School: MARAYMARAY ELEMENTARY SCHOOL Grade Level: VI

GRADES 1 to 10 Teacher: JONEFER N. PARAN Learning Area: MATHEMATICS

DAILY LESSON LOG Teaching Dates and
Time: AUGUST 26 - 30, 2024 (WEEK 5) Quarter: 1ST 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 problems involving
C. Learning Competencies/ The learner multiplies decimals The learner multiplies mentally
and mixed decimals multiplication of decimals and multiplication of decimals and
Objectives and mixed decimals with factors decimals up to 2 decimal places
with factors up to 2 decimal mixed decimals including money mixed decimals including money
up to 2 decimal places by 0.1, 0.01,10, and 100.
places using appropriate problem using appropriate problem
solving strategies. solving 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
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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: 2.4 x 6 23.9 x 1.1 them to explain how to multiply
10 x 0.56= 4.63 x 0.1 Ask:
decimals and mixed decimals.

Stage Presence
Voice Quality (40)

Technique (25)
8.25 x 0.43 73 x 14.2 Then, flash the following and let 2.36 x 0 .01 0.36 x 0.001 How do you know if a given word

Impact (15)
Contestant
23.4 x 1.25 them show their answers using problem involves multiplying

(20)
their drill decimals and mixed decimals?
Jo 35.7 17.6 20.8 14
Ask: How do we solve such word
A. Reviewing previous lessons or J36.3 15.9 21 13.2 Ask: 23 x 1 23 x 10 problems?
e
How do we multiply decimals and How do we multiply decimals and
presenting the new lesson mixed decimals by 10 and 100? How
Answer the following mixed decimals? 23 x 100 23 x 1000
Questions. How do you know where to place do we multiply decimals and mixed
1) What is Jo's total score? What
23 x 10 000 decimals by 0.1 and 0.01?
the decimal point in the product? Ask: What is a quick way to get the
is Jen's total score?
answer when a whole number is
2) Who won between Jo and
multiplied by 10, 100, or 1000 (or
Jen?
even 10 000)?
3) Flow many more points
should the non-winner have
scored to tie with the winner?
Ask: Ask: Ask: Have you tried selling items to a Ask: Do your parents sometimes Ask:
Do you know how much we weigh Who among you do a lot of junkshop before? What items have ask you to buy goods in a Do you find the problem, in the
on the Moon? To find out, we need to exercise? What activities do you you sold? Is it good that we sell items market? What items do you previous lesson interesting and
multiply our weight on Earth by engage in to make yourself to junkshops? Why? usually buy? How do you feel challenging? Have you experienced
approximately 0.17 so we would physically fit? Why is it important Inform the learners that the target when your parents ask you to similar situations in real life?
know our weight on the Moon for us to exercise? What benefits for this lesson is for them to multiply buy something in market? Why Inform the class that the target in this
B. Establishing a purpose for the Inform the learners that today do we get from it? decimals mentally not only by 10 and is it important to help your lesson is fo them to develop their
lesson they will be learning how to Inform the learners that today's 100, but also by 0.1 and 0.01. parents? skills further in solving word problems
multiply decimals and mixed lesson will help them improve involving multiplication of decimal;
decimals by whole numbers. their skills further in and mixed decimals
multiplying decimals and
mixed decimals

C. Presenting Present this problem. "Louis, an Present this problem. Present this situation. Mang Present the following problem Present the following problem
examples/instances of the astronaut, will travel to the moon to Ambo sold copper wire to the to the class: to the class:
"Lola Patring keeps her body healthy
new lesson do some explorations on its surface. nearest junkshop. The table below "Joan went to the market to buy fish The area of a rectangular room is 24
by walking everyday. She walks at a shows
He weighs 63 kg here on Earth. What rate of 25.4 meters per minute. How PactheAmount
packs of copper wires he
Weight to be cooked by her mother for square metres. What could be the
sold.
k per kg in kg
would be his weight when he lands on far can she walk in 4.75 minutes?" lunch. She bought 2.5 kilos of tilapia possible dimensions of the room?
the moon?" A P45.75 0.01 at P110 per kilo. How much did she Length Width Area
Check if they understand the B P45.75 0.1
Check if they understand the pay for it?"
problem.
problem (e.g., What is his weight C P45.75 10 Check if they understand the
here on Earth? What is the problem (What does Lola Patring do to make D P45.75 100 Check if they understand the problem. Ask for clarifications
asking us to do?). her body healthy? How far can she problem. Ask for clarifications about it
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Ask for an estimate of the walk in a minute? What is the about it.
answer. problem asking us to do?)
Do you think his weight on the moon Check if they understand the Let them think about how they
Ask for an estimate of the
is more than 10 kg? What is the most situation. can arrive at the exact answer.
answer. Then, let them think
it could be? Could it be 12 kg? (How much is 1 kg of copper wire? Then, ask for an estimate of the
about how they can arrive at
How will Mang Ambo find the answer
the exact answer.
amount he will be paid for each
pack?)
Think-Pair-Share Once an Think-Pair-Share Once an Let them find how much Mang Let them work on this problem Let them work on this problem
estimate is decided on, give each estimate is decided on, let them Ambo will be paid for each pack. in pairs. Emphasize the use of in small groups. Emphasize the
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 use of Polya's 4 steps:
the problem. Then, let them partner. Then, let them share they see any pattern. Plan, Solve, and Check. Understand, Plan, Solve, and
share their solutions with their solutions with the class. 45.75 x 10 = 457.5 Encourage them to use any Check. Encourage them to use
another pair. 25.4 x 4.75 = 120.65 m Ask: 45.75 x 100 = 4 575 appropriate strategy that will any appropriate strategy that
63 x 0.17 = 10.71 kg What do you notice between the Ask: When you multiply a decimal help them solve the problem. will help them solve the
Using only the result of this number of decimal places in the by 10 or 100, what do you notice Afterwards, let them display and problem. Afterwards, let them
D. Discussing new concepts and computation and estimation, let factors and the number of decimal about the multiplicand and the explain their solutions to the display and explain their
practicing new skills #1 them give the exact answer to places in the product? product? What do you observe class solutions to the class.
each of the following: When do you drop zeros in a decimal about their digits? Some possible answers:
6.3 x 0.17 63 x 1.7 product? Provide more examples of Length Width Area
0.63 x 0.17 6.3 x 1.7 multiplying decimals by 10 and 3m 8 m 24 m
Ask: How did you know where to 100. 2.4 m 10 m 24 m
Ask: When you multiply a 7.5 m 3.2 m 24 m
place the decimal point in each
product? 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 . Ask:
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 kilo to/different from the problems we
Ask: How does multiplying decimals Fred and Perry are shown the 45.75 x 001 = 0.4575 of flour costs P45.50, how much did solved yesterday?
compare with multiplying whole following statement: 308 x 10.25 = she pay for it? What makes this problem
numbers? Ask: When you multiply a decimal Let them present their solutions challenging?
E. Discussing new concepts and Fred thinks that the exact answer by 0.1 or 0.01, what do you notice and explain why they think their
practicing new skills #2 can be read up to the ten about the multiplicand and the answer is accurate.
thousandths place. But, Perry thinks product? What do you observe about
it would be easier to read it until the Point out the importance of
their digits? following the four steps when
hundredths place only. Which of
them is correct? Why? Provide more examples of solving word problems.
multiplying decimals by 0.1 and
0.01.
F. Developing Mastery 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
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 circles on either side of the and 7.25 meters wide. What is its
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
2) 5.4 x 0.17 0.45 x 7.1 square. Complete the puzzle area? 3 . A 4
. [You may add more word problems. x B . C
See NFE A&E Learning Material: C . A B
Multiplication and Division of
ACROSS Decimals (2001), pp. 17-18]
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 sugar at Mang Ambo found out that another Ask the learners to think of Point out that there are problem
earns P35 per hour. The table below P52.95 a kilo. How much did she pay junkshop buys copper wire at P48.5 situations outside the school situations in the real world that
shows the number of hours she for it? per kg. How much more could he wherein multiplying decimals they will find to have no clear
worked each day during a certain Ask the learners to think of have earned if he sold his 4 packs of would be useful to them pat to an answer. Ask them why
week. other situations wherein copper wire to this junkshop than the it is important for them to be
Day Hours multiplying decimals would be other one? capable of solving different
Monday 3.5 useful to them. Ask: When is it useful to compute types of problems.
G. Finding practical applications
Tuesday 2.25 products mentally?
of concepts and skills in daily
living Wednesday 275
Thursday 22
Friday 4.10
How much did she earn
each day?
How much did each earn in
that week?

How do we multiply decimals and How do we multiply decimals and How do we multiply a decimal How do we solve word problems How do we solve word problems
mixed decimals? mixed decimals? by 10 or 100? What is a quick involving multiplication of decimals involving multiplication of decimals
How do you know where to place the How do you know when to annex or way to get the answer mentally? and mixed decimals? and mixed decimals?
H. Making generalizations and
decimal point in the product? drop zeros in the decimal product? How do we multiply a decimal by 0.1 (Referring to Polya's 4 steps) Why is (Referring to Polya's 4 steps) Why is
abstractions about the lesson
or 0.01? What is a quick way to get each step important in problem each step important in problem
the answer mentally? solving? solving?

I. Evaluating learning 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 meters in 1 minute. How far can 1) 8.4 x 10 your complete and neat your complete and neat
product of 2.5 and 3.45 is he swim in: 2) 4.35 x 0.1 solution. solution.
________________. 1) 0.5 minute? 3) 134.23 x 0.01 Jason earns P380.65 daily. His sister
2) 18.72 times 2.9 is_____. 2) 1.25 minutes? 4) 0.24 x 100 earns 1.5 times what he earns daily. Emily plans to make a 4.5m-by-
3) 2.35 x 1.6 =________. 3) 3.75 minutes? 5) 1.23 x 0.1 How much does his sister earn in a 4.5m square garden in her
4) 24.56 multiplied by 3.5 is 4) 10.25 minutes? day? backyard. But due to lack of
equal to . 1) half an hour (You may add more.) space, she decides to make it
5) When 3.57 is multiplied by rectangular instead, whil
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
14.2, the number of decimal covering the same area. What
places in the product is could be the possible
because dimensions 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' 10-
correct place in the product. problem. Show your complete following the rule. Multiplication and Division of centavo and 25- centavo coins.
1) 1.2 x 6 =72 and neat solution. Rule: Multiply by 0.1 Decimals (2001), pp. 19-21] How man' of each kind could he
2) 12.4 x 0.78 = 9 6 7 2 1) In April, a small business Input Output 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 P175.25 daily on electricity. 7.12
5) 2.34 x 1.23 = 2 8 7 8 2 How much did it pay for 6.3
J. Additional activities for Use the table below to find the electricity during that month? 48.9
application or remediation amount to be paid for the given 2) A carpenter is computing for 19.07
number of each item. the area of each room in the
(Assignment)
house that they are (Do this also for multiplying by 0.01,
constructing. Help him
10 and 100.)
complete 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?

Prepared by: Approved by:

JONEFER N. PARAN QUEMSON B. OKIT

Teacher – I School Head