Lesson Plans for Multigrade Classes

MATHEMATICS
Grades 4, 5 and 6
Quarter: TWO
Week: ONE
Grade Level Grade 4 Grade 5 Grade 6
Content Standard Demonstrates understanding of Demonstrates understanding of decimals Demonstrates understanding of order of
The learner... factors and multiples, and addition and operations, ratio and proportion,
subtraction of fractions demonstrates understanding of the four percent, exponents, and integers
fundamental operations involving decimals
demonstrates the understanding of and ratio and proportion
improper fractions and mixed numbers
Performance is able to apply knowledge of factors is able to recognize and represent decimals Is able to apply knowledge of order of
Standard The and multiples and addition and in various forms and contexts operations, ratio and proportion,
learner... subtraction of fractions in mathematical percent, exponents, and integers in
problems and real life situations is able to apply the four fundamental mathematical problems and real-life
operations involving decimals and ratio and situations
is able to recognize and represent proportion in mathematical problems and
improper fractions and mixed numbers real life situations
in various forms and contexts

Competencies Identifies factors of a given number up Gives the place value and the value of a Expresses one value as a fraction of
to 100 M4NS-IIa-64 digit of a decimal number through ten another given their ratio and vice versa
thousandths M5NS-IIa-101.2 M6NS-IIa-129
Day 1
Lesson Objectives To show the different properties of To give the place value of a digit of given To express one value as a fraction of
multiplication decimals through ten thousandth another given their ratio and vice versa
 Commutative property
 Associative property
 Zero Property
 Identity Property
Subject Matter Properties of Multiplication Place Value of Decimals through Ten Expressing One Value as Fraction of
Thousandths Another Given Their Ratio and Vice
Versa
Learning Resources Lesson Guide in Elementary Teacher’s Guide, Budget of Work, Learner’s Budget of Work, box of different
Mathematics 4, pp.73-80, Budget of Manual, cards, place value chart objects, Lesson Guide in Elementary
Work, counters, cartolina strips, Mathematics 6, pp. 289-292
Procedure Grouping Structure:
 Mixed Ability Group
Teaching, Learning and Assessment Activities
G I T
Choose a pupil leader. Activity Show this illustration to the class.
A. Rename the decimals as fractions.
Group pupils into three. Give each 1. 0.32
group a copy of Appendix 1. Let them 2. 2.65
answer the multiplication facts, 3. 0.453 Ask: What is the fraction for the shaded
replacing the number in the middle each 4. 6.52 parts in the figure?
time. 5. 0.785 Answer: 4/12
B. Rename the fractions as decimals.
Four (4) is the shaded part and it is
1. 13/100 called the first term. Twelve (12) is the
2. 5/1000 number of equal parts and it is called
3. 1.5/100 the second term.
4. 6/100
5. 9/10 Ask: Is there another way of writing it?
How?

Tell the class to use the colon in writing

ratio.

Say: The ratio of numbers A and B can

be expressed as:
1. the ratio of A to B
2. A:B
3. A divided by B, which can be
expressed as either a simple or a
decimal fraction.

The numbers A and B are sometimes

called terms, with A being the
antecedent and B the consequent.

Let the pupils count other objects or

things found inside the classroom.
 Let them write the ratio in two ways
(with colon and in fraction form).

Examples:
 buttons to stones
 shells to bottle caps
 matchboxes to marbles
 bottle caps to paper clips

Ask:
1. What is ratio?
2. What are the two ways of writing
ratio?
T I G
Have pupils read the problem. Have pupils do the activities on giving the Have pupils do the activities on giving
place value of the underlined digit in a given the ratio and expressing it in two
In Bassao Elementary School, 21 number. different ways.
pupils are required to read 3 books per
month. How many books will all pupils (Corrective Instruction)
read in 10 months?

What is given?
______________________________
What is asked?
______________________________
What is the equation or mathematical
sentence?
______________________________
What is the answer?
______________________________

Ask:
1. What do you think will be developed
among the pupils of Bassao
Elementary School?
2. What do you think pupils will get
from reading different kinds of books?

I T
Give activity sheets to pupils. Present the problem below.
Have them work on the problem. Jay is buying a brand new car. He will pay
the car company in 60 months. If the car
costs P675,741.75, how much will Jay pay
in each month?

Discuss answers using the guide questions:

1. What numbers are given in the problem?
2. In the two given numbers (60 and
675,741.75), which is the whole number?
the decimal number?
3. How much will Jay pay for his car every
month?

Introduce the different place value positions

of decimals. Introduce the first decimal
number. (See Appendix 6.)

Have them study the place value chart.

Ask:
1. What is the importance of the decimal
point?
2. What are the different place value
positions to the right of the decimal point?
3. In 11,262.3625, what is the place value
of 5?
4. What is the place value of 3?

Discuss further. Use the decimal 0.5987

Say: The digit 0 is a place holder of the ones

place. The digit 5 is in the tenths place. Its
value is 0.5.
 The digit 9 is in the hundredths place. The
digit 8 is in the thousandths place and digit 7
is in the ten thousandths place. Hence,
0.5987 means “five thousand nine hundred
eighty-seven ten thousandths.”
T I I
Have the pupils name the factors in the Write the following mathematical sentences Express each data as a ratio and in
equation: in figures, then, write the place value of the fraction form.
(21 × 3 = 63) underlined number words.
Symbol Place 1. 6 out of 19 class members
Ask: Do you think that if we value 2. 7 girls to 13 boys
interchange the factors, the product 1. Five and three 3. 15 men to 23 women
will still be the same? hundred ten 4. 12 out of 18 truck
3 × 21 = 63 thousandths 5. 6 out of 17 weeks
Therefore: 21 × 3 = 3 × 21 2. Twenty-five and two 6. 7 wins to 15 losses
63 = 63 hundred ten 7. 12 red cars to 20 blue cars
thousandths 8. 3 cups of flour to 51 cookies
Distribute cards to the pupils. Each card 3. Five hundredths 9. 2 peanut butter to 6 oatmeal
contains a multiplication fact such as 4. One hundred one 10. 6 plates to 12 spoons
4 × 2 = 8 and 2 × 4 = 8. Have each child and one tenths
get a partner. 5. Five hundred and
three ten thousandths
Include in the multiplication facts 0 and Corrective Instruction: Self Checking
1. Example: 0 × 1 = 0, 1 × 0 = 0, 4 × 1 =
4, 4 × 1 = 4 Write the value of the underlined digit of the
following numbers.
Group the cards and present them to the
class. ___________ 1. 12.2356
___________ 2. 123.9087
Group A Group B Group C ___________ 3. 2.90987
___________ 4. .90845
4X3=12 7X0=0 3X1=3
___________ 5. .0067532
3x4=12 0X7=0 1X3=3

6X4=24 5X0=0 1X7=7

4X6=24 0X5=0 7X1=7
Ask:
1. What do you observe in Group A?
2. If the order of the factors are
changed, does the product also change
or remain the same?

Present the commutative property of

multiplication.

Ask: Does addition have also this

property?

Ask: What do you observe in Group B?

Introduce the Zero Property.

Ask:
1. What do you observe in Group C?
2. What can you say about the numbers
multiplied by 1?

Introduce the identity property.

Show the following in strips of

cartolina.

(4 × 3) × 5 = 4 × (3 × 5)
12 × 5 = 4 × 15
60 = 60

Ask: What do you observe? Do the

groupings of the factors affect the
product?
Introduce the associative property.

Give another example.

6 × (3 × 4) = 6 × 12
(6 × 3) × 4 = 18 × 4
72 = 72

Therefore: 6 × (3 × 4) = (6 × 3) × 4

Ask: What are the properties of

multiplication?
Define each property.

I T I
Identify the property of multiplication Corrective Instruction Express the following in ratio form.
for each equation. 1. 2/3
1. 4 × 0 = 0 2. 3/5
2. 8 × 3 = 3 × 8 3. 5/8
3. 4 × (7 × 8) = (4 × 7) × 8 4. ten apples to 6 mangoes
4. 9 × 1 = 9 5. nine is to sixteen
5. 12 × (2 × 4) = (12 × 2) × 4
A A A
A. Have pupils work on the exercises in Give the place value of the underlined digit. Form a ratio for each using the two
Appendix 11. 1. 6.28 6. 4.3763 different ways.
(Corrective Instruction) 2. 0.0028 7. 0.7659 1. 6 to 9
3. 0.827 8. 2.7854 2. 3 basketballs to 6 nets
Equation Multilication Variable 4. 21.843 9. 3.9681 3. two teachers to 68 pupils
Property 5. 9.375 10. 19.0365 4. 34 members of Math club to
1. 3 × 5 = q= 40 members of Glee club
q×3 5. 7 spoons to 14 forks
2. (8 × 5 ) × r= (Corrective Instruction)
12 = r × (5 (Corrective Instruction)
× 12)
3. 49 × 1 = j=
 j
4. z × 642 z=
=0
5. (8 × f) × f=
2= 8×
(3 × 2)

B. Identify the property of

multiplication for each equation.
1. 8 × 1 = 1
2. 9 × 7 = 7 × 9
3. 12 × (3 × 8) = (12 × 3) × 8
4. 9 × 0 = 0
5. 3 × (6 × 2) = (3 × 6) × 2
Remarks
Reflection

Prepared by:
FENIE A. WALAY
Teacher I

Corrections from the observer:

1. The objectives must have affective and psychomotor.
2. The lesson should be integrated with other subjects.