Notre Dame of Midsayap College

Integrated Basic Education

Midsayap, Cotabato
SY 2023 - 2024

Date: __Aug. 24,2024 Time:2:30-4:30pm Sections: MOPH

Learning Competency:
Objectives:
At the end of 60 minutes period, the learners are expected to:
Cognitive: Round decimal number to the nearest hundredth and
thousandth;
a. Psychomotor: Add and subtract decimals and mixed decimal; and
b. Affective: Solve word problem involving addition and subtraction of decimals.

Values Integration: Creativity

I. Subject Matter
A. Topic: Decimals
B. References: MATH ESSENTIALS 6
C. Materials: PowerPoint presentation, Books
II. Learning Activities
A. Preliminary Activities
a. Prayer
______ please lead the prayer.
b. Greetings
-Good morning class.
c. Checking of Attendance
-Are all present this morning?
d. Setting of Classroom Standards
-What will you do if the class is going on?
-Can I expect that from you?
e. Passing of Assignment
-Please pass your assignment.
f. Review
Before we proceed to our lesson, let's review on place value and rounding
numbers.
First when reading decimals, the decimal point should read as " and " this
we read the decimal 57.49 as " fifty- seven and forty-nine hundredth"
Note that in daily life it is common to read the decimal point as "point -
instead of "and" . This, 57.49 would be read as fifty--seven pont four nine".
This usage is not considered mathematically correct.
For example:
1. 6/10––– 0.6 ––– can be read as six tenths
2. 5/100–––0.05––– can be read as five hundredths
3. 32/1000––– 0.32––– can be read as thirty-hundredths
4. 267/1000––– 0.267––– can be read as two hundred sixty-seven thounsandths
 Notre Dame of Midsayap College
Integrated Basic Education
Midsayap, Cotabato
SY 2023 - 2024

A. Motivation
When rounding to a certain place value, find the rounding place, then
continue to look at the number to rhe right, if the digit is five or more , then
round up. If the digest is less than five then round down. That's how the
rounded number is found.
B. Unlocking of difficulty
Difination of terms
Decimal number can be defined as a number whose whole number part
and the fractional part is separated by a decimal point. The dot in a
decimal number is called a decimal point.
C. Presentation
Today we will be learning on rounding, adding and subtracting decimal
numbers.
D. Discussion
A decimal number can be defined as a number whose whole number part
and the fractional part is separated by a decimal point. The dot in a
decimal number is called a decimal point. The digits following the decimal
point show a value smaller than one.
Here is the example of a decimal number 17.48, in which17 is the whole
number while 48 is the decimal part.
Here's an example of how the fractional part can be converted into
decimals.
25 6/10 = 25.6 can be read as twenty five and six- tenths
In algebra, a decimal fraction is a fraction whose multiple of 10,100,1000
and etc.
What is rounding decimal?
Rounding decimals refer to the rounding of decimal numbers to a certain
degree of accuracy. We can round decimals to the nearest wholes, tenths
or hundredths. Rounding decimals is useful to estimate an answer easily
and quickly.
How do we round and add/ subtract decimal?
First, line up the values according to place value so that one can be
added/subtracted from the other. Next, perform the addition/ subtraction.
The answer is 46.79. You can also find the sum/ difference by rounding to
the nearest whole number becomes 47.
Adding/subtrating decimals is very similar to adding/subtracting whole
To add/subtract decimal numbers follow the step below.
Step 1: Line up the numbers vertically so that the decimal points all lie on
a vertical line.
 Notre Dame of Midsayap College
Integrated Basic Education
Midsayap, Cotabato
SY 2023 - 2024

Step 2: Add extra zeros to the right of the number so that each number
has the same number of digits to the right of the decimal place.
Step 3: Add/subtract the numbers as you would whole numbers. Place
the decimal point of the result in line with the other decimal points.
Example1. Add 93.59 + 4.7
1
93.59
+ 4.70
= 98.29

Example 2.. Subtract 34.891 - 14.214

34.8910110
- 14. 214
= 20. 696

E. Activity
1. . Add 135 + 44.571 + 2.01
1
135.000
44.571
+ 2.010
= 181.581
2. Subtract 12.00942 - 12.0087
12.0089142
- 12.00 8 70
= 0 .00072

F. Evaluation:
Find the sum and difference of the following decimal numbers.

1. 28.53 + 34.921 63.451

 Notre Dame of Midsayap College
Integrated Basic Education
Midsayap, Cotabato
SY 2023 - 2024

2. 34.7 + 8.901 + 192 235.192

3. 159.02 - 87.835 71.185
4. 198.9 - 198.132 0.768
5. 56.2308 + 10.099

G. Assignment:
Write the number sentence then solve.
1. Subtract 0.6785 from 2.09
2. Add 6.0967 to the sum of 1.0987 and 23.76
3. Add 6.0967 to the difference of 0.085675 and 0.4534
 Notre Dame of Midsayap College
Integrated Basic Education
Midsayap, Cotabato
SY 2023 - 2024

Date: __Aug. 24,2024 Time:2:30-4:30pm Sections: MOPH

Learning Competency:
Objectives:
At the end of 60 minutes period, the learners are expected to:
1. Cognitive: Add and subtract decimal numbers through thousandths without and
with regrouping.
2. Psychomotor: Write the sum and difference of decimals.
3. Affective: Value importance of lining up of decimal points accurately.

Values Integration: Creativity

I. Subject Matter
D. Topic: Add and Subtract Decimals
E. References: MATH ESSENTIALS 6
F. Materials: PowerPoint presentation, Books
II. Learning Activities
A. Preliminary Activities
a. Prayer
______ please lead the prayer.
b. Greetings
-Good morning class.
c. Checking of Attendance
-Are all present this morning?
d. Setting of Classroom Standards
-What will you do if the class is going on?
-Can I expect that from you?
e. Passing of Assignment
-Please pass your assignment.
f. Review
Let the learners to round off the following decimals.
1) 3.45936
2) 3.45936
3) 3.45936
4.) 3.45936

A.) ACTIVITY
1. Let the learner play the Traveling Game.
Materials: flash cards
Mechanics:
• Call two learners to stand at the back of the classroom.
• The teacher will flash the cards on addition and subtraction.
• The learner who gives the correct answer first will advance forward with one
pace and is given a point.
2. Show a video of how to add and subtract decimals. Then, ask the following
questions:
• How do you add and subtract decimals?
• Why do we need to line up the decimal points when adding and subtracting?
 Notre Dame of Midsayap College
Integrated Basic Education
Midsayap, Cotabato
SY 2023 - 2024

B.) ANALYSIS
. Divide the class into five (5) groups. Let them go outside to play Amazing Race.
Discuss the standards before out of the classroom.
• Avoid unnecessary noise in getting in and out of the classroom
• Be with the group all the time
• Not to go out empty-handed. Bring notebook and pen
• Work on the assigned task
• Be mindful of the time allotted for the activity
2. After the game, tell the learners to go back to the classroom.
3. Ask the following questions:
• How did you add and subtract decimals?

C.) ABSTRACTION
. Divide the class into five (5) groups. Let them go outside to play Amazing Race.
Discuss the standards before out of the classroom.
• Avoid unnecessary noise in getting in and out of the classroom
• Be with the group all the time
• Not to go out empty-handed. Bring notebook and pen
• Work on the assigned task
• Be mindful of the time allotted for the activity
2. After the game, tell the learners to go back to the classroom.
3. Ask the following questions:
• How did you add and subtract decimals?

c. APPLICATION
 Notre Dame of Midsayap College
Integrated Basic Education
Midsayap, Cotabato
SY 2023 - 2024

III. EVALUATION

G. Assignment:
Answer your book page 112.
 Notre Dame of Midsayap College
Integrated Basic Education
Midsayap, Cotabato
SY 2023 - 2024

Date: __Aug. 24,2024 Time:2:30-4:30pm Sections: MOPH

Learning Competency:
Objectives:
At the end of 60 minutes period, the learners are expected to:
A. Cognitive: Multiply decimals mentally up to 2 decimals places by whole number,
decimal and by powers of 10.
B. Psychomotor: Solve problems involving multiplication of decimals and mixed
decimals including money.
C. Affective: Show cooperation in solving the problem.

Values Integration: Creativity

I. Subject Matter
A. Topic: Multiplying Decimals
B. References: MATH ESSENTIALS 6
C. Materials: PowerPoint presentation, Books
II. Learning Activities
A. Preliminary Activities
a. Prayer
______ please lead the prayer.
b. Greetings
-Good morning class.
c. Checking of Attendance
-Are all present this morning?
d. Setting of Classroom Standards
-What will you do if the class is going on?
-Can I expect that from you?
e. Passing of Assignment
-Please pass your assignment.
f. Review
Before we start our lesson for today, let us review your past lesson
yesterday. What have you studied yesterday?
How do you add and subtract numbers?
Add this decimal numbers: 2.53 + 4.56

I. Presentation
1. What is being asked?
2. What are given?
3.What operation is needed to solve the problem?
4. What is the number sentence?
5. What is the solution to the problem?

A. ACTIVITY
 Notre Dame of Midsayap College
Integrated Basic Education
Midsayap, Cotabato
SY 2023 - 2024

B. ANALYSIS
►Multiplying decimal by a whole number will result to a product with the
same number of decimal places as to the given decimal.

Examples: 4 x 1.2= 4.8

42.25x 12= 507.00
►To multiply decimals:
1.Ignore the decimal points and multiply as if they are whole numbers.
2.Place the decimal point in the product based on the total number of
decimal places in the factors.

Examples: 0.86 x 0.05= 0.0430

12.19 x 6.3=76.797

C. ABSTRACTION

Problem Solving Example:

How many 50 centavos are there in P 25.50?

► To multiply a decimal by 10,100, or 1000: 1. count the number of

zeros in 10,100,1000. 2. Move the decimal point to the right based on the
number of zeros.
Examples: 5.17 x 10 = 51.7
5.17 x 100 = 517
5.17 x 1000 = 5170

► To multiply a decimal by 0.1, 0.01, 0.001: 1. Count the number of

decimal places in the tenth, hundredth, thousandth. 2. Move the decimal
point to the left based on the number of zeros.
Examples: 5.17 x 0.1 = 0.517
5.17 x 0.01= 0.0517
5.17 x 0.001 =0.005170
 Notre Dame of Midsayap College
Integrated Basic Education
Midsayap, Cotabato
SY 2023 - 2024

D.Application (Group Activity)

(Divide the class into 5 groups.)
Group A- Slow Learner
Group B-Average Learner
Group C- Fast Learner
Now class, I will group you into 5. We will have a group activity. But first,
what should we do if we will have a group activity? What are the standards
in doing group activity?

(Each group will make 3 flash cards with answers at the back in each of
the following: multiplying decimal by whole number, in multiplying decimal
by decimal and multiplying by powers of 10. In 10 minutes, they will have
to report.)
(Checking of the work of each group)

Generalization
•How do you multiply decimal by whole number?
►Multiplying decimal by a whole number will result to a product with the
same number of decimal places as to the given decimal.
•How do you multiply decimal by decimal?
►To multiply decimals:
1.Ignore the decimal points and multiply as if they are whole numbers.
2.Place the decimal point in the product based on the total number of
decimal places in the factors.

•How do you multiply decimal by 10,100,1000?

► To multiply a decimal by 10,100, or 1000: 1. count the number of

zeros in 10,100,1000. 2. Move the decimal point to the right based on the
number of zeros.
•How do you multiply decimal by 0.1,0.01,0.001?
► To multiply a decimal by 0.1, 0.01, 0.001: 1. Count the number of
decimal places in the tenth, hundredth, thousandth. 2. Move the decimal
point to the left based on the number of zeros.

G. EVALUATION
A. Find the product of the following decimals mentally.
1. 2 x 0.1 6. 635.89 x 100
2. 13 x 0.01 7. 6.5 x 0.001
3. 2.5 x 25 8. 175 x 0.5
4. 3.2 x 3.2 9. 0.28 x 0.85
5. 89.7 x 10 10. 42.56 x 0.25

H. ASSIGNMENT
1. A kilo of grapes costs P200.50. How much will you pay if you
buy 3 kilos?
 Notre Dame of Midsayap College
Integrated Basic Education
Midsayap, Cotabato
SY 2023 - 2024

Date: __Aug. 24,2024 Time:2:30-4:30pm Sections: MOPH

Learning Competency:
Objectives:
At the end of 60 minutes period, the learners are expected to:
A. Cognitive: Divide whole numbers by decimals up to two decimal places and vice-
versa.
B. Psychomotor: Solve routine and non-routine problems involving division of
decimals and whole number including money using appropriate problem-solving
strategies and tools.
C. Affective: Create problems (with reasonable answers) involving division without
or with any of the other operations of decimals, mixed, decimals, and whole
numbers including money.

Values Integration: Creativity

I. Subject Matter
A. Topic: Dividing Decimals
B. References: MATH ESSENTIALS 6
C. Materials: PowerPoint presentation, Books
II. Learning Activities
B. Preliminary Activities
a. Prayer
______ please lead the prayer.
b. Greetings
-Good morning class.
c. Checking of Attendance
-Are all present this morning?
d. Setting of Classroom Standards
-What will you do if the class is going on?
-Can I expect that from you?
e. Passing of Assignment
-Please pass your assignment.
f. Review
Before we proceed to our next topic, let's have our daily review.
How are we going to multiply decimals?

D. Discussion
Let us now proceed to our discussion proper. Are you ready?

Do you still remember the parts of a division

A. ACTIVITY:
Flash cards:
Divide the following:
1.

2.
 Notre Dame of Midsayap College
Integrated Basic Education
Midsayap, Cotabato
SY 2023 - 2024

3.

B. ANALYSIS:

1. Dividing a Decimal by a Whole Number

EXAMPLE 1:

STEP 1: Divide the numbers the way you divide whole numbers.
a. Divide the first digit of the dividend. This becomes the first digit of the quotient.
b. Multiply 0 and divisor 5: 0 x 5 = 0. Write the product in the second row.
c. Subtract: 1 – 0 =1. Write the product.

STEP 2: Bring down the next digit of the dividend, which is 5, and annex t
to 1. This becomes the new dividend.
a. Divide the new dividend by the divisor: 15 ÷ 5 = 3. this becomes the second digit
of the quotient.
b. Multiply 3 and divisor 5: 3 x 5 = 15. write the product in the fourth row.
c. Subtract: 15 – 15 = 0. since 0 is less than the divisor. Stop dividing
STEP 3: Put the decimal point of the quotient directly above the decimal
point of the dividend.

EXAMPLE 2:

STEP 1: Divide 5.2 ÷ 3 = 1 remainder 3. Put 1 as the first digit of the

quotient. Multiply 1 x 3 = 3
STEP 2: Bring down the next digit of the dividend in the third row and
annex it to 2 to form the new dividend 22.
STEP 3: Divide 22 ÷ 3 = 7 remainder 1. Put 7 as the second digit of the
quotient. Multiply: 7 x 3 = 21.
Subtract: 22 – 21 = 1. Write 1 in the fourth row.
 Notre Dame of Midsayap College
Integrated Basic Education
Midsayap, Cotabato
SY 2023 - 2024

STEP 4: Annex extra placeholder (0) to the dividend. Bring down 0 in the
fifth row and annex it to 1 tp form the new dividend.
STEP 5: Divide: 10 ÷ 3 = 3 remainder 1. Put 2 as the third digit of the
quotient.
Multiply: 3 x 3 = 9. Subtract: 10 – 9 = 1. Repeat step 4.
STEP 6: Since 3 is a recurring digit in the quotient, put a bar over the
recurring digit or write 3 dots after the recurring part.

This means that 5.2 divided by 3 is equal to 1.73 or 1.733…

There are 2 classifications of decimals. The repeating and the terminating.

1. Repeating Decimal – decimal that contains a digit or groups of digits that repeat
endlessly. The quotient in our example, which is 1.733… represents a repeating
decimals.
2. Terminating Decimal – is a decimal that contains a finite number of digits after
the decimal point. An example of terminating decimal is the quotient in example
1.
Example 3:

First, Place the decimal point in the quotient directly above the decimal
point in the dividend Then divide as we normally would.

Example 4:

3. Dividing a Decimal by a Decimal

You have learned in the previous lesson how to multiply by 10. That is
when multiplying a decimal by 10, move the decimal point 1 place to the
right. Remember that division is the inverse of multiplication. Therefore,
when dividing a number or a decimal by 10, simple move the decimal
point 1 decimal place to the left.

For example:
1.4 ÷ 10 1.4 = 0.14

Likewise, when dividing number or a decimal by 100, simply move the

decimal point 2 decimal places to the left.

23.5 ÷ 100 23.5 = 0.235

How about 1.457 ÷ 100

1.457 ÷ 100 1.457 = 0.01457

Also, when dividing a number or a decimal by 1,000 simply move the

decimal point 3 decimal places to the left.
 Notre Dame of Midsayap College
Integrated Basic Education
Midsayap, Cotabato
SY 2023 - 2024

For example:
1. 35 ÷ 1,000 = ?
2. 124.8 ÷ 1,000 = ?

To divide a decimal by a power of 10, move the decimal point as many

decimal places as there are zeros in the power of 10.
You can also divide decimals by 0.1, 0.01, and 0.001. Remember that
0.1, 0.01, and 0.001 are equivalent to fractions 1/10, 1/100, and 1/1000,
respectively. When dividing a number or a decimal by 0.1, simply move
the decimal point 1 decimal place to the right. For example:
1. 7 ÷ 0.1 = 7 ÷ 1/10 = 7 x 10 = 70;

2. 85 ÷ 0.1 = 850.

Steps in Dividing a Decimal by a Decimal

STEP 1: change the divisor into a whole number by moving the decimal
point one or more decimal places to the right.
STEP 2: move the decimal point of the dividend the same number of
places as the divisor.
STEP 3: Divide the dividend by the divisor just the way you divide whole
numbers.
STEP 4: Write the decimal point of the quotient directly above the decimal
point in the dividend.

E. Generalization
What are we going to remember when dividing decimals Prince?

F. Application
At this moment, let us now apply all the things we have learned from our
lesson.

A. Write T in each blank if the sentence is correct. If false, write the correct answer.
1. 81 ÷ 1,000 = 0.0815
2. 75.03 ÷ 100 = 0.7503
3. 967.3 ÷ 100 = 96.73
4. 75.03 ÷ 0.1 = 7.503
5. 2.43 ÷ 0.01 = 243
6. 254.4 ÷ 0.001 = 2.544

IV. Evaluation
Find each quotient.
1. 0.96 ÷ 12 = ____ 6. 7. 232 ÷ 8 = ____
 Notre Dame of Midsayap College
Integrated Basic Education
Midsayap, Cotabato
SY 2023 - 2024

2. 11.07 ÷ 9 = ____ 7. ____ = 61.56 ÷ 0.12

3. ____= 3.515 ÷ 5 8. ____ = 0.09 ÷ 1.1
4. 100.5 ÷ 25 = ____ 9. 9.1 ÷ 11.7 = ____
5. 6.2 ÷ 9.3 =____ 10. _____ = 2.13 ÷ 0.44

V. Assignment

DIRECTION: Solve these problems.

1. On Mother’s day, Hailey and her 2 brothers equally shared money to buy a
bouquet of flowers for their mother. If the bouquet cost P750.00, how much
money did they share?
2. Job 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. A fisherman caught 15.45 kg. of fish. He distributed the fish equally among his 5
relatives. How many kilograms did each relative get?

Date: __Aug. 24,2024 Time:2:30-4:30pm Sections: MOPH

Learning Competency:
 Notre Dame of Midsayap College
Integrated Basic Education
Midsayap, Cotabato
SY 2023 - 2024

Objectives:
At the end of 60 minutes period, the learners are expected to:
A. Cognitive: Illustrate ratio and proportion.
B. Psychomotor: Apply ratio and proportion in real-life situations.
C. Affective: Solve problems involving ratio and proportion.

Values Integration: Creativity

I. Subject Matter
A. Topic: Decimals
B. References: MATH ESSENTIALS 6
C. Materials: PowerPoint presentation, Books
II. Learning Activities
A. Preliminary Activities
a. Prayer
______ please lead the prayer.
b. Greetings
-Good morning class.
c. Checking of Attendance
-Are all present this morning?
d. Setting of Classroom Standards
-What will you do if the class is going on?
-Can I expect that from you?
e. Passing of Assignment
-Please pass your assignment.
f. Review
Before we proceed to our discussion, let us first have a short game. The
game will be called “4 pics 1 word-Mathematics Version" Are you familiar
with that game?

A. ANALYSIS
Before we proceed to formal discussion, I will test your knowledge on our
topic for today-Ratio and Proportion
Here is the question:
In Mrs. Dela Rosa's Grade 6 Math class, there are 22 girls and 19 boys.
Compare the number of girls to the number of boys and vice versa.
 Notre Dame of Midsayap College
Integrated Basic Education
Midsayap, Cotabato
SY 2023 - 2024

B. ACTIVITY
To compare, let us use the concept of ratio. Ratio is a comparison of
two quantities. If there are 22 girls and 19 boys, we can say that 22 is
to 19. Other ways to express such comparison is by using a colon,
22:19 or writing them in fraction form 22. Therefore, writing them
comparing the
,
19
number of boys to the number of girls can be expressed as 19 is to 22,
19:22, or 19
22

C. ABSTRACTION
Ratio is the spoken language of arithmetic. It is a way of comparing two
or more quantities having the same units - the quantities may be The concept of ratio
separate entities or they may be different parts of a whole.

Ratio must be expressed in simplest form, which means that the terms are
relatively prime If there are 15 boys and 12 girls in a class, then, the ratio of the
boys to the girls is 15 is to 12 and the ratio of the girls to the boys is 12 is to 15.
In the ratio 15 is to 12, the first term is 15 and the second term is 12. It may also
be written as 15:12 or 15
.
12
Even if the ratio is in fractional form, we say
fifteen is to twelve. Since the ratio is not yet in its simplest form, we can express
it as:
15 3×5 5
= =
12 3×4 4
The order in which the ratio is expressed is important. Therefore, the order of the
terms in a ratio must correspond to the order of objects being compared.
In a ratio, a part can be compared to its whole.
In the preceding example, the ratio of the number of boys to the total number of
students is 15 is to 27 and the ratio of the number of girls to the total

D. APPLICATIONS
RATIO:
Sheena and Nikka joined the ladies basketball tryout. Sheena
scored 34 points in her two games while Nikka scored 51 in her
three games. Whose average point per game is higher?
Understand.
 Notre Dame of Midsayap College
Integrated Basic Education
Midsayap, Cotabato
SY 2023 - 2024

a. What is asked?

b. What is given?

IV. EVALUATION
A. Write a ratio for each of the following in three ways
1. 6 weeks to 12 days
2. 24 girls to 18 boys

B. Express each rate in lowest term

3. The ratio Php 5, 760 to 12 hours

4. The ratio of 368 students to 8 buses

C. Solve each proportion

10
5-6.
16

= 𝑛 56

18
7-8.
𝑛

= 21
28

9-10.Mix 3 liters of water with 4 lemons to make lemonade. How

many liters of water are mixed with 8 lemons?

V. ASSIGNMENT
Study in advance on direct, inverse and partitive proportion.

Date: __Aug. 24,2024 Time:2:30-4:30pm Sections: MOPH

Learning Competency:
Objectives:
At the end of 60 minutes period, the learners are expected to:
 Notre Dame of Midsayap College
Integrated Basic Education
Midsayap, Cotabato
SY 2023 - 2024

A. Cognitive: Find how many times one value is as large as another given their
ratio
B. Psychomotor: Write the ratio given how many times one value is
C. Affective: Solve problems involving ratio and proportion.

Values Integration: Creativity

I. Subject Matter
A. Topic: Finding how many times one value is as large as another given their
ratio and vice versa
B. References: MATH ESSENTIALS 6
C. Materials: PowerPoint presentation, Books
II. Learning Activities
A. Preliminary Activities
a. Prayer
______ please lead the prayer.
b. Greetings
-Good morning class.
c. Checking of Attendance
-Are all present this morning?
d. Setting of Classroom Standards
-What will you do if the class is going on?
-Can I expect that from you?
e. Passing of Assignment
-Please pass your assignment.
f. Review
Reduce the following ratio in lowest term”
1. 16:48
2. 120:50
3. 45:15

C. Motivation:
(Show a picture of a kid helping his family earn money)

What is he doing?
Why do you think he does that?

A. ACTIVITY
1. Present this situation to the class.

Arnilo sells vegetables to help his parents. He sells 5 kilos of pechay and 3 kilos of
eggplant. How many times is 3 kilos of eggplant heavier than 5 kilos of pechay?
 Notre Dame of Midsayap College
Integrated Basic Education
Midsayap, Cotabato
SY 2023 - 2024

Kilo of eggplants
3 units
Kilo of pechay 5
units

Ratio - 3 is to 5

3. Process the answers

What is the correct answer?
The kilo of eggplant is 3/5 of the kilo of pechay.

Another Example:
Mico Madyikero has two strings for his magic trick. The lengths of 2 strings, string A is 8 cm and
string B is 24 cm.
How many times is B as long as A?

String A 1 unit

String B 3 units

String B is times as long as A.

E. Application:
Divide the class into five groups. Let each group answer the following. Activity
1:

The ratio of the number of Joan’s sticker to the number of Mary’s

stickers is 2:8. How many times as many stickers as Joan does Mary
have?

Joan Mary

Ratio 2:8 or

Activity 2:

The masses of 2 bags of sugar, bag X and Y, are in the ratio 6:24.
How many times is Bag Y as heavy as Bag X?

Ratio 6 : 24 or
Bag Y is times as heavy as Bag X.

C. ABSTRACTION
Ask the following questions:
How can we find how many times one value is as large as another? WE CAN FIND IT
GIVEN THE RATIO OF TWO QUANTITIES.
 Notre Dame of Midsayap College
Integrated Basic Education
Midsayap, Cotabato
SY 2023 - 2024

D. APPLICATION
Find what is being asked in the problem.
1.The length of 2 ribbons, A and B is in the ratio of 10 cm and 60 cm. How many
times longer is B to
A?
2.There are 4 times as many adults as children at a birthday. What is the ratio of
the number of adults to the number of children?
3.The number of boys is 2/7 of the number of girls in the class. Find the ratio of
the number of boys to the number of girls.
4.6/8 of the pupils in BES who joined the basketball team were grade 6. Find the
ratio of the number of grade 6 players to the numbers of non-grade 6.
5.The ratio of the number of Althea’s chocolates to the number of Alliah’s stickers
is 4:12. How many
times as many chocolates as Alliah does Althea have?

IV. EVALUATION
Write the ratio.
1.There are 4 times as many adults as children at a concert. What is the ratio of the
number of adults to the number of children?
2.5/6 of the spectators watching a soccer match were men. Find the ratio of the number
of spectators to the number of men.
3.The number of boys is 3/5 of the number of pupils in the class. Find the ratio of the
number of boys
to the number of girls.

V. ASSIGNMENT
Answer your book page 211.

Date: __Aug. 24,2024 Time:2:30-4:30pm Sections: MOPH

Learning Competency:
 Notre Dame of Midsayap College
Integrated Basic Education
Midsayap, Cotabato
SY 2023 - 2024

Objectives:
At the end of 60 minutes period, the learners are expected to:
A. Cognitive: Define the percentage.
B. Psychomotor: Finding the Percentage in a given problem
C. Affective: Appreciate the importance of percentage in real life situation.

Values Integration: Creativity

I. Subject Matter
A. Topic: Percentage
B. References: MATH ESSENTIALS 6
C. Materials: PowerPoint presentation, Books
II. Learning Activities
A. Preliminary Activities
a. Prayer
______ please lead the prayer.
b. Greetings
-Good morning class.
c. Checking of Attendance
-Are all present this morning?
d. Setting of Classroom Standards
-What will you do if the class is going on?
-Can I expect that from you?
e. Passing of Assignment
-Please pass your assignment.
f. Review
Class, welcome to our mathematics class and our objectives for today
are;
1. And what do we mean by Percentage?
2. Who wants to read the meaning of Percentage?
3. How to read the meaning of Percentage?

A. ACTIVITY
Solve the following.

B. ANALYSIS
 Notre Dame of Midsayap College
Integrated Basic Education
Midsayap, Cotabato
SY 2023 - 2024
Let as examine the following examples:

These are an example of percentage in

real life application, based on the
picture, how important it is to study
percentage?
Okay class, let us identify the given in the problem.

P= R= B=

What do you call this 30%? Is it Percentage, Rate or Base?

How about 250? Is it percentage or base?
Okay so what is the formula again to 昀椀 nd the percentage?
This is our formula P = R x B.
After that we will substitute the given into the formula.
Expressing percent as decimal. Thus, we have P = 0.30 x 250
P = 75
Answer is 75 grade 6 pupils walk to school.

C. ABSTRACTION
Class, the percentage is very useful, what do you think is the important of
this in our daily lives?
 Notre Dame of Midsayap College
Integrated Basic Education
Midsayap, Cotabato
SY 2023 - 2024

D. APPLICATION

IV. EVALUATION

Date: __Aug. 24,2024 Time:2:30-4:30pm Sections: MOPH

 Notre Dame of Midsayap College
Integrated Basic Education
Midsayap, Cotabato
SY 2023 - 2024

Learning Competency:
Objectives:
At the end of 60 minutes period, the learners are expected to:
A. Cognitive: find the percentage in a given problem;
B. Psychomotor: explains what strategies/methods used to solve percentage
in a given problem; and
C. Affective: shows cooperation in solving routine and non-routine problems
involving percentage.

Values Integration: Creativity

I. Subject Matter
A. Topic: Finding the Percentage in a Given Problem
B. References: MATH ESSENTIALS 6
C. Materials: PowerPoint presentation, Books
II. Learning Activities
A. Preliminary Activities
a. Prayer
______ please lead the prayer.
b. Greetings
-Good morning class.
c. Checking of Attendance
-Are all present this morning?
d. Setting of Classroom Standards
-What will you do if the class is going on?
-Can I expect that from you?
e. Passing of Assignment
-Please pass your assignment.
f. Review
Answer the following:
1. There are 53 students in the class. Twenty percent of them can join
the online class. How many can join the online class?
2. Terry wants to buy a bag originally priced at Php 850.00. It is on
20% off sale. How much is to be deducted from the original price? How
much did he pay?
3. What is 35% of 500?
4. What is 50% of 940?
5. What is 25% of 300?
 Notre Dame of Midsayap College
Integrated Basic Education
Midsayap, Cotabato
SY 2023 - 2024

A.ACTIVITY

B.ANALYSIS
Let the pupils watch the video.
Did you enjoy watching the video?

Very good!

Now, are you familiar with this triangle, kids?

(show picture of Techan’s triangle)

What do you call this triangle?

Very good!

What are the three letters stand for?

And the last letter?

Excellent kids!

C. ABSTRACTION
 Notre Dame of Midsayap College
Integrated Basic Education
Midsayap, Cotabato
SY 2023 - 2024

What is the importance of this triangle?

How this triangle can guide us?

D.APPLICATION
Find the percentage in the given problems below. Write your solutions and
answers clearly in a 1 whole sheet of paper. Use any method.
1. There are 53 students in the class. Twenty percent of them can join the online
class. How many can join the online class?
2. Terry wants to buy a bag originally priced at Php 850.00. It is on 20% off sale.
How much is to be deducted from the original price? How much did he pay?
3. What is 35% of 500?
4. What is 50% of 940?
What is 25% of 300?

IV. EVALUATION
A. Write TRUE of FALSE
1. The formula in finding the percentage is P=RB.
2. The symbol of a percent is &.
3. Decimal method is dropping the percent symbol and change to fraction form.
4. Proportion method is a method that the rate will change into fraction form.
5. Percentage is never important in our daily life.
B. Find the percentage in a given number. Use the decimal and proportion
method.

1. 25% of 200
2. 30% of 145
3. 9% of 160
4. 5% of 120
5. 18% 0f 155
C. Solving word problems involving percentage.
1. There are 40 students in a class and 75% are boys. How many are girls?
2. In a school with a total of 850 grade VI students only 590 graduated. What percent
of the student did not graduate?
3. Kaye wants to buy a pair of shoes that is Php 950.00. It is on 20% off sale. How
much is to be deducted from the original price? How much did he pay if Kaye has
Php 1 000.00?
 Notre Dame of Midsayap College
Integrated Basic Education
Midsayap, Cotabato
SY 2023 - 2024

V. Assignment
Read your Math textbook on pages 325-328 and prepare for our next
lesson tomorrow.