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Lesson Plan in Mathematics

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Gio Cañeda
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18 views

Lesson Plan in Mathematics

Uploaded by

Gio Cañeda
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Republic of the Philippines

Department of Education
REGION VIII
SCHOOLS DIVISION OF LEYTE
JARO III DISTRICT
PANGE ELEMENTARY SCHOOL
JARO, LEYTE

Name of Teacher: Via T. Cañeda Grade Level: 6


Teaching Date and Time: October 14, 2024/10:30-11:15 Subject: Mathematics
Quarter: 2ND Quarter

I. LESSON OBJECTIVE
At the end of the lesson the learners will be able to
 Students will be able to multiply decimals and mixed decimals with factors up
to 2 decimal places. M6NS-Ie-111.3
II. CONTENT
Subject Matter: Multiplying Decimals and Mixed Decimals
Reference: 21st Century Mathletes (Teachers Manual)
KBI: Exploring problem-solving strategies using relevant information, resources or
criteria
Instructional Materials: PowerPoint Presentation, book and visual aid.
III. PROCEDURE
A. Classroom Routine
 Greetings
 Prayer
 Energizer
 Arranging of chairs
 Checking of Attendance

Review/Motivation
Introduce a real-world scenario to capture the students' interest. For example,
explain how decimals are used in shopping, such as calculating discounts or the total
cost of items. Show a short video clip or a series of images of shopping scenarios
where decimals play a crucial role.

B. Learning Stages
1. ACTIVITY
Activity I: "Decimal Marketplace"
Materials Needed:
Fake currency with decimal values
Price tags with decimal amounts for various items (e.g., stationery,
snacks)
Calculators
Worksheets for calculations
Instructions:
Setup:
Create a "marketplace" in the classroom. Assign various items around
the room with price tags that have decimal values (e.g., pencils - 1.25,
erasers - 0.75).
Roles:
Divide the class into two groups: sellers and buyers. The sellers will
be responsible for selling items, while the buyers will purchase items
using the fake currency.
Buying and Selling:
Each buyer receives a set amount of fake currency. They will
"purchase" items from the sellers, and while doing so, they must
calculate the total cost of their purchases. Each transaction must
involve multiplying decimals (e.g., buying 3 pencils at $1.25 each).
Calculation:
After a transaction, buyers will calculate the total amount spent, using
multiplication of decimals, and check with the seller for accuracy.
Reflection:
After the activity, gather students to discuss their experiences and the
importance of accurately calculating totals.

2. ANALYSIS
Activity 1:
Facilitate a class discussion about the challenges they faced while
multiplying decimals during the marketplace activity. Encourage students to
share their strategies for calculating totals and any mistakes they
encountered. Highlight the importance of understanding decimal multiplication
in real-life situations.

3. ABSTRACTION
Guide students to formalize the process of multiplying decimals. Explain the
steps involved:

1. Ignore the decimal points and multiply the numbers as if they were whole
numbers.
2. Count the total number of decimal places in both factors.
3. Place the decimal point in the product by moving it to the left according to the
total number of decimal places counted.

4. APPLICATION
Activity: Present the following real-life problem:

Problem: A recipe requires 2.5 cups of flour. If you want to make 3 batches of the
recipe, how much flour do you need in total?

Solution Steps:
1. Multiply the amount of flour by the number of batches: (2.5 \times 3 = ?)
2. Solve using the decimal multiplication process.

IV. ASSESMENT
I. Instruction: Formative Assessment
Quiz sheets
1. Multiple Choice: What is (0.6 \times 0.4)?
a) 0.24
b) 0.20
c) 0.30
d) 0.36
Answer: a) 0.24
2. True/False: The product of 1.2 and 0.5 is 0.6.
Answer: True
3. Fill in the Blank: (2.3 \times 0.7 = __________ )
Answer: 1.61
4. Multiple Choice: What is the result of (3.6 \times 2.5)?
a) 9.0
b) 8.5
c) 7.5
d) 10.0
Answer: a) 9.0
5. True/False: Multiplying two decimal numbers always gives a larger
product.
Answer: False

V. ASSIGNMENT
Answer the following items in a ½ crosswise.
1. What is (0.8 x 0.5)?
Answer: 0.40
2. What is (1.5 x 0.3)?
Answer: 0.45
3. Is (2.0 x 0.25) equal to 0.5?
Answer: True
4. What do you get when you multiply (0.9) by (0.4)?
Answer: 0.36
5. If (1.2) is multiplied by (2.5), what is the product?
Answer: 3.0

Prepared by: Approved by:

VIA T. CAÑEDA ESTELA L. CABELIN


Teacher Head Teacher III

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