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 x 0.4 x 0.013

3) 0.032 x 0.2

4) 0.0008 x 0.6

5) 0.03 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 V. ASSIGNMENT Multiply 1. 0.2 x 0.03

2. 0.412 x 0.8

3. 0.403 x 0.2

4. 0.34 x 0.21

5. 0.008 x 35

2. 0.236 x 0.04

3. 0.5 x 0.7

4. 0.1 x 0.1

5. 0.412 x 0.8

Remarks:

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 2. 0.25 x 0.08

3. 0.36 x 0.75 4. 0.62 x 0.17

5. 0.14 x 0.42

3.

Generalization How do we multiply decimals up to the hundredths place?

IV. EVALUATION Multiply 1. 0.38 x 0.64 2. 0.75 x 0.48 V.

3. 0.59 x 0.37 4. 0.78 x 0.68

5. 0.27 x 0.93

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.

Remarks:

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?

a. b. c. d. e.

Developmental Activities 1. Presentation Activity1: Mix two sets of number cards, labeled 0 trough 9, in a container. Draw boxes like the ones below for each student to copy Ask the pupil to pick six cards one at a time, reading aloud each number drawn. The pupils write the numbers in each box in order. Have the pupils solve the product. 2. Practice Exercises Solve: a. 2.07 x 3.82

B.

b. 48.12 x 5.50

c. x 14.63

9.25

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 x 2.4 x 4.36 200448 2834 2.

3.

2.56 x 7.22 184832

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?

Remarks:

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 = 2. 806.259 x 100 =

3. 35.68125 x 1000 = 4. 9.0573 x 10 =

5. 0.3612 x 100 =

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 1. 8.4213 2. 0.95364 3. 23.04987 4. 1.75805 5. 180.49326

x 10

x 100

x 1000

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 Remarks:

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

3.

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.

Remarks:

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 + 15.56 - 19

3.

32.587 + 19.63

4. 95.2 - 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? Remarks: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ __________________

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 7.311.7 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 3252. 2.5 625 5. 1.2 48 3. Generalization How do you estimate quotient? What are compatible numbers?

3. 7.5 225

4. 12.5 875

IV. EVALUATION 1. Estimate the following using compatible numbers a. 5.8 3.257 b. 8.8 14.08 2. Estimate the quotient of the following: By rounding off a. 61.71 4308 b. 785 559.8

c. 4.8 196.7

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?

Remarks:

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 = 2. 714 0.7 =

3. 933 0.03 = 4. 565 0.05 =

5. 2460 0.06 =

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

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 2. 0.32 48 4. 0.25 125

5. 0.36 22005

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. 3. 4. 5.

0.23 11868 = 0.07 44919 = 0.62 21204 = 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 = 2. 50 49 = 4. 25 24 =

5. 16 10 =

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 _______________ _______________ Remarks:

3.

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

3.

IV. EVALUATION Identify if the decimal quotient is a terminating or repeating/non-terminating decimal. 1. 7 4 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. 2 6 5. 81 48

Remarks:

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, jacken-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 V. ASSIGNMENT Divide 1) 25 426.5

5) 90 21.24

3) 12 1027.68

3) 1.8 100

4) 6.2 400

5) 0.45 150

Remarks:

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. 3. Review Divide: a. 7 28.7

2) 457 100 = N3) 79 10 = N b. 9 58.5 c. 6 4.80 d. 6 1.38

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

Remarks:

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

Remarks: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________

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 2) 56.61 100 3) 635.2 1000 V. ASSIGNMENT 1. 2. 3. 4. 5. Decimal 14.8 27.632 129.74 176.24 88.29

4) 242.6 10 5) 2473 1000

Complete the table bellow. 10 100

1000

Remarks: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________

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 = 2. Review Multiplying numbers mentally a. 34.83 10 = b. 168.37 100 =

5 x 100 =

5 x 400 =

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 V. ASSIGNMENT Divide Mentally 1) 6.873 0.01

3) 6.95 0.01

4) 85.32 0.1

5) 6.45 0.001

2) 1.62 0.1

3) 49.67 0.001

4) 4.32 0.01

5) 32.8 0.01

Remarks: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________

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. Remarks: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________

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? Remarks: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________

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 1 2 3 4 5 840 144 184 4828 400 3 4 5 6 7 8 9 10

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. Remarks: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________

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

Greatest

Remarks: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________

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 = V. ASSIGNMENT Give the prime factorization of: 1. 30 = 2. 56 =

3. 48 =

4. 56 =

5. 64 =

3. 43 =

4. 72 =

5. 54 =

Remarks: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________

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: Materials: BEC-PELC II F.1.6 Enfolding Mathematics VI 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

Remarks: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________

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 V. ASSIGNMENT Find the LCM and GCM of each pair of number. 1. 15 and 30 2. 21 and 45 3. 16 and 24

5. 24 and 18

4. 8 and 12

5. 12 and 32

Remarks: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________

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?

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

Remarks: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________

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 V. ASSIGNMENT Rename as fractions or decimals. 1. 5/8 2. 0.001

3. 0.03

4. 7.24

5. 4.005

3. 12 7/50

4. 50.8

5. 2 17/500

Remarks: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________

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) 2. 20 are girls (20/50) 3. 15 girls have shoes (15/20)

4. 7 pupils are absent (7/50) 5. 43 pupils are absent (43/50)

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 = _ 3 6 3 5 1000 10 2. Fixing Skills: Solve for the missing term 1) 2 = _ 2) 6 = __ 3) 5 = 25 3 9 7 28 9 4) _ = 63 9 81

5) __ = 3 12 6 5) 40 = 16 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 4 8 50

3) 9 = 3 4

4) 1 = 9 2

5) _ = 20 5 25

V. ASSIGNMENT Use the number in the box to write an equivalent fractions. You can use a number more than once. 8 12 1. 3/12 14 2 2. 2/6 1 3 4 18 3. 6/12 4. 6/7 5. 4/8

Remarks: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________

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 ) What are the fractions fo 12? ( 1 x 12, 3 x 4, 6 x 2) What are the factors of 15? ( 1 x 15, 3 x 15 ) What is the largest number that is a factor of 12 and also a factor of 15? (3) 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 a. b. c. d.

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 V. ASSIGNMENT Write each fraction in lowest terms. 1. 9/12 2. 24/32 3. 25/65

5. 21/28

4. 4/10

5. 10/16

Remarks: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________

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 = __ 5 36 4 8 4. 4 = _ 3 9 5. 9 = 3 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 V. ASSIGNMENT Express fraction in lowest term 1. 54/8 2. 40/12

3. 7/3

4. 13/4

5. 15/2

3. 57/8

4. 38/4

5. 37/9

Remarks: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________

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 7 8 16

4. 4 5

5. 1 3

V. ASSIGNMENT Use numberline to estimate the fractions close to 0, , 1. 1. 7 2. 2 3. 3 4. 9 8 2 5 12

5. 2 14

Remarks: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________

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 12 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 2. Fixing Skills: Find the LCD a. , 5/6 b. 5/6, 6/7, 3/4 3. Generalization What are the methods of finding LCD? IV. EVALUATION Find the LCD 1. 5/9, V. ASSIGNMENT Find the LCD 1. 3/6, 5/18, 2/3 2. 4/9, 2/6, 2/3 c. 2/8, 5/16, 3/18

e. 9 and 18

d.

4/7

d. 1/3, 1/5, 3/6

2. , 7/8

3. , 2/3

4. 4/9, 1/6

5. 2/3, 1/7

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

5. 4/5, , 3/4

Remarks: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________

______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________

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 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 2. , 1/5, 1/10

5. 8 1/8, 2 1/8, 6 1/8

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

4. 4/5, , 7/10

5. 5/6, 7/8, 13/6

Remarks: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________

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.

Remarks: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________

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 2. 3/8 + 1/8

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

5. 3/4 +

V. ASSIGNMENT How many can you do mentally? Record your score. 1. 1/6 + 3/6 + 1/6 3. 4/15 3/15 2. 3/10 + 2/10 + 5/10 4. 1/9 + 5/9

5. 5/20 + 3/20 + 7/20

Remarks: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________

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 b. + 4/5 + 1 7/8 c. 6/7 + 8/9 d. + 11/12 e. 12/13 + 6/7

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

IV. EVALUATION Estimate the sum. 1. + 15/16 = 2. 3/5 + 9/10 = 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

3. 3/20 + 5/9 = 4. 6 1/10 + 7 =

5. 6 11/12 + 8 1/8 =

Remarks: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________

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 8 7 1/16 2. 5 1/9 - = 2 3. - 4/5 = 1 9 1/5 5 4. 6 8/9 - = 5 2 14/15 10/13 5. - 10/12 = 3

Remarks: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________