Lesson Plan

School: Cebu Normal University Grade Level: Six

Teacher: Anne Therese F. Alin Learning Mathematics
Area:
Date/Time: August 30, 2021 – 1:00- Quarter: One
1:30pm

I. OBJECTIVES At the end of the lesson the learner will be able to:
- find the sum and difference of decimals and mixed decimals.
- explain how to find the sum and difference of decimals and
mixed decimals with or without regrouping.
- solve sample problems on addition and subtraction of decimals
and mixed decimals with or without regrouping.

A. CONTENT The learner demonstrates understanding of the four fundamental

STANDARDS operations involving fractions and decimals.
B. PERFOMANCE The learner is able to apply the four fundamental operations involving
STANDARDS fractions and decimals in mathematical problems and real-life
situations.
C. LEARNING A. The learner adds and subtracts decimals and mixed decimals
COMPETENCIES/OBJEC through ten thousandths without or with regrouping. M6NS-
TIVES (Write the LC Code Id106.2
for each) B. The learner solves 1 or more steps routine and non-routine
problems involving addition and/or subtraction of decimals and
mixed decimals using appropriate problem-solving strategies and
tools. M6NS-Id108.2

II. CONTENT Numbers and Number Sense

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide 21st Century Mathematics Page 122-126
Pages
2. Learner’s Materials
Pages
 3. Textbook Pages
4. Additional Materials
from Learning
Resource (LR) Portal
B. Other Learning A.Power point presentation, Laptop, etc.
Resources
III. PROCEDURES
Teacher: Hello class good afternoon! How are you feeling today?
(Possible answers: Okay, Great, Fine)
ENGAGE (Before we start our class let us wait for the others for five minutes and
10 minutes I will give you 2 minutes to get ready. You can go to the restroom or
beautify yourselves... Since all of us are here. Let us start with a
prayer.

A.Prayer: To be lead by the prayer leader assigned.

Teacher:Who is the prayer leader for today? Okay Miss ______ kindly
lead the prayer.

(After the prayer)

Teacher: Okay! Hello everyone! I hope you are all doing okay because
today we are going to have a great day because we are going to learn a
new lesson. But before we go into our lesson let us first do a review or
a recap about our past topics.

B.Review : Through a game called “ANSWER ME!?” pupils will recap

the previous lesson presented by the teacher . (Interactive Quiz – ICT
Integration)
Activity Guidelines: The teacher will choose pupils to answer question
behind the numbers that is presented by the teacher.
Teacher: Now, we are going to play a game called “Answer Me!” I
will choose anyone to answer. I will show you numbers from 1 to 4 and
behind those numbers are questions about our past topics. You are
given choices from A to C and you only need to give me the letter that
you think is the right answer. Understood?
Okay! Let us start our game! (The teacher will call the students
randomly to pick any number and answer the questions behind the
number.)
Questions:
 1. It is a whole number and a fractional part.
Teacher: For number 1, what do you think is the answer? (The teacher
reads the choices and waits for 10 seconds for the pupil to answer)
A.) Improper Fraction B.) Simple Fraction
C.) Mixed Fractions ANSWER: C
2. A fractions having whole numbers for the numerator and
denominator.
Teacher: How about this one? What do you think is the answer? (The
teacher reads the choices and waits for 10 seconds for the pupil to
answer)
(A.) Mixed Fraction B.) Simple Fraction
C.) Proper Fraction ANSWER: B
3. Multiply 2/5 x 3/5 = ?
Teacher: In the third one, what do you think is the answer? (The
teacher reads the choices and waits for 10 seconds for the pupil to
answer)
A.)6/25 B.)10/15
C.)10/25 ANSWER: A
4.How do you rename a mixed number to an improper fraction?
Teacher: Last number, what do you think is the answer for this one?
(The teacher reads the choices and waits for 10 seconds for the pupil to
answer)
A.)Reduce your answer to its lowest term.
B.)Multiply the denominator and a whole number and then add the
numerator and just copy the denominator.
C.) Divide it.
ANSWER: B
Teacher: Okay very good! I am glad that you still remembered our past
lessons. To continue, I will let you watch a video. I want you all to
observe because after watching the video I will be calling out names to
give their opinion regarding what they saw on the video. Understood?
EXPLORE Discovery Learning: The teacher will show a videoclip of photos
showing the use of decimals in the daily lives of the people. After
5 minutes showing the video the teacher will ask the pupils on what they have
observed in the video, and what are the things that was shown in the
video.

(The teacher plays the video and after playing the video the teacher
asks for volunteers and if there are no volunteers, the teacher will call
the pupils randomly. The teacher asks pupils what they saw on the
video, and what they have observed on the photos that was shown on
the video.)
Possible Answers: Money, Weight, Price,Km etc.
Teacher: Okay class, the photos that you have seen on the video is
connected to our topic today which is decimals. Now, let us dig deeper
EXPLAIN
on how to add and subtract decimals with or without regrouping and
10 minutes solve problems using the appropriate problem-solving strategies and
tools..
(The teacher will explain the on how to Add and Subtract Decimals
with or without Regrouping and solves 1 or more steps routine and
non-routine problems involving addition and/or subtraction of
decimals and mixed decimals using appropriate problem-solving
strategies and tools.)
Decimals – is a kind of fraction that doesn’t use numerator and
denominator and still gives an illustration from the part of a whole.
(The teacher elaborates and explains more and giving real life
examples)
Example Number 1:
0.235 + 0.4

Teacher: Now, how do we add if we are given a number like this? As

you can see they have different place values. The first one is in
thousandths place and the second one is in the tenths place. Now, the
technique in adding decimals is very simple. All you need to do is :
Arrange the numbers by column.

0.235 0.235 0.235

+0.4 +0.400 +0.400
0.635 (thousandths)

(Now, let me emphasize this, your decimal point should be aligned

in a column. After that you need to make sure that all of your digits
are in the same manner or in the same order. As you can see in the
upper part we have three digits after the decimal and in the lower
part there is only one digit after the decimal. In order for our
addends to be in the same manner we need to add zeros (if
necessary) to make all digits the same. Understood?)
(What you have learned in adding whole number you will do the
same thing or you apply the rules in adding with whole numbers
also in adding decimals.)

APPLYING REGROUPING
Teacher:Now we will apply regrouping in adding the decimals.
Example #2: 0.0067 + 0.0142
Teacher: So how do we add them? Still, we will follow the steps
which is to arrange them in columns.
1
0.0067 0.0067
+ 0.0142 +0.0142
0.0209 (ten thousandths)

(Since, they have the same number of digits all we have to do is to

add them directly. )
Teacher: I hope you understood the difference with regrouping and
without regrouping. In other words, if we are re-grouping we carry
values from our second digit. Understood?

Example #3 : 0.3 + 1.013 + 2.09

Teacher: The question is, how will we add this? The technique is
still the same, arrange the numbers in a column form; add zero if
necessary and you’re good to go.
1
0.3 0.300 0.300
1.013 1.013 1.013
+2.09 +2.090 +2.090
3.403 (thousandths)

APPLYING DECIMALS IN WORD PROBLEM

Follow this simple step!
 Understand the problem
What is asked?
What is given?
 Plan the operation to be used
Look for the keyword
 Solution
Start solving!
 Conclusion
EXAMPLE #1:

Teacher: As we can see in this example what we need to do is to

total. So all we need to do is to add the given numbers.
What is asked? What was the distance he ran?
What is given? Answer: 0.86km , 0.48km, 0.98km
Plan the operation to be used: Addition
Before adding, we need to make sure that the units are the same. In
this case, we need to make sure that all of the units are km.
Solution:
2 2
0.86
0.48
+ 0.98
2.32 (hundredths) km
Conclusion:Therefore the runner ran 2.32km in all.

SUBTRACTION OF DECIMALS
Teacher: Now, let us know how to subtract decimals.
Here is our first example: Subtract 0.3 from 0.92
Teacher: How do we subtract the given numbers?
0.3
- 0.92

Teacher: Now let us consider this one, most likely students make
mistakes because if what was the given number first that will they
write first and then writes the second given. Now, let us make this
confusion correct because this kind of technique is wrong.
We should consider the word FROM, because of the word from the first
given that we should write is the 0.92 rather than 0.3 because it means
that we are subtracting 0.3 from 0.92. But if the word is to we just need
to subtract it directly.

0.92 0.92
- 0.3 - 0.30
0.62
Teacher: In subtracting decimals, we still need to align the decimal
points and still add zeros if necessary to make all the digits the same or
in order. Now let us have an another example which we will apply the
regrouping.
REGROUPING
Example #2: Subtract 0.832 to 0.15
Teacher: Now as we can see the word “to” this means that we can
directly subtract the given numbers directly. If what’s the first given
number that the number that we will write first. In order for us to solve
this one. All we need to do is:
7 1
0.832 0.832 Since we cannot subtract 5 from 3 we will now
- 0.15 -0.150 apply the regrouping. But in this manner we will
0.682 regroup it with the use of borrow.
(The teacher will explain further the solution.)

USING WORD PROBLEM IN SUBTRACTING DECIMALS

Teacher: In subtracting decimals we are still going to apply the same

process.
What is asked? How many less pounds does Julia weigh?
What is given? Glenda=102.6lbs, Julia=94.34lbs
Plan the operation to be used: Subtraction
Solution:
9
10 5 1
1
102.6 102.60 ( Now, let me emphasize that you cannot add
- 94.34 - 94.34 zero before the decimal number. Adding zero
8.26lbs is only applicable to the digits after the
decimal points.)
(The teacher will explain the solution further.)

Conclusion: Therefore, Julia weighs 8.26lbs less than Glenda.

Teacher: Okay class, did you understand our discussion? Very good!
Now let us have some exercises before having our quiz.
 Instructions: Identify what operation you are going to use in the
following problem.
Teacher: Okay class, I want anyone to volunteer and identify what
ELABORATE operation we are going to use in the following problem, understood?
8 minutes To those who will volunteer they will be given bonus points in the quiz.
Okay, let us start.
1. Kate had 368.29 pesos. Her mother gave her 253.46 pesos and her
sister gave her $ 57.39. How much money does she has now?
Teacher: Who wants to answer? Okay, so what do you think is the
answer?
Answer: Addition
2.Tania bought a book for 152.75 pesos, a pen for 45.25 pesos and a
chocolate for 28.75 pesos. What amount did she spend?
Teacher: How about for number two? Any volunteer?
Answer: Addition
3. Mike wants to buy a Physics book costing 600 pesos. He has 475.25
pesos only in his purse. How much more money does he need to
purchase the book?
Teacher: Last number, who wants to answer?
Answer: Subtraction
Teacher: To those who volunteered you have additional five points in
our quiz today. Great job in finding out what operation to be used in
the given problem.
Instructions: Solve the following numbers and use the UPSC technique
in answering the problems. Write your answers in a 1whole sheet of
EVALUATE
paper. After answering take a photo of your answers and send it directly
10 minutes to our class groupchat. Please minimize your erasures as much as
possible.
1.) 89.61 – 26.402 ( ANSWER: 62.208 )
2.) 29.1 + 27.69 ( ANSWER:56.79 )
3.) 71.5 – 12.3 ( ANSWER:59.2 )
Test B: Solve the following problem and write, *What is asked? *What
is given?, *Operation to be used , and *Solution. Five points each
problem.
4. Jenifer had 178.50 pesos with her. She went to back to withdraw
 138.85 pesos. How much money does she have now?
ANSWER: 317.35 pesos / Therefore, Jennifer has 317.35 pesos.
5.  Jack brought 145.50 pesos in the market. He is now left with 95.20
pesos How much did he spent in the market?
ANSWER: 50.30 pesos/ Therefore, Jack has 50.30 pesos left.
(The teacher will tell the students to take picture of their answers and
send it into their class group chat. After everyone has send it already,
the teacher will reveal the answers with solutions and explain each
item further.)
ENRICHMENT/ Assignment: Answer the following numbers and problems and use the
UPS technique in answering the problems. After answering take a
ASSIGNMENT picture of your answer and send it to our class group chat.
2 minutes (The teacher will assign students assignment to be passed the next day
To be done at home after their meeting on their class group chat.)
1.) 0.67 + 1.052
2.) 0.853 - 0.22
3.)69.9 + 98.01
4.)13.824 – 2.42
5.) 66.1 + 8.84
6.) Jaclyn weighs 27.14 kg, Mary weighs 31.37 kg and Jenny weighs
28.38 kg. What is their total weight?
7.) Noor had 350.50 pesos. She bought jeans for 264.50 pesos and a
shirt for 65.75 pesos. How much did she have after pay?
8.) Mary had 305.80 pesos in her bank account. She deposited 250.25
pesos more and then withdrew 317.50 pesos from her account. What is
the balance now in her account?
(The teacher will give further reminder and ends the class.)