Detailed Lesson Plan

In

MATHEMATICS 5

Date: October 24, 2024 Teacher: Wilden Rick Floralde

Time: 9:30-10:30 AM

Content Standard: Demonstrates understanding of the four fundamental operations

involving decimals and ratio and proportion

Performance Standard: Is able to apply the four fundamental operations involving decimals
and ratio and proportion in mathematical problems and real-life situations.

I. LEARNING OBJECTIVES :

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

b. Develop a positive attitude towards decimal multiplication, recognizing its

usefulness in real-world applications; and

c. Demonstrate the process of multiplying decimals by whole numbers using the

given visual aids. M5NS-IId-111.1

II. SUBJECT MATTER

a. MAJOR CONCEPT: Multiplying of Decimals and Whole Numbers

b. MINOR CONCEPT: Multiplying decimals up to 2 decimal places by 1 to 2 digit

whole numbers.

c. References: https://sg.docworkspace.com/d/sIID8__LVAfnzyLgG?sa=601.1123

d. Teaching Strategy: Inquiry- Based Strategy and Cooperating Strategy

e. Multiple Intelligence: Visual- spatial, and Verbal Linguistic

f. Process Skills: Observing, Critical Thinking, Communicating, Cooperating and

Collaborating

g. Materials: PowerPoint Presentation Dices, and Visual Aid

h. Value Aim: Students will value the ability to multiply decimals by whole

numbers as a practical skill for solving real-world problems

involving quantities, measurements, and money.

 III. PROCEDURE

Teacher's Activity Students' Activity

A. Daily Routine

- Prayer

Everyone please stand up for the

prayer.

Father thank you for this day, thank you

for the life and for everything.. Amen

Father thank you for this day, thank you for

the life and for everything.. Amen
- Greetings

Good morning class!

Good morning sir!

- Seating Arrangement and Cleanliness
of the Classroom

Before we start our class today, pick

up the trash under your chair and arrange
your chair properly. Afterwards, kindly sit
appropriately.

The students picked the piece of papers

and arranged their chairs properly.

- Attendance

Let us first have your attendance.

Make sure that you are on your proper
seats. Are there any absents today?

Students are sitting on their permanent

seats. There are no absent for today's class.
 - Collecting of the Assignments

Do you have any assignment? If yes,

then kindly get your assignment and pass it
to me.

Students get their assignment and pass it to

me.

LESSON PROPER

A. ENGAGE

1. Review

Before we proceed, let us have first a

review of our last discussion. Class, do you
remember your topic last meeting?

Yes, sir. It is all about "Visualizing

Multiplication of Decimals Using Pictorial
Models".
Then, who wants to tell me what was
your topic all about?
Sir, the pictorial models provide a concrete
and visual representation of decimal
multiplication, making the concept more
accessible and understandable for us
learners.
Very good!

2. Motivation

Observe the picture, what can you say

about it?

11.92
The first picture shows decimal number.

The second number shows a whole number

11
and a decimal sir.
B. EXPLORE

3. Group Activity

The class will be divided into two

groups. They will be having an activity using
the dice and this is called "Tossing Dices".
This is the mechanics of the game:

a. I will distribute the cubes to each

group. They will complete the given table.

b. Each pupil rolls the cube and there

would be one pupil that records the face up
digit given in the visual.

c. The group who gives the most

number of correct answers in the given
chart wins the game.

Dice with the following faces:

1.2, 3.5. 2.6, 4.1, 1.3, 3.3

Each group will be having 2 minutes to

do the activity. Afterwards, you will present
your work in front. Is that understood?

Yes sir.
Your time starts now!

C. EXPLAIN (PUPILS' REPORTING)

4. Presentation

Times up!

1. The teacher will guide the pupils on

their activity.

2. Ask the group member to present

their output to the front and explain it.

Guide Questions:

1. Which are the decimals in the

activity?

2. Which are whole numbers?

 3. What is the difference between a
whole number and a decimal number?

4. Can we multiply the two numbers?

Group 1

Decimal Record Product

Numbers (Whole
Numbers)

1.2 2 2.4

2.6 1 2.6

3.5 1 3.5

4.1 2 8.2

1.3 0 0

3.3 1 3.3

Group 2

Decimal Record Product

Numbers (Whole
Numbers)

1.2 1 1.2

2.6 1 2.6

3.5 2 7.0

4.1 1 4.1

1.3 1 1.3

3.3 2 6.6
Based upon our activity, what do you
think is our topic for today?
 Multiplying decimals up to 2 decimal places
by 1 to 2 digit whole numbers.

D. ELABORATE

5. Analysis

Taking back to our activities, we

multiply decimal numbers to a whole
numbers. Am I right?

Yes sir.
Now, to further understand
multiplying decimal to a whole number we
must first understand what is a decimal
number and a whole number.

-"A decimal number is a number that

uses a dot (.) to separate whole numbers
from parts of a whole".

-"A whole number is a number without

any fractions or decimals. Think of it as a
complete, or unbroken number".

Let us take this example:

Rudolf lives 2.4 km from school. How

far does he ride in going to and from the
school?

What is being asked in the problem?

The problem asked how far does he ride in

going to school and from the school.
That is correct! What do you think
class is the operations to be used?

Alright! We will use multiplication in We will use multiplication sir.

the problem given. In multiplying decimal
numbers and whole numbers we have to
consider the following steps:

a. Multiply just like whole numbers.

 24 x 2=48

b. Count the decimal places in the factors.

There is one decimal place in 2.4.

c. The number of decimal places in the

product is equal to the sum of the decimal
places in the factors.

Starting from the rightmost digit in 48,

move the decimal one place to the left. This
gives us 4.8.

6. Abstraction

Did you learn something from the

given problem and discussion?

Again, can we multiply decimal Yes sir.

numbers to a whole numbers?

Yes sir.
How can we say if it is a decimal
number?
It uses a dot (.) to separate whole numbers
from parts of a whole.
How about a whole number?

If it is a complete, or unbroken number

Excellent! Again, what are the steps in
multiplying a decimal and a whe number?
The steps are the following:

a. Multiply just like whole numbers.

b. Count the decimal places in the factors.

c. The number of decimal places in the

product is equal to the sum of the decimal
Alright! Always put in mind class that places in the factors.
7. Application

Alright. Now in the same group, you

will going to solve the problem and
complete the given table by giving each
product. Afterwards, you will going present
it in front. You will be also giving a 3 minute
to do the activity. Is that understood? Yes sir.

X 2.6 11.92

4 _____ _____

12 _____ _____

Group 1

X 2.6 11.92

4 10.4 47.68

12 31.2

43.04

Group 2

X 2.6 11.92
 4 10.4 47.68

12 31.2 143.04

Times up!

IV. EVALUATE/EVALUATION

Copy and give the product.

1.) 0.76 2.) 0.12 3.) 16.57

X 4 X 5 X 6

Give the missing numbers.

4. If 367 x 28 = 10276, what is 36.7 x 28 equal to?

5. If 163 x 7 = 1141, what is 1.63 x 7 equal to?

V. ASSIGNMENT

In your assignment notebook, write the product with the decimal point in the correct place.

1.) 6.48 2.) 20.6 3.) 3.65

X 32 X 18 X 23

4.) 2. 34 5.) 12.23

X 12 X 13