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QRT 2 TG Lesson 32

This lesson plan outlines how to teach students to compare and arrange decimal numbers through preliminary drills, a presentation example, student practice activities, and a summarizing assessment. Students will learn to line up decimals and compare the first place of difference to determine ordering from least to greatest. The assessment will have students order, compare, and solve problems involving decimals.

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Bianca Hernandez
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100 views5 pages

QRT 2 TG Lesson 32

This lesson plan outlines how to teach students to compare and arrange decimal numbers through preliminary drills, a presentation example, student practice activities, and a summarizing assessment. Students will learn to line up decimals and compare the first place of difference to determine ordering from least to greatest. The assessment will have students order, compare, and solve problems involving decimals.

Uploaded by

Bianca Hernandez
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Second Quarter

Lesson 32: Comparing and Arranging Decimal Numbers

Week 2

Objective: Compares and arranges decimal numbers.

Value Focus: Timeliness

Prerequisite Concepts and Skills


 Place Value of Decimal Numbers
 Read and write numbers through thousandths.

Materials: activity cards

References: K to 12 Curriculum Guide, LM Math Grade 5 pages


Lesson Guide in Elementary Mathematics Grade 6 p. 46-49, 271
MISOSA Module Mathematics 6 No. 12
Workbook in Mathematics 6, Rubio, May Ester M. p. 20-23
Growing Up with Math 5 p. 167-168

Instructional Procedure:
A. Preliminary Activities

1. Drill (Comparing Numbers)

Mechanics: Agawan Panyo


a. Divide the class into four groups.
b. Call a volunteer pupil to hold a handkerchief.
c. Call pupils from each group to play the game.
d. As the teacher gives the “Go” signal, the players will grab the handkerchief
raised up high by the one holding it.
e. The first boy to get the handkerchief will pick one activity card, face down,
on the table.
f. He, then, reads the activity card and gives the answer.
g. If the given answer is correct, their group gets a point.
h. Another set of players will play following steps c to f.
i. The group with the most number of correct answer wins the game.
Ex.:
4 265 4 256 5 081 5 018

3 876 3 867 4 991 4 919

2. Review

Arranging numbers in ascending or descending order.

a. Group the class with 5 members each.


b. Each member of the group will be given cards with numbers.
Ex. Group 1
398 3 412 1 290 6 010 998

c. The teacher gives instruction to arrange themselves in ascending order;


then in descending order.
d. The first group to arrange themselves correctly wins the game.

3. Motivation

In a school athletics meet, John clocked 1.28 minutes in a 100-meter run while
Andy reached the finish line in 1.32 minutes. Who ran faster?

Ask: What number comes first, 1.28 or 1.32? Which number is greater, 1.28 or 1,32?
Tell the pupils that it is not only in sports one should be aim to reach the finish line first.
One should do his/her task on time.

B. Developmental Activities

1. Presentation

During the Palaro ng Bayan, Alex Soriano ran the 100 meter dash in 11.43
seconds. Jun Abad the same event in 11.58 seconds. Who is faster between the two
runners?

Ask:
 How long did it take for Alex to reach the finish line? How about Jun?
 Which of the time recorded in seconds is less than? greater than?
 If you win the race, are you the fastest or the slowest? If you are, do you have
the least or the greatest time spent?
 Who is faster between the two runners?

2. Performing the Activity

A. Encourage the pupils to work in pairs. Give them time to solve for the answer to
the problem by illustration.

Solution 1: By using a number line.

11.40 11.41 11.42 11.43 11.44 11.45 11.46 11.47 11.48 11.49 11.50 11.51 11.52 11.53 11.54 11.55 11.56 11.57 11.58 11.59 11.60
Alex Jun

Ask: What is the position of Alex in the number line? How about Jun?
Which is greater 11.43 or 11.58? Where can you find the higher number at
the right or at the left?
What do you observed about the arrangement of numbers from left to right?
How about the numbers from right to left?

Solution 2: Use the place value chart.

Decimal Point

Hundredths
Place Value

Tenths
Ones
Tens
1 1
Value 10 1  10 100

Digits 1 1  4 3

Digits 1 1  5 8

Ask: Are the first two digits differing? If they are the same which is greater? Why?
On what place value are they differ? Can we now compare them?
Which is greater 11.43 or 11.58?

3. Processing the Activities

After all groups presented their answers, ask: Which group/s was/were able to
give all correct answers? Which group/s missed an answer? Which group/s was/were
not able to give any correct answer?

Ask:
 How do we compare decimals?
 How do we order decimals?

4. Reinforcing the Concept and Skill

Let the pupils study Explore and Discover on page ___ of the LM Math Grade
5. Emphasize the use of the number line to compare and order decimals. Let the
pupils observe that the value of numbers at the right part of the number line is
greater than the value of numbers on its left.

Allow pupils to answer exercises A and B under Keep Moving, pages ____
and LM Math Grade 5. Check the pupils’ answer.

5. Summarizing the Lesson


Lead the pupils to generalize as follows:

In comparing and ordering decimals:

 Line up decimals. Write equivalent decimals if necessary.


 Begin at the left. Compare to find the first place where the digits are
different.
 Compare the digits.
 Order the decimals if there are 3 or more given decimals from least to
greatest or from greatest to least.

6. Applying to New and Other Situations


Let the pupils answer Exercise A under Apply Your Skills on page ____, LM
Math Grade 5. Check the pupils’ answer after the given period of time.

C. Assessment

A. Order the given decimals from greatest to least.

1. 0.5 0.49 0.53 0.51 0.503

2. 0.03 0.029 0. 3 0.305 0.51

3. 1.237 1.273 1.027 1.230 1.3

4. 0.07 0.64 0.73 0.7 0.68

5. 1.628 1.476 1.528 2.025 2.018


B. Compare these decimals by writing <, > or = in the blank.

1. 0.162 _____ 0.106 6. 0.61 _____ 0.601


2. 0.036 _____ 0.031 7. 9.2 _____ 9.200
3. 0.4 _____ 0.40 8. 10.021 _____ 0.045
4. 3.53 _____ 3.59 9. 0.7562 _____ 0.7559
5. 7.01 _____ 7.103 10.8.627 _____ 8.649

D. Home Activity

Remediation
A. Compare these decimals by writing <, > or = in the blank.

1. 0. 008 _____ 0.0009 6. 0.1 _____ 0.01


2. 0.19321 _____ 0.19231 7. 0.2 _____ 0.02
3. 0.0019 _____ 0.0002 8. 0.03 _____0.04
4. 12.7 _____ 12.7000 9. 0.21 _____ 0.021
5. 0.999 _____ 0.99 10. 0.003 _____ 0.0003

Enrichment
A. Order the numbers from least to greatest.

1. 0.0990, 0.0099, 0.999, 0.90


2. 3.01, 3.001, 3.1, 3.0011
3. 0.123, 0.112, 0.12, 0.121
4. 7.635, 7.628, 7.63, 7.625
5. 4.349, 4.34, 4.3600, 4.3560

B. List the following decimals from least to greatest.

1. 3.21, 3.021, 3.12, 3.121


2. 1.3. 1.309, 1.03, 1.39
3. 0.09, 0.012, 0.0089, 0.0189
4. 5.5, 5.059, 5.0090, 5.05
5. 1.7. 0.9, 1.07, 1.9, 0.7

C. Solve the following problems.

1. In a swimming competition, the following were the individual time records: 49.61,
49.43, 49.76, 49.39, 49.46 seconds. Which time is the fastest? Which time is the
slowest?
2. The top five pupils in Grade 5 level in a school are to be ranked to determine who
should get the first three honors. Their names are listed below with their
corresponding averages. Can you help them rank by writing 1 to 5? The highest will
be the first honor.

Noel Reyes 93.468 _____


Joshua Cruz 93.526 _____
Janice Castro 93.098 _____
Jasper Legazpi 93.106 _____
Louella Zapanta 93.486 _____

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