Republic of the Philippines

Department of Education
Region III-Central Luzon
Schools Division Office of Bulacan
DISTRICT OF BOCAUE
Wakas, Bocaue, Bulacan

A DEMONSTRATION LESSON PLAN IN MATHEMATICS 6

(based on DepEd Order No. 42, s. 2016)

Multiplying Decimals by 10 and 100

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 situations.

C. Learning Competencies/Objectives
Learning Competency: Multiplies mentally decimals up to 2 decimals places by 0.1, 0.01,
10, and 100
Code: M6NS-Ie-111.4
Objectives:
Cognitive: Multiply mentally decimals by 10 and 100
Psychomotor: Write solutions to problems correctly
Affective: 1. Practice teamwork in the activities
2. Keep oneself physically fit
II. Content
Multiplication of Decimals
III. Learning Resources
A. References
1. Teachers Guide Pages: 71 75
2. Learners Materials Pages: 48 50
3. Textbook Pages: 42 49
4. Additional Materials from Learning Resources (LR) Portal: MISOSA Module 34
B. Other Learning Resources
PowerPoint presentation, video clips, songs
IV. Procedures
A. Reviewing previous lesson or presenting the new lesson
1. Ten Times Table Song
2. Multiply as fast as you can.
1. 10 x 26
2. 100 x 245
3. 10 x 343
4. 100 x 679
5. 10 x 902
B. Establishing a purpose for the lesson
Show two different packs of chocolates.

10 pcs. 100 pcs.

Ask the following questions:

1. Do you eat chocolate every day?
2. Is it OK to eat a piece of chocolate every day?
3. What happens to your body when you eat too much chocolate?

C. Presenting examples/ instances of the new lesson

Problem opener using pictures of chocolate.

Yesterday I bought two different packs of chocolate in the grocery store. The
first pack has 10 pieces of chocolate and the other one contained 100 pieces of
chocolate. If the price of a piece of chocolate is PHP5.75, how much is each pack
of chocolates?

Ask the following questions:

1. How many pieces of chocolate are there in the smaller pack?
2. How about in the bigger pack?
3. How much is a piece of chocolate?
4. What are we going to solve in the problem?
5. What operation should we use to solve the problem?
6. What is the number sentence?
The teacher calls on a pupil to compute the answer using the long method.

D. Discussing new concepts and practicing new skills (I do)

The teacher solves the problem using the shortcut method on the board.
In multiplying decimals by 10, simply move the decimal point 1 step to the right.
In multiplying decimals by 100, simply move the decimal point 2 steps to the
right.
Say: As we observed, we moved the decimal point based on how many zeroes there are in
10 and 100. We also noticed that the decimal point is always moved to the right.
The teacher gives more examples (if necessary).

E. Developing mastery (We do)

The teacher and pupils solve the problems to be posted one at a time using their body
label.
Solve for N mentally.
1. 10 x 0.75 = N
2. 100 x 31.49 = N
3. 10 x 165.92 = N
F. Finding practical applications of concepts and skills in daily living (You do)

Group Work:
The teacher groups the learners into three working teams.
The teacher guides the pupils to recall the standards of group activity.
The teacher asks the pupils to solve the problem using their body label and explain
their solutions.
For Group 1:
Ben bought 10 black pens in the store. If the cost of one pen was PHP7.25,
how much did he pay for the ten pens?

For Group 2:
In a public market, Aling Puring sold 100 eggs a day. If each egg sold for
PHP4.75, what was her total sale a day?

For Group 3:
Mark bought 5.25 kilos of milkfish in the market. If the cost per kilogram is
PHP100.00, how much did he pay?

Independent Work:
Multiply mentally. Choose the letter of the correct answer.
1. 10 x 23.789 = ___
A. 237.89 B. 2 378.9 C. 23 789 D. 237 890
2. 100 x 12.96 = ___
A. 0.1296 B. 1.296 C. 129.6 D. 1 296
3. 10 x 1.44 = ___
A. 0.144 B. 14.4 C. 144 D. 1 440

G. Making generalizations and abstractions about the lesson

The teacher guides the pupils to generalize as follows:
When multiplying decimals by 10 and 100 simply move the decimal point 1
or 2 places, respectively, to the right.

H. Evaluating learning
Multiply mentally.
1. 10 x 0.75 = ___
2. 100 x 1.9 = ___
3. 10 x 15.4 = ___
4. 100 x 25.46 = ___
5. 142.54 x 10 = ___

I. Additional activities for application or remediation

Complete the table. Multiply mentally.
x 10 100 1000
1. 4.89
2. 12.36
V. Remarks
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
________
VI. Reflection
A. No. of learners who earned 80% in the evaluation: _________
B. No. of learners who require additional activities for remediation: _________
C. Did the remedial lessons work? _______
No. of learners who have caught up with the lesson: _________
D. No. of learners who continue to require remediation: _________

E. Which of my teaching strategies worked well? Why did these work?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

F. What difficulties did I encounter which my principal or supervisor can help me solve?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

G. What innovation or localized materials did I use/discover which I wish to share with other
teachers?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Prepared by:

VINCENT C. VILLAMORA
Teacher III

Checked by:

VIRGILIO G. ALEJANDRO
School Principal I/District Mathematics Adviser

Noted:

ROLANDO G. CRUZ
Public Schools District Supervisor