Lesson Guide

In
Elementary Mathematics
Grade 6
Chapter II
Rational Numbers
Division of Decimals

DEPARTMENT OF EDUCATION
BUREAU OF ELEMENTARY EDUCATION
in coordination with
ATENEO DE MANILA UNIVERSITY

2010

Reformatted for distribution via

DepEd LEARNING RESOURCE MANAGEMENT and DEVELOPMENT SYSTEM PORTAL
INSTRUCTIONAL MATERIALS COUNCIL SECRETARIAT, 2011
Lesson Guides in Elementary Mathematics
Grade VI
Copyright © 2003
All rights reserved. No part of these lesson guides shall be reproduced in any form without a written
permission from the Bureau of Elementary Education, Department of Education.
The Mathematics Writing Committee

GRADE 6
Region 3 Ateneo de Manila University
Dolores A. Umbina – Olongapo City Girlie N. Salvador
Zenaida P. Gomez – Pampanga
Teresita T. Tungol – Pampanga Support Staff
Region 4-A Ferdinand S. Bergado
Margarita Rosales – Lucena City Ma. Cristina C. Capellan
Segundina B. Gualberto – Batangas Emilene Judith S. Sison
Estelita Araullo – Rizal Julius Peter M. Samulde
Henry P. Contemplacion – San Pablo City Roy L. Concepcion
Marcelino C. Bataller
National Capital Region (NCR) Myrna D. Latoza
Teresita L. Licardo – Quezon City Eric S. de Guia – Illustrator
Lilia T. Santos – Quezon City
Eleanor Interia – Quezon City Consultants
Elfrida V. Marquez – Manila
Victoria C. Tafalla – Valenzuela Fr. Bienvenido F. Nebres, SJ – President,
Ateneo de Manila University
Bureau of Elementary Education (BEE) Carmela C. Oracion – Ateneo de Manila
University
Rogelio O. Doñes Pacita E. Hosaka – Ateneo de Manila
Robesa Hilario University

Project Management
Yolanda S. Quijano – Director IV
Angelita M. Esdicul – Director III
Simeona T. Ebol– Chief, Curriculum Development Division
Irene C. de Robles – OIC-Asst. Chief, Curriculum Development Division
Virginia T. Fernandez – Project Coordinator
EXECUTIVE COMMITTEE
Jesli A. Lapus – Secretary, Department of Education
Jesus G. Galvan – Undersecretary for Finance and Administration
Vilma L. Labrador – OIC, Undersecretary for Programs and Projects
Teresita G. Inciong – Assistant Secretary for Programs and Projects
Printed By:

ISBN – 971-92775-5-6
 TABLE OF CONTENTS

Introduction ........................................................................................................................iv
Matrix ..............................................................................................................................v

II. RATIONAL NUMBERS

D. Division of Decimals

Estimating Quotients of Whole Numbers and Decimals ............................................ 1

Dividing Whole Numbers by 1-Digit Decimals .......................................................... 3
Dividing Whole Numbers by 2-Digit Decimals .......................................................... 5
Dividing Whole Numbers by Whole Numbers with Decimal Quotient ......................... 10
Terminating and Repeating/Non-Terminating Decimal Quotients ............................... 12
Visualizing Division Using Money ............................................................................ 15
Dividing Whole Numbers by Decimals and Mixed Decimals ...................................... 18
Dividing Mixed Decimals by Mixed Decimals ........................................................... 22
Dividing Decimals by 10, 100, and 1 000 Mentally .................................................... 26
Dividing Decimals by 0.1, 0.01, and 0.001 ............................................................... 28
One-Step Word Problems ....................................................................................... 31
Solving Two to Three-Step Word Problems ............................................................. 34

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 I N T R O D U C T I O N

The Lesson Guides in Elementary Mathematics were developed by the

Department of Education through the Bureau of Elementary Education in
coordination with the Ateneo de Manila University. These resource materials
have been purposely prepared to help improve the mathematics instruction in
the elementary grades. These provide integration of values and life skills using
different teaching strategies for an interactive teaching/learning process.
Multiple intelligences techniques like games, puzzles, songs, etc. are also
integrated in each lesson; hence, learning Mathematics becomes fun and
enjoyable. Furthermore, Higher Order Thinking Skills (HOTS) activities are
incorporated in the lessons.

The skills are consistent with the Basic Education Curriculum

(BEC)/Philippine Elementary Learning Competencies (PELC). These should be
used by the teachers as a guide in their day-to-day teaching plans.

iv
 MATRIX IN ELEMENTARY MATHEMATICS
Grade VI

COMPETENCIES VALUES INTEGRATED STRATEGIES USED MULTIPLE INTELLIGENCES With HOTS

TECHNIQUES

II. Rational Numbers

D. Comprehension of Division of
Decimals
1. Estimate problems of whole numbers
and decimals

2. Divide

2.1 Whole numbers (2- to 5- digit Helpfulness

dividends by decimals (1- to 2- digit Industry Writing an equation Games, Group work
divisions)

2.2 Recognize and differentiate Cooperation Looking for patterns Games, Group work
between terminating and
repeating from terminating
decimal quotients

2.2.1 Recognize and differentiate Cooperation Looking for Patterns Games, Group work
between terminating and
repeating from terminating
decimal quotients

2.3 Mixed decimals by whole numbers

2.3.1 Visualize division using Obedience, Helpfulness Acting-out, Modeling Simulations, Independent
money as model Study

2.4 Whole numbers by decimals and Industry Make an equation

mixed decimals Tables

2.5 Mixed decimals by mixed Honesty Concept development Group work

decimals

3. Divide decimals by 10, 100, and 1,000 Alertness Use of equation and
Mentally Tables Group work

4. Divide decimals by 0.1, 0.01, and 0.001 Cleanliness Role playing Group work
mentally

5. Application of division of decimals

5.1 Write an equation to solve prob- Honesty Writing equations Game, Cooperative learning
Lems

5.2 Solve word problems involving Decisiveness Acting out the problem Group activity
division of decimals including
money
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 COMPETENCIES VALUES INTEGRATED STRATEGIES USED MULTIPLE INTELLIGENCES With HOTS
TECHNIQUES

5.3 Solve 2- to 3- step word problems Industry Tables, Games, Independent study
involving decimals including concept development
money

5.4 Describe the answer in a Industry Tables, Concept Games, Independent study
complete sentence with proper development
labels/units

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Estimating Quotients of Whole Numbers and Decimals

I. Learning Objectives
Cognitive: Estimate quotients of whole numbers and decimals
Psychomotor: Write the estimated quotient
Affective: Extend help anytime
II. Learning Content
Skill: Estimating quotients of whole numbers and decimals
Reference: BEC PELC I.E.1
Materials: cards
Value: Helpfulness
III. Learning Experiences
A. Preparatory Activities
1. Drill – Mental Computation
a) Group the class. Each group should have 10 members.
b) Distribute number cards (0 to 9) to each group.
c) The teacher flashes division equations.
d) Pupils will solve it mentally and will show the quotient using the number cards
they are holding.
Ex.
5 25 5 300 20 280
e) The first group to give the correct answer gets a point.
2. Review: Game – “Pick Me Up” (Rounding Off)
a) Teacher will put number cards, face down, on the table.
b) Then she gives a question about rounding numbers.
c) The first pupil that can answer correctly will be the first to play.
d) The teacher gives the place value the given number should be rounded to.
e) The player picks a card, reads it, then gives its rounded form.
Ex.
48 970 4 414 399 888 57
1 560 73 009 1 873 39 182
f) The teacher will repeat procedure b to d.
g) The pupil with the most number of correct answers wins the game.
3. Motivation
What do carpenters do before buying materials for building a house?
Would it be alright to estimate the needed materials ahead of time? Why?
B. Developmental Activities
1. Presentation
a. Activity 1 – Role Playing
1) Group the class into 2.
2) Distribute word problems for them to role play or act-out.
Problem # 1 – Estimate by rounding off and using compatible numbers.

1
 Tina and Rose volunteered to donate ballpens as prizes for a contest in
school. They have 100. They want to know about how many ballpens
they can buy if each ballpen costs 4.75.
Problem # 2 – (Use rounding off and using compatible numbers)
Rona and Gina are working in a store. They have 375 cm of labeling
tape. About how many things can be marked/labeled with it if each label is
2.8 cm long?
3) Have them answer the following:
a) What word in the problem denotes estimation?
b) Which problem can easily be estimated by rounding off?
c) Which problem can easily be estimated by using compatible numbers?
d) What is your estimated quotient for each problem?
Valuing: If you were Tina and Rose, are you willing to help your
school? Why? In what way?
b. Activity 2 – Working in Pairs
1) Distribute equations on estimating quotient.
2) Have the pair work on the following:
Ex.
2.8 375 0.8 7.31 1.7 35.68
a) Give your estimated quotient using:
 rounding off
 compatible numbers
b) Which technique is best for estimating quotient?
c) Which technique gives reasonable estimates?
2. Practice Exercises/Fixing Skills
Estimate the quotient.
1) 1.25 625 3) 7.5 225 5) 1.2 48
2) 2.5 625 4) 12.5 875

3. Generalization
How do you estimate quotients?
What are compatible numbers?
C. Application

1) Estimate the following using compatible numbers.

a) 5.8 3.257 b) 8.8 14.08 c) 4.8 196.7

2) Solve the problem.

a) Rhoda has 75. She wants to give her nieces 12.50 each. To how many
nieces can she give?
b) Bing has a ribbon 125 dm long. How many pieces of ribbon 2.5 dm long can be
cut from it?

2
IV. Evaluation
1) Estimate the following: a) use rounding off; b) use compatible numbers.
a) 7.3 87.5 c) 8.8 978 e) 9 17.85
b) 0.8 67 d) 4.42 872 f) 7.8 67.8

2) Estimate the quotients of the following:

a) by rounding off b) by using compatible numbers
1) 61.75 4308 1) 61.75 4308
2) 785 559.8 2) 785 559.8
3) 51.5 1019 3) 51.5 1019
4) 968 88.975 4) 968 88.975
5) 30.8 19785 5) 30.8 19785

V. Assignment
Answer the following:
1) Rex traveled 154 km in 3.2 hours. Approximately, what was his average speed for the
journey?
2) Jay has 6 584 metres of ribbon. He wants to cut it into 25.6 metres. About how many
ribbons can be cut from it?

Dividing Whole Numbers by 1-Digit Decimals

I. Learning Objectives
Cognitive: Divide 2- to 5-digit whole numbers by 1- to 2-digit decimals
Psychomotor: Write solutions to division equations involving 1-digit decimal divisors
correctly
Affective: Appreciate the importance of being industrious in one’s work
II. Learning Content
Skill: Dividing 2- to 5-digit whole numbers by 1-digit decimal
Reference: BEC PELC II.E.2.1
Materials: cards
Value: Industry
III. Learning Experiences
A. Preparatory Activities
1. Mental Computation Drill
Dividing 3- to 4- Digit Numbers by 1-Digit Whole Number Divisors
GAME:
a) Divide the class into 2 groups.
b) Prepare a set of cards with equations on division of 3- to 4-digit numbers by 1-
digit whole number divisors. Place the cards facedown on top of the teacher’s
table.
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 Ex. 840  4 = 2 2840
393  3 = 5 3545
248  8 = 6 3642
c) Call on a member of each group in front.
d) Let Player 1 pick the topmost card. He/she reads aloud the equation on the card
and solves for the quotient mentally. If his/her answer is correct, his/her group
gets 1 point. If not, the other player may steal. If the answer is correct, his/her
group gets the point. If not, player 2 picks another card and solves mentally for
the answer. The game continues until all the cards are answered.
2. Review
Review the previous lesson. Give one or two examples.
3. Motivation
How does your family earn a living? Does your mother help your father earn for your
family? If so, why? What good will it do to your family?
Show a picture of a mother sewing a table linen.
B. Developmental Activities
1. Presentation
a. Activity 1
Present the following problem:
Aling Dolores sews tablecloth to sell. She uses 0.6 metre of linen for
every tablecloth she makes. How many table cloths can she make out of 18
m of linen?
Ask the following questions:
1) What is being asked in the problem?
2) What are given?
3) What operation will you use to solve the problem?
4) Give the number sentence for it.
b. Activity 2 - Manipulative Activity Card
1) Distribute assortment of cards to each group.
2) Students take turns drawing the cards.
3) He/she reads what is written on the card then gives the answer.

Ex. 0.5 4595

4) For every wrong answer, the group gets a deduction of 2 points.

5) The group with the most number of correct answers wins the game.
6) Ask a volunteer to show the solution.
7) The teacher assists pupils in solving the equation:
a) Move the decimal point of the divisor to the right to make it a whole
number and move the decimal point in the dividend as many places as
you move in the divisor. Place the decimal point of the quotient directly
above the decimal point of the dividend. Moving the decimal points in
the divisor and dividend is multiplying both by 10, 100, 1 000, etc. (or
multiples of 10)

0.6 18.0

4
 b) Divide just like dividing whole numbers

6 180

2. Generalization
How do we divide 2- to 5- digit whole numbers by 1-digit decimals?
C. Application
Have them solve the following:
1) 0.3 12 2) 0.9 135 3) 0.3 396

IV. Evaluation
A. Find the quotient. Be sure to place the decimal point correctly in your quotient.
1) 0.9 756 2) 0.12 94 3) 0.13 2119

4) 0.8 968 5) 0.06 138

B. Solve the problem carefully by answering the questions below:

Mrs. Roxas uses 0.3 metre of lace for her pillow case. How many pillow cases can
she make out of 27 metres of lace?
6) What is being asked?
7) What are given?
8) What operation will you use to solve it?
9) Give the number sentence.
10) What is your answer?
V. Assignment
Solve the following exercises:
1) 64  0.4 = 6) 0.12 146
2) 714  0.7 = 7) 0.4 2816
3) 993  0.03 = 8) 0.3 399
4) 565  0.05 = 9) 0.7 3514
5) 2460  0.06 = 10) 0.18 29 340

Dividing Whole Numbers by 2-Digit Decimals

I. Learning Objectives
Cognitive: Divide 2- to 5- digit whole numbers by 2-digit decimals
Psychomotor: Write the number sentence and solution correctly
Affective: Keep oneself physically fit

5
II. Learning Content
Skill: Dividing 2- to 5- digit whole numbers by 2-digit decimals
Reference: BEC PELC II E.2.1
Materials: chart, flash cards, activity cards
Value: Health consciousness
III. Learning Experiences
A. Preparatory Activities
1. Drill: Dividing Whole Number by 1-Digit Divisor
Mechanics:
a) A player for each team will stand at the back.
b) As the teacher flashes an equation, players will give the answer orally.

e.g. 4 136 7 105 5 25 6 36

c) The first to give the correct answer will take 1 step forward.
d) The first to reach the platform wins the game.
2. Review: Estimating Quotients
a) Teacher prepares division equations on estimating quotients by rounding off
factors to the highest place value.

62  7.2 = 62.1  2.3 = 120  2.57 =

90.4  2.8 = 751  19.7 = 1.8  1.8 =
b) As the teacher flashes the card, pupils will give the answer.
c) The first to give the correct answer wins.
3. Motivation
Who has a store? What are the goods that are repacked less than a kilo? Why do
you think they are doing it?
B. Developmental Activities
1. Presentation – Present the lesson through the following:
Activity 1 – Problem Analysis
1) Present the problem on the board:

Mother has a small sari-sari store. Everytime she buys a

50-kilo cavan of sugar, she repacks it into smaller bags weighing
0.25 kilo. How many small plastic bags are needed by mother?
2) Have the class work by pairs.
3) Tasks:
a) What is asked in the problem?

6
 b) What are the given facts?
c) What should be done to solve the problem?
d) Translate the problem into an equation.
e) Show your solution, step by step:
0.25 50 Step 1 Multiply the divisor by 100 to make
the divisor a whole number or just
move the decimal point to the right
as many places as there are
decimals in the divisor.

0.25 50 Step 2 Multiply also the dividend by 100.

200 Step 3 Divide the number as you divide

025 5000 whole numbers.
50
0
0
0
0
0
200 x 0.25 = 50.00 Step 4 Check your work by multiplying the
quotient by the divisor. The product
should be equal to the dividend.
f) Have each group report their work to the class.

Activity 2 – Problem Opener: Whole Class Activity

1) Teacher presents the problem written on the chart/activity cards.
Mr. Valencia jogged a total of 40 kilometres during his stay
in the city. If he jogged 0.20 km daily, how long was his stay in
the city?
2) Pupils analyze the problem by answering the following questions:
a) What did Mr. Valencia do when he was in the city? Why is it good to
jog? Why?
b) What is asked in the problem?
c) What facts are given to solve the problem?
d) What facts will you use to solve the problem?
e) Give the number sentence.
f) Solve the problem step by step.
Step 1 - Move the decimal point of the divisor 2 places to the right or
multiply by 100 to make it a whole number:
0.20 or 0.20 x 100 = 20

Step 2 - Do the same with the dividend.

40 x 100 = 4000

7
 Step 3 - Divide like dividing whole numbers.
Therefore,
200
.20 4000
- 40
0
-0
0
-0
0
Answer: Mr. Valencia stayed 200 days in the city.
Activity 3 – Relating to Mixed Form: Following Directions
Note: Use the same problem presented above.
1) Divide the class into groups with 4 members each.
2) Each group should follow strictly the instruction.
Instruction Expected Result
Step 1 Multiply both decimals by 100 40 x 100 = 4000
0.20 x 100 = 20
Step 2 Change the number to 4000
 20
100 100
fractional form using 100 as
denominators

Step 3 Get the multiplicative inverse 4000

x 100
100 20
of the divisor; then change
division sign to multiplication
sign. 200 1

Step 4 Multiply. Use cancellation if 4000

x 100
= 200
= 200
100 20 1
possible. 1 1

3) Have each group make 2 examples.

4) Have each group report its work to the class.
Valuing: Why do you think Mr. Valencia always finds time to jog?
Why do we have to be physically fit always?
2. Fixing Skills
Find the quotient. Check your answer.
1) 0.15 456 2) 0.32 48 3) 0.61 5185

4) 0.25 125 5) 0.36 22005

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 3. Generalization
How do you divide a whole number by a decimal?
What are the 2 ways of making the divisor a whole number?
If you change the divisor into a whole number, what will you do with the dividend?
C. Application
A) Find the quotient, then check:

1) 132  0.03 =
2) 1 848  0.42 =
3) 2 608  0.54 =
IV. Evaluation
A. Solve and check.
1) 0.32 1984 3) 13 588  0.43 = 5) 848  0.04 =
4) 39 102  0.06 = 6) 115  0.23 =
2) 0.04 92
B. Write the number sentence, then solve.
1) Cheska has 147 metres of red ribbon. She cut it into 0.21 metre long. How many
pieces of ribbon does she have?
2) Cynthia was able to make a total of 138 metres of abaca braid. If she braided 0.23
metre a day, how long did it take her to braid the abaca?
3) How many pieces of string 0.62 dm long can be cut from a 21 204 dm spool of
string?
4) When 15 is added to the quotient of 969 and 0.03, the sum is N. What is N?
C. 1.) Is 1 984 divided by 0.32 equal to 32 of 1 984?
10
2.) How many times greater is 92 than .04?
3.) Which will result to a greater quotient 3 ÷ 0.1 or 3 ÷ 0.01? Why?
4.) How many times is 0.23 subtracted from 115?
5.) Which will result to a quotient of 10?
A. 32 ÷ 3.2
B. 165 ÷ 16.5
C. both
D. neither
V. Assignment
Solve and check.
1) 0.30 19 470 3) 0.07 44 919 5) 0.05 105

2) 0.23 11 868 4) 0.62 21 204 6) 0.2 868

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Dividing Whole Numbers by Whole Numbers with Decimal Quotient
I. Learning Objectives
Cognitive: Divide whole numbers by whole numbers with decimal quotients
Psychomotor: Solve problems using division of whole numbers with decimal quotient
Affective: Show fairness to all
II. Learning Content
Skill: Dividing whole numbers by whole numbers with decimal quotients
Reference: BEC PELC E.2.2
Materials: flash cards, activity cards
Value: Fairness
III. Learning Experiences
A. Preparatory Activities
1. Drill – Mental computation - Give the quotient
Game Relay
a. Teacher prepares flash cards with division.
b. Players for each group stand at the back.
c. As the teacher flashes the card, each player will give the answer.
d. The first to give the answer correctly, will take 1 step forward.
e. The first to reach the platform, wins the game.
30 16
Ex: =n =n
5 4
2. Review: Dividing a decimal by a whole number
Game Relay
a. Teacher prepares activity cards.
Mechanics:
1) Place equal stacks of cards with identical problems.
2) As the teacher says “Go” the first player for each team goes to the board and
solves the first problem on the first card.
3) As soon the first player is finished, the second player takes the next card and
solves the problem correctly.
4) If the solution is incorrect, the next player must solve the same problem.
5) The first team to complete its stack of problems correctly answered is the
winner.
Ex.
a. Jean has 35 metres of wire for hanging pictures. If she needs 0.5
metre of wire for each picture, how many pieces of wire can be cut
from it?
b. A piece of string is 372 dm long. How many pieces of 2.5 dm long
can be cut from it?
3. Motivation
How many are you in the family?
Have you experienced bringing home something which is not enough for your family?
How did you share it equally to every one?

10
B. Developmental Activities
1. Presentation
Activity 1
a) Form a group of 4.
b) Present this problem.
Ana brought home 3 suman. If she has 4 sisters, how will she divide it
equally among her sisters?
c) Task for each group
1) Use strips of paper to present the 3 suman.
2) Divide each strip into 4 equal parts.
3) Give one piece to each member of the group. Do the same with the other
strips.
4) Answer the following.
a) What do you call each part? ( 1 )
4
b) How many fourths did each one receive? ( 3 )
4
c) How did you change 3 to decimal?
4
(By multiplying both terms by 25; that is, 3 x 25 = 75; 4 x 25 = 100)
d) How will you write 75 and 100 in fractional form? ( 0.75 )
100
75
e) How is written in decimal form? (0.75)
100
f) What is the quotient of 3  4?
g) Show your solution.
d) Have each group present its work.
e) Teacher should guide pupils how to round the answer to a given place value like
tenths and hundredths.
2. Fixing Skills
Find the quotient. Show your solution.
a) 5 4 c) 5 3 e) 16 10

b) 50 49 d) 25 24 f) 20 15

3. Generalization
When does division result to a decimal quotient?
What is the rule in rounding the decimal quotient to the nearest tenths or
hundredths?
C. Application
1) 15  16 = N 2) 99  100 = N 3) 2  4 = N

4) 25  50 = N 5) 56  58 = N
6) A dressmaker has a bolt of fabric that is 49 metres long. She plans to make 50 table
runners. How long will each piece be?

11
IV. Evaluation
A. Find the quotient. Round your answer to the nearest place value indicated.
tenths hundredths
1) 12 18 ________________ ____________________
2) 5  6 ________________ ____________________
3) 12  48 ________________ ____________________
4) 16  80 ________________ ____________________
5) 15  80 ________________ ____________________
B. Solve.
1) Tina has a 19 cm ribbon. She has 20 friends who want to have a piece of ribbon.
How long will each one have?
2) A 24-metre string is to be divided into 30 pieces. How long will each be?
V. Assignment
Find the quotient. Round answers to the nearest place value indicated.
tenths hundredths

1) 34 = _________ _________

2) 78 = _________ _________
3) 15  48 = _________ _________
4) 12  25 = _________ _________
5) 45  48 = _________ _________

Terminating and Repeating/Non-Terminating Decimal Quotients

I. Learning Objectives
Cognitive: Recognize and differentiate between terminating and repeating/
non-terminating decimal quotients
Psychomotor: Write solutions to problems correctly
Affective: Practice cooperation in working with the group
II. Learning Content
Skill: Recognizing and differentiating between terminating and repeating/
non-terminating decimal quotients
Reference: BEC PELC II.E.2.2.1
Mathematics in Action p. 246, Mathematics 8 p. 122
Materials: problem cards, number cards
Value: Cooperation
III. Learning Experiences
A. Preparatory Activities
1. Mental Computation – Game
Prepare problem cards with answers written on separate cards. Shuffle the
cards separately and have each pupil pick a card from the two sets. Form the pupils
into groups. Call on a pupil to start the game. The first player reads aloud the
problem on the card and computes mentally for the answer. He then says the
12
 answer aloud and the one holding that answer card hands it to the first player, and he
now reads his problem and answers it. This goes on until all the problem cards are
answered. The group with the most answer cards wins.
Ex.: 100  50 30  4 7.5 2

2. Review
Prepare the following problems on separate sheets.

T=12 T = 6  12 E=14 E=28

N=35 B=58 A=45 R = 9  12

R=34 R=68 T=24 M= 15

I =2 5 E = 3  12 P=38 R = 9  12

N=35 E = 3  12 G= 18 T = 6  12
T=48 T=12 I =25 E=14

D=78 T=24
N=35 T = 6  12
Hand out one problem sheet to groups of 4s. Tell them to work together
(cooperative learning) in solving the problem given. While the pupils are answering,
write the problem on the board in sequence. After a few minutes, ask a member from
each group to answer one problem on the board. Check the answer.
3. Motivation
Post the following on the board.
____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____
0.5 0.25 0.75 0.2 0.4 0.6 0.8 0.5 0.4 0.6 0.125
____ ____ ____ ____ ____ ____ ____ ____ ____
0.75 0.25 0.375 0.25 0.8 0.5 0.4 0.6 0.125
Tell them that two terms that are important in the day’s lesson are hidden in the
puzzle. Ask if any one has identified the two terms.

B. Developmental Activities
1. Presentation
a. Activity 1
1) Have the pupils examine their solutions to the problem sheets given during
the review. Lead them to notice that the last remainder is zero. Tell them that
the decimal quotients of these problems are called terminating decimal.
2) Hand out another set of problem sheets to be solved.

A B C
23 5  11 27 3  11 47 9  11
46 12 79 72 39 4  12

13
 D E F
23 37 16 3  11 4  11 69
7  11 5  12 57 10  12 59 11  12

3) Have volunteers from each group show their solutions on the board. Discuss
the solutions given. Ask for their observations.
4) Lead them to say that the decimal quotient is a repeating decimal. (Non-
terminating decimal can also be accepted.)
5) Have an open discussion on the difference between terminating and
repeating/non-terminating decimal. Give another problem for them to solve
and identify.
b. Activity 2
1) Tell the pupils to write five numbers on their papers. Shuffle cards with
numbers 3 to 9 written on them. Ask a member from each group to pick a
card. The number picked will be the divisor.
2) Tell the class that the group can already write their solution on the board
once they finish. (If the board space is not enough, manila paper and pens
can be used and then posted afterwards.) Have a volunteer from each group
share/explain his/her work to the class.
3) Have them look again at the solution on the board. Tell the pupils to place
the decimal quotients under the two columns.

Ends in Zeros Continuous

4) Guide them to notice that the solution with a zero remainder terminates, thus,
the term for the decimal quotient is terminating decimal. If the solution does
not terminate or is continuous, the term for the decimal quotient is non-
terminating.
5) Have them go back to the solution of non-terminating decimal quotients and
observe the remainder to point out the term REPEATING DECIMAL.
2. Fixing Skills
Solve and identify if the decimal quotient is a terminating or a repeating/non-
terminating decimal.
a) 1  13 d) 4  13 g) 7  13 j) 10  13
b) 2  13 e) 6  13 h) 8  13 k) 11  13
c) 3  13 f) 6  13 i) 9  13 l) 12  13

3. Generalization
How do you differentiate a terminating decimal from a repeating/non-terminating
decimal?

14
 C. Application
Father left 50 on the table for you and your two brothers’ snack. The three of you
decided to share it equally so each one can buy what he likes for a snack.
1) What will be the amount each of you can receive?
2) How much, from 50, will you set aside so each one will get an equal share?
3) What will you do with the extra money?
IV. Evaluation
Solve and identify if the decimal quotient is a terminating or repeating/non-terminating
decimal.
1) 7  4 4) 3  16
2) 15  9 5) 6  21
3) 11  2
V. Assignment
A. Solve and identify if the decimal quotient is a terminating or repeating/non-terminating
decimal.
1) 3  20 4) 2  6
2) 6  11 5) 81  48
3) 20  12
B. Choose a number as a divisor, ex. 25. Use any ten numbers as your dividend. Solve for
the quotient. Identify the quotient if it is a terminating or repeating/non-terminating
decimal. List your work on a cartolina or manila paper. Be ready to share your work the
next school day.

Visualizing Division Using Money

I. Learning Objectives
Cognitive: Divide mixed decimals by whole numbers
Psychomotor: 1. Write solutions correctly
2. Write a decimal point in its proper place
Affective: 1. Show obedience to others, especially elders
2. Show helpfulness to others
II. Learning Content
Skill: Visualizing division using money as model
Reference: BEC PELC II.E.2.3 – 2.3.1
Mathematics in Action, pp. 128-129
Materials: flats, longs and ones, problem cards, number cards, tree diagram, fruit
cards, play money
Value: Helpfulness
III. Learning Experiences
A. Preparatory Activities
1. Mental Computation
Concentration Game

15
 a) On one board post problem cards with letters written at the back, face down. On
another board post answer cards, with numbers written at the back. Make sure
that the problems and the answers are not arranged in the same order.
b) Call on two pupils to help open the cards as the game is played.
c) Divide the class into two groups. Decide which group will go first.
d) A member from the group will call out a letter and number to be opened. If they
match, the group keeps the card. If not, the cards are placed face down again.
The next group picks two cards. The game continues until all cards have been
correctly paired. The team with the most cards paired wins.
3. Review
Post a picture of a tree on the board and attach plenty of fruit cards. Problems
from the previous lesson, e.g., 21 ÷ 5, are written on the fruit cards. Call on
volunteers to pick a fruit, read the problem aloud, and give the answer by computing
mentally. Attach more fruits if all have been picked.
4. Motivation
Give this situation.
Both your parents have their work from Monday to Saturday. Everyday, before
they leave, they just leave food for your meals in the morning and for lunch. They
also leave you just enough money for your other expenses at home while they’re
gone. They always remind you to take care of your brothers and sister while they are
away.
How will you help your parents take care of your brothers and sisters?
B. Developmental Activities
1. Presentation
a. Activity 1
1) Form pupils into groups of 5s (or more, depending on the total number of
pupils present). Tell them to role play the situation given in the motivation.
Give 5 minutes for brainstorming and 2 to 3 minutes each group for their
presentation.
2) After all have presented, discuss what they did, what value/s they portrayed
in the role play, etc.
3) Extend the problem:
If your parents left 50 for your snack, what should be the maximum price of
each one’s snack if you are to share equally with your:
a) 2 brothers and a sister?
b) 2 brothers and 2 sisters?
c) 7 other siblings?
4) Use play money to show partitive division in each of a, b, and c. Write the
number sentence for each. Let them relate the money partition to writing
solution of long division.
5) Give other numbers for practice, e.g. 100.25  5, etc.

b. Activity 2
1) Discuss how pupils help at home. Ask if they follow what their parents (or
even elder brothers/sisters) ask them to do. Have an open discussion on
this. Point out the importance of being obedient and helpful to others, young
and old alike.
2) Go back to the motivation situation:

16
 Say for example, there are 4 children and the parents left 50 for them to
spend. How much should each one get so they will have the same amount?
3) Bid for possible amounts (list all the amounts given by the pupils). Call on
four pupils in front to represent the 4 children. Call on another to get 50 flats
to represent 50. Tell him to divide equally the flats among the 4 children
using partitive division.
4) After dividing the flats, two flats remain. Ask how many flats each one got
(12). Elicit answers on what should be done to the 2 flats so the 4 can still
share. Encourage giving of opinions – this caters to critical thinking in a
simple way.
5) Try out any (or all) of the suggestions given. Or, have the flats traded for
longs and then divided among the 4 children. Ask how many longs each one
got (5). Ask a volunteer to write the amount on the board. Try to see if they
can recognize that flats are for the peso and the longs are used for the
centavos. If not, this should be identified by the teacher.
6) Give another pair of numbers, say 60.75 and 3 children. Have them do the
same.
7) Rewrite the 2 pairs of numbers and call on volunteers to use long division in
solving the equations. Have the pupils observe the answers and compare
with the “distribution” activity. Give other numbers for practice. Let them
decide which one they will use to solve for the answer – visualization using
models or long division.
2. Fixing Skills
Prepare envelopes with 10 problem cards each. Group the pupils and give each
group an envelope with an instruction card:
Directions:
a) Shuffle the problem cards and place on the table face down.
b) Each member of the group picks one card and solves in his/her
notebook (or paper).
c) Return the cards and shuffle again.
d) Repeat b and c until each one has answered 5 problems.
Post each card with the answer so the pupils can check their work.

3. Generalization
How do you divide mixed decimals by whole numbers?
C. Application
Your neighbor, an old lady who lives alone, requested you to clean her house on
Saturday. She will give you 100 for the job. What will you do?
Discuss all answers that will be given, identifying the good and bad attitudes as well as
the values that are linked with their answers.
If the lady lives in a two-story house with a total floor area of 70.5 sq. metres, how big will
be each level you’re going to clean? (35.25 sq. m.)
Add other questions to extend the problem.
IV. Evaluation
A. Write the letter of the correct answer.

1) 8 18.16 a) 227 b) 22.7 c) 2.27 d) 0.227

17
 2) 16 163.2 a) 12.00 b) 102.00 c) 10.20 d) 10.02

3) 30 92.55 a) 30.85 b) 3.085 c) 0.3085 d) 3.85

4) 4.3  200 a) 0.0215 b) 0.215 c) 2.15 d) 21.5
5) 5.5  550 a) 0.001 b) 0.01 c) 0.1 d) 1.0
B. Read and solve.
1) What is the quotient of 17.682 divided by 14?
2) If the divisor is 15 and the quotient is 21.05, what is the dividend?
V. Assignment
A. Divide.
1) 9 39.24 6) 1.8  100

2) 66 16 .5 7) 6.2  400
8) 0.45  150
3) 90 21.24
9) 0.018  45
4) 25 426.5
10) 1352.182  26
5) 12 1027 .68

B. Find the missing number.

1)   45 = 8.05
2) 249.6   = 64
3) 106.5   = 213
C. Complete. Write >, < or =.

1) 2.675  5  2.675 + 0.5

2) 336  12  25.2  9
3) 2.4  200  0.24  200

Dividing Whole Numbers by Decimals and Mixed Decimals

I. Learning Objectives
Cognitive: Divide a whole number by decimal and mixed decimal
Psychomotor: Write answers to problems correctly
Affective: Strive hard to succeed
II. Learning Content
Skill: Dividing a whole number by decimal and mixed decimal
References: BEC PELC E.2.2.4
Mathematics for Everyday Use, pp. 188-190
Materials: flash cards
Value: Industry

18
III. Learning Experiences
A. Preparatory Activities
1. Mental Computation
Divide mentally:
638  10 = N 79  10 = N 784  100 = N
457  100 = N 437  1000 = N
2. Review
a) Divide the class into 4 groups.
b) At the signal of the teacher the first player in each group will go in front and solve
the division exercises on the board.
1) 7 28.7 3) 6 4.80 5) 8 7.28
2) 9 58.5 4) 6 1.38

5. Motivation
Ask pupils if they own the lot they are occupying.
Ask them also how they acquired it. If they don’t own it, what must they do in order to
own one.

B. Developmental Activities
1. Presentation
Activity 1 – Problem Opener
1) Present the problem on the board:
Mang Lucio is a hardworking man who owns six hectares of
land. In his will, he divided his lot equally among his sons. If each
son will get 1.2 hectares, how many sons does the man have?
2) Ask the following questions:
a) How many hectares has Mang Lucio?
b) How many hectares will each son get?
3) Lead pupils to solve the problem.
1.2 6
a) Ask pupils to change the divisor into a whole number by moving the decimal
point one place to the right and so with the dividend.
1.2 6
b) Let them place the decimal point of the quotient directly above the decimal
point of the dividend, then divide like dividing whole numbers.
4) Answer the question in the problem.
5) Have another example:
1.75 1575
6) a) Make the divisor whole number by moving the decimal point 2 places to
the right or multiplying it by 100.
b) Multiply the dividend also by 100.
c) Divide like dividing whole numbers.

19
 900
1.75 1575 .00
1575 .
0
0.
0
0
d) Place the decimal point of the quotient directly above the decimal point of
the dividend.
e) Check the answer through multiplication.
Activity 2 – Role Playing
1) Present the situation:
A developer will develop a subdivision with an area of 454 865
sq. metres to be subdivided into 72.5 sq. metres per lot. How many
lots would there be?

2) Ask some questions about the situation:

a) Who will develop a subdivision?
b) How big is the lot to be subdivided?
c) How many sq. metres should one lot be?
3) Lead pupils to write the division problem.
4) Let them solve the operation.
a) Ask them to change the divisor into a whole number by multiplying it by 10.
b) Do the same with the dividend.
c) Place the decimal point of the quotient directly above the decimal point of the
dividend and affix zero if necessary.
d) Divide like dividing whole numbers.
e) Give the answer to the situation. Check through multiplication.
Activity 3 – Data Interpretation
1) Present the following data:
Commodities Weight Weight/Pack No. of Packs
Cabbage 105 kilos 3.5 kilos 30
Sugar 749 kilos 1.75 kilos 428
Vetsin 460 lbs 2.5 lbs 184
Iodized salt 4086 mg 4.5 mg 908
2) Ask questions about the data presented:
a) How many kilos of cabbage are there?
b) What commodities have the least number of packs? the biggest?
3) Ask pupils to explain how to get the number of packs for each commodity.
Ex. cabbage
4) Lead pupils on how the number of packs were arrived at.
5) Guide the child to write the division sentence.
3.5 105 = 3.5 105 .0
Step 1 Change the divisor into a whole number by multiplying it by 10.
Step 2 Multiply the dividend also by 10.

20
 Step 3 Divide like dividing whole numbers.
So: 3.5 becomes 35 and
105 becomes 1050

30
35 1 050
105_
0
Step 4 Place the decimal point of the quotient directly above the decimal
point of the dividend. Affix zero if needed.
Step 5 Give the answer to the problem.
6) Have another example.
a) Take sugar. How did you get 428 packs?
b) Lead the class to write the division sentence.

1.75 749
c) Guide the class in changing the divisor into a whole number by multiplying it
by 100.
So: 1.75 x 100 = 175 or simply move the decimal point two
places to the right
d) Do the same with the dividend
So: 749 x 100 = 74 900
e) Place the decimal point of the quotient directly above the decimal point of the
dividend and annex zero/zeroes if necessary.
f) Divide like dividing whole numbers.
428
So: 1.75 749  1.75 74 900
g) Give the answer: 428 kilos.
h) Have some exercises like:
1) 2.5 175 2) 7.2 648 3) 2.7 8463

2. Fixing Skills
Divide. (Pair Activity)
a) 2.5 175 d) 0.35 42
b) 7.2 648 e) 0.09 135
c) 2.17 8 463

3. Generalization
To divide whole numbers by decimals or mixed decimals, change the divisor into
a whole number by moving the decimal point to the right or multiplying by a power of
10. Multiply also the dividend by the same power of 10. Then divide as in whole
numbers. Check by multiplying.
C. Application
Solve. Be sure to show your solution.
1) Mr. Leonardo borrowed 2,946 from a friend to be repaid at 245.50 a month.
How long will it take him to repay his friend?

21
 2) A balikbayan gave 375.25 to each of his nephews and nieces. If he gave a total
amount of 3,002, how many nephews and nieces shared the amount?
IV. Evaluation
A. Divide 7 904 by a.) 0.2 b.) 0.02 c.) 0.002
What happens to the quotient as the decimal place increase?
B. Find the quotient.
1) 905 7 904 4) 2.85 684
2) 3.15 2 709 5) 1.2 780
3) 3.8 1026

V. Assignment
Divide and check through multiplication.
1) 0.04 473 4) 0.06 264
2) 0.53 656 5) 0.32 260
3) 0.8 872

Dividing Mixed Decimals by Mixed Decimals

I. Learning Objectives
Cognitive: Divide mixed decimals by mixed decimals
Psychomotor: Solve word problems involving division of mixed decimals by mixed
decimals
Affective: Show honesty in dealing with people
II. Learning Content
Skill: Divide mixed decimals by mixed decimals
References: BEC PELC E.2.2.5
Materials: flash cards, activity cards
Value: Honesty
III. Learning Experiences
A. Preparatory Activities
1. Drill: Mental Computation
Game: Relay
a) Teacher prepares flash cards of division of whole numbers by whole numbers
with decimal quotients.
Ex.: 43 21 5 4 86 10 9
87 41 51 42 63

22
 b) Group pupils by row.
c) As the teacher flashes the card, the first pupil in the row will write his answer in
an answer sheet provided for their group.
d) He then passes the answer sheet to the next pupil to answer the problem flashed
by the teacher.
e) Teacher keeps on flashing problem cards until the last pupil in the row has
answered.
f) The team with the most number of correct answers wins.
2. Review: Dividing Whole Numbers by Decimals
Game: Fish Bowl
Mechanics:
a) Teacher prepares division equations on dividing whole numbers by decimals
written on a piece of paper, rolled and then placed in a fish bowl.
b) Teacher will ask questions about mathematics facts.
c) The first pupil to give the correct answer has the chance to pick a rolled paper in
the fish bowl, read the problem, then solve it on the board.
d) If the answer is correct, he/she gets a point.
e) If the answer is wrong, the teacher will ask the question again.
f) The pupil with the most number of points wins.
Ex.:
0.5 250 0.2 308 0.6 336 0.8 480 0.25 100

3. Motivation
Have you seen table runners? How does it look like? Where do we use table
runners? How big is a table runner?

B. Developmental Activities
1. Presentation: Present this lesson through the following:
Activity 1 – Problem Opener
a) Present this problem on the board:
My friend is a businesswoman. One of her business is making
and selling table runners. A restaurant owner orders from her table
runners 1.75 m long each. She only has 26.25 m of cloth left. How
many table runners can be made from it?
b) Have each pair of pupils answer the following:
1) Who orders table runners?
2) How long is the table runner?
3) How many metres of cloth was left to be made into table runners?
4) How many table runners can be made from it?
5) If you were the businesswoman, what will you do to know exactly how many
table runners can be made from the piece of cloth?
6) Show your solution through:
a. Changing 26.25  1.75 to mixed fractions. Show the steps.
Ex.: Step 1 - 26 25  1 75
100 100
Step 2 -Change to fraction form that is:
26 x 100  25
26 25 = = 2 625
100 100 100
75 1 x 100  75 175
1
100
= 100
= 100

23
 Step 3 -Divide:
2 625  175
100 100
Step 4 -Get the reciprocal of the divisor and change
the division sign to multiplication sign.
2 625 x 100
100 175
Step 5 -Use cancellation, if possible:
1
2 625 2 625
100
100 x 175 = 1 x 1 = 2175
625
175
1

Step 6 -Solve:
2 625
175 = 15 table runners

b. Dividing like whole number

Ex.: 1.75 26.25
Step 1 Make the divisor a whole number by multiplying it by 10, 100
or 1000 or just move the decimal point to the right to make it a
whole number.
Step 2 Move also the decimal point in the dividend as many places
as in the divisor.
Step 3 Divide like whole numbers. Align the decimal point of the
quotient with that of the dividend.

15
1.75 26.25 175 2 625
175 .
875
875
0
Activity 2
a) Present the same problem:
My friend is a businesswoman. One of her business is making and
selling table runners. A restaurant owner orders from her table runners
1.75 m long each. She only has 26.25 m of cloth left. How many table
runners can be made from it?
b) Group the class by pairs.
c) Task:
1) Analyze the problem:
a. What is asked in the problem?
b. What are the given facts?
c. What operation should be used to solve the problem?
d. What is the number sentence?
e. Show the steps in dividing 26.25  1.75.
Expected answer:
1.75 26.25 Step 1 Make the divisor a whole number by
multiplying it by 10, 100, or 1000 or
just move the decimal point to the
1.75 26.25 right to make the divisor a whole
number.

24
 175 26.25 Step 2 Move the decimal point in the dividend
as many places as in the divisor.

15 Step 3 Proceed to division like whole

175 2 625 numbers. Align the decimal point of
175 . the quotient with the decimal point in
875 the dividend.
875
0
f. Show the algorithm:
262  175 = 1 875  175 = 5
1 x 175 = 175 5 x 175 = 875
262 – 175 = 87 875 – 875 = 0
g. How will you check your work?
2. Fixing Skills
Show the new position of the decimal point, divide, and check.
a) 2.6 10.14
b) 1.5 1.332
c) 1.9 12.35
d) 12.5 156.25
e) 7.3 332 .88

3. Generalization
How do we divide mixed decimals by mixed decimals?
What are the two ways of making the divisor a whole number?
C. Application
Solve and check.
1) 2.5 62.5
2) 2.98 23.393
3) 215 62.5

IV. Evaluation
A. Find the quotient. Check your answer.
1) 1.5 439.5
2) 5.7 27.36
3) 1.15 583 .05

B. Read and solve. Check your answer.

1) A box containing pingpong balls weighs 67.50 grams. Each ball weighs 2.5 grams.
How many pingpong balls are there in the box?
2) A rope is 70.8 metres long. How many 5.9-metre pieces can be cut from it?
3) If a = 501.6 and b = 1.9, what is a ÷ b?

25
 4) If d = 143.75 and e = 2.3, what is d  e?
5) The quotient of 75.02 divided by 34.1 is _____.
V. Assignment
Solve and check:
1) 3.6 73.8 4) 1.4 37.24
2) 4.9 313.11 5) 2.5 35.14
3) 2.6 13.52

Dividing Decimals by 10, 100, 1000 Mentally

I. Learning Objectives
Cognitive: Divide decimals by 10, 100, 1000 mentally
Psychomotor: Write quotients of decimals correctly
Affective: Being alert in solving for quotients of decimals
II. Learning Content
Skill: Dividing decimals by 10, 100, 1000 mentally
References: BEC PELC E.3
Materials: flash cards, manila paper, piece of paper, ballpen
Value: Alertness

III. Learning Experiences

A. Preparatory Activities
1. Drill: Mental Computation (Flash cards)
Multiplying decimals by 10, 100, 1000
a) Divide the class into 6 groups (per column).
b) A student from each group goes at the back.
c) Teacher flashes a card, like the ones shown below.
For example:
0.3 x 10 = 0.63 x 100 = 0.383 x 1000 =
1.5 x 10 = 3.25 x 100 = 24.58 x 1000 =
32.5 x 10 = 25.6 x 100 = 16.8 x 1000 =
d) Pupils give the answer orally. The first to give the correct answer makes one
giant step forward.
e) Teacher flashes another card and whoever gives the correct answer first makes
a giant step forward.
f) Continue this until a student reaches the platform. The student who reaches the
platform first wins.
g) Repeat for a new set of players.
2. Review
When multiplying decimals by 10, 100, or 1000, what do we do with the decimal
point?
To what direction do we move the decimal point?

26
B. Developmental Activities
1. Presentation
Activity 1
a) Study the following sets of equations:
Set A Set B
450  10 = 45 2.8  10 = 0.28
450  100 = 4.5 2.8  100 = 0.028
450  1000 = 0.45 2.8  1000 = 0.0028
b) What do you notice in each set? Is there a pattern?
c) Elicit the pattern from the students.
d) Discuss the rule/steps in dividing whole numbers or decimals by 10, 100, and
1000.
e) Give more examples:
5.6  100 = 3.4  1000 =
42.7  10 =
Activity 2 – Pass It On
a) Divide the class into 6 groups (per column).
b) Flash an equation, say, 92.3  100 = ____ .
c) The first student in the group solves the equation mentally and writes the answer
on a piece of paper.
d) After 10 seconds, the teacher says “Pass” and he/she passes the paper to the
next one in his/her group, who in turn, solves mentally the equation that will be
shown by the teacher, and writes his/her answer on the same piece of paper.
e) Continue this until everyone in the group has participated.
f) The group with the most number of correct answers wins.
g) Discuss the importance of being alert in solving equations.
2. Fixing Skills
Divide mentally.
34.5  10 = N 248.32  10 = N 456.3  1000 = N
28.6  100 = N 762.425  100 = N 89.3  1000 = N
58.33  1000 = N 358.2  100 = N 357  1000 = N
3. Generalization
How do you divide decimals by 10, 100, or 1000?
To divide decimals by 10, 100, or 1000 we:
a) move the decimal point in the dividend to the left as many places as the number
of zeros in the divisor.
b) prefix zero/zeroes before the decimal point if needed.
C. Application
Mr. San Juan has 3,345.85, he wants to give it to the orphans in one of the many
orphanages in the country. How much will each child receive if he decides to give it to 10
orphans? How about to 100 orphans?

27
IV. Evaluation
Give the answers mentally as fast as you can.
1) 63.8  10 = 6) 34.83  10 =
2) 56.51  100 = 7) 168.37  100 =
3) 635.2  1000 = 8) 57.8  100 =
4) 424.6  10 = 9) 149.2  1000 =
5) 2473  100 = 10) 59.27  100 =
V. Assignment
Complete the table below.
Decimal  10  100  1000
1) 14.8
2) 27.632
3) 129.74
4) 376.24
5) 88.29
6) 3.841
7) 21.273
8) 148.39
9) 3847.21
10) 4389.81

Dividing Decimals by 0.1, 0.01, 0.001

I. Learning Objectives
Cognitive: Divide decimals mentally by 0.1, 0.01, or 0.001
Psychomotor: Place decimal point correctly
Affective: Observe thrift
II. Learning Content
Skills: Dividing decimals by 0.1, 0.01, 0.001
Reference: BEC PELC II.E.4
Materials: flash cards
Value: Thrift
III. Learning Experiences
A. Preparatory Activities
1. Drill: Mental Computation – Multiplying Numbers by Powers of Ten
a) Group the class into groups of 4 members.
b) The teacher flashes cards like:

5 x 10 = 5 x 100 = 5 x 1 000 = 5 x 10 000 =

5 x 40 = 5 x 400 = 5 x 4 000 = 5 x 50 000 =

28
 c) Before the teacher flashes the card, she must give instructions like:
All number 4s from each group will answer the problem.
d) The first to give the correct answer wins.
e) Repeat the process for other players.
f) The group with the most number of correct answers wins.

2. Review
Multiplying by 0.1, 0.01, or 0.001
a) The teacher should prepare sheets of paper with problem on multiplying
decimals by 0.1, 0.01, or 0.001 to be placed in a fish bowl.
b) One at a time, players will pick one, read the problem aloud, then give the
answer orally.
c) Pupils will check the given answers.
d) The group with the most number of correct answer wins.
3. Motivation
Have you divided decimals by 0.1, 0.01, or 0.001? How did you do it? Have you
found some easy ways to do it?

B. Developmental Activities
1. Presentation
a. Activity 1 – Role Playing
Tina and Vicky went to the market to buy 5.75 kilos of ground meat. When
they came home, they divided the whole meat into one-tenths and put it in plastic
bags for future use. How many bags of meat were there?
If you were Tina and Vicky, will you divide it again into one-hundredths? If
yes, how many bags of meat do you think you can make?
*Valuing: What kind of girls are Tina and Vicky?
Do you also save for the future? How?
1) Have the group act out the situation.
2) Have them compute the problem mentally.
3) Ask:
What is the answer in situation a? b?
What is the pattern in dividing decimals by 0.1, 0.01, or 0.001? Explain.
b. Activity 2 – Finding the Path
1) Group the class into 5.
2) The teacher will prepare 5 mazes for each group.
3) Each group will play one at a time.
4) Then post the maze on the board.
5) The problems should be covered.

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 Ex. Direction: Follow strictly the rules. Find the path in 60 seconds.

START Before opening the box, render a song about Math.

If your answer is correct, proceed to
Solve: the next. If not, do some dance
92.5  0.1 = N steps of the song you sang.

Ooops! Recite a Math concept first before opening the box.

Proceed to the next station if your answer is correct. If not,
go back to the first station, tap the box, then proceed.

What is the quotient when 92.5 is

divided by 0.01?

The quotient of 92.5 divided by

0.001 is _____.

Thank You, You are Really Smart. END

2. Exercises
Perform mentally.
1) 651  0.1 = ____ 3) 85.72  0.001 = ____
2) 6.298  0.01 = ____ 4) .89  0.01 = ____
3. Generalization
How do you divide decimals by 0.1, 0.01, or 0.001?
What is the pattern in dividing decimals by 0.1, 0.01, or 0.001?
C. Application

Give the quotient orally.

1) 8.39  0.01 = N 4) 85.32  0.1 = N
2) 125.85  0.001 = N 5) 6.45  0.001 = N
3) 6.95  0.01 = N
IV. Evaluation
Find the quotient mentally.
1) 6.873  0.01 = 6) 6.039  0.1 =
2) 1.64  0.1 = 7) 21.029  .001 =
3) 49.67  0.001 = 8) 283.46  0.1 =
4) 4.32  0.01 = 9) 16.49  0.01 =
5) 32.8  0.01 = 10) 9.3738  0.001 =

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V. Assignment
Divide mentally.
1) What is the quotient when 394.85 is divided by one-tenths?
2) When 67.39 is divided by 0.001, the quotient is _____.
3) Find the quotient of 188.13 divided by 0.01.
4) The quotient of 18.15 divided by 0.1 is _____.
5) _____ is the quotient when 418.394 is divided by 0.01.

One-Step Word Problems

I. Learning Objectives
Cognitive: Solve word problems involving division of decimals including money
Psychomotor: Write number sentences to represent the word problems
Affective: Divide wisely
II. Learning Content
Skill: Solving word problems involving division of decimals including money
References: BEC PELC II.E.5.2
Materials: activity cards, manila paper
Value: Decisiveness
III. Learning Experiences
A. Preparatory Activities
1. Opening Song: Mathematics (To the tune of “Are You Sleeping”)
Mathematics (2x) Mathematics (2x)
How it thrills (2x) Challenging (2x)
It is so exciting Numbers are ideas
And so interesting Numerals are symbols
I love math (2x) ` That is Math (2x)
2. Review – Mental Computation
Complete the pattern.
a) Teacher prepares the following:

0.1 56 0.01 56

0.1 125 0.01 125 0.001 125 0.0001 126

0.1 35 0.01 35 0.001 35

b) Let pupils give the answer mentally.

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 3. Motivation
a) Have a volunteer pupil act out the short dialogues.
Situation: Tina and Rose went to the mall to buy things they need at home.
Tina: We only have 273.50. What should we buy?
Rose: Mother said, “We have to buy things that would cost about
273.50 only. What should we buy?
Tina: We go to the kitchenware section and see if there is an item worth
273.50.
Rose: What kind of kitchenware do you think we can buy with 273.50?
Tina: That’s why we go there and see.
Rose: I know now what to buy.
Tina: What?
Rose: We lack plates because I accidentally broke 5 plates yesterday,
remember that?
Tina: Good idea.
Rose: How many plates can we buy with 273.50?
Tina: That will depend on the kind of plate we want.
Rose: Ok! Let’s go now.
b) After the role playing, ask the following questions:
1) Who went to the mall? Why?
2) How much money do they have?
3) Do you think the girls made a wise decision? Why?
*Valuing: If you were Rose, would you suggest the same? Why?
If you were Tina, would you agree with Rose’s suggestion? Why?
B. Developmental Activities
1. Presentation
a. Strategy 1
1) Group the class into pairs.
2) Task for each pair:
a) Is there a problem in the situation presented? What’s the problem all
about?
b) What are the given facts?
c) Is it possible that they can buy plates worth 273.50? How?
d) What is the number sentence? ( 273.50  5 = 54.70)
e) About how much is the cost of each plate? Why? ( 54.70)
3) Have each group present its work to the class.
2. Activity 2
a) Group the class by pairs.
b) Present this problem on the board:
Tina and Rose went to the mall to buy plates seen by their mother yesterday
which cost 54.50 each. Mother gave them 490.50. How many plates can
they buy with the money?

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 c) Have each pair fill in the diagram.
PROBLEM

What is asked?

What are the given facts?

What operations should be used?

What is the number sentence?

What is the answer?

Look back
d) Have each pair report their work to the class.
e) Teacher should give emphasis on the steps of solving word problems.
3. Exercises
Read, analyze then solve.
a) Cris is planning to buy a new CD player worth 4,595.25. He tries to save
306.35 a week from his allowance. How many weeks will it take him to save
the amount enough to buy the CD player?
b) Dessa, Anne, and Dy bought materials for their project worth 276.45. The girls
divided the amount equally among themselves. How much is each share?
4. Generalization
What are the steps in solving word problems?
How do you analyze and solve word problems involving decimals?
C. Application
1) Roxanne has 38.50 left in her purse. She has to buy ribbons for the gifts. Each
metre of a ribbon costs 5.50. How many metres of ribbon can she buy?
2) Mang Tony has 7.5 hectares of land. He wants to divide it into 1.5 hectares each for
his sons. How many sons does Mang Tony have?
IV. Evaluation
Read the word problems. Analyze then solve.
1) Jon saves 105.35 a week. How long will it take him to save 1,264.20?
2) Robert plans to go to the province for a vacation. He wanted to buy presents for his
nephews worth 289.45 each. He allotted 1,157.80. How many nephews does he
have in the province?
3) Christian is a businessman. Every first week of December, he deposits 51,028.00 for
the Christmas bonus of his employees. Each employee receives 6,378.50. How many
employees are there?

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 4) A fisherman caught 15.45 kg of fish. He distributed the fish equally among his 5
relatives. How many kilograms did each relative get?
V. Assignment
Make word problems involving division of decimals including money.

Two to Three-Step Word Problems

I. Learning Objectives
Cognitive: Solve 2- to 3-step word problems involving decimals including money
Psychomotor: Describe the answer in a complete sentence with proper labels/units
Affective: Work hard to succeed
II. Learning Content
Skill: Solving 2- to 3-step word problems involving decimals including money
References: BEC PELC II.E.5.3-5.3.2
Materials: pictures, charts, number wheel
Value: Industry
III. Learning Experiences
A. Preparatory Activities
1. Mental Computation
Solve the problems mentally:
Each pair of pupils will answer orally the word problems read by the teacher.
The teacher reads 5 or more word problems written in an index card. Each correct
answer will be given 2 points. The team with the highest points wins the game.
Sample Problems:
a) After buying some books and school supplies worth 45.75, how much change
will you receive from a 50-bill?
b) Aling Josie bought 1.5 kg of pork, 1.75 kg of chicken, and 1.25 kg of beef. How
many kilograms of meat did she buy?
c) A kilo of onion costs 24.50. How much will 4 kilos cost?
d) Edgar reads a book for 1.5 hours per day. How many hours does he spend
reading in a week?
e) Vicky sold 36 kilos of mangoes. If each person bought 1.5 kilos, how many
people bought mangoes?
2. Review
Game: Spin-A-Wheel
a) Spin the wheel for a pair of contestants.
b) When the wheel stops, the pupils solve the operations inside the circle.

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 c) The pupil who gets the most number of correct answers wins.

(78.6 + 81.3)2 = N (5 + 7) – 4 = N

9  1.5 = N (30.4 – 12.4)  3 = N

(120 + 80) – (54 + 18) = N 0.8  3 = N

0.8  0.9 = N 160  0.32 = N

3. Motivation
Do you want to get high grades?
What will you do?
B. Developmental Activities
1. Presentation
a. Activity 1
1) Read the problem:
Two pupils compared their average scores in 3 subjects after three
grading periods.
Grading Period Melba Rose
1st 88.38 88.75
2nd 87.13 86.75
3rd 85.88 86.88
2) Answer the following questions, using the table above:
a) What was Melba’s rating in the first grading?
b) What was Rose’s rating in the first grading?
c) Who performed better in the first grading?
d) What was Melba’s rating in the second grading? Rose’s rating?
e) Who worked harder in the second grading?
f) Who worked harder in the third grading?
Do you want to do what Melba and Rose are doing?
3) Group pupils into two.
Group 1 - Find Melba’s average score in the 3 grading periods.

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 Group 2 - Find Rose’s average score in the 3 grading periods.
4) Discussion
a) What did you do to find the average?
b) What did you add?
c) What else did you do?
d) What operations are involved?
e) How will you write the correct equation?
f) What operation will you perform first? last?
g) What’s the answer? Describe your answer in a complete sentence.
b. Activity 2 – Role Playing
1) Present the problem below.
Rico wants to buy a battery-operated toy car which costs 587.50. He
already saved 150.00 and his Ninong gave him 200.00. If he saves
12.50 a day from his allowance, how long will it take him to save the rest
of the money to buy the toy car?
2) Analyze the problem by answering the following:
a) What is asked in the problem?
b) What are the given facts?
c) How many hidden questions are there?
d) What is the first hidden question?
e) What is the second hidden question?
f) Write the mathematical expression for hidden questions a and b.
g) What will you use to separate the first hidden question from the second
hidden question?
3) Ask pupils to solve the problem and describe its answer in a complete
sentence.
c. Activity 3
1) Present this problem:
Mang Tisoy brought 2 bags of onions to market. One bag weighed 8
kilograms and the other bag weighed 6.5 kilograms. He repacked the onions
in plastic bags of 0.25 kilogram per pack and sold each pack for 12.50.
How much will he get if all the packs were sold?
2) Analyze and solve the problem.
a) What is asked?
(the amount he gets for all the packs?)
b) What are given?
(8 kilograms of onions, 6.5 kilograms of onions, 0.25 kilogram per pack)
c) What are the hidden questions?
1) How many kilos of onions are there in all?
2) How many packs were made?
d) What operations will you use?
(addition, division, and multiplication)
e) What is the equation for the problem?
[(8 + 6.5)  0.25] x 12.50 = N
Solution:
Step 1
8 . kilograms of onions
+ 6.5 kilograms of onions
14.5 kilograms of onions in all

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 Step 2
58 packs
weight/pack 025 . 1 450 kilograms of onions
125
200
200
0
Step 3
12.50 cost of each pack
x 58 packs
10000
6250 .
725.00 amount he would get for 58 packs
3) Discussion:
a) In solving 2- to 3- step problems, what do you solve first?
b) How do you express your answer to the problem?
2. Fixing Skills
1) There are 18 girls and 17 boys who will equally share the expenses for a bus trip
that costs 4,042.50. How much will each pay?
2) Aling Rosie bought a 50-kilogram sack of sugar for 1,000.00. She packed it
into 2.5 kilograms per pack and sold each pack for 70.00. How much did she
gain?
3. Generalization
How do you solve 2- to 3- step word problems involving decimals?
C. Application – Pair Activity (Think-Pair-Share)
How many of these can you solve? Tell why?
1) A carpenter agreed to make 2 tables for 840.50 each, 25 desks for 105.75 each,
and 5 cabinets for 550 each. The materials cost him 12,340. What different
questions can you ask to complete the problem? Solve each.
2) Belly saved 5.25 a day. When he counted his money, he found out that he had
73.50. How many days did it take him to save that amount?
3) Company A rents cars for 500 per day plus 14.75 per km. Company B rents
cars for 450 per day plus 16.25 per km. What is the difference in the total rental
charges on a trip of 550 km if the trip takes 2 days?
IV. Evaluation
Solve the problems below and label your answers.
1) Lerma and her classmates went swimming. They spent 1,206.25 for food and
1,172.50 for transportation and entrance fees. They got 1,196.75 from the club
funds and each one shared 98.50 to pay for the remaining expenses. How many
shared in the amount?
2) Grace receives 220.50 as school allowance from her mother. Her aunt gave her an
additional 183.75. If her daily expenses is 36.75, for how many days will her
allowance last?
3) Ruby’s expenses for Monday was 39.50, Tuesday 62.30, Wednesday 56.70,
Thursday 39.50, and Friday 45.80. What was her average expense per day?

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V. Assignment
Solve the following problems. Label your answers.
1. Jun and Richard repaired a broken rattan bed and were paid 1,128.00. If Jun worked
for 8.5 hours and Richard for 7.5 hours, how much were they paid per hour?
2. The barangay officials of Barangay Masaya received 150 sacks of rice weighing 50
kilogram each. Three hundred fifty kilograms were distributed to the flood victims for the
barangay. The rest were repacked in plastic bags of 2.5 kilograms each to be distributed
to the street children. How many street children received a bag of rice?

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