IDEA LESSON EXEMPLAR IN MATHEMATICS 6

PANG-ARAW- School Grade Level 6

ARAW NA TALA SA Teacher Learning Areas MATHEMATICS
PAGTUTURO Teaching SEPTEMBER 10, 2024 Quarter 1
Date/Time 7:20 - 8:05 A.M. WEEK 7

I. OBJECTIVES
A. Pamantayang Pangnilalaman The learners demonstrates understanding of the four fundamental operations
(Content Standard) involving fractions and decimals.
B. Pamantayan sa Pagganap The learners is able to apply the four fundamental operations involving fractions and
(Performance Standards) decimals in mathematical problems and real-life situations.
C. Pinakamahalagang Kasanayan sa Divides whole numbers by decimals up to 2 decimal places and vice versa.
Pagkatuto (M6NS-Ig-116.4)
(Most Essential Learning
Competencies MELC)
Mga Kasanayan sa Pagkatuto 1. Understand the concepts related to division of whole numbers by decimals up to 2
(Objectives) decimal places and vice versa.
2. Divides whole numbers by decimals up to 2 decimal places and vice versa.
3. Appreciate the importance of cooperation in group activities.

II. CONTENT Division of Whole Numbers by Decimals up to 2 decimal places and vice versa.
III. LEARNING RESOURCES
A. References
a. Teacher’s Guide Pages Final K to 12 MELCs in Mathematics 6 Q1 page 222
CLMD 4A 3 Budget of Work in Mathematics 6, page 27
21st Century Matheletes 6 (TM), pages 20 - 22
b. Learners Materials Pages
c. Textbook Pages 21st Century Matheletes 6 (Textbook), pages 66 - 69
d. Additional Materials from Learning https://lrmds.deped.gov.ph/detail/7483
Resources Math 6 DLP 19 – Dividing Decimals by Whole Numbers and Vice-Versa
B. List of Learning Resources for Slide deck presentation, strips of manila paper, materials needed in group activity
Development and Engagement (see in group activity sheets), show-me board
Activities CLMD Math 6 Module for Quarter 1, pages 30 - 31
Math 6 ADM Module 14 Week 7 for Q1, pp. 1-11 (SDO Palawan)
https://www.youtube.com/watch?v=vdTr-crzz3s
C. Approach Collaborative
Strategies Activity Based 3 A’s (Act, Analyze, Apply)
D. Subject Integration ESP, English, MAPEH - Health
IV. PROCEDURES
INTRODUCTION Direction: Based on POLYAs 4-Step in solving a word problem, identify what step is
(PANIMULA) being described in the following items. Write your answers on your show me board.
1. Checking your answer is reliable and correct. (Check and look back)
A. Reviewing Previous Lesson/ 2. Identifying what is asked in the problem ( Understand)
Presenting the New Lesson 3. Applying the operation to get the correct answer. (Solve)
(Introductory Activity) 4. Identifying what is/are the given facts. (Understand)
5. Deciding for the operation and strategies in solving the problem (Plan)

What are the steps in solving routine and non-routine problems?

Is it good to follow the steps in solving word problems? Why?
B. Establishing a Purpose for the Look at this division equation:
Lesson (Motivation)

Indicator 3: Display a wide-range of

effective verbal and non-verbal classroom
communication strategies to support
learners understanding, participation,
engagement and achievement.

Terms Used in Division:

a. Dividend is the number being divided.
b. Divisor is the number that used to divide.
c. Quotient is the result or the answer in division.
d. Remainder is the leftover value or the remaining part after a division
problem.

What are the terms that we use in division?

What is the divisor in the equation? the dividend? quotient? remainder?
What kind of number is the dividend? divisor?

C. Presenting Examples/ Instances of Who among you had a sari-sari store?

the New Lesson (Demonstration/ What do you usually do to help your parents in your store?
Modeling) What kinds of commodities did you sell in your store?

Indicator 1: Modelled effective

applications of content knowledge within Mother has a sari-sari store. Every time she buys 20 kg of sugar, she
and across curriculum teaching areas. repacks it into smaller bags weighing 0.25 kg. How many small plastic bags
(Divides 3- to 4-digit numbers by 1-to 2- are needed by mother?
digit numbers without and with remainder.
M4NS-If-54.3) Who had a sari-sari store?
What did she have in her store that needs to repack?
(Divides whole numbers with quotients in How many kilograms of sugar did she have? Into how many kilograms did
decimal form. M5NS-IIf-116.2) mother had to put it into smaller bags?
Why do you think mother needs to repack the sugar?
If you were mother, will you do the same, why?

What is asked in the problem?

What are the given facts?
How do we get the number of small plastic bags needed by mother? What
operation do we use?
In the given facts provided, which is the dividend? divisor?

Looking back to the problem, how do we solve it?

Here are the steps:

Step 1 - Make the divisor a whole number by moving the decimal point all the
way to the right.
0.25 20

Step 2 - Move the decimal point in the dividend rightward with the same
number of places moved in the divisor, adding zeros as needed.

25 20.

25 2000.
Step 3 - Place the decimal point in the quotient directly above the decimal
point in the dividend.
 .
25 2 000.

Step 4 - Divide as with whole numbers.

80.
25 2 000.
- 2 00
0
- 0
0
Step 5 – To check, multiply the quotient and the divisor like multiplying whole
number. Put the decimal point in the product as same number of decimal places in
the factors.

80 quotient
X 0.25 divisor
400
+ 160
000
20.00 dividend

DEVELOPMENT Group Activity (Each group will be given 15 minutes to do the activity.)
(PAGPAPAUNLAD)
1. Group the pupils into three
D. Discussing New Concepts and 2. Perform the activities
Practicing New Skills #1 3. Setting of standards in performing group activity
Indicator 1: Modelled effective
applications of content knowledge within GROUP 1:
and across curriculum teaching areas.

(Tells the consequences of eating less

Direction: Read and understand the problem then solve.
healthful foods. H1N-Ic-d-2)
Elvie bought 6 tetra packs of juice for P34.80 how much did
each pack of juice cost?
Indicator 3: Display a wide-range of
effective verbal and non-verbal classroom Questions:
communication strategies to support Who bought packs of juice?
learners understanding, participation, How many packs of juice did she buy? How much is each pack of juice?
engagement and achievement. Is drinking tetrapack juice good to our health? Why? (Integration:Health)
What is asked in the problem?
What is/are the given facts?
Indicator 4 – Modelled successful Which is the dividend in the problem? the divisor?
strategies and supported colleagues in How did you solve the problem?
promiting learning environments thae
effectively motivate learners to work
productively by assuming responsibility to
their own learning. GROUP 2: Finding the Hidden Message
Direction: Divide the following to find the hidden message. Each letter has a
corresponding number. To get the letter, divide the following.
A = 6.12 H = 610 O = 7.12 V = 4.1
B = 3.12 I = 20 P = 3.12 W = 0.07
C = 0.5 J = 2.1 Q=8 X = 35
D = 1.4 K = 4.2 R = 12.5 Y=2
E = 12 L = 15 S = 14.4 Z = 3.9
F = 2.8 M = 6.1 T = 1.3
G = 1.75 N = 0.3 U = 2.01

__________ ___________ __________ ___________

42.7 ÷ 7 = 12.24 ÷ 2 = 3.9 ÷ 3 = 488 ÷ 0.8 =

______________ ___________
70 ÷ 3.5 = 36 ÷ 2.5 =
 ____________ ____________ ____________

Questions:
1. How did you get the message?
2. What message did you find?
3. Did you use any technique in solving the equations?

GROUP 3: Perform the following

Direction: Solve and check your answer:

1. 92 ÷ 0.04 =
2. 39 102 ÷ 0.06 =
3. 0.35 ÷ 7 =
4. 0.09 ÷3 =
5. 0.45 ÷ 9 =

Questions
a. How do you find the activity?
b. How did you get the correct answers?
c. Did you help each other in solving the equations? Is it important? Why?

(Integration of Contextualization, Localization and Gender-Fair)

Group Presentation/Reporting
(Learners are given utmost recognition in the task they are presented.)

E. Discussing New Concepts and

Practicing New Skills #2 Answer the following questions:
(Guided Practice) 1. How did you find the activity?
2. Did you get the correct answers correctly?
Indicator 3: Display a wide-range of 3. What did you do with the decimal divisor before proceeding with the solution?
effective verbal and non-verbal classroom 4. In activity 1, how did you solve the problem? What steps did you follow?
communication strategies to support 5. How about in activity 2, what message did you find?
learners understanding, participation, 6. In the message that you formed, which is the subject? the predicate?
engagement and achievement.
7. What part of speech is the subject?
Indicator 1: Modelled effective
8. What word describes our subject subject in the message?
applications of content knowledge within 9. Can you give another word that describes Math subject?
and across curriculum teaching areas. 10. What do you call to the words that you mentioned earlier?
11. What are adjectives?
(Use adjectives in sentences EN4G-IIIa- (English Integration)
13.1) 12. Is it important to follow the steps in solving division equations? Why?
(Values / ESP Integration)
13. Did you help each other in completing the activities given to you? Why is
cooperation important? (Values Integration)
F. Developing Mastery (Independent Interactive Game : Jeopardy
Practice) How to Play:
1. The class will be divided into two teams.
Indicator 2: Promoted effective strategies 2. The teams take turns choosing a category and an amount of money.
in the positive use of ICT to facilitate the 3. Click on the chosen box to go to the equation to solve.
teaching and learning processes. 4. Players must read the division equation and solve it mentally then guess the
answer.
5. If players guess the quotients correctly, they will get the chosen amount as
point of their team.
6. If they will not guess the correct equation, the other team had a chance to
guess the quotient and the amount of money will be credited to them as their
points.
7. Click “Back to board” to return to the main board.
8. The first team who got the highest point for 10 given division equations will
 be the winner.

ENGAGEMENT (Integration: Health Education)

(PAGPAPALIHAN)
The School Elementary Leadership Government (SELG) of Tulay Elementary
G. Finding Practical Applications of School was able to collect 575 kilograms of used papers in every room for their
Concepts and Skills in Daily Living project “Pera mula sa Basura”. They decided to put 0.25 kilograms in each bag. How
(Application) many bags of used papers did the pupils collect in all?

Indicator 3: Display a wide-range of Why do you think the SELG collected garbage like used papers?
effective verbal and non-verbal classroom Why is it important to lessen the garbage that we produce everyday?
communication strategies to support What are the effects of pollution to our health?
learners understanding, participation,
engagement and achievement.

ASSIMILATION
(PAGLALAPAT) What are the steps in dividing whole numbers by decimals up to 2 decimal places and
vice versa?
H. Making Generalizations and
Abstraction About the Lesson Arrange the following steps:-in dividing whole number by decimaals by encod[ng
(Generalization) numbers 1-5 on the laptop that corresponds to each step then paste it on the board.
(Written on strips of manila paper)
Indicator 2: Promoted effective strategies
in the positive use of ICT to facilitate the Move the decimal point in the dividend rightward with the same number of
teaching and learning processes. places moved in the divisor, adding zeros as needed.
Make the divisor a whole number by moving the decimal point all the way
to the right.
Divide as if dividing whole numbers.
Place the decimal point in the quotient directly above the decimal point in
the dividend.
To check, multiply the quotient and the divisor like multiplying whole
number. Put the decimal point in the product as same number of decimal
places in the factors.

I. Evaluating Learning Direction: Find the quotient. Write the letter of your answers on a sheet of paper.
(Evaluation)
1. What is the quotient when 12.6 is divided by 6?
Indicator 3: Display a wide-range of A. 2.1 B. 0.21 C. 0.0021 D. 21
effective verbal and non-verbal classroom
communication strategies to support 2. What will you get when 73.64 is divided by 7?
learners understanding, participation, A. 1 052 B. 10.52 C. 105.2 D. 1.052
engagement and achievement.
3. When you divide 9 by 0.06, the quotient is ________?
A. 0.15 B. 1.50 C. 150 D. 1 500

4. If the dividend is 403.75 and the divisor is 50, what will be the quotient?
A. 0.875 B. 80.75 C. 807.5 D. 8.075

5. What is the quotient if we divide 238 by 0.07?

A. 34 B. 340 C. 3400 D. 3.40

J. Additional Activities
Solve for the quotient. Write your answer on your Math notebook.

1. 180 ÷ 0.45 =
2. 6342 ÷ 0.7 =
3. 0.9 ÷ 8 =

V. Reflection
(Pagninilay)
 RUBRICS IN PERFORMING THE ACTIVITIES

Category 5 3 1
Excellent Acceptable Needs Improvement
Process Skills
(Members demonstrate targeted
process skills)
Time Management
(Members finish the task on time)
Cooperation and Teamwork
(Members are on tasks and define
responsibilities)
Neatness and Orderliness
Total