Lesson 29 Place Value and the Value of a Digit of a Given Decimal

Number through Ten Thousandths

Week 10

Objective: Give the place value and value of a digit of a given decimal number through
ten thousandths.
Value Focus: Awareness, cooperation, and alertness
Prerequisite Concepts and Skills:
 Distinguishing the different place values of whole numbers
Materials: Cards, place value chart

References: K to 12 Grade 5 Curriculum Guide,

Instructional Procedure:
A. Preliminary Activities:
1. Drill/Review: Mix and Match
Have a game on renaming fractions to decimals and vice versa.
Materials: Complete set of different cards bearing number phrases,
phrases, fractions, and decimals.
Sample of complete a set.
Eight out of hundredths 8/100 0.08 Eight Hundredths

Mechanics:
a. Provide a card to each pupil.
b. At the signal “go-mix and match”, each pupil will go around the class to
Find the number phrase, fraction, or decimal number that matches with what
he/she is holding.
c. The first group of four pupils to complete the set correctly, wins.
Values Integration:
Ask: How did you find the activity? Did you cooperate? What traits have you
shown to your classmates? Emphasize to the class the act of awareness, alertness,
and cooperation. Elicit from them the advantages gained for being cooperative in
all activities in the classroom.
2. Motivation
Ask the pupils about the concept or meaning of 40 What does 40
mean to them? How about 0,40? How do you read it?
Let them read the decimal numbers and emphasize the correct way
of reading decimal numbers.
B. Developmental Activities
1. Presentation
Present the chart to the class.

Place Ones Decimal Tenths Hundredths Thousandths Ten

Value Point Thousandths
Value 1 1/10 1/100 1/1000 1/10 000
.
0 . 8 7 6 5
Let the pupils study the place-value chart, then answer
the following questions:
1. What is the first place value to the right of the decimal point?
What is its value?
2. What is the next place value to the right of the tenths place? What
is the value?
3. What is the next place value to the right of the hundredths place?
What is the value?
4. What is the next place value to the right of the thousandths place?
What is the value?
5. What is the digit in the ones place? What is its value?
Let the pupils understand that the first place to the right of the
decimal point is the tenths place and has a value of 1/10, meaning
ten times lesser the value of the ones place. The next place to the
right of the tenths place is the hundredths place with value of
1/100. The next place to the right of the hundredths place is the
thousandths place with the value of 1/1000. Then followed by ten
thousandths place with value of 1/10 000.
Let the pupils focus on the place value chart presented. Let
them understand that 8 is under the tenths column, the place with
the value of 0.1, meaning 8 has a value of 8/10 or 0.8. The next
digit is 7 which under hundredths column, the place with the value
of 0.01, meaning 7 has a value of 0.07. Then the digit 6 is under
thousandths column, the place with the value of 0.001, meaning 6
has a value of 0.006. The next digit is 5 which under ten
thousandths columns, the place with value of 0.0001, meaning 5
has a value of 0.0005.
2. Performing the Activities
Have pupils work on determining the place value and the value of a digit
in the following decimal numbers. Group the class into five. Each group
works on every station simultaneously. Each of them presents his/her
output.
Station 1
 Study the numeral 0.5432 and answer the following:
1. What is the position of zero? When do you use zero?
2. What digit is immediately after the decimal point? What is its
value?
3. What digit is in the hundredths place? What is its value?
4. What digit is in the thousandths place? What is its value?
5. What digit is in the ten thousandths place? What is its value?

Station 2
Using the decimal 0.2453, answer the following:
1. What digit is in the tenths place? What is its value?
2. What digit is in the hundredths place? What is its value?
3. What digit is in the thousandths place? What is its value?
4. What digit is in the ten thousandths place? What is its value?
3. Processing Activities
Let the groups present their output one at a time. After all groups have
presented, ask “ How did you find the activity? How were you able to
determine the place vlue and the value of a digit in a decimal number?”
4. Reinforcing the Concept and Skill
5. Summarizing the Lesson
Lead the pupils to give the following generalizations by asking: What are
the place value and the value of the digits after the decimal point?
In a decimal , the place value of the first digit after the decimal point is
tenths and its value is 0.1. Then hundredths and the value is 0.01. The
next digit is thousandths and the value is 0.001. The next digit is ten
thousandths and the value is 0.0001.

6. Applying to New And Other Situations

C. Assessment
Give the place value and the value of the underlined digit.
1) 0.2341 2) 0.8753 3) 0.6754 4) 0.8623 5) 0.6558
D. Home Activity
E. Remediation: Give the place value and the value of the digits 5, 6, 7, 8, and 9
Decimal Numbers Place Value Value
1. 0.5243
2. 0.1264
3. 0.3741
4. 0.2438
5. 0.4293
Enrichment
Name the place value and the value of the following odd number digits
 by completing the table below.

Decimal Numbers Place value Value

1) 0.2748
2) 0.5284
3) 0.4832
4) 0.8629
5) 0.6458

Lesson 30 Reading and Writing Decimal Number

through Ten Thousandths

Week 10

Objective: Read and write decimal numbers through ten thousandths.

Prerequisite Concepts and Skills

 Distinguishing the different place values of decimal numbers
Materials: Cards, place value chart

References: K to 12 Grade 5 Curriculum Guide

Instructional Procedure:
A. Preliminary Activities:
1. Drill
Have a drill on renaming fractions to decimals and vice versa/ Provide exercises
for the pupils to answer.
2. Review
Conduct a review on identifying the place value and value of a digit in a decimal
number.
Give the place value and the value of the underlined digits.
Place Value Value
1) 0.4567 _____________________ _________________
2) 0.2571 _____________________ _________________
3) 0.8420 _____________________ _________________
4) 0.9437 _____________________ _________________
5) 0.2583 _____________________ _________________
3. Motivation
Ask the pupils about the math concept.
Ask: How will you write six thousandths or sixty ten thousandths in decimal
 form? How will you read 0.006 or 0.0060 correctly?
B. Developmental Activities
1. Presentation
Present the illustration below to the class.
Ones Decimal Tenths Hundredths Thousandths Ten
Point thousandths
0 0 0 0 6
.
The location of 6 is in the ten thousandths place. The number is read as six ten
thousandths.
Present another eample.
Ones Decimal Tenths Hundredths Thousandths Ten
Point thousandths
0 0 0 6 0
.
The location of 6 is in the thousandths place and 0 is in the ten thousandths place.
To read this, mention the place value of the last digit of the decimal number. So,
the number is read as sixty ten thousandths.
2. Performing the activities
A. Flash cards at a time. Let the pupils read the decimal numbers.
0.008 0.0008 0.0082 0.0028 0.0820

B. Have the pupils work by pairs. Each pair works on every station
simultaneously. Each of them will check their answers and present their
output.
Station 1. Write 3 thousandths in decimal form. Then write it in words.
Station 2. Write 30 ten thousandths indecimal form. Then write it
in words
Station 3. Write 79 ten thousandths in decimal form. Then write it
in words.
Station 4. Write 97 ten thousandths in decimal form. Then write it
in words.
Station 5. Write 353 ten thousandths in decimal form. Then write it
in words.
3. Processing the Activities
Let the class check their answers by pairs and present their outputs one at a
time. After all pairs have presented, ask, “ How did you find the activity?” How
did you read and write decimal numbers?”
Say: We read decimal numbers like reading whole numbers. Then say,
the place value of the last digit. We write decimals in tenths,
hundredths, thousandths as one digit after the decimal point. We use
0 as a placeholder.
4. Reinforcing the Concept and Skill
 5. Summarizing the Lesson
Lead the pupils to give the following generalization by asking:
How do you read and write the decimal numbers?
Elicit from the pupils the rules on reading and writing decimals. Let them explain
how the decimal point s to be read.
6. Applying to New And Other Situations
C.Assessment
Read the decimals and write them in words. Write your answers on your
answer sheet.
1) 0.0058 2) 0.0003 3) 0.0600 4) 0.0340 5) 0.8793
D.Home Activity
Remediation: Read and write the following decimals in symbols by completing
the table below.

Decimal Number Decimal Number in Symbol

1. Four ten thousandths
2. Twenty four ten thousandths
3. Eight thousandths
4. Five hundred two ten thousandths
5. Thirteen ten thousandths

Enrichment
Read and write the following in words.
1) 0.0036 _____________________________________________________
2) 0.0063 _____________________________________________________
3) 0.0001 _____________________________________________________
4) 0.0123 _____________________________________________________
5) 0.0200 _____________________________________________________

Lesson 31 Rounding Decimal Numbers to the Nearest

Hundredths and Thousandths

Week 10
Objective: Round decimal numbers to the nearest hundredth and thousandth
. Value Focus: Keeping the body physically healthy
Prerequisite Concepts and Skills:
 Distinguishing the different place values of decimals
 Reading and writing decimal numbers
Materials: Flash cards, number line
Reference: K to 12 Grade 5 Curriculum Guide
Instructional Procedure:
A. Preliminary Activities
1. Drill
Have a game on identifying the place value of the underlined digit.
Materials: Flash cards
Samples of flash cards with decimal numbers.
0.0063 0.0345 0.0340 0.0007 0.0123

Mechanics:
a. Divide the class into groups of two.
b. Flash the cards one at a time.
c. Each pupil answers what’s on the card.
d. Check the pupils answers. The pupil with the most number of correct answers
wins.
2. Review
Have a review on rounding whole numbers.
Number Round to Hundreds Round to Thousands
1. 34 264 ________________ _________________
2. 63 237 ________________ _________________
3. 21 846 ________________ _________________
4. 71 282 ________________ _________________
5. 34 438 ________________ _________________
3. Motivation
Have the pupils walk 8 steps forward and backward for 4 times.
Ask: How did you find the activity?
Ask the pupils about the forms of exercises that are good for the body. Elicit
from them that exercising regularly is good for the body. This makes their body
physically and mentally fit in doing mathematical problems and exercises.
B. Developmental Activities
1. Presentation
Present the situation below to the class.
Nilo’s house is about 0.788 away from Myra’s house. About how many hundredths
of a kilometre is the distance?
Performing the Activities
A. Encourage the pupils to work in pairs. Give them time to solve for the answer to
the problem by illustration.

Solution 1: By using a number line

 0 0.71 0.72 0.73 0.74 0.75 0.76 0.77 0.78 0.79 0.80
16 16 16 16 16 16 16 16 16 16 16

In which hundredths on the number is 0.788 closer?

0.788 is nearer to 0.79 than to 0.77.
Thus, Nilo’s house is about 0.79 km fro Myra’s house.
Situation 2: By following the rule in rounding off 0.788 to the nearest hundredth.
0.788
0.79 The digit to the right of the hundredths digit is greater than 5. So,
add 1 to the hundredths digit and drop the digit to its right.

B. Have the pupils paly by pair. The pair who gets the most number of correct answers.
1. Flash the cards one at a time. Let the pupils round the decimal to nearest
hundredths.
1.234 2.345 3.456 4.671 5.639
2. Flash the cards one at a time. Let the pupils round the decimal to nearest
thousandths.

6.5635 43.4579 10.0632 64.8683 21.2384

3.Processing the Activities

After all groups have played, ask “ How did you find the activity? How did you
round decimal numbers to the nearest hundredths and thousandths?
 By using a number line
 By following the rules for rounding hundredths and thousandths
4.Reinforcingthe Concept and Skill
5.Summarizing the Lesson
Lead the pupils to give the following generalization by asking:
How do you round decimal numbers to the nearest hundredths and thousandths?
Add 1 to the digit in the rounding place if the digit to its right is 5 or
greater. Retain the digit in the rounding place if the digit to its right is
less than 5. Drop the digits after the rounded digit.

6. Applying to New and Other Situations

(Solve me)
Your mother asked you to buy 2.468 kilograms of chicken for dinner. What is the mass
of the chicken if rounded to the nearest hundredth?

C. Assessment:
Fill in the table below. Write yur answers in your notebook.
 Decimals Round to the Nearest Hundredths Round to the Nearest Thousandths
1) 43.6789
2) 15.1234
3) 8.0426
4) 6.4375
5) 5.1934
D. Home Activity
Remediation
Nearest Hundredths Nearest Thousandths
1) 7.6782 __________________ __________________
2) 25.3645 __________________ __________________
3) 56.8794 __________________ __________________
4) 35.0569 __________________ __________________
5) 65.5234 __________________ __________________
Enrichment
Complete the table below. Write your answers in your notebook.

Decimal Numbers Round to The Round to The Nearest

Nearest Hundredths Thousandths
1. Nine and four thousand two hundred thirty one
thousandths
2. Twelve and four thousand sixty five thousandths
3. Forty and three thousand one ninety four
4. Three and seven thousand three hundred fifty
two thousandths
5. Fifty six and two thousand one hundred fifteen

Lesson 32 Comparing and Arranging Decimal Numbers

Week 11

Objective: Compare and arrange decimal numbers

. Value Focus: Honesty
Prerequisite Concepts and Skills:
 Distinguishing the different place values of decimals
 Ordering whole numbers from least to greatest and vice versa
Materials: Flash cards, number line, place- value chart

References: K to 12 Grade 5 Curriculum Guide,

Instructional Procedure:
A. Preliminary Activities:
 1. Drill
Have a game on comparing whole numbers using these symbols <, >, or =
Materials: Flash cards
Samples of flash cards with numbers.
a. <
30 001 b. > 30 010
c. =

a. <
40 210 b. > 40 120
c. =

a. <
45 001 b. > 45 001
c. =
Mechanics:
a. Divide the class into groups of five.
b. Flash, the cards one at a time.
c. Each pupil in a group answers the what’s on the card.
d. Check the pupils’ answers. The pupil with the most number of correct answers wins.
2. Review:
Have a review on arranging whole numbers from least to greatest or vice versa.
a. Have groups of five
b. Provide a card with a number to each member.
Samples:
67 893 67 839 67 192 67 968 67 045
c. Instruct the pupils to arrange themselves using their cards from least to greatest
( ascending) from greatest to least ( descending ).
d. The first group to arrange themselves correctly, wins.
3. Motivation
Ask: Have you experienced buying something in a grocery or sari-sari store
or somewhere?
Ask some pupils to relate their experiences. Lead them to the discussion that
if the vendor gives an extra change, they should be honest and have to give it back.
B. Developmental Activities
1. Presentation
Present the situation below to the class.

Mrs. Doris dropped by a meat shop and bought the following 0.715 kg beef, 0.85 kg of
chicken meat, 1.323 kg lean meat. The table shows the weight of meat she bought.
 Meat Weight ( kg )
Beef 0.715
Chicken 0.85
Lean 1.323
Compare the weights of each meat Mrs. Doris bought. How many kg of beef meat she buy?
How many kg of chicken did she buy? How many kg of lean meat did she buy? Which meat
did Mrs. Doris buy the most? Which meat did she buy the least?
2. Performing the activities
Have groups of three. Have pupils work by stations simultaneously.
Station 1
Based on the problem presented, compare the weights of each meat and arrange them
from least to greatest (ascending order). Find out also what meat did she buy the least.

Station 2
Based on the problem presented, compare the weights of each meat and arrange them
from greatest to least (descending order). Find out also what meat did she buy the most.

Station 3
Based on the problem presented, complete the following using <, >, or =. Write your
answers on your paper.

1 Beef meat - 0.715 kg < > = Chicken meat – 0.85 kg

2 Lean meat – 1.323 kg < > = Beef meat - 0.715 kg
3 Chicken meat – 0.85 kg < > = Lean meat – 1.323 kg
3. Processing the Activities
After all groups have played, ask, “How did you find the activity? How did you compare
the decimal numbers? How did you arrange decimal numbers from least to greatest
(ascending order) and greatest to least (descending Order).

Expected answers:

 We compared the decimal numbers using the symbols <, >, or =.

 We arranged decimal numbers from least to greatest and vice versa
by comparing the decimal numbers first.
4. Reinforcing the Concept and Skill
5. Summarizing the Lesson
Lead the pupils to give the following generalization by asking:
How do you compare two decimal numbers? How do you order or arrange decimal
numbers from least to greatest or greatest to least?

Decimal Numbers are compared using the symbols <, >, or =. Decimal
numbers are arranged from least to greatest or greatest to least by comparing
decimal numbers first.
 6. Applying to New and Other Situations
Read and solve.
The general average of the following Grade IV – Section Rizal pupils in their report are as
follows: Molly 93.035,Eizen 93.250, AJ Tiffany 93.112 and Josiah Job 93.010. Who got the
highest general average? Who got the lowest general average? Arrange the general
average from highest to lowest.
C. Assessment
A. Compare the decimals using the symbols <, >, or =.
1) 0.95 _____ 0.59 2) 23.436 ______ 23.463 3) 12.800 _____ 12.080

4) 99.010 _____ 99.010 5) 56.004 _____ 56.400 6) 87.028 ______ 87.280

B. Arrange the decimal numbers from least to greatest.

7) 0.231, 0.123, 0.324, 0.012 8) 6.879, 6.978, 6.098, 6.099

C. Arrange the decimal numbers from greatest to least.

9) 10.9631, 10.1823, 10.7324, 10.3012 10) 26.1879, 26.4978, 26.0098, 2 6.8799

D. Home Activity
Remediation
A. Compare the decimals using the symbols<, >, or =.
1) 34.8900 ______ 34.9800 2) 27.1200 _______ 27.1200
B. Arrange the decimal numbers from least to greatest.
3.) 22.4040, 22, 0044, 22, 4400, 22,0404 4) 2.0345, 2.0008, 2.8000, 2.5430

C. Arrange the decimal numbers from greatest to least.

5) 45.6785, 45. 8675, 45 5678, 45.7656
Enrichment
Do what each item tell you to do.
1. Write t least five four-digit decimal numbers that can be rounded to 0.005. Arrange
them from greatest to least.
2. Write all numbers with 4 decimal places between 22.004 and 22.009. The, arrange
rom least to greatest.

Lesson 33 Visualizing Addition and Subtraction of Decimals

Week 11

Objective: Visualize addition and subtraction of decimals

Value Focus: Thoughtfulness
Prerequisite Concepts and Skills:
  Reading and writing decimal numbers.
 Adding and subtracting whole numbers
Materials: Flash cards, chart
References: K to 12 Grade 5 Curriculum Guide

Instructional Procedure:
A. Preliminary Activities:
1. Drill
Put the sum or difference on the outer space.
52 15 26
47 +40 83
64 38 71

12 25 36
40 -5 33
55 105 96

2. Review
a. Read these decimals and amount.
0.234 0.216 0.2345
Php 12.50 Php. 24.95 Php 5.06
b. Write in decimals and add or subtract.
Nineteen hundredths plus six tenths
Four tenths minus 2 tenths
Five tenths plus twenty one hundredths
Sixty-five hundredths minus thirty two hundreds
Fifty three thousandths plus twenty four hundredths
3. Motivation
Have you wrapped a gift? What are the things we need in wrapping a gift? When do
we give gifts?

B. Developmental Activities
1. Presentation
Present these problems.
Problem A
Elaine used 0.5 metre of red ribbon and 0.8 metre of white ribbon on the gift that
she will give her mother. How many metre of ribbon did she?
Problem B
If Elaine bought 1.5 metres of white and red ribbon, how many metre of ribbon
was left?
Say: Use number line to illustrate and find the answer.
Emphasize that they will solve two problems.
 a. What is asked in the problem? A and B
b. What are the given facts?
c. How will you answer the problem?
d. What is the number sentence?
e. Why did Elaine give her mother a gift ? What kind of a girl is Elaine. Do you also
do the same? Why?
2. Performing the activities
Illustrate the solutions using a number line, drawings.

Problem A

0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1.0 1.1 1.2 1.3 1.4 1.5

Answer A: 0.5 + 0.8 = 1.3 or 0.5

+ 0.8
1.3

Problem B

0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1.0 1.1 1.2 1.3 1.4 1.5

Solution B: 1.5 - 1.3 = 0.2

Present a place value chart to show answer.

Ones ● Tenths
1 ● 5
-1 ● 3
0 ● 2
3. Processing the Activities
Looking back at the examples, ask: ”How did we visualize adding and subtracting
decimals. Emphasize that using number line we can add and subtract decimal numbers.
4. Reinforcing the Concept and Skill
5. Summarizing the Lessons
Lead the pupils to generalize as follows.
Visualizing addition and subtraction of decimal numbers can be done using number line.
6. Applying to New Skill and Other Situations
 Read and solve. Use the following questions.
At the start of summer, the water level at La Mesa Dam stood 1.3 metre. By the end
of of summer, it dipped by 0.4 m. What was the water level at the end of summer?
a. What are the given facts?
b. What is asked?
c. Use number line to visualize answer.
A butcher weighed two hogs. The first hog weighed 43.5 kg and the second
39.3 kg. What is the total weight of the two hogs?
a. What are the given facts?
b. What is asked?
c. Use number line to visualize answer.
C. Assessment
Solve the following using a number line.
1) 0.34 + 0.82 2) 23.12-11.11 3) 6.4 + 2.1 4) 9.23 – 5.12
D. Home Activity
Create a mathematical sentence for each figure below.
1) Add

0.30 0.31 0.32 0.33 0.34 0.35 0.36 0.37 0.38 0.39 0.40 0.41 0.42 0.43 0.44
0.45

2) Subtract

0.30 0.31 0.32 0.33 0.34 0.35 0.36 0.37 0.38 0.39 0.40 0.41 0.42 0.43 0.44
0.45

Enrichment

Find the answers using number lines.

1) 23.5 + 10.5 = 2) 14.2 + 11.24 = 3) 0.67 – 0.43 = 4) 10.13 – 9.01

Lesson 34 Addition and Subtraction of Decimal Numbers through

Thousandths With or Without Regrouping

Week 11

Objective: Add and subtract decimal numbers through thousandths with or without regrouping
Value Focus: Accuracy and speed
Prerequisite Concepts and Skills:
 Adding and subtracting whole numbers
Materials: Flash cards, picture cards
References: K to 12 Grade 5 Curriculum Guide,

Instructional Procedure:
A. Preliminary Activities:
1. Drill
Addition and subtraction of whole numbers
Travelling Game
Materials: Flash cards
Mechanics:
a. Divide the class into 2 groups. One representative from each group stands at
the back of the classroom.
b. Teacher will flash the cards on addition or subtraction and the first member of
each group gives the sum or difference.
c. The player who gives the correct answer first will advance with one pace and
is given a point.
d. The game continues till all children have participated.
e. The group with the most number of points wins.
2. Review
Add or subtract.
1) 2 345 + 1 456 = 4) 5 678 – 2 314 =
2) 16 234 + 56 123= 5) 23 123 – 12 012 =
3) 34 567 + 12 234=
3. Motivation
Game: Find the whole.
Materials: Picture cards
Mechanics:
a. Form 2 groups of five. Line them.
b. Each group will be given cards showing shaded parts.
c. The teacher will say” Each part is a part of a whole consisting of ten parts.
d. The first pupil in each group will pick a card and the teacher dictates the question.
e. The first pupil who can give the correct answer earns the point.
f. The game continues until the last pupil in line.
g. The group earning more points is declared the winner.
B. Developmental Activities
1. Presentation
Strategy 1: Problem opener (written on manila paper)
Mother has 8.561 kg of flour. She used 2. 620 kg in cooking kutsinta. How many
Kilograms of flour left?
 Ask:
What is asked in the problem?
What are the given data?
What process are you going to use?
What is the mathematical sentence?
Solve the problem. Show your solution.

For the border of the bulletin board. Alvin used 0.253 m of white ribbon and 0.325 m
of gray ribbon. How many metres of ribbon did he use in all?
Ask:
What is asked in the problem?
What are the given data?
What process are you going to use?
What is the mathematical sentence?
Solve the problem. Show your solution.
2. Performing the Activities
Ask the pupils to solve the problems by group.
3. Processing the Activities
After sharing the answers, let the pupils express their thoughts about the activity.
Appreciate their thoughts then ask:
How did you solve the problem?
4. Reinforcing the Concept and Skill
Add or subtract.
1) 34.6345 2) 34.6345 3) 25.0967
+ 62.4567 + 56.3452 + 61.2785

4) 95.6489 5) 87.0654
- 62.4567 - 58.7726
5. Summarizing the lesson
Ask: How do you add or subtract decimal numbers?
Addition of Decimal Numbers
a. First align the decimal points. Annex 0s to complete the number of decimal places
when necessary/ Add like you do with whole numbers. Place the decimal point in
the sum directly under the decimal points in the addends.
b. Annexing 0s to a decimal does not change its value.

Subtraction of Decimal Numbers

a. To subtract decimals, first align the decimal points. Annex 0s to complete the
number of decimal places when necessary. Subtract like you do with whole
numbers. Place the decimal point in the difference directly under those in the
minuend and subtrahend.
 5. Applying to New Lesson and Other Situation
Add or subtract.
1) 56.8305 2) 81.5375 3) 73.6967
+ 72.6536 + 43.9052 + 41.8785

4) 71.6489 5) 97.0654
- 62.4567 - 38.6421
C. Assessment
Write the addends in columns and add.
1) 0.43 + 0.04 + 0.329 4) 0.5 + 0.273 + 0.111
2) 0.17 + 0.4 + 0.07 5) 0.958 + 0.623 + 0.52 + 0.136
3) 0.624 + 0.85 + 0.5 + 0.36

Write the minuends and subtrahends in columns and subtract.

1) 0.86 – 0.729 4) 0.8 – 0.493
2) 0.605 – 0.48 5) 0.9 – 0.736
3) 0.57 – 0.299
C. Home Activity
Remediation
Add or subtract.
1) 56.8305 2) 81.5375 3) 73.6967
12.0563 32.0072 34.212
+ 72.6536 + 43.9052 + 41.8785

4) 71.608 5) 87.0658
- 42.4567 - 38.4425

Enrichment
Read and solve.
a. A provincial bus travelled a distance of 159.261 km in the first three hours and
130.436 in the next three hours. How far did he travel in six hours?
b. Nellie is looking at a male Philippine Tarsier 0.09 m in length. Jenny is holding a
female Tarsier 0.083 m in length. How much longer is the male Tarsier than the
female?

Lesson 35 Estimating the Sum or Difference of Decimal Numbers

With Reasonable Result
Week 12

Objective: Estimate the sum or difference of decimal numbers with reasonable results
 Value Focus: Love for nature
Prerequisite Concepts and Skills:
 Concept of decimal numbers place values
 Rounding decimals
 Adding and subtracting decimal numbers
Materials: flash cards, activity sheets, place value chart

References: K to 12 Grade 5 Curriculum Guide

Instructional Procedure:
A. Preliminary Activities:
1. Drill
Using the flash cards for the following:
A. Add or subtract.
3.23 + 2.456 = 45.0245 + 0.3415 =
2.345 – 0.123 = 26.56 – 13.15 =
B. Read the following numbers and give the place value of the underlined digit.
3.456 2.3647 98.1562 78.7659
2. Review
Have a review of rounding decimal numbers.
Group work: Blackboard Relay
Each leader draws a number card from a box, Then the team round the card to
the highest value and write the answer to the board. The team which finishes first
with the correct answer wins.
Round the following decimal numbers to the highest place value.
9.21 65.456 47.4553 5.0765
How do you round decimal numbers.
(Provide more exercises of this kind)
3. Motivation
a. Show a picture of three baskets full of mangoes. Ask: About how
many mangoes do you think are contained in the baskets?
b. Explain that what they gave are just estimates. They did not actually count
the number of mangoes in the baskets
B . Developmental Activities
Present this problem.
Miss Nim’s poultry farm produced 26.51 eggs in 2000 and 36.13 in
2001. About how many eggs were produced in two years? About how many more
eggs were produced in 2001?
Analysis of the problem.
a. What is asked in the problem?
 b. About how many eggs were produced in 2000?
c. About how many eggs were produced in 2001?
d. What phrase in the problem indicates an estimated sum difference are being asked
for?
e. How do we estimate sum and difference?
2.Performing the Activities
Lead the pupils to estimate the sum and difference.
Group Activity: Distribute activity sheets to each group. Tell them to estimate .
23.34 2.686 34.456 56.789
+ 12.75 + 3.343 - 25.763 - 32.893
3.Processing the Activity
Let the leader of each group report on their work.
a. Ask : How did you find the activity?
b. How did you estimate the sum or difference?
c. Were you able to estimate the sum and difference correctly?
d. Before getting the sum or difference , what is the first step?
4. Reinforcing the Concept and Skill
Estimate the sum .
Equation Rounded 1st Addend Rounded2nd addend Estimated Sum
45.657 + 3.5623
0.345 + 0.5678
56.3478 + 34.34563

Estimate the difference .

Equation Rounded Minuend Rounded2nd subtrahend Estimated Difference
45.657 - 3.5623
8.3459 - 3.5678
56.3078 - 34.34563
5. Summarizing the Lesson
How do we estimate sum and difference?
To estimate the sum or difference, round the given numbers to the greatest/highest
value, the add or subtract .
6. Applying New and Other Skills
D. Assessment
Estimate .
43.64 62.681 4.458 56.786
+ 62.35 + 43.248 - 5.761 - 22.894
E. Home Activity
Remediation

Estimate .
8.649 0.686 9.468 6.723
 + 0.353 + 3.244 - 5.724 - 2.848

Enrichment:
Read and solve
1. Davao City got 19.234 cm of rain last year and 16.343 cm of rain this year.
About how many cm was the decrease?
2. Rudy is 156.546 cm tall last year. This year he grew up 2.45 cm. About how tall
he is now?

Lesson 36 Solving Routine or Non-routine Problems involving Addition

and Subtraction of Decimal Numbers including Money
Using Appropriate Problem Solving Strategies and Tools

Week 12

Objective: Solve routine or non-routine problems involving addition and subtraction of

decimal numbers including money using appropriate problem solving strategies
and tools
Value Focus: Speed and Accuracy, Thriftiness
Prerequisite Concepts and Skills:
 Steps in solving word problems
 Adding and subtracting decimal numbers
 Mastery of the basic addition and subtraction od decimal numbers
Materials: Flash cards
References: K to 12 Grade 5 Curriculum Guide

Instructional Procedure:
A. Preliminary Activities:
1. Drill:Have a drill on adding and subtracting of decimal numbers.
Provide exercises on this. A game or a puzzle can be used
2. Review
Strategy 1: Decision Making
Guess and check educated guess
Materials; Problems written on a manila paper
Mechanics:
a. The teacher will group the pupils into 2. To one side of the board is the addition sign
and on the other side is the subtraction sign.
b. As the teacher posts a problem on a manila paper, the pupils will decide whether they use
addition or subtraction. Those who think will use addition, will go to the addition side
and those who think the process to be used is subtraction, will go to the subtraction side.
c. Analysis of the problem will follow to determine which of the 2 groups is correct.
 d. The process goes on until at least 5 problems were presented.

3. Motivation
Have the learners think about this. How much money does your mother
give you every day for your allowance? Do you spend all or save some
amount? Why do you save some amount from your allowance? What do
you do with the money that you save? Do you spend it wisely?
B.Developmental Activities
1. Presentation
Problem A
The distance from Vigan to Laoag is 82.29 km. The distance from Vigan to Baguio City
is 195.6 km. How much farther is Baguio than Laoag from Vigan?

Problem B
It was mother’s birthday. Nina gave her a pair of slippers that cost Php 55.50 and a
bandana worth Php 27.75. How much in all did Nina spend for the gifts?

2.Performing the Activity

Group the pupils into five learning teams. Ask the groups to work together in
solving for the answer for each problem. Give the learning teams enough time
to do this,
Solution to Problem A. Using the 4-Step Plan
Understand: Know what is asked
Plan: Determine the operation to be used
Write the number sentence
Solve: Show your solution

Check and Look back

3. Processing the Activity
After the groups have presented their output, ask these questions:
 How did you find the activity?
 How were you able to find the answer to the problem?
 In how many ways were you able to arrive at the answer?
Discuss with the pupils the ways on how they were able to solve for the answer to the
problems( Use the 4-step plan and Drawing a picture)
Ask: Are there ways by which you can solve the given problems?
Problem B can be solve by “Acting Out”
4.Reinforcing the Concept and Skill
5. Summarizing the Lesson
Lead the pupils to give the generalization:
 How do you solve routine and non-routne word problems involving addition and
subtraction of decimal numbers
6. Applying to New and Other Skills
Read and solve
1. A metre measures about 39.37 inches. How longer is a metre than a yard?
C. Assessment: Read and solve.
1. A tree 10.5 metre high broke during the storm. The broken part measured
3.75 metres. How tall was the remaining part?
2. At enrolment time. Mrs, Cruz paid Php 825.50 for Nena’s fees, Php
637.75 for carl ito’s fees and 45.50 for Cecille fees. What was the tota;
amount she spent for the fees?
Use the 4-Step Plan
Understand: Know what is asked
Plan: Determine the operation to be used
Write the number sentence
Solve: Show your solution

Check and Look back

Home Activity
Remediation
Analyze and solve the problem.
Mrs, Flores bought 3 chickens weighing 2.7 kilos, 1.8 kilos and 2.2 kilos each. What was the
total weight of the three chickens?
Use the 4-Step Plan
Understand: Know what is asked
Plan: Determine the operation to be used
Write the number sentence
Solve: Show your solution

Check and Look back

Enrichment
Analyze and solve the problem.

Ellen has Php 97.50 while her brother has Php 74.75. How much money do they have? How
much more does Ellen have than her brother?
Use the 4-Step Plan
Understand: Know what is asked
Plan: Determine the operation to be used
 Write the number sentence
Solve: Show your solution

Check and Look back