Renaming Fraction Whose Denominators are Powers of 10 in Decimal FormI. Learning ObjectivesCognitive: Rename fractions whose denominators are power of 10. in decimal formPsychomotor: Write fractions whose denominators are power of 10 in decimal formAffective: Share one's materials with othersII. Learning ContentSkill: Renaming Fractions Whose Denominators are Power of 10 inDecimal Form References: BEC PELC 11.8.2
Math textbook Materials: flashcards, sheets of manila paper, meter stick, grid papers 1 x 10; 10 x 10; 20 x 50 Value: Sharing Ill. Learning ExperiencesA. Preparatory Activities1. Drill: Naming the Number of Equal Parts a Whole is PartitionedActivity 1  Naming the Equal PartsMaterials: flashcards having region partitioned into equal parts
Sample 1: Mechanics: a) Divide the class into 4 teams.
b) The teacher flashes the cards. c) Each member of the teams simultaneously goes to the board and writes the answer. d) The teacher checks the answer. e) The team having the most number of correct answers wins. Activity 2 — Match Me with My RegionMaterials: 4 numbered rolled papers
4 sets of sheets of manila paper
Mechanics:
a) Divide the class into 4 teams.
b) Each leader of the team draws a number and gets the specified sheet of manila paper for the number. c) The team answers the exercises within 1 minute and publishes the output on the board. d) The teacher checks the answer. e) The winner is the team having the highest number of correct answers. 2 Reviewa) Checking of assignment.
b) Name the fractional part shaded. Activity 1 — Naming the Fractional PartMaterials: flashcards Mechanics:
a) Divide the class into 4 groups.
b) The teacher flashes the cards. c) Each member of the groups goes to the board at the same time and writes the answer. d) The teacher checks the answer. e) The group having the most number of correct answers wins. Activity 2 — Show Me Who AmMaterials: 4 numbered roll paper (1, 2, 3, 4) 4 sets of sheets of manila paper
Mechanics:
a) Divide the class into 4 groups.
b) Each leader of the group draws a number and gets the sheet of manila aper specified by the number drawn. c) The groups answer the exercises within1 minute and publishes the output on the board. d) The teacher checks the answers. e) The group having the most number of correct answers wins. 3. MotivationHave you ever used a meter stick or tape measure in your EPP project? What unit of measure is used when you would like to get the length of a ribbon or yarn?
B. Developmental Activities1. Presentation  Present the lesson through the following:a. Activity 1  Use of Number Line Through Meter Stick and Tables Sample:The art teacher of Grade VI class asks her pupils to bring yellow yarn of o cm, green yarn of m. Rhoda says, she will bring yellow yarn of 0.9 cm green yarn of 0.09 dm and a red yarn of 0.009 m. Is Rhoda wrong? Why?
1) Answering questions: a) What yarns does the teacher ask her grade 6 pupils to bring? What different lengths are these yarns?
b) What does Rhoda say about the different lengths of yarns that she will bring? c) If you were Rhoda will you bring materials for your art project? If her classmate has nothing, what should she do? Will you do the same? Why? Why not? 2) Analyzing the problem a) What does the problem ask you to look for?
b) What facts are given in the problem? c) What are the data needed. to solve the problem? d) What are you going to do? 3) Have each pair of pupils do the following: a) Let each pair of pupils examine a meter stick and find the number of millimeter in a centimeter, a millimeter in a decimeter and a millimeter in a meter.
(Draw table here) b) Ask them to answer the following as the arrow points to: Is there a whole in the different measures in cm? dm? m? c) Lead them find the number of zeroes there are in the denominator, the number of decimal places it should have after the decimal point and its decimal form.
d) What digit/digits holds the position that is vacant since the numerator is a 1digit number?
e) Guide the pairs of pupils to discover if the answer to the problem makes sense. b. Activity 2  Use of Modeling Through Regions and Tables1) Use the problem in Activity 1.
2) Use the questions asked in Activity 1 numbers 1 and 2. 3) Let each pair of pupils do the following: a) Examine the regions with different equal parts as shown below.
b) Have them identify which region 'has a denominator. of 10, 100 and 1000.
c) Let them shade the region to represent 9/10 in 1 x 10 grid paper. d) Ask each pair of pupils to fill in the data asked in the table in Activity 1. 2. Fixing SkillsRename the fractions in decimals.
( Put your Fractions here.) 3. GeneralizationHow do you rename fractions whose denominators are power of 10 in decimal form? C. ApplicationSolve the problem. 1) Jethro has 25 onecentavo coins in his piggy bank. He write in figures the money he has as 25/100. How should he write this using peso sign?
2) At one recording center for the blind, o of the books recorded were for 2nd and 3rd graders. Symbolize the fractional part recorded in decimal form. 3) Sixto wants to know the decimal equivalent of 125/1000 in order to determine the amount he would like to save. Write the decimal equivalent of 125/1000. IV. EvaluationA. Rename the fractions in decimal form. 1) 90/100 6) 56/100
2) 38/100 7) 9/1000 3) 8/10 8) 34/100 4) 16/100 9) 90/1000 5} 75/1000 10) 686/1000 B. Solve the problem. 1) The average size of a raindrop is about 5/100cm or 5/1000 dm. Write 5/100 cm and 5/1000 in decimal.
2) In the heavy showers of the tropics, raindrops can have a size of 15/100 cm or 55/1000 dm during heavy rain. How should you write these fractions in decimal form. V. AssignmentA. Rename the fraction in decimal form. 1. 7/10 6. 12/100
2. 32/1000 7. 2/1000 3. 70/10 8. 45/100 4. 6/100 9. 322/1000 5. 4/10 10. 45/10 B. Create your own problem. Then solve. Identifying the Value/Place Value of a Digit in a Given DecimalI. Learning ObjectivesCognitive: 1. Identify the value/place value of a digit in a given decimal 2. Read and Write decimals through ten thousandthsPsychomotor: Write decimals in words and numbersAffective: Show cooperation and alertness in working in teamsII. Learning ContentSkill: Identifying the.value/place value of a digit in a given decimals Reading and writing decimal through ten thousandths
Reference: BEC PELC 11. B.3, 3.1 Materials: charts, place value chart, flashcards Value: Cooperation, Alertness Ill. Learning ExperiencesA. Preparatory Activities1. Drill/Review: Game Brothers/Sisters, Where Are You?
2. MotivationWhen you see 5, what does it mean to you? (5 objects or 5 units) How about .5? Do We read it simply. as "point 5"?
Is there a way of reading it correctly?
B. Developmental Activities1. Presentationa. Activity 1  Pair Share1) Put these boxes infront containing chips w/ numbers 0  9.
2) Teacher will ask a question, the group that can answer correctly will be the first to go in front. 3) He/She should be blind folded while picking a chip 4) His/her partner do the following a) read the number b) write the number in symbols and in words c) identifying place value and value 5) A point will be given to the group for every correct answer. 6) The teacher, then, repeat step 2  5 7) The group with the most number of points wins the game b. Activity 2  By Pair1) The pair of pupils bring out their grid of paper having a shape of a big square and equal shaded parts as presented below: (Draw table here)
2) Each pair of pupils examines the model with equal parts and shaded parts. 3) Task for each group: a) Is there a whole unit shaded?
b) How many parts of the whole are shaded? c) Name the fractional part shaded in words and symbols. d) Using the unshaded grid on the next page; shade the grid representing the numeral in the chart. 4) Have each group answers the following questions:
a) What digit is in the ones place?
b) What digit holds the tenths place? c) What digit occupies the hundredths place? d) What digit positioned in the thousandths place? e) What digit stays in the ten thousandths place? f) Write the number in words and in figure. 5) Based from the numeral 0.4786, ask the following using decimal point as reference point:
a) What is the position of zero in the ones place and when do we use zero?
b) Digit in the tenths place and its value c) Digit in the hundredths place and its value d) Digit in the thousandths place and its value e) Digit in the thousands place and its value 6) Have each group present their output.
Valuing: Let each pupil evaluate their behavior displayed during the activity. 2. Fixing Skillsa. Activity 1Write in numerals then identify the place value of each digit. Ex. One and three thousand nine hundred eightyfour ten thousandths
1, 39841 ones 4 ten thousandths
8 thousandths 9 hundredths 1 3 tenths a) one and eight thousand three hundred five hundred sixtyseven ten thousandths
b) one and two thousand three hundred seventyfour ten thousandths c) two and three hundred two ten thousandths ,. b. Activity 2  "Think Pair Square" (Work in Pairs)Give the value and place value of each digit. 1.) 4397.482 2.) 123.7654
3.) 4.219 4.) 74.2143 c. Activity 3  "Number Heads Together" (Group Work)Read each situation, then answer the questions that follow. The group ^° with more correct answers wins. Group 1  Read and Do 1) 1ne meter is equal to 39 37/10% inches.
(a) Write 39 37/100 as decimals
(b) Identify each place value and value of each digit 2) One mile is equal to 1.6093 kilometers.
(a) Write 1.6893 in words.
(b) Give the value and place value of each digit. 3) Rex and Tony are working on a class project. Five tenths of the
project has been done. How is fivetenths written in figure? Group 2  Alvin's score in the long jump event was 3.9 meters. Stephen's score was 3.91 meters. a) Write 3.90 and 3.91 in words
b) Identify the value of each digit in both decimal numbers.
3. GeneralizationHow do you read decimal numbers? How do you read the decimal point?
How do you know the value and place value of each digit in a given decimal? The value of a digit in a given decimal is the product of that digit holding the decimal place and the value of that position C. ApplicationMen's gymnastics is divided into compulsory events and optional events. In 1984, the United States team members won the gold medal. Their score in optional events was 296.0391. In compulsory events they scored 259.3127 points.
1) Read: 296.0391
259.3127 2) Write each decimal in words. 3) Identify the place value of each decimal number. IV. EvaluationA. Write the following decimals in words then identify the value and the place value' of the underlined digit.
B. Write each in symbols, then give the value and place value of the underlined digit.
Symbol Value Place Value 1) Five and three hundred ten
thousandths 2) Twenty five and two hundred ten thousandths 3) Fifteen hundredths 4) One hundred one and onetenth 5) Five hundred and three ten thousandths 6) Ten and ten hundredths 7) Ninetynine tenthousandths 8) One and fifteen tenthousandths 9) Fifty nine and four hundred ninetyeight tenthousandths 10) Eight ten thousandths C. 1) Copy all decimals that have 2 in the tenthousandths place. Give the value and place value of the digit before the digit in the ten thousandths plate.
a) 6.28
b) 0.0028 c) 2.4629 d) 8.2902 e) 9.0092 2) Copy the decimals that have 5 in the tenthousandths place. Give the value and place value of the digit after the decimal point. a) 5.5543
b) 19.5555 c) 6.4625 d) 5555 e) 3.4835 V. AssignmentFollow the directions.
1) Form 5 decimal numbers out of digits 1, 2, 3, 4, 5, 6, 7, 8, 9.
2) Write each number in words. 3) Identify the value of each digit. Writing Decimals Through Ten Thousandths in Different Notations  Standard and Expanded NotationI. Learning ObjectivesCognitive: Write decimals through ten thousandths in different notations  standard and expanded notationPsychomotor: Write decimal numbers clearly and legiblyAffective: Find enjoyment in Mathematics through gamesII. Learning ContentSkill: Writing decimals through ten thousandths in different notations — standard and expanded notation
Reference: BEC PELC ll.B.3.3
Materials: place value chart, drill boards, charts, cutouts, pictures Values: Sportsmanship Ill. Learning ExperiencesA. Preparatory Activities

Standard Form  Fractional Form  Exponential onential Form 
1.  

2.  
3. 
4) Teacher should give emphasis on the proper way of writing decimals in standard and expanded form.
2. Fixing Skills
A. Write the decimal in standard notation.
2) seventeen ten. thousandths
3) twentynine and nine hundred fortythree ten thousandths:
4) six and five thousand four ten thousandths
5) three and nine hundred fortyfour ten thousandths
B. Write the decimal in expanded form, exponential or fractional.
2) 0.0081 5) 1.0649
3) 3.1065
3. Generalization
C. Application
2) 39.476
3) 851.827
4) 7.005
5) 116.305
IV. Evaluation
2) twentyfive ten thousandths
3) thirty four and nine hundred thousandths
4) seven and three thousand five ten thousandths
5) five and nine hundred fifty two ten thousandths
5.
B. Write the following in standard and expanded forms.
2) thirty four thousandths
3) twelve and four hundredths
4) fourteen and twenty seven hundred thousandths
5) one hundred thirtythree ten thousandths
V. Assignment
Write the decimals in standard form.
2) twenty eight and seven thousand two hundred thirteen ten thousandths
Write the decimals in expanded form.
4) 325.1927
5) 47.813 73
Comparing and Ordering Decimals Through Ten Thousandths
1. Learning Objectives
Cognitive: Compare and order decimals through ten thousandths
Psychomotor: Arrange decimal numbers
Affective: Show thriftiness/conservation
II. Learning Content
Reference: BEC PELC 11. B.4
Materials: activity cards
Value: Thriftiness and conservation
Ill. Learning Experiences
A. Preparatory Activities
1. Drill: Comparing Numbers Mechanics: Agawan Panyo
2) Call pupils from each group to play the game.
3) As the teacher gives the "Go" signal, the players will grab the hanky raised up high by the one holding it.
4) The first boy to get the hanky will pick one activity card, face down, on the table.
5) He, then, reads the activity card and gives the answer.
6) If the given answer is correct, their group gets a point.
7) Another set of players will play following steps 3 to 6. 8), The group with the most number of correct answer wins the game.
2. Review
Arranging Numbers in Ascending or Descending Order
2) Each member of the roun wi
4) The first group to arrange themselves correctly and quickly wins the game
3. Motivation
B. Developmental Activities
1. Presentation
a. Strategy 1  Pair Share
1) Post the information on the board.
b) 20°C is close to 0.9982 grams per cubic cm
c) 100°C is near to 0.9584 grams per cubic cm
the decimal numbers given to them.
d) Have each pair present their output.
e) Teacher may give emphasis on the steps of comparing/ordering decimals?
Valuing: We all know the importance of water in our daily lives, we use it everyday. We could last a day without food but not of water.
b. Activity 2— Practical Work
b) crayons
c) scissors
b) Get your crayon and one of the half sheet.
c) Color 6 of the 10 folded parts with red. Name it Sheet R.
d) Get the other sheet, color 8 of the 10 folded parts blue. Name it sheet B.
e) Answer the following:
• What symbols will you use in comparing numbers?
h) Fold each sheet into 10 equal parts, then color 4 of 10 equal parts.
i) Call them Sheet X and Sheet Y
j) Ask:
• What can you say about Sheet X and Sheet Y?
2. Exercises/Fixing Skills
1) Write <, > or = on the blank to make the sentence true.
b) 0.1090 ____ 0.1009 e) 0.6390 ____ 0.639
C) 0.999 ____ 0.1000 f) 0.55 ____ 0.055
2) Write in order from least to greatest.
b) 5, 5.012, 5.1, .502
c) 0.6, 0.6065, 0.6059, 0.6061
d) 12.9, 12.09, 12.9100, 12.9150
e) 6.3942, 6.3924, 6.9342, 6.4269
3. Generalization
C. Application
Mother is going to the bank and she took you with her. While riding the jeepney, you noticed that mother received P0.25 change while the one in front of you was given P0.50. Whose change is smaller?
You also remembered that mother gave the driver 9 pieces of P1.00 while the man in front of you gave 5 pieces of P1.00. Who gave a larger amount?
Along the way you noticed many banks with posters on the glass on loans. Banko Arco offers 25%' or 0.25 interest on a housing loan while Banko Balse offers 2.5% or 0.025 on the same loan. Which" bank offers a loan with a bigger interest?
You and mother went to Banko Coral. Their poster shows they offer 15% or 0.015 interest on a housing loan. Which bank offers the least percent on interest for a housing loan?
At the bank, Mother deposited a check worth P1,236.05. You know you have P0.50 in your pocket. Which one is smaller, your money or the centavo part of the check mother deposited?
Why do you think mother deposited that amount in the bank? Discuss the answers.
Why do you think mother took you along with her to the bank? Discuss the answers. Allow free and open giving of opinions.
IV. Evaluation
1) Write >, < or = to compare.
b) 0.3937 0.3198 e) 16.8930 16.893
C) 0.0120 0.012 f) 0.7985 0.7895
2) Order number from least to greatest
b) 3.01, 3.001, 3.1, 3.0011
c) 0.123,0.112,0.12,0.121
d) 7.635, 7.628, 7.63, 7.625
e) 4.349, 4.34, 4.3600,4.3560
3) Answer the following:
Model Recall Time
XQR 2000 0.01936 sec.
RediMate 0.02045 sec.
Vision 0.01897 sec.
Sal 970 0.019 sec.
b) Arrange the memory recall time of computers in number 1 in ascending order.
1/8 = 0.125 5/16 = 0.3125
d) Which has the smallest decimal equivalent among the drill bits in item c?
e) Which has the greatest decimal equivalent among the drill bits in item c?
V. Assignment
1) Write in order from least to greatest.
b) 0.047,, 0.4072, 0.47, 0.4710
c) 7.7779, 7.077, 7.977, 7.3099
d) 31.467, 31.46, 31.468, 31.466
e) 7.019, 7.017, 7.018, 7.0190
2) Compare using >, < or =.
b) 0.4897 ____ 0.4987
C) 0.0101 ____ 0.0101
d) 12.1202 ____ 12.1220
e) 20.8976 ____ 20.8967