School: KULAMAN CENTRAL ELEMENTARY SCHOOL Grade Level: V

GRADES 1 to 12 Teacher: CHARLITA L. HEREZO Learning Area: MATHEMATICS

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

B. Performance Standards is able to apply the four fundamental operations involving decimals and ratio and proportion in mathematical problems and real-life situations.

C. Learning Competencies/Objectives Visualize multiplication of Multiplies decimals up to 2 Multiplies decimals Multiplies decimals with WEEKLY TEST
Write for the LC code for each Decimals Using Pictorial decimal places by 1 to 2 with factors up to 2 factors up to 2 decimal places.
Models digit whole numbers. decimal places. M5Ns-IId-III.2,
M5NS-IId-110 M5NS-IId-111.1, M5Ns-IId-III.2, Page 59 of 109
Page 59 of 109 Page 59 of 109 Page 59 of 109
Visualizing Multiplication of Multiplying decimals up to 2 Multiplying decimals Multiplying decimals with
Decimals Using Pictorial decimal places by 1 to 2 digit with factors up to 2 factors up to 2 decimal places
II. CONTENT Models whole numbers. decimal places

III. LEARNING RESOURCES

1. Teacher’s Guide pages Quarter 2 week 4 pp. Quarter 2 week 4 pp. Quarter 2 week 4 pp. Quarter 2 week 4 pp.
2. Learner’s Materials pages Quarter 2 week 4 pp. Quarter 2 week 4 pp. Quarter 2 week 4 pp. Quarter 2 week 4 pp.
Lesson Guide in Elem. MISOSA Grade 5 Module- LG in Elementary LG in Elementary
Math Gr. 5 p.274 Multiplication of Decimals and Mathematics Grade 5 Mathematics Grade 5 p.279-
Whole p.279-282, MISOSA 282, MISOSA Grade 5,
Numbers. Grade 5, Module Multiplication of
Module Multiplication Decimals Through Hundreths
of Decimals Through
Hundreths

3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources flash cards, colored papers, Cards with whole and decimal Multiplication wheel, flash cards, colored papers,
marker(pentellpen), building numbers, charts, cube/dice with 10 by 10 grid marker(pentellpen), building
blocks numbers and activity (transparent plastic) blocks
 sheet

IV. PROCEDURES
A. Review previous lesson or Using flash cards for the 1. Drill . Drill Drill
presenting the new lesson following, the pupils will make Flash cards of basic multiplication Basic Basic Multiplication
an illustration of the fraction facts. Multiplication Facts Facts
on a piece of colored paper. 2. Review Using Using multiplication
Review Tossing Dice multiplication wheel. wheel.
Solve the following mentally: Materials: two 2. Review 2. Review
1.) Sophia bought 0.8 kg of dice with the following faces. If you have If you have three ₱
hotdog. She placed 0.25 kg of 1.2 , 3.5 . three ₱ 500.00 bills, 500.00 bills, how much do you
it in the 2.6 , 4.1 , how much do you have have in all? At ₱ 12.75 for
refrigerator and cooked the 1.2 , 3.3 in all? At ₱ 12.75 for each
rest. How much hotdog did Mechanics: each ripe mango, how much will 6
she cooked? a. Distribute 2 cubes to each group. ripe mango, how much ripe mangoes cost?
b. One pupil rolls the cube and the will 6 ripe mangoes
other records the face up digit. cost?
c. The group who gives the most
number of correct answers wins the
game.

B. Establishing a purpose for the lesson Using building blocks. Try to Which are decimals? How many of you have How many of you have gone
solve this problem. Which are whole numbers? gone to Luneta? Fort to Luneta? Fort Santiago?
Baby Isabel plays with blocks. What’s the difference between a Santiago? What do you What do you usually see in
Each block measures 3.7 whole number and a decimal usually see in these these place?
inches tall. She has a number? Can we multiply the two place?
collection of 41 blocks. If she numbers?
could stack all the blocks up
one on top of the other. How
many inches tall would her
tower be.

C. Presenting examples/instances of . Presentation Rudolf lives 2.4 km from school. The park is rectangular The park is rectangular in
the new lesson Present this situation. How far does he ride in going to in shape and measures shape and measures 0.3 km
Mr. Dizon’s farm is 0.3 km and from the school? 0.3 km long and 0.2 km long and 0.2 km wide.
long and 0.1 km wide. How a. How far is Rudolf’s house from wide. a. What picture do you have
big is his land? the school? a. What picture do you in your mind when you read
b. What is being asked in the have in your mind the problem?
problem? when you read the b. What are the signs that you
Original File Submitted and problem? usually see in the park?
Formatted by DepEd Club Member - b. What are the signs c. As a good boy or girl what
visit depedclub.com for more that you usually see in must you do with signs that
 the park? you see in the problem?
c. As a good boy or girl d. What is asked in the
what must you do with problem?
signs that you see in e. How shall we solve it?
the problem?
d. What is asked in the
problem?
e. How shall we solve
it?

D. Discussing new concepts and The pupils will answer in To find the answer we multiply 2.4 . Performing the Performing the Activities
practicing new skills #1 groups. by Activities Use of Grid
a. Into how many parts is the Solution: Use of Grid To find the area, we multiply
whole divided? 2.4 To find the area, we the length and the width.
b. How is 0.3 shown in the X 2 multiply the length and Step 1: Multiply the digit as
grid? What about 0.1? 4.8 2x4 the width. if you are multiplying whole
c. How many squares are Step 1: Multiply the numbers.
double shaded? digit as if you are Step 2: Count the number of
In fraction form write 1/10 of 2x2 multiplying whole decimal places in the
1/3 = 1/10 x 3/10 = 3/100 numbers. multiplicand and multiplier.
Another way of writing Step 2: Count the The sum of the number of
fraction is in decimal form. 0.1 number of decimal decimal places in the factors
of 0.3 = 0.1 x 0.3 = 0.03 places in the is equal to the number of
d. How many decimal places multiplicand and decimal places in the product.
are there in both factors? multiplier. The sum of Step 3: Add zero, if
How about in product? the number of decimal necessary.
places in the factors is
equal to the number of 0.3 x 0.2 = 0.06
decimal places in the
product.
Step 3: Add zero, if
necessary.

0.3 x 0.2 = 0.06

E. Discussing new concepts and After all the groups have After the activity, see to it that the After the activity, check After the activity, check
practicing new skills #2 presented their answer, ask: teacher immediately sets remedial whether the answer of whether the answer of your
Which group was/were able for those who got the wrong your pupils are correct. pupils are correct. Put
to give all correct answers? answers. Put immediate action immediate action on the
Which group/s missed an Ask: Did you learn something from on the pupils that got pupils that got the wrong
answer? Which group/s did the activity? the wrong answer. answer.
not get any correct answer? How did you get the answer
 Did you follow the steps?

F. Developing mastery Discuss the presentation on . Discuss the predentstion on . Discuss the . Discuss the presentation on
Explore and Discover on page Explore and Discover page ___ of presentation on Explore and Discover on page
___ of LM in Math LM Math Grade 5. Explore and Discover ___ of LM Math Grade 5
Grade 5 on page ___ of LM b. Ask the pupils to work on
b. Ask the pupils to work on b. Ask the pupils to work on Get Math Grade 5 Get Moving and Keep Moving
Get Moving on page ____ of Mowing and Keep Moving page b. Ask the pupils to on page ___ of LM Math
LM in Math Grade 5 ___ of LM Math Grade 5. work on Get Moving Grade 5
and Keep Moving on
page ___ of LM Math
Grade 5

G. Finding practical applications of Using an illustration, give the . Complete the table by giving each 1. A lot has a length of 1. A lot has a length of 0.4 and
concepts and skills in daily living answer of the following. product 0.4 and 0.3 wide. What 0.3 wide. What it its area?
1. Every morning Yvan goes it its area?
jogging. He can jog a distance X 2.6 11.92 2. A painting having a
of 0.9 kilometers. How 2. A painting having a dimension of 0.4 m and 0.8 m
many kilometers can he jog in 4 _____ _____ dimension of 0.4 m and is to be wrapped with a cloth
6 days? (number lines) 0.8 m is to be wrapped 0.4 m
with a cloth 0.4 m larger than its dimensions.
12 _____ _____
2. A rectangular table is 0.8 m larger than its What is the area of the cloth?
long and 0.5 m wide. Find its dimensions. What is
area. (paper grid) the area of the cloth? For more exercises, ask the
pupils to answer Apply Your
For more exercises, ask Skills, page ___ of LM Math
the pupils to answer Grade 5.
Apply Your Skills, page
___ of LM Math Grade
5.
H. Making generalizations and Lead the pupils to generalize Lead the pupils to generalize that: Lead the pupils to Lead the pupils to generalize
abstractions about the lesson that: To multiply decimals by generalize that: that:
Multiplying whole numbers, multiply like whole In In
decimals can be visualized by numbers then count the number of multiplying decimals multiplying decimals with
representing each factor with decimal places in the factors. The with factors up to 2 factors up to 2 decimal places,
the horizontal sum of the number of decimal decimal places, multiply like multiplying
and vertical lines placed over places in the factor is equal to the multiply like whole numbers. Place the
the other. The double shaded number of decimal places in the multiplying whole decimal point In the product
part represents the answer product. numbers. Place the equal to the sum of the
to the equation. decimal point In the number of decimal places in
product equal to the both factors.
sum of the number of
 decimal places in both
factors.

I. Evaluating learning Write the correct Copy and give the product. Give the products Give the products mentally.
multiplication equation for mentally.
each of the following numbers 1.) 0.76 2.) 0.12 1.0.4 2.0.6
represented by the shaded 3.) 16.57 1.0.4 2.0.6 3.0.7
region X 4 X 5 3.0.7 x 0.5 x 0.8
B. Shade the pictures to X 6 x 0.5 x 0.8 x 0.3
represent each number x 0.3 4.0.9
sentence. Give the missing numbers. 4.0.9 5.0.9
1. If 367 x 28 = 10276, what is 36.7 5.0.9 x 0.5 x
x 28 equal to? x 0.5 0.8
2. If 163 x 7 = 1141, what is x 0.8
1.63 x 7 equal to?

J. Additional activities for application or Prepare paper grid divided Write the product with the decimal Copy and complete Copy and complete each
remediation into 100 equal parts and be point in the correct place. Then be each table. table.
ready to show your own ready to read your answer. x 0.3 0.4 x 0.3 0.4 0.5
multiplication equation of 0.6 1. 0.6
decimals. 1.) 6.48 2.) 20.6 3.) 3.65 0.7 2. 0.7
X 32 X 18 X 23 0.8 3. 0.8
x 0.6 0.7 x 0.6 0.7 0.8
4.) 2. 34 5.) 12.23
3.4 1. 3.4
X 12 X 13
1.2 2. 1.2
0.6 3. 0.6
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation.
B. No. of learners who require
additional activities for remediation
who scored below 80%.
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:

CHARLITA L. HEREZO
Class Adviser

Noted:

REBECCA A. EVIOTA, MAT