Republic of the Philippines

Region 1
SCHOOLS DIVISION OFFICE
District IX
CALMAY ELEMENTARY SCHOOL
Dagupan City

June 26, 2017----Special Holiday Edl Ftr

School Calmay Elementary School Grade Level VI

Daily Lesson Plan Teacher ALVIN A. BAUTISTA Learning Area MATH
Teaching Week & June 27, 2017 Quarter I – (Week 4)
Dates/Time

I. OBJECTIVES
A. Content Demonstrates understanding of the four fundamental operations involving
Standards fractions and decimals.
B. Performance Is able to apply the four fundamental operations involving fractions and
Standards decimals in mathematical problems and real-life situations.
Adds and subtracts decimals and mixed decimals through ten thousandths
C. Learning
without or with regrouping.
Competencies
M6NS-Id-106.2
A. Add/subtract decimals through ten thousandths
without regrouping
D. Lesson
B. Use 10 x 10 grid, number line, and strips of paper in adding/subtracting
Objectives
decimals
C. Practice keeping things/objects properly for future
1.

Adding and Subtracting Decimals and Mixed Decimals Through Ten

II. CONTENT
Thousandths Without Regrouping
III. LEARNING
RESOURCE
A. References
1. Teacher's TG by DepEd
Guide pages
2. Learner's
Materials/ LM by DEpEd
pages
Building New Horizon in Math, pp. 103-105
3. Textbook
by: Ma. Dolora M. Zaragosa
pages
4. Additional
Materials from
Learning
Resource
portal
B. Other Learning strips of paper, 10 x 10 grid, number line, Show-Me-Board
Resources / SIM
IV. PROCEDURES
 1. Drill:
Find the sum for each problem. Then fill in the boxes so that each row and
column have the same sum.
a) 7 4 5 b) 6 3 c) 4 9

A. Reviewing Previous 3 7 5 6
Lesson or
Presenting the New 6 2 8 8 3
Lesson
(Introductory
Activity / 2. Review:
Energizer) Find the sum or difference.
1) 0.421 + 0.002 6) 0.77 – 3.12
2) 12.21 + 9.18 7) 1.24 – 0.123
3) 3.25 + 0.89 8) 10.91 – 9.203
4) 11.01 + 5.06 9) 5.55 – 0.64
5) 22.89 + 13.15 10) 10.05 – 3.28

Present a simple story.

Andeng does not easily throw things or objects like paper bags,
B. Establishing the plastic spoons and forks, pieces of strings or ribbons, Christmas or
Purpose of the birthday wrappers, and others. She neatly stores them in a box or
Lesson cabinet for future use.
(Motivation)  What does Andeng do with the used things or objects?
 What kind of girl is she?
 Do you also recycle things/objects? Why?
C. Presenting Problem Opener:
Examples/ One day, Precious, Andrea’s younger sister needed 4 pieces of ribbon
Instances of the for her project. Linda gave her yellow, pink, blue, and red ribbons with
New Lesson lengths 0.2 m, 0.48 m, 0.3 m, and 0.15 m respectively.
(Demonstration / How long are the yellow and blue ribbons if put together?
Modeling) When Precious compared the red and pink ribbons. Which is longer?
(Constructivism/ By how much?
Collaborative)
1) Study the problem.
2) Identify the lengths of the yellow and blue ribbons.
3) Let the pupils find the sum using strips of paper.
4) To show: 0.2 m + 0.3 m = N
 Let each pair of pupils bring out 1 strip of paper to represent 1
metre.
 Fold the strip of paper into 10 equal parts.
0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1.0

D. Discussing New
Concepts and  Color/shade the 0.2 m or 2 parts with yellow crayon then
Practicing New shade/color the 0.3 m or 3 parts with blue crayon.
Skills  Let them count the shaded portion.
(Analysis)  So, 0.2 m + 0.3 m = 0.5 m
There is another way of writing 0.2 + 0.3 to find the sum. How?
 Let pupils write this on their “Show-Me-Boards.” Let them
discuss/explain the placement of decimal points and what place
value should be added first, second, and so on.
0.2 m
+ 0.3 m
0.5 m
5) To find out which of the two ribbons is longer:
a) Let them identify the lengths of the red and pink ribbons. Identify also
 the operation to be used and write the mathematical sentence.
0.48 m – 0.15 m = N
b) Find the difference using a 10 x 10 grid.
 Bring out a 10 x 10 grid. Count the number of squares in the grid.
What part of the grid is one square, 2 squares, 12 squares, and so on.
 Shade/color the part of the grid that represents the length of the
pink ribbon. Color it with pink or lighter shade of color.
 Guide the pupils to take away 0.15 m from 0.48 m, which is the
shaded part. Let them shade 0.15 m with red or any dark color.
 Let them count the remaining portion that is shaded with pink or
lighter color. What part of the whole is that?
So 0.48 – 0.15 = 0.33 m
0.48

Find the sum or difference. (Pupils may work in pairs and may use 10 x 10
E. Discussing New grid, number line or strips of paper to help them find the answer.)
Concepts and 1. 0.23 + 0.72 =
Practicing New 2. 0.002 + 0.234 + 0.3141 =
Skills #1 3. 0.4213 + 0.031 + 2.1122 =
4. 0.0925 – 0.033 =
5. 0.5571 – 0.1032 =
Perform the indicated operation
1. 0.234 2. 0.3234 3. 0.2134
+ 0.503 + 0.23 + 0.1102
F. Developing Mastery
4. 0.2039 5. 8.2648
- 0.0237 - 2.1435
Solve:
1) How much more than 7.13 is 9.99?
G. Finding Practical 2) Take away 1.5125 from 10.7899
Applications of 3) Find the sum of 11.424 and 98.455
Concepts and Skills 4) Selling boiled corn, Mang Obet walked 2.5 km to Alfonso market
in Daily Living then 4.2 km around the town before taking arrest. How many kilometers
(Application) had he walked?
5) Cardo will give 23.75 kg of mangoes and 11.25 kg of chicos to his
aunts. How many more kilogram are the magoes than the chicos?
  How do we add/subtract decimals through ten thousandths without
regrouping?

To add decimals, arrange the addends in column by place values.

H. Making Add as in whole numbers. Put the decimal point of the sum directly under
Generalization and the column of decimal points.
Abstractions About
the Lesson To subtract decimals, arrange the minuend and the subtrahend in
(Generalization) column by place values. Annex zeros to the minuend to make the number
of decimal places the same. Subtract as in whole numbers. Put the
decimal point in the difference directly under the column of decimal points.

Write the decimals in column then perform the indicated operation.

1) 0.31 + 0.42 + 0.16 = N
I. Evaluating Learning 2) 0.13 + 0.0002 + 0.1002 = N
(Evaluation) 2) 0.4738 – 0.2514 = N
3) 161.4676 – 20.1035 = N
4) 16.021 decreased by 13.9452 is .
5) Take away 2.3145 from 12.6276

Find the sum or difference.

J. Additional Activities
1) 0.6531 + 0.124
for Application or
2) 0.56 + 0.0023 + 0.2
Remediation
3) 0.549 – 0.014
(Assignment)
4) What is the difference when 3.0023 is subtracted from 17.9245?
5) From 456.6672 take away 123.3151

V. REMARKS
VI. REFLECTION
A. No. of learners who
earned at least 80% on
the formative assessment
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
teacher?
 School Calmay Elementary School Grade Level VI
Daily Lesson Plan Teacher ALVIN A. BAUTISTA Learning Area MATH
Teaching Week & June 28, 2017 Quarter I – (Week 4)
Dates/Time

I. OBJECTIVES
A. Content Demonstrates understanding of the four fundamental operations involving
Standards fractions and decimals.
B. Performance Is able to apply the four fundamental operations involving fractions and
Standards decimals in mathematical problems and real-life situations.
Adds and subtracts decimals and mixed decimals through ten thousandths
C. Learning
without or with regrouping.
Competencies
M6NS-Id-106.2
B. Add/subtract decimals through ten thousandths
with regrouping
D. Lesson
C. Use 10 x 10 grid, number line, and strips of paper in adding/subtracting
Objectives
decimals
C. Practice keeping things/objects properly for future
2.

Adding and Subtracting Decimals and Mixed Decimals Through Ten

II. CONTENT
Thousandths With Regrouping
III. LEARNING
RESOURCE
A. References
1. Teacher's Lesson Guide in Elementary Mathematics, Grade 6,
Guide pages pp. 59-62
2. Learner's
Materials/ LM by DEpEd
pages
Building New Horizon in Math, pp. 52 - 54
3. Textbook
by: Ma. Dolora M. Zaragosa
pages

4. Additional
Materials from
Learning
Resource
portal
B. Other Learning drill cards, chart, flash cards
Resources / SIM
IV. PROCEDURES
1. Drill
Give the missing number orally.
K. Reviewing Previous a. 41 + ___ = 94
Lesson or b. ___ + 44 = 86
Presenting the New c. 37 + ___ = 97
Lesson d. 72 - ___ = 36
(Introductory e. ___ - 41 = 65
Activity /
Energizer) 2. Review:
Mental Computation Drill on Adding/Subtracting Decimals through Ten
Thousandths Without Regrouping (Using Flash cards)

L. Establishing the What will you do if you receive excess change from the amount/goods you
Purpose of the bought?
Lesson
(Motivation)
M. Presenting Problem Opener:
Examples/ Marianne bought a kilo of mango at Php45.50 and pineapple at
Instances of the Php35.00. Is it right to receive a change of Php29.50 at her Php100.00?
New Lesson Why?
(Demonstration /
Modeling)
(Constructivism/
Collaborative)
 What does the problem ask for?
N. Discussing New  What are the given facts?
Concepts and  What operations are needed to solve the problem?
Practicing New  How much change did she get? Is it the right amount?
Skills  If you were given an excess change what will you do?
(Analysis)  Is it good to eat fruits? Why?
 What good character traits does the problem show?

O. Discussing New Solve for the missing number.

Concepts and 1)  + 0.362 = 0.841 4) 0.743 -  = 0.58
Practicing New 2) 0.56 +  = 0.9365 5) 0.8644 – 0.3729 = 
Skills #1 3)  - 0.4553 = 0.189

Find the sum/difference vertically.

1) 0.2356 + 0.1156 = N
2) 0.7651 + 0. 3346 = N
P. Developing Mastery
3) 6.2785 + 11.1543 = N
4) 0.9623 – 0.3478 = N
5) 0.721 – 0.4625 = N
Solve these problems:
1. Dennis went to Ayala Mall in Tagaytay because he wants to buy
Q. Finding Practical
shorts costing ₱150. If he saved ₱35.50 last week and ₱47.25 this
Applications of
week, how much more will he save?
Concepts and Skills
2. Albert rode on his bicycle from his house to school, a distance of
in Daily Living
11.275 km. After class, he bike to his friend’s house 7.335 km away
(Application)
from school. He went home biking another 12.75 km. How many
kilometers did Albert ride his bicycle?

 How do you add/subtract decimals through ten thousandths with

R. Making regrouping?
Generalization and
Abstractions About Decimals are added and subtracted as whole numbers written in
the Lesson
column with decimal point in one column. Annex zeros so that number of
(Generalization)
digits are the same. Always start adding/subtracting from the rightmost
digits. Rename and regroup when necessary.
Find the sum/difference.
1) 0.1361 2) 0.556 3) 0.923
0.13 0.1762 -0.05621
S. Evaluating Learning + 0.3462 + 0.4417
(Evaluation)

4) Add 0.1352 to the sum of 0.3416 and 0.1235

5) Subtract 0.3286 from 0.7584
A. Perform the indicated operation.
T. Additional Activities
for Application or 1. 2. 3.
Remediation 0.104 0.3361 0.8923
(Assignment) 0.215 0.1529 - 0.3586
+ 0.156 + 0.4163
 4. (7.52 + 3.918) – 5.67 = N

5. 93.6678 – (18.7652 + 13.7894) = N

V. REMARKS
VI. REFLECTION
A. No. of learners who
earned at least 80% on
the formative assessment
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
teacher?
 School Calmay Elementary School Grade Level VI
Daily Lesson Plan Teacher ALVIN A. BAUTISTA Learning Area MATH
Teaching Week & June 29, 2017 Quarter I – (Week 4)
Dates/Time

I. OBJECTIVES
Demonstrates understanding of the four fundamental operations
A. Content Standards
involving fractions and decimals.
B. Performance Is able to apply the four fundamental operations involving fractions
Standards and decimals in mathematical problems and real-life situations.
Solves 1 or more steps routine and non-routine problems involving
C. Learning addition and/or subtraction of decimals and mixed decimals using
Competencies appropriate problem solving strategies and tools.
M6NS-Id-108.2
A. Solves 1 or more steps routine problems involving addition and/or
subtraction of decimals and mixed decimals using appropriate
problem solving strategies and tools. M6NS-Id-108.2
D. Lesson Objectives
B. write the equation correspond to problem correctly
C. Being helpful to others
Solving 1 or More Steps Routine Problems Involving Addition and/or
II. CONTENT Subtraction of Decimals and Mixed Decimals Using Appropriate
Problem Solving Strategies and Tools
III. LEARNING
RESOURCE
A. References
1. Teacher's Guide
pages
2. Learner's
Materials pages
Building New Horizon in Math 6, pp. 58-62 (Maria Dolora M.
3. Textbook pages
Zaragoza)
3. Additional
Materials from
Learning Resource
portal
B. Other Learning
Resources/SIM
IV. PROCEDURE
A. Reviewing previous Drill on addition and subtraction using drill cards.
lesson or presenting the What is the first thing to do in answering word problems?
new lesson
(Introductory
Activity)
B. Establishing a Do you help others in need? Why? Is it good to help others?
purpose for the lesson
(Motivation)
Read and analyze the problem
C. Presenting Jose and Wally went to a book store. Wally found a good book
examples/instances of which cost Php 120.00 and Php 99.50. He only had Php 1500.00 in
the new lesson his purse but he wanted to buy the book very much. Jose offered to
(Demonstration/Modelling) lend her some money. How much will Jose give to Wally to buy the
book?
1. What is asked in the problem?
2. What are the given facts?
3. What operations are needed to solve the problem?
D. Discussing new
4. What is the hidden question?
concepts and practicing
5. What is the number sentence needed to solve the problem?
new skills # 1(Analysis)
6. What did Jose do after knowing that Wally has only Php150.00?
7. Is it good to help others? How do you feel after helping other
people?
 Read and analyze each word problem.
1. Lani and Sol went to a book fair. Lani found 2 good books which
cost 45.00 and 67.50. She only had 58.00 in her purse but
wanted very much to buy the books. Sol offered to give her money.
How much will Sol give for Lani to be able to buy the books?
1. The word problem asked for _____________________________.
2. The problem needs ____________________________________.
3. The operation to be used is
______________________________.
E. Discussing new 4. The number sentence is .
concepts and practicing
new skills # 2 2. Mang Caloy cut four pieces of bamboo. The first piece was 0.75
(Guided Practice) metre; the second was 2.278 metres, the third was 6.11 metres, and
the fourth was 6.72 metres. How much longer were the third and
fourth pieces put together than the first and second pieces put
together?
1. The word problem asked for _____________________________.
2. The problem needs ____________________________________.
3. The operation to be used is
______________________________.
4. The number sentence is .

Solve this problem using AGONSA steps:

Brgy. San Juan is divided into 5 puroks. Each purok agreed to
collet certain amount from the households for the incoming San Juan
fiesta. Purok I collected Php985.50, Purok II collected Php1050.00,
Purok III collected Php785.00, Purok IV collected Php875.00 and
Purok V collected Php 5000.00. How much bigger is the collection of
F. Developing Mastery Purok V than that of the other 4 puroks?
(Independent Practice)
1. What is asked?
2. What are the given facts?
3. What operation to be used?
4. What is the number sentence?
5. What is the solution to the problem?
6. What is the answer? Label your answer.
Work by pair
Solve this problem following the steps in solving word
problem.
F. Finding practical
application of concepts
The Samahang Kabataan agreed to share by distributing
and skills in daily living
tickets to the motorists. The president collected Php 255.75, the
(Application)
treasurer collected Php 275.50 and the other officers collected Php
495.75. If they spend Php150.00 for printing tickets, how much were
left to be shared to their barrio fiesta?
What are the important steps in solving two-to-three steps
word problems in addition and subtraction of decimals?
In solving two-to-three steps word problems in addition and
G. Making subtraction of decimals, follow the AGONSA steps:
generalization s and
abstractions about the 1. What is asked?
lesson 2. What are the given facts?
(Generalization) 3. What operation to be used?
4. What is the number sentence?
5. What is the solution to the problem
6. What is the answer? Label your answer.

A. Read the problem and answer the questions about it. Write
the letter only.
I. Evaluating learning
( Evaluation)
Wally wanted to buy a notebook for 18.75 and a ballpen for
28.75. He had only 19.85. How much more does he need to
 buy the 2 items?

1. The operations involved in the problem are:

a. +, - c. + and 
b. x and + d. – and 
2. The hidden question is:
a. How much money does Wally have?
b. How much more does Wally need to buy the 2 items?
c. How much does the notebook and ballpen cost altogether?

3. The correct number sentence for the problem is:

a. 19.85 + ( 18.75 – 28.75) = N
b. ( 19.85 + 18.75) – 28.75 = N
c. ( 18.75 + 28.75) – 19.85 = N
d. ( 28.75 + 19.75) – 18.75 = N
Solve this problem using AGONSA steps
B. Barangay Maligaya is 28.5 km from the town proper. In
going there, Ricardo traveled 12.75 kilometres by jeep, 8.5 km by
tricycle, and the rest by hiking. How many kilometres did Ricardo
hike?

Write the number sentence and solve.

1. Delia filled the container with 3.5 litres of water. Her mother
used 0.75 litres of water for cooking and 1.25 litres for palamig. How
J. Additional activities much water was left in the container?
for application or 2. Mang Caloy cut four pieces of bamboo. The first piece was
remediation 0.75 metre; the second was 2.278 metres, the third was 6.11 metres,
(Assignment) and the fourth was 6.72 metres. How much longer were the third
and fourth pieces put together than the first and second pieces put
together?

V. REMARKS
VI. REFLECTION
A. No. of learners who earned
at least 80% on the formative
assessment
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 teacher?
 School Calmay Elementary School Grade Level VI
Daily Lesson Plan Teacher ALVIN A. BAUTISTA Learning Area MATH
Teaching Week & June 30, 2017 Quarter I – (Week 4)
Dates/Time

I. OBJECTIVES
A. Content Demonstrates understanding of the four fundamental operations
Standards involving fractions and decimals.
B. Performance Is able to apply the four fundamental operations involving fractions and
Standards decimals in mathematical problems and real-life situations.
Solves 1 or more steps routine and non-routine problems involving
C. Learning addition and/or subtraction of decimals and mixed decimals using
Competencies appropriate problem solving strategies and tools.
M6NS-Id-108.2
A. Solves 1 or more steps non-routine problems involving addition and/or
subtraction of decimals and mixed decimals using appropriate problem
D. Lesson
solving strategies and tools
Objectives
B. Draw or make model in solving non routine problems
C. Appreciate the value of cooperation.
Solving 1 or More Steps Non-Routine Problems Involving Addition and/or
II. CONTENT Subtraction of Decimals and Mixed Decimals Using Appropriate Problem
Solving Strategies and Tools
III. LEARNING
RESOURCE
A. References
1. Teacher's
Guide pages

2. Learner's
Materials pages

3. Textbook Building New Horizon in Math 6, pp. 58-62

pages (Maria Dolora M. Zaragoza)
4. Additional
Materials from
Learning
Resource portal
B. Other Learning
Resources/SIM
IV. PROCEDURE
1. Drill
 Identify the operation involved in a problem Ellaine bought 1 kilo
of banana for P30.00 and a pineapple for P25.00. How much did
A. Reviewing
previous lesson or she spend?
presenting the new  Philippe bought a pants worth P700.00. How much change did he
lesson receive from 1000 peso bill?
(Introductory  Jan wants to buy a dress that cost P450.00. If he has P150.00,
Activity) how much more does he need?

What are the steps in solving word problem?

B. Establishing a Do you have another way of solving word problem?
purpose for the
lesson Can we make use of illustration, drawing or model to solve word
(Motivation) problem?
C. Presenting Study this example
examples/instances Ana has a difficulty in adding decimal involving money. Ana has
of the new lesson given a task to add the following. Php. 103.50 + 40. 25 + 16.75. Using
(Demonstration/ illustration, can you help Ana to solve the problem?
Modelling)
Using illustration
Observe the following

a. 103.50 =

b. 40.25 =

D. Discussing c. 16.75 =
new concepts and
practicing new skills #
1(Analysis)
NOTE: =

SUM = + + + +

+ + + + + + + +

= PHP. 160.25
The sum of 103.50, 40. 25 and 16.75 is equal to 160.25.
What have you observe with the given problem?
Is there a need for us to know what is ask?
What do you call this types of problem?

Complete the problem to make the statement true.

E. Discussing 1. 3.05 is equal to ____ plus 1.94
new concepts and 2. 8.99 minus 6.33 is equal ____.
practicing new skills # 3. The sum of 2.03 and 24.51 is equal to ____.
2 4. The difference of 43.092 and ____ is equal to 32. 55.
(Guided 5. Add the sum of 2.33 and 5.97 to 1.33 is equal to ____.
Practice)

Solve the given problem.

1. What is the sum of the highest 2 digit decimal and lowest 3 digit
F. Developing
decimal?
Mastery
2. Find the 8th number in the pattern. 0.22, 0.18, 0.23, 0.19, 0.24…
(Independent
3. Subtract the sum of 4.567 and 13.005 from 50.
Practice)
4. Find the difference between the highest and the lowest 4 digit decimal.
5. Add 9 to difference of 3.4 and 2.5.
 Group Work
Using play money illustrate the 5 different ways by showing the
number of denomination/money needed if you have a Php. 555.75

G. Finding Example: 26.50 is equal to

practical application
of concepts and skills
in daily living or
(Application)

H. Making What is non-routine problem?

generalization s and
abstractions about
the lesson
(Generalization)
Solve the following problem.
1. Add 3.09 to 0.302.
2. Subtract 0.937 from 3.01.
I. Evaluating
3. Observe the pattern; 0.33, 0.36, 0.39, 0.42, what is the 10
learning
number the sequence?
( Evaluation)
4. Subtract the highest and lowest 5 digit decimal.
5. Add 2.5 to the difference of 11.324 and 6.11.

Create a word problem with the following data

J. Additional Pedro is the father.
activities for Petra is Pedro’s daughter
application or Pedro and his daughter jog every morning.
remediation Pedro jog 3.45 kilometer every morning while Petra jog 2.675
(Assignment) kilometer.

V. REMARKS
VI. REFLECTION
A. No. of learners who
earned at least 80% on the
formative assessment
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 teacher?

I. OBJECTIVES
E. Content Demonstrates understanding of the four fundamental operations
Standards involving fractions and decimals.
F. Performance Is able to apply the four fundamental operations involving fractions and
Standards decimals in mathematical problems and real-life situations.
G. Learning Creates problems (with reasonable answers) involving addition and/or
Competencies subtraction of decimals and mixed decimals. M6NS-Id-109.2
A. Creates problems (with reasonable answers) involving addition and/or
subtraction of decimals and mixed decimals. M6NS-Id-109.2
H. Lesson
B. Solve the created one-step problems involving addition or subtraction
Objectives
of decimals including money.
C. Develop patience and perseverance in performing the assigned task.
Creating problems (with reasonable answers) involving addition and/or
II. CONTENT
subtraction of decimals and mixed decimals
III. LEARNING
RESOURCE
A. References
5. Teacher's
Guide pages

6. Learner's
Materials pages

7. Textbook Building New Horizon in Math 6, pp. 58-62

pages (Maria Dolora M. Zaragoza)
8. Additional
Materials from
Learning
Resource portal
B. Other Learning
Resources/SIM
IV. PROCEDURE
1. Drill
Mathematical phrases/sentence are written in a flash card. Tell what
K. Reviewing
operation is to be used.
previous lesson or
presenting the new
Examples: added to, decreased by, increased by, How
lesson
many/much in all? Diminished by, take away, subtracted from.
(Introductory
2. Review
Activity)
What are the steps in solving word problems involving addition
and subtraction of decimals?
L. Establishing a During break time, Marie buys boiled kamote worth P3.25, Pandan
purpose for the juice for P6.50,and pancake that cost P10.25. How much change must
lesson he get if his money is P50.00?
(Motivation)
Post the jumbled sentences/phrases written on strips of Cartolina
and let the pupils read it.

Fredie spent P12.50 for a notebook,

M. Presenting
examples/instances and P10.45 for a folder.
of the new lesson
(Demonstration/ How much did he spend in all?
Modelling)
P10.20 for a ballpen, P9.85 for a tube of paste,

In the opening of school year.

 Arrange the phrases/sentences to form a word problem.
Answer:
In the opening of school year. Fredie spent P12.50 for
a notebook, P10.20 for a ballpen, P9.85 for glue, and
P10.45 for a 2 folders. How much did he spent in all?

Do you all agree that the answer of your classmate is correct?

Is there other arrangement ? Does your work make sense?
N. Discussing What does the problem asking you to find?
new concepts and What are the given in the problem?
practicing new skills # What are the operation to be used?
1(Analysis) Can you write the equation?
Who will solve it on the board? Is the answer correct?
Solution: N = P12.50 + P10.20 + P8.85 + P10.45,
N = P42.00
Using the given facts above, can you create a question that will intend for
subtraction?
Example of possible answers: How much more is the price a
notebook and glue than the
price ballpen and forlders?

Divide the class into 3 groups. Provide each group an envelope

with activity inside it.
Direction. Arrange the phrases/sentences to form a correct word
problem.
Using a manila paper, write the following:

Word Problem:

______________________________________
Equation:
_______________________________________
Solution and Answer:
_________________________________

Group 1:
O. Discussing
new concepts and Carl is making an assignment.
practicing new skills #
2 For mathematics he spent 15.48 min,
(Guided
Practice) How many hours din he spent in all?

while science spent 25.34 min.

Group 2:
After the oil price hike, the unleaded gasoline worth
41.09.

How much is the increased?

The current price of unleaded gasoline is P 40.46

 Group 3:

In a 500-m-dash competition,

while Joshua finished in 178.03 seconds.

Bato finished in 168.23 seconds

How many seconds earlier did Bato reach

the finished line before Joshua did?

Group Work
Use the given information below. Create question that involve
P. Developing
addition and subtraction of decimal. Then solve the problem.
Mastery
During Saturday. Nena help his mother in doing household chores
(Independent
Sweeping the floor for 30.45 min, washing the dishes for 10.35
Practice)
min and watering plants for 5.75 min.

Create an addition and subtraction problem using the given data

below.
Then write the equation and solve.
Q. Finding
Prices of fish per Kilogram as of May, 2017
practical application
of concepts and skills Galunggong P 120.99
in daily living
(Application) Tilapia P 140.75

Bangus P 160.25

How do you create word problems involving addition or subtraction of

Some Tips on How To Create Word Problems
Involving Addition or Subtraction of Decimals
 Review how to construct sentences correctly.
 Familiarize yourself with the words clue to
R. Making determine the operation that you will use in the word
generalization s and problem.
abstractions about
 Think of the problem that is applied to a real-life
the lesson
(Generalization) situation.
 Learn how to translate English phrases/sentences
into mathematical phrases/sentences.
 Make it a habit to read and solve math word
problems for familiarization.
decimals?

Create an addition problem using the given data below. Then

solve.
Given:

2.25 hours for studying

S. Evaluating
learning 1.20 hours for extra curricular activities
( Evaluation)
3.25 hours doing household chores

1. Addition Problem: ________________________________

2. Solution and Answer: _____________________________

Given: travelling from sm bacoor to Aguinaldo shrine

1.85 liters of gasoline with traffic

 3. Subtraction Problem:
_____________________________
4. Solution and Answer:
_____________________________

Create a word problem based on the result of LET

jog 2.675 kilometer.

T. Additional
activities for
application or
remediation
(Assignment)

V. REMARKS
VI. REFLECTION
A. No. of learners who
earned at least 80% on the
formative assessment
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 teacher?