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QUARTER II
Week 3 – Day 1

Subject: MATH Grade Level: 6

Date:
Day: 1
__________________
Demonstrates understanding of order of operations, ratio and
Content Standard
proportion, percent, exponents, and integers.
Is able to apply knowledge of order of operations, ratio and proportion,
Performance Standard percent, exponents, and integers in mathematical problems and
real-life situations.
Finds the percentage or rate or percent in a given problem
Competency (M6NS-IId-142)

I. OBJECTIVES
Knowledge: Visualizes the meaning of percent.

Skills: Writes fractions and decimals as percent and vice versa.

Attitude: Be accurate at all times in writing fractions and decimals as percent

and vice versa.

Number and Number Sense

II. CONTENT (Fractions, Decimals and Percent)

III. LEARNING RESOURCES

A. References
1. Teacher’s 21st Century Mathletes p. 34-36
Guide Pages
2. Learner’s 21st Century Mathletes p. 99-106
Materials
Pages
3. Textbook Mathematics for a Better Life 5 p. 204-209
Pages Lesson Guide in Mathematics 5 p. 231-330
4. Additional  10x10 Grid
Materials  100-chart
5. Learning
Resources lrmds.deped.gov.ph
(LR) portal
B. Other Learning www.math-aids.com/percent
Resources
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IV. PROCEDURES
A. Reviewing or ACTIVITY 1
presenting the A. “Remember Me”
new lesson (Note to the teacher)
 Provide number cards containing fractions, decimal numbers and
ratios. (Refer to attached file)
 Let the pupils identify each number card whether a fraction,
decimal or a ratio is shown.

B. Establishing a ACTIVITY 2
purpose for the Motivation:
lesson Action Song: Fraction to Percent
Tune: “Are You Sleeping Brother John”

(One-fourth) 4x (Twenty-five) 2x
(One-fourth changed to Percent) 2x
(Twenty-five Percent) 2x
 One-half = 50%
 One-fifth = 20%
 Three-fourths = 75%
 Two-fifths = 40%
C. Presenting  Present real leaves to the class of different sizes.
examples of Big leaves = 28 pieces
the new lesson Medium leaves = 30 pieces
Small leaves = 42 pieces

Ask:
1. Can you identify these leaves? ( answers may vary based
on the presented leaves)
2. How many leaves are small? (42) medium? (30) big? (28)
3. Are leaves important? (Yes) Why? (answers may vary)
D. Discussing The word percent comes from the Latin term per centum, which
new concepts means per hundred
and practicing (Note: The teacher will explain about the word decimal.Refer to the
new skills #1 attached file under discussion.)

Ask:

 How many leaves are there in all? (100 leaves)

42
 What part of the leaves are small? ( )
100
30
 What part of the leaves are medium? ( )
100
28
 What part of the leaves are big? ( )
100
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 What percent of the leaves are small? medium? big?

(Note: Discuss the steps in writing fractions as percents. Refer to the

attached file.)

Example: Write each fraction as percent.

Small leaves
42
means 42 out of 100 or 42%
100

Medium leaves
30
means 30 out of 100 or 30%
100

Big leaves
28
means 28 out of 100 or 28%
100

(Note: Discuss the steps in writing percents as fractions. Refer to the

attached file.)

Example: Write each percent as fraction

Small leaves
42 42 ÷2 21
42% = = =
100 100÷ 2 50

Medium leaves
30 30÷ 10 3
30% = = =
100 100÷ 10 10

Big leaves
28 28÷ 4 7
28% = = =
100 100÷ 4 25
E. Discussing ACTIVITY 3:
new concepts
and practicing
new skills #2
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 Present a 10x10 square grid.

 Let the pupils answer the following:
1) 0.10 is represented by (blue, red, pink, yellow)
2) 0.15 is represented by (red, pink, green, blue)
3) 0.23 is represented by (green, blue, pink, yellow)
4) Green is (0.10, 0.36, 0.15, 0.16)
5) Red is (0.23, 0.10, 0.15, 0.16)

(Note: Discuss the steps in changing decimals to percent. Refer to

attached file.)

Example: Write each decimal as percent.

Method 1
a. Yellow 0.10 = 0.10 x 100 = 10%
b. Green 0.36 = 0.36 x 100 = 36%
Method 2
c. Blue 0.23 = 0. 2 3 = 23%
d. Pink 0.15 = 0. 1 5 = 15%
e. Red 0.16 = 0. 1 6 = 16%

(Note: Discuss the steps in changing percent to decimal. Refer to

attached file.)

Example: Write each percent as decimal.

10
a. Yellow 10% = = 10 ÷ 100 = 1 0 = 0.10
100
36
b. Green 36% = = 36 ÷ 100 = 3 6 = 0.36
100
23
c. Blue 23% = = 23 ÷ 100 = 2 3 = 0.23
100

0.10
15
d. Pink 15% = = 100 15.00 = 0.10
100
- 100
500
-500
0

0.16
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16
e. Red 16% = = 100 16.00 = 0.16
100
- 100
600
- 600
0

F. Developing ACTIVITY 4:
Mastery Group Activity
(see attachment under activity 4)
Group 1: Color the 10x10 Grid as desired.
Group 2: Find the equivalent percent of the following fractions.
Group 3: Match the following decimals to its equivalent percents.

G. Finding ACTIVITY 5
practical A. Name each shaded part as a percent. (Refer to the attached file)
applications of B. Complete the following table. (Refer to the attached file)
concepts and
skills in daily
living
H. Making Ask:
Generalization 1. How to write fractions as percents?
s and a. Write an equivalent fraction with a denominator of 100.
abstractions b. Think of a number that, when multiplied by the
about the denominator will result to 100.
lesson c. Multiply the same number by the numerator.
d. Write as percent.
2. How to write decimals as percents?
a. Multiply the decimal number by 100 then write the
percent sign (%).
b. Move the decimal point two places to the right and write
the percent sign (%).
I. Evaluating ACTIVITY 6 (Refer to the attached file)
learning
A. Write the equivalent percents of the following fractions.
1.
41
100

2.
2
5

3.
1
2
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4.
29
100
B. Write the following decimals as percents.
1. 0.18
2. 0.89
3. 0.25
4. 0.75

J. Additional ACTIVITY 7
Activities for Write the missing number.
application or 4 ❑
1. = 100
remediation 25
❑ 70
2. 10 =
100

3 ❑
3. =
4 100

17 ❑
4. = 100
20

V. REMARKS

VI. REFLECTION
A. No. of learners ___ of Learners who earned 80% above
who earned
80% in the
evaluation
B. No. of learners ___ of Learners who require additional activities for remediation
who require
additional
activities for
remediation
C. Did the ___Yes ___No
remedial ____ of Learners who caught up the lesson
lessons work?
No. of learners
who have
caught up the
lesson
D. No. of learners ___ of Learners who continue to require remediation
who continue
to require
remediation
E. Which of my ___ Group collaboration
teaching ___ Games
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strategies ___ Solving Puzzles/Jigsaw

worked well? ___ Answering preliminary
Why did these activities/exercises
work? ___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method

Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks

F. What __ Bullying among pupils

difficulties did __ Pupils’ behavior/attitude
I encounter __ Colorful IMs
which my __ Unavailable Technology
principal and Equipment (AVR/LCD)
supervisor help __ Science/ Computer/
me solve? Internet Lab
__ Additional Clerical works

G. What Planned Innovations:

innovation or __ Localized Videos
localized I __ Making big books from
used/discover views of the locality
which I wish to __ Recycling of plastics to be used as Instructional Materials
share with __ local poetical composition
other teacher?
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ATTACHMENT
Day 1

Content: Number and Number Sense (Relationship among Fractions, Decimals and
Percent)

DISCUSSIONS:
a. Writing Fractions as Percents
 Write an equivalent fraction with a denominator of 100 or think
of a number that when multiplied by the denominator will result
to 100. Multiply the same number by the numerator. Then, write
as percent.
b. Writing Percents as Fractions
n
 Use the ratio , where n is the given percent
100

 Write in lowest terms if needed.

c. Writing Decimals as Percents
 Multiply the decimal number by 100, then write the percent sign
(%)
 Move the decimal point two places to the right and write the
percent sign (%)
d. Writing Percents as Decimals
 Write as a fraction with the denominator of 100.
 Dividing a number by 100 means moving the decimal point two
places to the left.
 Drop the % sign.

ACTIVITY 1

5.7 0.7
1:3 5:9
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2 25
3 100
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ACTIVITY 3
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ACTIVITY 4

Group 1

Color the 10x10 grid as desired.

23% Yellow, 10 % red, 50% blue and 17% pink

Group 2
Find the equivalent percent of the following fractions.

1
5 = 3
4 =
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20% 70% 75% 16%

Group 3
Match the following decimals to its equivalent percents.
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ACTIVITY 5

A. Name each shaded part as percent.

1 2

3 4

B. Complete the following table.

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FRACTION DECIMAL PERCENT

13
100

21
50

1
5

3
10

ACTIVITY 6 (Evaluation )

A. Write the equivalent percents of the following fractions

41
1.
100

2
2.
5

1
3.
2

29
4.
100

B. Write the following decimals as percents.

1. 0.18
2. 0.89
3. 0.25
4. 0.75
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ACTIVITY 7 (Remediation)

Write the missing number.

4 ❑
1. = 100
25

❑ 70
2. 10 =
100

3 ❑
3. = 100
4

17 ❑
4. =
20 100
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SUPPLEMENTARY ACTIVITIES

Note: The activities included here will be used only when needed.

ACTIVITY 6 (Evaluation)
A. Directions: Convert the following decimals to percents.
1. 0.7
2. 0.1
3. 0.38
4. 0.61

B. Directions: Convert the following fractions to percents.

3
1.
10

4
2.
5

23
3.
100

37
4.
100

ACTIVITY 7 (Remediation)

Direction: Write the equivalent percents of the following.

1. 0.35

2. 1.95

4
3.
50

3
4.
20
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ANSWER KEY

Activity 4
Group 1

Group 2

1 3 7 4
= 20% = 75% = 70% = 16%
5 4 10 25

Group 3

Column A Column B

0.25  3%

 435%
0.03

 25%
0.6

4.35  60%
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ACTIVITY 5

A.
1. 4%
2. 10%
3. 36%
4. 28%

B.

FRACTION DECIMAL PERCENT

13
0.13 13%
100

21
0.42 42%
50

1
0.20 20%
5

3
0.30 30%
10

ACTIVITY 6

A.

1. 41%
2. 40%
3. 50%
4. 29%
B.
1. 18%
2. 89%
3. 25%
4. 75%
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ACTIVITY 7
Write the missing number.

4 16
5. =
25 100

7 70
6. =
10 100

3 75
7. =
4 100

17 85
8. =
20 100
SUPPLEMENTARY ACTIVITIES
ACTIVITY 6
A.
1. 70%
2. 10%
3. 38%
4. 61%
B.
1. 30%
2. 80%
3. 23%
4. 37%
ACTIVITY 7
1. 35%
2. 195%
3. 8%
4. 15%

REFERENCES

A. DepEd INSTRUCTIONAL MATERIALS:

Perez, M., & et. al. (2016). 21st Century Mathletes. Quezon City Philippines: Vibal
Group, Inc.
Placer, D., & et. al. (2016). 21st Century Mathletes. Quezon City Philippines: Vibal
Group, Inc.

C. INTERNET SOURCES:
http://www.math-aids.com/Percent
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