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LESSON-PLAN MATHEMATICS-6 Q1 W9-Demo

The document is a lesson plan for a 6th grade mathematics class on multiplying decimals up to two decimal places by 0.1, 0.01, 10, and 100 mentally. The lesson plan includes objectives, content, learning resources, procedures, remarks and reflections. The procedures involve reviewing place value, presenting examples like amounts of copper wire sold by weight, discussing patterns when multiplying decimals, and assessing students with a puzzle. The reflections discuss student performance and ways to improve instruction.

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Mini Dachshund
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723 views3 pages

LESSON-PLAN MATHEMATICS-6 Q1 W9-Demo

The document is a lesson plan for a 6th grade mathematics class on multiplying decimals up to two decimal places by 0.1, 0.01, 10, and 100 mentally. The lesson plan includes objectives, content, learning resources, procedures, remarks and reflections. The procedures involve reviewing place value, presenting examples like amounts of copper wire sold by weight, discussing patterns when multiplying decimals, and assessing students with a puzzle. The reflections discuss student performance and ways to improve instruction.

Uploaded by

Mini Dachshund
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Santiago North Central School-SpEd

School: Center Grade Level: VI


Teacher: Joy P. Hermosura Learning Area: MATHEMATICS
Teaching Date and
Time: July 29, 2019 1:50 – 2;40 Quarter: 1ST QUARTER

I.OBJECTIVES
A.Content Standards The learner demonstrates understanding of the four fundamental operations
involving fractions and decimals.
B.Performance Standards The learner is able to apply the four fundamental operations involving fractions and
decimals in mathematical problems and real-life.
C. Learning Competencies M6NS-Ie-111.4
The learner multiplies mentally decimals up to 2 decimal places by 0.1, 0.01,10, and
100.
II.CONTENT Multiplying Decimals Up to 2 Decimal Places by 0.1, 0.01, 10 and 100 Mentally

III. LEARNING RESOURCES


A. References
1.Teacher’s Guide Pages
2.Learner’s Materials Pages 21ST Century MATHletes, pp.56-65
3.Textbook Pages
4. Additional Materials from
Learning Resources (LR) Portal
B. Other Learning Resources strips of paper with the place value of numbers written in it, pocket chart,
powerpoint presentation
IV. PROCEDURES
A. Review Previous Lessons 1. Group the pupils and hand them the strips of paper with the place value of
numbers written in it. Have them arrange as they appear on the place value of
numbers.

2. Let each group present their work in class. As each group presents their output,
ask the class whether their answers are correct or not.

23 x 10 000
23 x 1 23 x 10
Ask: What is a quick way to get the answer when a
23 x 100 23 x 1000 whole number is multiplied by 10, 100, or 1000 (or
even 10 000)?
3. Revisit the previous lesson on multiplication of decimals. Ask: How do you
multiply decimals and mixed decimals? Flash the following and let them answer
using their “show me” boards.

B. Establishing purpose for the Ask: Have you tried selling items to a junkshop before? What items have you sold? Is
Lesson it good that we sell items to junkshops? Why?

Inform the learners that the target for this lesson is for them to multiply decimals
mentally not only by 10 and 100, but also by 0.1 and 0.01.

Ask: What is the importance of your mastery of the place value of numbers in
relation to this lesson?

C. Presenting examples Present this situation. Mang Ambo sold copper wire he has taken from old appliances which
/instances of the new lessons are no longer of use to the nearest junkshop. The table below shows the packs of copper wires
he sold.

Pack Amount Weight in


per kg kg
A P45.75 0.01
B P45.75 0.1
C P45.75 10
D P45.75 100
Check if they understand the situation.

(How much is 1 kg of copper wire? How will Mang Ambo find the amount he will be
paid for each pack?)
Ask: Do you also sell materials which is already of no use to you but could still be
reused or recycled? Why do we need to reuse and recycle?
D. Discussing new concepts Let them find how much Mang Ambo will be paid for each pack. Focus on Packs C
and practicing new skills #1. and D. Ask if they see any pattern.
45.75 x 10 = 457.5
45.75 x 100 = 4 575
Ask: When you multiply a decimal by 10 or 100, what do you notice about the multiplicand and
the product? What do you observe about their digits?

Provide more examples of multiplying decimals by 10 and 100.


Ask: When you multiply a decimal by 10 or 100, what is a quick way to get the
answer?
E. Discussing new concepts & Focus on Packs A and B. Ask if they see any pattern.
practicing new skills #2 45.75x 01 = 4.575
45.75 x 001 = 0.4575

Ask: When you multiply a decimal by 0.1 or 0.01, what do you notice about the multiplicand
and the product? What do you observe about their digits?

Provide more examples of multiplying decimals by 0.1 and 0.01.


F. Developing Mastery (Leads Complete the following puzzle.
to Formative Assessment 3)

ACROSS
1) 1.436 x 100
2) 45.38 x 10
DOWN
1) 164 x 0.1
3) 10 x 3.83
62.8 x 0.1
G. Finding Practical Mang Ambo found out that another junkshop buys copper wire at P48.5 per kg. How much
Applications of concepts and more could he have earned if he sold his 4 packs of copper wire to this junkshop than
skills in daily living the other one?
Ask: When is it useful to compute products mentally?

H. Making Generalizations & How do we multiply a decimal by 10 or 100? What is a quick way to get the answer
Abstractions about the lessons mentally?
How do we multiply a decimal by 0.1 or 0.01? What is a quick way to get the answer
mentally?
I. Evaluating Learning Solve the Problem using AGONSA steps.

Input Maligaya
Barangay Output
is 28.5 km from the town proper. In going there, Ricardo
0.5
traveled 12.75 kilometers by jeep, 8.5 km by tricycle, and the rest by hiking. How
many7.12
kilometers did Ricardo hike?
J. Additional activities for 6.3 Complete each table by following the rule.
application or remediation 48.9 Rule: Multiply by 0.1
19.07 (Do this also for multiplying by 0.01, 10 and 100.)

V.REMARKS

VI. REFLECTIONS
A.No.of learners who earned
80% in the evaluation
B. No.of learners who requires
additional acts.for remediation
who scored below 80%
C. Did the remedial lessons
work? No.of learners who
caught up with the lessons
D. No.of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why
did this work?
F. What difficulties did I
encounter which my
principal/supervisor can help
me solve?
G. What innovations or
localized materials did I
used/discover which I wish to
share with other teachers?

Prepared by:

JOY P. HERMOSURA
Teacher III

Checked by:

CHERYL R. RAMIRO, PhD.


LRMDS Supervisor / Principal-Designate

For the Principal-Designate:

CHERRY C. BAWIGA
Master Teacher I

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