School: Grade Level: VI

GRADES 1 to 12  Teacher: File created by Ma'am BELLA D. SULTAN Learning Area: MATHEMATICS
DAILY LESSON LOG  Teaching Dates and
Time: JULY 1 – 5, 2019 (WEEK 5) Quarter: 1​ST​ QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of the four fundamental operations involving fractions and decimals.
The learner is able to apply the four fundamental operations involving fractions and decimals in mathematical problems and real – life
B. Performance Standards
situations.
M6NS-Ie-113.2 M6NS-Ie-113.2
M6NS-Ie-111.3 The learner solves routine The learner solves non routine
M6NS-Ie-111.3 M6NS-Ie-111.4
The learner multiplies decimals problems involving multiplication problems involving multiplication
C. Learning Competencies/ The learner multiplies decimals The learner multiplies mentally
and mixed decimals of decimals and mixed decimals of decimals and mixed decimals
Objectives and mixed decimals with factors decimals up to 2 decimal places
with factors up to 2 decimal including money using including money using
up to 2 decimal places by 0.1, 0.01,10, and 100.
places appropriate problem solving appropriate problem solving
strategies. strategies
Solving Non-Routine Problems
Solving Routine Problems
Multiplying Decimals Up to 2 Involving Multiplication of
Multiplying Decimals and Mixed Multiplying Decimals and Mixed Involving Multiplication of
Decimal Places by 0.1, 0.01, 10 Decimals and Mixed Decimals
II. CONTENT Decimals with Factors Up to 2 Decimals with Factors Up to 2 Decimals and Mixed Decimals
and 100 Mentally Including Money Using
Decimal Places Decimal Places Including Money Using
Appropriate Problem Solving
Appropriate Problem
Strategies
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
MISOSA Module Gr. 5 – MISOSA Module Gr. 5 -
4. Additional Materials from NFE A&E Learning Material:
Multiplication of Mixed Decimals; Multiplication of Mixed
Learning Resources (LR) Multiplication and Division of
Proded Math 36-C: Multiplying Decimals; Proded Math 36-C:
Portal Decimals (2001), pp. 17-21
Mixed Decimals Multiplying Mixed Decimals
B. Other Learning Resources
IV. PROCEDURE
 The school hosted a singing Flash the following and let each Revisit the previous lesson by Flash the following and let them Let the learners revisit their
contest. The scores of two pair show their answers using giving some examples for the show their answers using their experiences in the previous
contestants in the Finals are their drill boards. learners to work on. Then ask drill boards. lesson.
shown in the table below: them to explain how to multiply
10 x 0.56= 4.63 x 0.1 Ask:
decimals and mixed decimals.
Then, flash the following and let 2.36 x 0 .01 0.36 x 0.001 How do you know if a given word
them show their answers using problem involves multiplying
their drill decimals and mixed decimals?
Ask: How do we solve such word
A. Reviewing previous lessons or Ask: 23 x 1 23 x 10
How do we multiply decimals and problems?
presenting the new lesson How do we multiply decimals
Answer the following and mixed decimals? 23 x 100 23 x 1000 mixed decimals by 10 and 100?
Questions. How do you know where to How do we multiply decimals and
1) What is Jo's total score? What place the decimal point in the 23 x 10 000 mixed decimals by 0.1 and 0.01?
is Jen's total score? product? Ask: ​What is a quick way to get
2) Who won between Jo and the answer when a whole
Jen? number is multiplied by 10, 100,
3) Flow many more points should or 1000 (or even 10 000)?
the non-winner have scored to
tie with the winner?
Ask: Ask: Ask: ​Have you tried selling items Ask: Do your parents sometimes Ask:
Do you know how much we Who among you do a lot of to a junkshop before? What ask you to buy goods in a Do you find the problem, in the
weigh on the Moon? To find out, exercise? What activities do items have you sold? Is it good market? What items do you previous lesson interesting and
we need to multiply our weight you engage in to make that we sell items to junkshops? usually buy? How do you feel challenging? Have you
on Earth by approximately 0.17 yourself physically fit? Why is Why? when your parents ask you to buy experienced similar situations in
so we would know our weight on it important for us to exercise? Inform the learners that the something in market? Why is it real life?
B. Establishing a purpose for the the Moon What benefits do we get from target for this lesson is for them important to help your parents? Inform the class that the target in
lesson Inform the learners that today it? to multiply decimals mentally Original File Submitted and this lesson is fo them to develop
they will be learning how to Inform the learners that today's not only by 10 and 100, but also Formatted by DepEd Club their skills further in solving word
multiply decimals and mixed lesson will help them improve by 0.1 and 0.01. Member - visit depedclub.com problems involving multiplication
decimals by whole numbers. their skills further in for more of decimal; and mixed decimals
multiplying decimals and
mixed decimals

Present this problem. ​"Louis, an Present this problem. Present this situation. ​Mang Present the following problem to Present the following problem to
astronaut, will travel to the moon "Lola Patring keeps her body Ambo sold copper wire to the the class: the class:
to do some explorations on its healthy by walking everyday. nearest junkshop. The table "Joan went to the market to buy The area of a rectangular room is
surface. He weighs 63 kg here on She walks at a rate of 25.4 below shows the packs of copper fish to be cooked by her mother 24 square metres. What could be
C. Presenting Earth. What would be his weight meters per minute. How far can wires he sold. for lunch. She bought 2.5 kilos of the possible dimensions of the
examples/instances of the when he lands on the moon?" she walk in 4.75 minutes?" ​ ​110 per kilo. How
tilapia at P room?
new lesson Check if they understand the much did she pay for it?" Length Width Area
Check if they understand the
problem (e.g., ​What is his weight
problem.
here on Earth? What is the Check if they understand the
problem asking us to do?)​ . (What does Lola Patring do to problem. Ask for clarifications
make her body healthy? How far about it
 Ask for an estimate of the can she walk in a minute? What Check if they understand the
answer. is the problem asking us to do?) Check if they understand the problem. Ask for clarifications
Do you think his weight on the Ask for an estimate of the situation. about it.
moon is more than 10 kg? What answer. Then, let them think (How much is 1 kg of copper
is the most it could be? Could it wire? How will Mang Ambo find Let them think about how they
about how they can arrive at
be 12 kg? the amount he will be paid for can arrive at the exact answer.
the exact answer.
each pack?) Then, ask for an estimate of the
answer
Think-Pair-Share Once an Think-Pair-Share Once an Let them find how much Mang Let them work on this problem in Let them work on this problem in
estimate is decided on, give each estimate is decided on, let them Ambo will be paid for each pack. pairs. Emphasize the use of small groups. Emphasize the use
pair time to think about and solve solve the problem with a Focus on Packs C and D. Ask if Polya's 4 steps: Understand Plan, of Polya's 4 steps: Understand,
the problem. Then, let them partner. Then, let them share they see any pattern. Solve, and Check. Encourage Plan, Solve, and Check.
share their solutions with their solutions with the class. 45.75 x 10 = 457.5 them to use any appropriate Encourage them to use any
another pair. 25.4 x 4.75 = 120.65 m ​Ask: 45.75 x 100 = 4 575 strategy that will help them solve appropriate strategy that will
63 x 0.17 = 10.71 kg What do you notice between the Ask: When you multiply a the problem. Afterwards, let help them solve the problem.
Using only the result of this number of decimal places in the decimal by 10 or 100, what do them display and explain their Afterwards, let them display and
D. Discussing new concepts and computation and estimation, let factors and the number of you notice about the solutions to the class explain their solutions to the
practicing new skills #1 them give the exact answer to decimal places in the product? multiplicand and the product? class.
each of the following: When do you drop zeros in a What do you observe about Some possible answers:
6.3 x 0.17 63 x 1.7 decimal product? their digits? Length Width Area
0.63 x 0.17 6.3 x 1.7 Provide more examples of 3m 8m 24 m
w did you know where to place the multiplying decimals by 10 and 2.4 m 10 m 24 m
decimal point in each ​product? 100. 7.5 m 3.2 m 24 m
Ask: When you multiply a
decimal by 10 or 100, what is a
quick way to get the answer?
Find each product. Example: 3.04 Post the following Focus on Packs A and B. Ask if Read, analyze and solve. ​Mother ​ sk:
.​ A
x 0.6 (see also Proded Math 36- situation. they see any pattern. bought 15.75 kilos of flour for How is this problem similar
C, pp. 5-7) 45.75x 01 = 4.575 making trays of polvoron. If each to/different from the problems
Ask: ​How does multiplying Fred and Perry are shown the 45.75 x 001 = 0.4575 ​ 4​ 5.50, how
kilo of flour costs P we solved yesterday?
decimals compare with following statement: 308 x much did she pay for it? What makes this problem
multiplying whole numbers? 10.25 = Ask: ​When you multiply a Let them present their solutions challenging?
decimal by 0.1 or 0.01, what do and explain why they think their
E. Discussing new concepts and Fred thinks that the exact you notice about the answer is accurate.
practicing new skills #2 answer can be read up to the multiplicand and the product? Point out the importance of
ten thousandths place. But, What do you observe about their following the four steps when
Perry thinks it would be easier digits? solving word problems.
to read it until the hundredths
place only. Which of them is Provide more examples of
correct? Why? multiplying decimals by 0.1 and
0.01.
Encircle the statement that In this number puzzle, the Complete the following puzzle. Read, analyze, and solve this Replace each letter with a
gives the greater product. number in each square is the problem. numeral that will make the
F. Developing Mastery
Examples: product of the numbers in the The classroom is 12.5 meters long following computation true.
1) 0.29 x 0.8 0.92 x 0.08 and 7.25 meters wide. What is its
 Co Voice Stage Tech Impa
2) 5.4 x 0.17 0.45 x 7.1 circles on either side of the nte Qualit P niqu ct area? 3 . A 4
sta y (40) r e (15)
square. Complete the puzzle nt e (25)
s
[You may add more word x B . C
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problems. See NFE A&E Learning C . A B
c
e Material: Multiplication and
(
2 Division of Decimals (2001), pp.
0
) 17-18]
Jo 35.7 17.6 20.8 14
Jen 36.3 15.9 21 13.2

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 ACROSS
1) 1.436 x 100
2) 45.38 x 10
DOWN 1) 164 x 0.1
3) 10 x 3.83
4) 62.8 x 0.1
A student assistant in a university Mother bought 10.5 kilos of Mang Ambo found out that Ask the learners to think of Point out that there are problem
​ 3​ 5 per hour. The table
earns P sugar at ​P​52.95 a kilo. How another junkshop buys copper situations outside the school situations in the real world that
below shows the number of hours much did she pay for it? wire at P48.5 per kg. How much wherein multiplying decimals they will find to have no clear pat
she worked each day during a Ask the learners to think of more could he have earned if he would be useful to them to an answer. Ask them why it is
certain week. other situations wherein sold his 4 packs of copper wire to important for them to be capable
multiplying decimals would be this junkshop than the other of solving different types of
useful to them. one? problems.
G. Finding practical applications
Ask: ​When is it useful to
of concepts and skills in daily
compute products mentally?
living

How do we multiply decimals and How do we multiply decimals How do we multiply a How do we solve word problems How do we solve word problems
mixed decimals? and mixed decimals? decimal by 10 or 100? What involving multiplication of involving multiplication of
How do you know where to place How do you know when to is a quick way to get the decimals and mixed decimals? decimals and mixed decimals?
H. Making generalizations and
the decimal point in the product? annex or drop zeros in the answer mentally? (Referring to Polya's 4 steps) Why (Referring to Polya's 4 steps) Why
abstractions about the lesson
decimal product? How do we multiply a decimal is each step important in problem is each step important in
by 0.1 or 0.01? What is a quick solving? problem solving?
way to get the answer mentally?
Complete each statement. A swimmer can swim 50.2 Find the product mentally. Read, analyze and solve. Show Read, analyze and solve. Show
1) The product of 2.5 meters in 1 minute. How far can 1) 8.4 x 10 your complete and neat solution. your complete and neat solution.
and 3.45 is . he swim in: 2) 4.35 x 0.1 Jason earns ​P​380.65 daily. His
2) 18.72 times 2.9 is . 1) 0.5 minute? 3) 134.23 x 0.01 sister earns 1.5 times what he Emily plans to make a
3) 2.35 x 1.6 = . 2) 1.25 minutes? 4) 0.24 x 100 earns daily. How much does his 4.5m-by-4.5m square garden in
I. Evaluating learning 4) 24.56 multiplied by 3) 3.75 minutes? 5) 1.23 x 0.1 sister earn in a day? her backyard. But due to lack of
3.5 is equal to. 4) 10.25 minutes? (You may add more.) space, she decides to make it
5) When 3.57 is multiplied 1) half an hour rectangular instead, whil
by 14.2, the number of decimal covering the same area. What
places in the product is could be the possible dimensions
because of ​her garden?
 Put the decimal point in the Read, analyze, and solve each Complete each table by [See NFE A&E Learning Material: Luis has P25, made up o'
correct place in the product. problem. Show your complete following the rule. Multiplication and Division of 10-centavo and 25- centavo
1) 1.2 x 6 = 7 2 and neat solution. Rule: Multiply by 0.1 Decimals (2001), pp. 19-21] coins. How man' of each kind
2) 12.4 x 0.78 = 9 6 7 2 1) In April, a small business Input Output could he possibly have?
3) 3.34 x 1.4 = 4 6 7 6 establishment spent an average 0.5
4) 2.3 x 12.3 = 2 8 2 9 of ​P​175.25 daily on electricity. 7.12
5) 2.34 x 1.23 = 2 8 7 8 2 How much did it pay for 6.3
Use the table below to find the electricity during that month? 48.9
J. Additional activities for amount to be paid for the given 2) A carpenter is computing for 19.07
application or remediation number of each item. the area of each room in the
signment) house that they are
(Do this also for multiplying by
constructing. Help him complete
0.01, 10 and 100.)
the table below.
length width Area
5.45 m 3.2 m
10.2 m 4.1 m
6.75 m 5.61 m
10.75 m 6.32 m
4.32 m 3.12 m

V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% of 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
teachers?