WEEKLY LESSON PLAN IN MATHEMATICS 6

S.Y. 2024-2025

Stage 3. Learning Plan

Topic Adding and Subtracting Decimals and Mixed Decimals without or with regrouping
Timeframe Quarter: Quarter 1 Week #: Week 5 DATE:
ELC Adds and subtracts decimals and mixed decimals through ten thousandths without or with regrouping.
Solves 1 or more steps routine and non-routine problems involving addition and/or subtraction of decimals and mixed decimals using appropriate problem-solving
strategies and tools.
Creates problems (with reasonable answers) involving addition and/or subtraction of decimals and mixed decimals.
Intended In this lesson, the learners should be able to:
Learning
Outcomes: LEARN:
 Accurately add and subtract decimals and mixed decimals up to the ten thousandth place with or without regrouping.
 Solve problems following the step-by-step process in adding and subtracting decimals and mixed decimals up to the ten thousandth place with or without
regrouping.
 Demonstrate mastery by correctly solving a given problems on a standardized assessment.

LOVE:
 Actively participate in class discussions and activities related to decimal operations through engaging activities, real-world problem-solving,
and positive reinforcement from the teacher and peers.
 Express positive verbal or written feedback about decimal operations through group works discussion.

LIVE:
 Apply the understanding of decimal operations to solve real-world problems and make informed decisions.
 Create real-life word problems involving decimal addition and subtraction and justify the solutions.
 Apply decimal operations through hands-on activities, real-world scenarios, and collaborative problem-solving.
Week 1 Explore
DAY 1 Engage Students with Adding and Subtracting Decimals and Mixed Decimals through Interactive and Introductory Activities

Warm-Up Activity (5 minutes):

Create Kahoot! (quiz).
 Sample Questions:
1. What is the sum of 3.45 and 2.67?
2. If you subtract 0.75 from 4.2, what is the result?
3. What is the result when you add 7.3 and 8.56 with regrouping?
4. Subtract 12.05 from 20.3 and find the difference.
5.
Introduction to Adding and Subtracting Decimals (10 minutes):
Interactive Video: Show a brief video explaining the steps for adding and subtracting decimals and mixed decimals, focusing on aligning decimal points and using
regrouping. Pause at key points to ask questions and ensure understanding.

Discussion/Process Questions:
1. Why is it important to align the decimal points when adding or subtracting decimals?
2. What steps do you take when regrouping is needed while subtracting decimals?
3. How do you add mixed decimals? What should you pay attention to?
4. Can you think of a real-life scenario where adding or subtracting decimals is used?

Interactive Whiteboard Examples (5 minutes):

Example Problems: Present simple examples of adding and subtracting decimals and mixed decimals on the interactive whiteboard. For example:
1. Adding Decimals:
o Add 12.75 and 8.6.
o Solution: Line up the decimal points and add. The sum is 21.35.
2. Subtracting Decimals:
o Subtract 5.32 from 10.5.
o Solution: Line up the decimal points and subtract. The difference is 5.18.
3. Adding Mixed Decimals with Regrouping:
o Add 4.67 and 3.89.
o Solution: Line up the decimal points. After adding, regroup if necessary. The sum is 8.56.

Encourage students to come to the board to complete each step and explain their reasoning.

Supplemental Questions:
1. What is the sum of 2.35 and 6.57?
2. If you subtract 9.03 from 15.75, what is the result?
3. Add 12.45 and 7.8 with regrouping. What is the result?
4. Subtract 3.28 from 10.1. What do you get?
5. What happens if you subtract 0.76 from 5.4 and regroup?
Firm-Up
DAY 1-2 Solidify students' understanding and skills in Equation of a Circle

Guided Practice (10 minutes):

Step-by-Step Problems: Work through a series of problems involving adding and subtracting decimals and mixed decimals, starting from simpler to more complex
problems. Use a step-by-step approach, allowing students to provide input at each step.
Example Problems:
1. Problem 1:
o Add 4.75 and 3.6.
o Step-by-Step Solution:
 Line up the decimal points
4.75
+3.60
-----
 Add each column starting from the right:
o Add the hundredths: 5 + 0 = 5
o Add the tenths: 7 + 6 = 13 (write 3, carry 1)
o Add the whole numbers: 4 + 3 + 1 (carried over) = 8
o Final answer: 8.35
Input: Ask students to provide each step as you work through the problem.

Problem 2:
 Subtract 7.42 from 10.5.
 Step-by-Step Solution:
o Line up the decimal points and adjust the numbers:
o
10.50
- 7.42
-----
 Subtract each column starting from the right:
o Subtract the hundredths: 0 - 2 (regrouping needed)
o Subtract the tenths: 5 - 4 = 1
o Subtract the whole numbers: 10 - 7 = 3
o Final answer: 3.08
Input: Prompt students to identify where regrouping is needed and how to handle it.

Collaborative Learning (15 minutes):

Pair Work:
Provide each pair of students with a set of problems involving adding and subtracting decimals and mixed decimals to solve. Circulate to offer guidance and support
as needed.
Problem Set:
1. Problem 1:
o Add 6.85 and 2.97.
o Expected Result: 9.82
2. Problem 2:
 o Subtract 4.68 from 9.1.
o Expected Result: 4.42
3. Problem 3:
o Add 15.07 and 3.56 with regrouping.
o Expected Result: 18.63
4. Problem 4:
o Subtract 5.345 from 10.75 with regrouping.
o Expected Result: 5.405
5. Problem 5:
o Subtract 2.71 from 8.45.
o Expected Result: 5.74
Deepen
DAY 2-3 Extend and deepen students' knowledge and skills in Equation of a circle more complex problems and applications.

Problem-Solving Stations (20 minutes):

Group Practice:
Set up different stations around the classroom, each with a unique set of complex problems involving adding and subtracting decimals and mixed decimals. Each
station should have a specific focus (e.g., Mixed Practice, Real-life Application Problems).

Group 1: Higher-Complex Problems

Problem:
You went shopping and bought the following items:
 A shirt for $23.75
 A pair of shoes for $49.99
 A hat for $15.50
 A scarf for $7.25
You paid with a $100 bill. How much change should you receive?
Tasks:
1. Add the total cost of the items.
2. Subtract the total cost from the amount paid to find the change.

Group 2: Real-Life Application Problems

Problem:
A recipe calls for 2.5 cups of flour. You only have a 1.75-cup measuring cup. How many more cups of flour do you need to add to reach the required amount?
Tasks:
1. Subtract the amount you have (1.75 cups) from the required amount (2.5 cups).
2. Find the difference to determine how much more flour is needed.
 Group 3: Mixed Practice
Problem 1:
You have 3.45 meters of ribbon, and you need to cut it into two pieces. The first piece should be 1.78 meters long. How long will the second piece be?
Tasks:
1. Subtract the length of the first piece from the total length of the ribbon.
2. Determine the length of the second piece.

Reflection and Discussion (5 minutes):

Class Discussion:
After completing the stations, hold a class discussion where groups share their solutions and approaches.
Discussion/Process Questions:
1. What strategies did you use to solve the problems?
2. Were there any challenges you faced when adding or subtracting the decimals?
3. How did you verify your solutions?
4. How do these problems relate to real-life situations involving decimals?

Transfer
DAY 3-4 Values Integration:
Connect the lesson's topics and objectives with values, particularly as they pertain to Augustinian students.
Discussion Questions:
1. As an Augustinian student, why is it important to approach problem-solving with patience and perseverance, especially when dealing with complex decimal problems?
2. How does demonstrating accuracy and attention to detail in decimal operations reflect the values of diligence and excellence?
3. In what ways can understanding and applying decimal operations in real-life scenarios, like budgeting, cooking, and measurements, align with the Augustinian value of
stewardship?
B. Real-life Application:
Discussion Questions:
4. How can adding and subtracting decimals help you in real-life situations, such as managing your finances or measuring ingredients in cooking?
5. How is the understanding and application of decimals in mathematics important in our daily life?
6. In what ways can understanding decimals enhance your ability to make informed decisions in various real-world contexts?
7. Can you think of any other situations where adding and subtracting decimals can be used outside of math?
8. Provide examples such as budgeting, cooking, or construction, where decimal operations can be used to solve complex problems.
9. Why is it important to have a good understanding of decimal operations in business or other fields?
10. Explain that having a good understanding of decimal operations can lead to more accurate calculations, better decision-making, and increased efficiency in various
industries.
11. Provide positive feedback and recognition for students who demonstrate a good understanding of the relevance of decimal operations in real-life situations.
C. Summative Assessment
Assess understanding and application of Equation of a circle concepts.
1. A grocery store purchase:
You bought the following items:
 Milk: $3.75
Bread: $2.50
Apples: $4.20
Chocolate: $1.80
If you paid with a $20 bill, how much change should you receive?
Task: Add the cost of all items and subtract from the amount paid.
12. Cooking Measurement Conversion:
A recipe calls for 2.75 cups of flour, but you accidentally added 1.85 cups. How much more flour do you need to add to reach the required amount?
Task: Subtract the amount added from the required amount to find the additional flour needed.

13. Construction Measurement:

A wooden board is 5.6 meters long. If you cut a piece that is 3.25 meters, how much of the board remains?

Task: Subtract the length of the cut piece from the total length.

D. Scaffold Activity 1

Activity: Scenario: Planning a Vegetable Garden

Task Description:
Design a rectangular garden bed for the park. Determine the total area of the garden using decimal measurements. For example, a garden bed that is 2.5 meters
wide and 4.8 meters long.

Submission Requirements:

Calculate the Area: Multiply the length and width to find the total area of the garden.

Justify the Size: Provide a brief written explanation justifying the size of the garden bed within the overall layout. Consider factors such as available
space, ease of maintenance, and how it complements other garden elements.
RUBRICS:
2 - Needs 1-
Criteria 5 - Excellent 4 - Good 3 - Satisfactory Improvement Unsatisfactory
Does not
Correctly calculates the area Calculates the area Calculates the Calculates the attempt to
Calculation of using decimal correctly but may have area with some area calculate the
Area measurements. minor errors. errors. incorrectly. area.
Provides a clear and well-
reasoned justification for the Provides a
size of the garden bed, basic
considering factors such as justification,
available space, ease of Provides a solid but may be Provides a
maintenance, and justification but may limited in weak or Does not justify
Justification of complementarity with other lack some depth or scope or irrelevant the size of the
Size garden elements. detail. clarity. justification. garden bed.
The garden bed
The garden bed design design is The garden bed Does not
The garden bed design is is creative and functional but design is attempt to
creative, practical, and well- practical but may have lacks creativity poorly planned design a garden
Overall Design planned. minor flaws. or practicality. or impractical. bed.
 WEEKLY LESSON LOG IN MATHEMATICS 6
S.Y. 2024-2025
Teacher: Mr. Vince Hamilton R. Areola
Topics: Adding and Subtracting Decimals and Mixed Decimals without or with regrouping
QUARTER 1 WEEK 5 FIRST MEETING SECOND MEETING THIRD MEETING FOURTH MEETING FIFTH MEETING REMARKS

GRADE 6- FORTITUDE
 Explore  Explore  Explore  Explore  Explore
 Firm Up  Firm Up  Firm Up  Firm Up  Firm Up
 Deepen  Deepen  Deepen  Deepen  Deepen
 Transfer  Transfer  Transfer  Transfer  Transfer

Instructional Materials Textbooks, Worksheets, Textbooks, Worksheets, Textbooks, Worksheets, Textbooks, Worksheets, Textbooks, Worksheets,
Manipulatives, Graphing Manipulatives, Graphing Manipulatives, Graphing Manipulatives, Graphing Manipulatives, Graphing
Calculators, Whiteboard, Calculators, Whiteboard, Calculators, Whiteboard, Calculators, Whiteboard, Calculators, Whiteboard,
Visual Aids, Online Visual Aids, Online Visual Aids, Online Visual Aids, Online Visual Aids, Online
Simulations, Educational Simulations, Educational Simulations, Educational Simulations, Educational Simulations, Educational
Videos, Mathematica, Videos, Mathematica, Videos, Mathematica, Videos, Mathematica, Videos, Mathematica,
MATLAB, GeoGebra, MATLAB, GeoGebra, Models MATLAB, GeoGebra, MATLAB, GeoGebra, MATLAB, GeoGebra,
Models Models Models Models

Textbooks/Reference Books Put here the websites Put here the websites you Put here the websites you Put here the websites you Put here the websites
you use use use use you use

Books include the title Books include the title and Books include the title and Books include the title and Books include the title
and specific page specific page specific page specific page and specific page
Remarks Reference: Partially Achieved & Not Achieved
Did this Lesson Plan Reasons for Lesson Plan Disruption: Actions Taken for "Partially Completed" and "Not
achieve its objectives?  Class suspended due to inclement weather Completed":
 Fully Achieved  Class suspended for school event  Re-teaching of Competency
 Partially Achieved  Teacher attended seminar/workshop on (Date/s): _______________  Intervention/Remedial Activities
 Not Achieved  Teacher on sick leave  Enrichment Activities
 Assessment indicates low mastery level  Mastery Tasks
 Insufficient time to complete activities  Carry forward to the next session
 Other: __________________________________________________  Move to the next competency

PREPARED BY:

CHECKED BY:

MR. VINCE HAMILTON R. AREOLA NOTED BY:

MATH 6 TEACHER MR. SETH JOHN L. AGRUDA
ACADEMIC COORDINATOR SR. LIEZL A. PALABRICA, A.R.
SCHOOL PRINCIPAL