyo"
1) Divide the class into 2 groups
2) Call on a volunteer to act as arbiter. He; she stays at the center of the platform and holds
the handkerchief. The handkerchief is allowed to dangle in the arbiter's hand.
3) A member of each group stays at the tack of the classroom and stands at the center aisle.
4) Teachers flashes an equation
Examples: 10-2.3 = 34-(5+8) = 7.3 + 24 8 =

2. Review: Finding the Probability of Some Events

1) Divide the class into 3 groups.
2) Show to them a bag containing marbles; 4 blue, 2 red, 1 white and 3 green marbles.
3) On a random draw, ask for the probability of the following events to happen.
a) P (picking a blue marble)
b) P (picking a green marble)
c) P (picking a red marble)
d) P (picking a white marble)
4) Call a volunteer to do the act of drawing the marbles.
5) Discuss the answers.

3. Motivation:
Teacher does the following actions and volunteers do the opposite actions.
Ex.
a) walk forward d) shake head
b) sit down e) frown
c) laugh

B. Developmental Activities:
1. Presentation:
a. Activity 1
1) Draw a number line on the board.
 2) Tell the class that numbers 1, 2, 3, 4, 5... are the set of counting numbers. Zero,
together with the set of counting numbers are the set of whole numbers.
3) Show in the mirror image of 1 on the number line.
4) Introduce the set of integers and the set of whole numbers and their opposites.
5) Give more examples.

2. Practice Exercises/Fixing Skills:

Write the integer for each.
1) deposit P400.00
2) 56 below 0
3) gained 7 kilos
4) 250 km north
5) 12 C below 0C

3. Generalization:
What are integers? How does the number line help you in understanding/visualizing
integers?

IV. Evaluation:
Write the integers for each.
1) 600 m above the ground
2) lost 15 points
3) saved P20.00
4) spent P35.00
5) withdrawal of P1,500.00 card wins.

V. Assignment:
Illustrate the following in the number line.
1) The set of integers greater than-3 and less than 2
2) The set of integers greater than-5 and less than 5
3) The set of integers less than-0 and greater than -7
4) The set of integers less than 8 and greater than 5
5) The set of integers i s than-3 and greater than -10
 MATHEMATICS VI
Date: ___________

I. Objective:
Compare Integers

Value: Teamwork

II. Learning Content:

Comparing Integers

References: BEC-PELC N.2

Enfolding Mathematics VI
Materials: number line, flashcard, number cards

III. Learning Experiences:

A. Preparatory Activities:
1. Mental Computation: Name the Integer
15 units right of -50
3 units to the right of 0
1 unit to the left of +5

2. Review: Naming Integers using the Number Line.

Draw a number line and use it to identify the integers described.
1. 7 units to the left of 0
2. 3 units to the right of +6
3. 6 units to the left of -2

3. Motivation: Using the number line.

Ask:
a) What are the numbers to the right of zero? Are they greater than 0?
In general, is zero less than all positive inters? Why or why not?
b) What are the numbers to the left of zero? Are they less than 0?
In general, is zero greater than all negative integers? Why?

B. Developmental Activities:
1. Presentation:
a. Discuss how to compare integers using the symbols>, <or=.
b. Elicit the following:
Zero is greater than all negative integers but smaller than all positive integers.
All positive integers are greater than all negative integers; all negative integers are
less than al positive integers.

2. Fixing Skills:
Write >,< or =.
a) - 4 -8 d) 5 units right of-6
b) - 10 0 e) units left of 12
c) 8 9 f) -150 -149
 3. Generalization:
How will you compare integers using> < or =?

IV. Evaluation:
A. Fill in the box with either >,< or =.
1) 25 -25 4) 9 -9
2) -16 -16 5) 150 149
3) -15 -14 6) 200 200

V. Assignment:
Write the integers for each then >, < or = to compare them.
1) 20 below 0 150 below 0
2) 1500 ft. above the ground 1500 ft. below the ground
3) basement of a building rooftop of a building
4) 7 below 0C 7 C above 0C
 MATHEMATICS VI
Date: ___________

I. Objective:
Order integers in increasing/decreasing order

Value: Orderliness

II. Learning Content:

Ordering integers in increasing/decreasing order

References: BEC-PELC II. N.3.

Enfolding Mathematics VI
Materials: flashcards, activity cards

III. Learning Experiences:

A. Preparatory Activities:
1. Mental Computation: Comparing Integers
1. Teacher flashes cards like the following:
-7 7 12 0 -8 -9

2. Review: Fill in the box with < , > or =

a) 0 -8 d) 15 -15
b) -5 -4 e) 0 -1
c) 20 20 f) -1 +1

3. Motivation:
a) Call 10 boys to come in front.
b) Call another pupil to arrange the boys according to their weight by just looking at them.
c) After doing that, ask the 10 boys their actual weight in kilograms.
d) Ask:
Are they correctly arranged? In what order?

B. Developmental Activities:
1. Presentation:
a. Base Method
1) Prepare 4 bases and tasks for eats base.
Mechanics:
a) Divide the class into groups of4.
b) Each group goes from one base to another within a given :;me, say 3 minutes.
c) Once they hear the buzzer, that signals them to move to the next base.
2) Each group has to solve the problems in each base.

2. Practice Exercises/Fixing Skills:

1) Arrange the following in increasing; ascending order.
a) -5, 10, -12, 7, 15, -25, 0
b) 0,-9,-15,+12,-4,+7
 3. Generalization:
What are the ways of ordering integers?

IV. Evaluation:
Arrange the integers in each group in:
1) Ascending Order
a) -3, 2, 4, -1
b) -6, 10, 8, 13, -12
c) 5, -4, -12, 6
2) Descending Order
a) 0,-1, 9,-3,7
b) -3, 0, 4, -6, 6
c) 4, 12, 0, -15, -18

V. Assignment:
Arrange each set of integers in descending order.
1) -8, -5, -1, -9, -1, 1
2) +2, +6, +11, +2, +15
3) -26, 33, -45, 17 ,3
4) 70,-90, -46, 80, 6
5) -6, 16, -25, -16, 44
 MATHEMATICS VI
Date: ___________

I. Objective:
Visualize the different spatial figures

Value: Appreciation of various figures in the environment

II. Learning Content:

Visualizing spatial figures

References: BEC-PELC III. A. 1.1

Enfolding Mathematics VI
Materials: flashcards, paper robot, ball, funnel, art paper, scissors, real objects

III. Learning Experiences:

A. Preparatory Activities:
1. Mental Computation: Solving for Perimeter and Area
14 cm
Example: 5m 6 cm

2. Review: Review previous lesson. Give 2 examples

B. Developmental Activities:
1. Presentation:
a. Activity
1) Introduce the different spatial figures. Let the students describe the characteristics of
each figure.
2) Ask what is common among all the spatial figures?
3) Present a paper robot whose parts are made up of spatial figures.
4) Ask the students to identify the spatial figures represented by each part by completing
the chart below.

Activity 1
Parts of the Robot Spatial figures Represented
Head Ex. Cube
Body Rectangular prism
Arms
Legs
Feet

2. Fixing Skills:
Identify the spatial figure represented y the following:
1) ball ______ 3) funnel ______ 5) tent ______
2) globe ______ 4) test tube ______ 6) dice ______

3. Generalization:
What are the different spatial figures? Describe each lone.
What are their common characteristics?
IV. Evaluation:
Name the spatial figures resembles to the following objects below:
1. box
2. ball
3. dice
4. ice cream cone
5. globe

V. Assignment:
Construct each spatial figures using art paper
1. a blue pyramid
2. a black cone
3. a yellow cube
4. a green rectangular prism
5. a red cylinder
6. a violet sphere
 MATHEMATICS VI
Date: ___________

I. Objective:
Describe the different spatial figures

Value: Resourcefulness

II. Learning Content:

Describing Spatial Figures

References: PELC III A. 1. 2

Enfolding Mathematics VI
Materials: cartolina, scissors, paste, flashcards, spatial figures, handkerchief

III. Learning Experiences:

A. Preparatory Activities:
1. Mental Computation Drill: Solving for Perimeter/Area of Plane Figures
Ex: 18cm
P=? 8m A=?
12 cm

2. Review: Identifying Spatial Figures

What are the different spatial figure?
Give examples of real objects that are models of spatial figures.

3. Motivation:
1) Group the pupils into Learning Barkadas.
2) Provide each group pieces of used folders, scissors and paste.
3) Let them make some spatial figures, out of these materials.
4) The first to make 3 will be declared as winners.

B. Developmental Activities:
1. Presentation:
Present the lesson through this activity:
a. Call the winners.
1) Let them show the spatial figures they made that are different from the first group.
2) Have them describe each and identify its parts.
b. Matching Game
1) Blindfold a volunteer pupil.
2) Let him/her hold a spatial figure.
3) Let him/her identify e1 describe it.

2. Practice Exercises/Fixing Skills:

Match Column A with Column B.
A. B.
____ 1) The base is a polygon and its faces are triangles a) rectangular
____ 2) A spatial figure with a polygonal base whose b) cone
edges meet at a common vertex
 ____ 3) a spatial figure having a circular base and c) pyramid
one vertex
____ 4) A spatial figure with 2 parallel congruent faces d) cylinder
called bases and the other faces are parallelograms

____ 5) A spatial figure with 2 circular bases, no edge e) triangular prism

circular bases, no edge and no vertex

3. Generalization:
What is prism? What are the kinds of Prism? Describe.

IV. Evaluation:
Complete the table.
Spatial Figure No. of Faces No. of Edges No. of Vertices
1. Cube
2. Rectangular prism
3. sphere
4. cylinder
5. triangular pyramid

V. Assignment:
Cut out pictures of objects from newspapers or magazines that are models of spatial figures.
Describe each.
 MATHEMATICS VI
Date: ___________

I. Objective:
Derive the area formulas of plane figures

Value: Appreciation

II. Learning Content:

Deriving Area Formulas and Solving for Areas of Plane Figures

References: BEC-PELC III. 1.3

Enfolding Mathematics VI
Materials: flashcards, pictures, bond papers, ruler, pencil

III. Learning Experiences:

A. Preparatory Activities:
1. Mental Computation Drill: Finding Perimeter of Polygons

2. Motivation:
1. Show the following:

2) What is the perimeter of each?

3) How many square units are there in each figure?

B. Developmental Activities:
1. Presentation:
a. Introduce are.
Derive formula for the area of a square and rectangular.
A = S2 A = l x w

b. Next, derive the area formula of the following: Show step-by-step process.
1) Parallelogram 3. trapezoid 5. circle
2) rhombus 4. triangle
 2. Practice Exercises/Fixing Skills:
Draw the given figure with its dimension. Write its formula in finding its area then solve:
1) a rectangle whose length is 15 cm and its width is 10 cm
2) a square whose side is 3.5 m
3) a circle a radius of is 5.2 dm

3. Generalization:
What is the area formula and how do you solve for the area of the following?

IV. Evaluation:
A. Write the area formula of the following:
1) rectangle 5) parallelogram
2) square 6) trapezoid
3) cirde 7) rhombus
4) triangle

V. Assignment:
Solve. Show neat and clear solutions.
1) A rice field is in the form of a parallelogram. If its base is 38 m and its height is 25 m, how many
square meters can be planted with rice?
2) The side of a roof is triangular in shape. If its side has a base which measures 6 m and an altitude
of 3.2 m, what is its area?
3) The bases of a trapezoid measure 10 m and 15.5 m while the height is 8 m. what is its area?
 MATHEMATICS VI
Date: ___________

I. Objective:
Derive a formula in finding the surface area of a solids

Value: Preciseness and accuracy

II. Learning Content:

Deriving Formulas and Solving for Surface Areas of Solids

References: PELC III. A. 1.4

Enfolding Mathematics VI
Materials: number and label cards, cartolina, different spatial figures, measuring device

III. Learning Experiences:

A. Preparatory Activities:
1. Mental Computation: Solving for Areas of Plane Figures
1. Divide the class into 2 groups
2. Give each group a set of number and label cards.
3. The teacher read a word problem on area.
Ex: A square garden measures 9m on one side. How big is it?
4. Each group forms a correct answer.
5. The first group to form the correct answer gets 1 point.
6. The group with the most number of points wins.

2. Motivation:
1. Show a cube.
Ask:
a) How many faces does it have?
b) What is the shape of each face?
c) Are the faces congruent?
d) What is the formula for the area of squire?

B. Developmental Activity:
1. Presentation:
a. Define surface are.
b. Based on the answers to the above questions, derive the formula for the surface area of
the following :
Cube, rectangular prism, cylinder, cone, Read each problem then solve pyramid
and sphere
c. Activity (In Groups of 4)
1) Give each group a spatial figure. Fox ex., a show box
2) Let each group measure the dimensions of their spatial figure and solve for its surface
area.
3) Presentation for each group follows.
4) Discuss importance of being precise and accurate in measuring the dimensions of the
spatial figures in order also the have an accurate measurement of surface area for
each
 2. Practice Exercises/Fixing Skills:
Write the formula then solve.
1) the cube whose edge is 15 cm
2) a bail whose radius is 5.5 cm
3) a cylinder whose base is 2.3 m in radius

3. Generalization:
Review the formulas in solving for surface areas of solids. Recall how to use these
formulas in solving for surface area.

IV. Evaluation:
Find the surface area of the following: Give the formula then solve.

V. Assignment:
1) A milk can has a radius of 4cm and a height of 11 cm. How much tin was used in making it?
2) A closed cone model has a radius of 7 cm and a height of 12 cm. And the amount of material used
in making the cone?
3) A pyramid has a square base of side24 cm and the height of each triangular face is 16 cm. Find
the surface area of the pyramid.
4) A close rectangular subdivision water tank, 7 m by 5 m, is to be painted all over.
 MATHEMATICS VI
Date: ___________

I. Objective:
Tell the unit of measure used for the surface areas of solids

Value: Handling materials/objects carefully

II. Learning Content:

1. Determine the unit of measure used for the surface areas of solids 2. Sowing for surface area
2. Solving the surface area

References: PELC III. A.2

Enfolding Mathematics VI
Materials: spatial figures, puzzle, measuring devices

III. Learning Experiences:

A. Preparatory Activity:
1. Mental Computation Drill: Solving for areas of Plane Figures

2. Review: Formulas for Area (Plane Figures)

Match the picture with the formula for area:
 3. Motivation:
1) Divide the class into groups of 4.
2) Provide each group a set of laboratory apparatus that are models of spatial figures like
cylinder, prism, dice, globe, funnel, Erlenmeyer flask.
3) Let them find the dimensions using some measuring devices.

B. Developmental Activities:
1. Presentation:
a. Let there write a formula in solving for the surface area of each object.
b. Let them solve for the surface area of each object.
c. Have then explain the following:
1) What measuring devices did you use?
2) What formula did you use in finding the surface area of each object?
3) What unit of measure did you use?
4) Why do you have to indicate the unit of measure?

Valuing: Laboratory apparatus are sensitive materials.

2. Practice Exercises/Fixing Skills:

Solve for what is missing in each number:
1) r = 5 cm, h = 15 cm, SA = ________
2) 1 = 8.5cm,w = 6cm,h = 4cm, SA _______
3) The side of cube measures 43.6. Is it possible to solve the problem? Why?

3. Generalization:
What are the units of measure used in solving for surface areas of solids?
Why is it important to indicate the unit of measurement?
How do we solve for surface area of solids? What are the formulas used?

IV. Evaluation:
Solve the following problems:
1) A triangular prism measures 10 cm by 15 cm by 16 cm. What unit of measure should we use in
finding its surface area? Why?
2) You are to wrap a box at the right to make it beautiful. What measuring device will you use to
find out how much wrapper is needed? What is the appropriate unit of measure?
3) A cylinder of radius 9 cm and a height of 20 cm has a surface area of 1,639.08. What is missing
in the situation presented?

V. Assignment:
Create one problem for each spatial figure on finding its inches. surface area. Provide your own
answer key.
 MATHEMATICS VI
Date: ___________

I. Objective:
Find the area formula of a parallelogram

Value: Orderliness

II. Learning Content:

Finding the area of a parallelogram

References: BEC-PELC III. A. 3.2

Enfolding Mathematics VI
Materials: flashcards, cartolina

III. Learning Experiences:

A. Preparatory Activity:
1. Drill: Mental Computation Basic Multiplication Facts
15 x 10 = 42 x 2 = 8x9= 16 x 3 = 16 x 3 =

2. Review: Find the area of the following rectangles/square.

1) r = 5 cm, h = 15 cm, SA = ________
2) 1 = 8.5cm, w = 6cm, h = 4cm, SA _______

3. Motivation:
1) Present the problem on the board:
Justin is making a mosaic fro tiles that are one centimeter in area. Before he work on
his mosaic, Justin draws a diagram of what he plans to do. How many tiles will he need
for the parallelogram design he made?

2) Ask the questions:

a) What is Justin making?
b) Was he right in planning first the things he wants to do?
c) If you were Justin, how would you find the number of tiles needed for the mosaic?

B. Developmental Activities:
1. Presentation:
a. Activity 1 Use of Illustrations
Present the lesson through the following activities:
1) Provide the class with cartolina. Have them copy the illustration given above.
2) Task:
a) What is the measurement of the base and the height of the parallelogram?
b) Cut one end of the parallelogram and slid it to the other end.
c) You should have a rectangular with the same base and height as the
parallelogram
 d) Base on the illustration, what is the area formula of a parallelogram?
Ans: Multiply the length of the base by the length of the height.
Area of parallelogram: b x h

2. Practice Exercises:
Find the area of each parallelogram region.
1) b = 4in; h = 91n 4) 3) b = 4.6mm; h = 2.8mm
2) b = 5.4m; h = 6m 4) b = l0cm; h = 7cm

3. Generalization:
How do you find the area formula of a parallelogram?

IV. Evaluation:
Find the area formula, then solve.

h = 27 m Formula = _____ Formula = n_____

b = 38 m Area = _____ Area = _____

V. Assignment:
 MATHEMATICS VI
Date: ___________

I. Objective:
Find the area formula of a triangle

Value: Wise use of time

II. Learning Content:

Find the area of a triangle

References: BEC-PELC III. A. 3.2

Enfolding Mathematics VI
Materials: plane figures like triangles, parallelograms

III. Learning Experiences:

A. Preparatory Activity:
1. Mental Computation Drill:
Naming of each of the following mentally

2. Review: Giving the area of parallelogram

1. b = 3.5 ft; h = 2.25 ft
2. b = 10 cm; h = 7 cm
3. b = 6.3 yd; h = 12 yd

3. Motivation:
1. Present the problem on the board
Jenn is planting carabao grass in his triangular front lawn. She bought enough
carabao grass to cover 25 square meters. What could be the best way for Jenn to do to be
sure she has enough carabao grass tocover the lawn?

B. Developmental Activities:
1. Presentation:
1) Divide the class into groups with 4 members each.
2) Provide 2 congruent triangles and a parallelograms.
3) Task:
a. Find the area formula of a triangle by using the materials given to you. Prove your
answer.
b. Do whatever you think will give you the concrete idea for the area formula of a
triangle.

2. Fixing Skills:
Write the formula in finding its area, then solve.
 3. Generalization:
How do you find the area formula of a triangle?

IV. Evaluation:
Identify the base and the height for each figure. Write the formula then solve.

V. Assignment:
Create your own word problems involving area of a triangle.
 MATHEMATICS VI
Date: ___________

I. Objective:
Find the area formula of a trapezoid

Value: Helpfulness

II. Learning Content:

Finding the area of a trapezoid

References: BEC-PELC III. A. 3

Enfolding Mathematics VI
Materials: flashcards, paper

III. Learning Experiences:

A. Preparatory Activity:
1. Mental Computation Drill:
Basic Multiplication facts

2. Review: Area of a triangle

3. Motivation:
1. Present the problem on the board
Ravens lot is trapezoid in shape. She wants to plant Bermuda grass all over the area.
She knew that Bermuda grass are bought per square meter. How will Raven know the
number of square meters of Bermuda grass she has to buy?

B. Developmental Activities:
1. Presentation:
a. Activity - Modeling
1. Provide a paper to each group.
2. Copy this trapezoid on squared-rolled paper.
 3. Make another trapezoid of exactly the same size and shape.

4. What figure results when you doubled the trapezoid?

2. Practice Exercises/Fixing Skills:

Write the area formula then solve.
1) a = 15 cm 2) a = 18 m 3) b1 = 29.7cm
b = 21 cm b = 25.5m b2 = 42.5 cm
h = 13 cm h = 15.7m h = 35.9cm

3. Generalization:
How do you find the area formula of a trapezoid? Is there an effect in the area of a
trapezoid if the height is taken on either side? Why What is the area formula of a trapezoid?

IV. Evaluation:
Find the area of the trapezoid.

V. Assignment:
Create 5 own word problems finding the area of a trapezoid.
 MATHEMATICS VI
Date: ___________

I. Objective:
Write a formula or equation in solving for the surface area of a solid figure

Value: Attentiveness

II. Learning Content:

Writing a Equation or Formula to Solve for the Surface Area of Solids

References: PELC III A. 5.1

Enfolding Mathematics VI
Materials: space figures, activity cards, flashcards, blacks strips with phrases, manila paper

III. Learning Experiences:

A. Preparatory Activity:
1. Mental Computation Drill:
Solving for Perimeter and Area of Plane Figures
1) Call on a volunteer from each Learning Barkada.
2) As the teacher flashes the 9 cards, the contestants will give the answer orally.
3) Whoever gives the correct answer, he/she make one step forward.
4) The first to reach the finish line, wins. 2. Review Guessing Game

2. Motivation:
1) Black strips with phrases will be put on top of the table, disarranged.
Ex:
A cylindrical tank
is 2.6 m high
if the radius
of its base is
2.6 m, what is
its surface area?
2) The teacher flashes 5 problems written in such manner as the one shown above, one at a
time.
3) Pupil will read the problem as fast as they can.
4) Have them write a formula or equation in solving for what is being asked in the problem.
5) After flashing all the problems, have the children read their answers for problems 1-5.

B. Developmental Activities:
1. Presentation:
a. Post the problem on the board so that the children can take a look at them.
1. A girl is playing with a ball with radius 30 cm. Find the surface area of the ball.
2. Find the surface area of a rectangular prism which is 45 an long, 36 cm wide and 2.24
cm high.
b. Ask the following:
1) What is common to problems 1-5?
2) How do you solve for the surface area of a spatial figure?
3) What should be the formula in solving for the surface area of a solid?
 2. Practice Exercises/Fixing Skills:
What is the formula in solving the surface area of.
1. square pyramid ____
2. cube ____
3. rectangular prism ____
4. triangular prism ____
5. sphere ____

IV. Evaluation:
Read the problem carefully. Write the formula or equation for each;
1. Find the surface area of a square pyramid if the length of the side of one base is 2.4 m and the
height of the triangular face is 4.9 m
2. Find the surface area of a rectangular prism if the length is 2m, the width is 3 m and the height is
1.2 m.

V. Assignment:
Write the formula or equation in solving the surface area of the following:
 MATHEMATICS VI
Date: ___________

I. Objective:
Tell the unit of measure used for measuring the volume of solids

Value: Being responsible

II. Learning Content:

Naming the unit of measure used of volume of solids

References: BEC-PELC III. B. 1.1

Enfolding Mathematics VI
Materials: concrete objects and cutout objects of solid figures

III. Learning Experiences:

A. Preparatory Activity:
1. Mental Computation Drill: Finding area of Plane Figure
1) Teacher flashes pictures of plane figures with given dimensions.
2) Two students at a time, solve mentally for the area..The first to give the correct answer is
challenged by another student in class.
3) Continue this until everyone in class has participated.

2. Review: Math the drawing /cutout picture with the name of the space figure it represents:

3. Motivation:
Present a story problem
 Each group in the class is required to bring rectangular boxes for planting seedlings for
their EPP class. However, only Group 3 brought their box. Their teacher showed it to the
class. He asked, "if it is to be filled with soil, how much soil does it contain?"

B. Developmental Activities:
1. Presentation:
a. Discuss the problem:
1) What is our problem all about?
2) What can you say about Group 3? Other groups?
3) What are we asked to find?

b. Activity Group Activity

Let the pupils go back again to the story problem. Let then discuss and answer the
following questions:
1) Is the length, width, and height of the rectangular box given?
2) What metric unit of length should be used for its length, width and height?
3) For example the unit of length used is centimeter, what cubic unit of measure should
be used to find its volume?

2. Practice Exercises/Fixing Skills:

Give the appropriate unit of measure to used in finding the volume of
a) room _______ c. globe _______ e. baseball _______
b) shoebox _______ d. refrigerator _______

3. Generalization:
What is the unit measure used for measuring the volume of solid?

IV. Evaluation:
Use cm3, m3, to tell what cubic unit of measure is appropriate to be used?
1. box of chocolate
2. tent
3. glass
4. gymnasium
5. mathbook

V. Assignment:
Give the cubic unit of measure, for finding the volume of the following:
1. a box 44 cm by 9cm by 6cm
2. a cone with height 9dm and radius 4 fm
3. a cabinet 1.2m by 0.9m by 0.5m
4. a ball with radius 10 cm
5. a cylindrical tank 25 dm long and radius 8 dm
 MATHEMATICS VI
Date: ___________

I. Objective:
Convert one cubic unit of measure to a larger or smaller unit

Value: Humility

II. Learning Content:

Conversation of one cubic unit of measure to a larger or smaller unit

References: BEC-PELC III. B. 1.2

Enfolding Mathematics VI
Materials: chart, show me cards, flashcards

III. Learning Experiences:

A. Preparatory Activity:
1. Mental Computation Drill:
Answer the following
a. 3 m = _____ cm
b. 40 cm = _____ dm
c. 5 km = _____ m

2. Review:
Checking of assignment

3. Motivation:
Present a dialogue.pp.244

B. Developmental Activities:
1. Presentation:
1. What is the smallest unit of measure? The next? Etc.
2. Let each group list down the different cubic units of measure in the metric system.
mm3 cm3 m3 dm3 dam3 hm3 km3
3. Guide them in giving the different of one cubic unit to the next cubic unit.
Ex: How many cu. Mm are there in 1 cu. Cm?
Do this until they reach cu.km

2. Practice Exercises/Fixing Skills:

1) Change each of the following to cu. nom:
a. 8 cm3 b. 15 m3 c. 6.1 dm3
2) Change each of the following Cu. cm:
a. 27 m3 b. 4.95 dm3 c. 6.226 mm3
 3. Generalization:
How do we convert one cubic unit of measure to its larger or smaller equivalence?

IV. Evaluation:
Find the blanks:

V. Assignment:
 MATHEMATICS VI
Date: ___________

I. Objective:
Devide a formula for finding the volume of rectangular prisms.

Value: Cooperation

II. Learning Content:

Volume of rectangular Prism

References: PELC III B. 1.3

Enfolding Mathematics VI
Materials: transparent rectangular container, small cubes, Rubiks cube

III. Learning Experiences:

A. Preparatory Activity:
1. Mental Computation Drill: Solving for Areas of Plane Figures
Play Pass-ItOn
1) Teacher divides the class into 6 groups (per column).
2) Teacher instructs the students in front to prepare a piece of paper (1/4 sheet), which will
be their groups answer sheet.
3) Teacher shows a picture of a plane figure with given dimensions.
4) Students in front solve mentally for the area and write their answer on the pi8ece of
paper, with the proper labelTM..pp.246

2. Review: Review in solving for the areas of the following: Square, Rectangle, Parellelogram,
Trapezoid, Triangle

3. Motivation:
Show a rubiks cube.
A Rubiks cube is a 3 x 3 x 3 cube that can be manipulated so that each face of the cube
will have the same design.
Question:
1. What do you call this project?
2. Do you know to play it? How?

B. Developmental Activities:
1. Presentation:
a. Tell the class that the number of small cubes that make up the Rubiks cube its volume
b. Activity Group Work
Materials: Work sheet, 1 transparent rectangular container, small cubes.
Procedure: Fill the container with small cubes until its upper portion is reached.
Guide Question:
1) What kind of solid figure is the container?
2) How many cubes did you put inside the rectangular container?
3) How can you find the number of cubes in the container without counting then all?
a) Count the cubes in lone layer. Ex. 4x2=8 cubes
b) Count the layers. Ex.: 3 layers
c) How many cubes in all? 8x3=24 cubes
 2. Practice Exercises/Fixing Skills:
Find the missing number
1. V = 372 cu m 2. V = 1232 cm
l = 31 m l = 11 cm
w = ___ w = 8 cm
h=3m h = ____

3. Generalization:
How do you solve for the volume of rectangular prism? What is the formula used?

IV. Evaluation:
Complete the table find the volume of each.
Length Width Height Volume
1) 9 dm 8.6 dm 5 dm
2) 1.4 m 1.5 m 1.8 m
3) 40 cm 15 cm 24 cm
4) 18.5 cm 9.4 cm 15 cm
5) 5 4m 7 2/3 m

V. Assignment:
Complete the table
Length 15 cm 8.2 dm 5m ______ 2.3 cm
Width 9 cm 4.7 dm 2 cm ______
Height 7 cm 2.6 dm 4 3/8 9 m 2.6 m
Volume _____ _____ ______ 756 m3 17.94
 MATHEMATICS VI
Date: ___________

I. Objective:
Derive a formula for finding the volume of cylinders

Value: Importance of conserving water/thrift

II. Learning Content:

Finding the volume of cylinders

References: BEC-PELC III B.1.3

Enfolding Mathematics VI
Materials: cardboards, paste/tape, illustrations, chalk, eraser, illustration board ruler

III. Learning Experiences:

A. Preparatory Activity:
1. Mental Computation Drill: Solving for Volumes of Prisms
a) Teacher divides the class into 6 groups (per column). Each group is provided an
illustration board (1/4), chalk and eraser.
b) Teacher flashes a card with the dimensions of prism.
For ex:
L = 8 cm w = 5 cm h=10 cm
B = 18 m3 h=3m
L = 1/2 m w1/5 m h=1/4 m
c) The first student from each group solves mentally for the volume of the prism and writes
the answer on the illustration board provided for them.

2. Review: Finding the Volume of Prisms

Formula: V = Bh where B = are of the base
H = height of the prism
Ex.
a) An aquarium is 60 cm long, 20 ctrl wide and 30 cm high. How much water can it hold?
V = Bh
= (1x)xh
= 60 x 20 x 30 = 36,000 cm3

3. Motivation:
Present a story problem:
Water is indispensable because of its many uses. However some places have little supply
of water. People need to store water using jars, plastic containers, drums pp 248

B. Developmental Activities:
1. Presentation:
a. Let each group/pair discuss the following questions acid record their answers or ideas.
Afterwards, they can share them to the class.
1) Why is water important? What are its uses?
2) Do you only need to conserve if your place have little supply of water? Why or why
not?
3) How can we conserve water?
 Discussion:
1) Let the pupas illustrate the tank. Let them write/put the given data correctly.
2) Review then write the formula for finding the volume of rectangular pry.
V=Bxh
V=1xwxh
Where B = area of base H = height of prism
3) Do you think that solving for the volume of a cylinder is somewhat similar to that of a
prisms? Do we use the same formula V = Bh?
4) What specific formula do we use in finding volumes of cylinders? Elicit formula:
V = r2 x h
5) What is the base area of the cylinder? How can we find the area of the base or the circle?
(Let them write the formula.) area of circle = r2.

2. Practice Exercises:
Find the volume of the cylinder. Use = 3.14
1. r = 2 cm 2. d = 10 mm 3. d = 20 dm
h = 9 cm h = 16 mm r=
V= V= h=
V = 4710 dm3
3. Generalization:
How can you find the volume of a cylinder?

IV. Evaluation:
Give the volume of each cylinder.
1. d = 200 mm 3. r = 1.5 dm
r= h = 3.7 dm
h = 115 mm V = _____

2. B = 530.66 sq.m.
h = 18 cm
v = _____

V. Assignment:
Solve for what is being asked. Use the formula V h.
1) B = 15.3 86 dm h =13 dm V=
2) B = 2826 m2 h = 45 m V=
3) B = 7.065 cu. m. h = 4.7 m V=
4) B = 254.34 cm2 h = _____ V = 3306.42 cm3
5) B = 5.3 86 h =18 cm V = 6838.92 cm3
 MATHEMATICS VI
Date: ___________

I. Objective:
Derive a formula for finding the volume of cones

Value: Kindness

II. Learning Content:

Deriving a formula a solving for the volume of cones

References: BEC-PELC IV.B. 1.3

Enfolding Mathematics VI
Materials: flashcards, different sizes of cans, sand, mongo beans, ruler, worksheets, cartolina

III. Learning Experiences:

A. Preparatory Activity:
1. Mental Computation Drill: Multiplying Whole Numbers
Multiplying the following mentally
a. 15 x 4 b. 6 x 2 x 5 c. 8 x 13 d. 3 x 4 x 4

2. Review: Finding the Volume of Cylinders

Prepare different sizes of cans
Each group will get one can and do the following:
Measure its length and its radius in cm
Find its volume
Share the solution and answer to the class

3. Motivation:
Let the pupils give examples of objects that are conical shape. Have them define or
describe a cone.

B. Developmental Activities:
1. Presentation:
Activity 1

Present a Story Problem:

Marie attended a birthday party. All children were be given party hats and ice cream in
cores One lithe girl accidentally dropped her ice 3-earn, so she started crying. Marie saw the
incident. She went over to the girls and gave her ice cream. The little girl gave her a big smile
and said "thank you". Marie was very happy.

Discussion:
a) What was the story all about?
b) Why was the little girl crying?
c) What did Marie do?
d) Why was Marie very happy?

2. Practice Exercises/Fixing Skills:

Find the missing dimension. Fill in the blanks
 a) radius = 8m, height = ____; Volume = 602.88 m3
b) diameter = 14 cm, radius = _____; height = 5.1 cm, Volume = _____
c) r = ____, h = 2.1m , V = 19.782 m3

3. Generalization:
How do you find the volume of a cone? What is the formula used?

IV. Evaluation:
Solve for the volume of each cone:

V. Assignment:
Find the missing dimension. Use pie = 3.14
1) r = 2) r = 5 cm 3) B = 5,3066 m2
h = 8m h = 8m h = _____ h = ______
V = 301.44 cu. m. V = 235.5 m3 V = 2.6533 m3