Lesson Guide

In

Elementary Mathematics Grade 5

Chapter II Rational Numbers Addition and Subtraction of Decimals

DEPARTMENT OF EDUCATION
BUREAU OF ELEMENTARY EDUCATION in coordination with ATENEO DE MANILA UNIVERSITY

2010
Reformatted for distribution via DepEd LEARNING RESOURCE MANAGEMENT and DEVELOPMENT SYSTEM PORTAL INSTRUCTIONAL MATERIALS COUNCIL SECRETARIAT, 2011

Lesson Guides in Elementary Mathematics Grade 5 Copyright 2003 All rights reserved. No part of these lesson guides shall be reproduced in any form without a written permission from the Bureau of Elementary Education, Department of Education. The Mathematics Writing Committee GRADE 5 Region 3 Nelia D. Bamba Pampanga Magdalena P. Garcia Angeles City Region 4-A (CALABARZON) Gundalina C. Gonzales Batangas Gerlie Ilagan Quezon Consuelo Caringal Batangas National Capital Region (NCR) Teresita P. Tagulao Pasig City Alyn G. Mendoza Mandaluyong City Emma S. Makasiray Pasig/San Juan Ester A. Santiago Valenzuela Milagros Juakay Pasig/San Juan Lucia Almazan Manila Julie La Guardia Valenzuela Bureau of Elementary Education (BEE) Federico L. Reyno Noemi B. Aguilar Ferdinand S. Bergado Ma. Cristina C. Capellan Emilene Judith S. Sison Julius Peter M. Samulde Roy L. Concepcion Marcelino C. Bataller Myrna D. Latoza Eric S. de Guia Illustrator Consultants Fr. Bienvenido F. Nebres, SJ President, Ateneo de Manila University Carmela C. Oracion Principal, Ateneo de Manila University Pacita E. Hosaka Ateneo de Manila University Ateneo de Manila University Grace Uy Support Staff

Project Management Yolanda S. Quijano Director IV Angelita M. Esdicul Director III Simeona T. Ebol Chief, Curriculum Development Division Irene C. De Robles OIC, Asst. Chief, Curriculum Development Division Virginia T. Fernandez Project Coordinator EXECUTIVE COMMITTEE Jesli A. Lapus Secretary, Department of Education Jesus G. Galvan OIC, Undersecretary for Finance and Administration Vilma L. Labrador Undersecretary for Programs and Projects Teresita G. Inciong Assistant Secretary for Programs and Projects
Printed By:

ISBN 971-92775-4-8

TABLE OF CONTENTS

Introduction ..................................................................................................................................iv Matrix ........................................................................................................................................v

II. RATIONAL NUMBERS

Addition and Subtraction of Decimals Adding Decimals ................................................................................................................... Subtracting Decimals ............................................................................................................ Adding Mixed Decimals with Regrouping ............................................................................. Subtracting Mixed Decimals with Regrouping ...................................................................... Solving Problems .................................................................................................................. Two-Step Word Problems .................................................................................................... 1 3 6 11 15 18

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I N T R O D U C T I O N

The Lesson Guides in Elementary Mathematics were developed by the Department of Education through the Bureau of Elementary Education in coordination with the Ateneo de Manila University. These resource materials

have been purposely prepared to help improve the mathematics instruction in the elementary grades. These provide integration of values and life skills using different teaching strategies for an interactive teaching/learning process. Multiple intelligences techniques like games, puzzles, songs, etc. are also integrated in each lesson; hence, learning Mathematics becomes fun and enjoyable. Furthermore, Higher Order Thinking Skills (HOTS) activities are incorporated in the lessons.

The

skills are

consistent

with

the

Basic

Education

Curriculum

(BEC)/Philippine Elementary Learning Competencies (PELC). These should be used by the teachers as a guide in their day-to-day teaching plans.

iv

MATRIX IN ELEMENTARY MATHEMATICS Grade V

COMPETENCIES

VALUES INTEGRATED

STRATEGIES USED

MULTIPLE INTELLIGENCES TECHNIQUES

With HOTS

II. RATIONAL NUMBERS Comprehension of Addition and Subtraction of Decimals 1. Add and subtract decimals through thousandths without and with regrouping 2. Add and subtract mixed decimals with regrouping Subtract mixed decimals with regrouping Subtract mixed decimals from whole numbers Accuracy, Speed Concept development, Skill development Game, Concept development Modeling, Concept development, Acting out the problem Game, Concept development Concept development, Drawing, Pictures, Flowchart Reading, Speaking, Writing, Games Numbers

Accuracy, Speed

Accuracy

Accuracy Dignity of labor

Cooperative groups, Hands-on activities, Speaking Charts, Cooperative groups Independent study, Cooperative groups, Singing

3. Application of addition and subtraction of decimals 3.1 Solve word problems involving either addition or subtraction of decimals including money 3.2 Solve 2-step word problems involving addition and subtraction of decimals including money

Accuracy, Speed, Thoughtfulness, Thrift Appreciation

Guess and check, Educated guess, Simplifying the problem Group games, Simplifying the problem

Reading, Speaking

Movements, Cooperative groups

Adding Decimals
I. Learning Objectives Cognitive: Psychomotor: Affective: II. Learning Content Skill: Reference: Values: Adding decimals through thousandths without or with regrouping BEC-PELC II.G.1.a Accuracy and speed Add decimals through thousandths without or with regrouping Write the sum of decimals Add accurately with speed

III. Learning Experiences A. Preparatory Activities 1. Mental Computation/Drill Addition of Whole Numbers Strategy 1: Name the Baby Game Mechanics: a. Divide the children into group A and B. Each group is subdivided into 4. Each group of 4 stands in one line to give 4 possible pairs of addends of a given sum dictated by the teacher. b. The teacher says the last name of the baby was 15. The 4 children then takes turn in writing the addend like 8 + 7, 6 + 9, 10 + 5, 11 + 4. c. The first group to give the correct addends without duplication gets the point. d. The game continues until all the groups have participated. e. The group that has the most number of points wins the game. Strategy 2: Traveling Game Materials: flash cards Mechanics: a. Divide the class into 2 groups. One representative from each group stands at the back of the classroom. b. Teacher will flash the cards on addition and the first member of each group gives the sum. c. The player who gives the correct answer first will advance forward with one pace and is given a point. d. The game continues till all children have participated. e. The group with the most number of points wins. 2. Review B. Developmental Activities 1. Presentation Strategy 1: Problem Opener Nena learned how to cook beef sinigang. She used 0.5 kg of radish and 0.25 kg of okra. How many kilograms of vegetables did she use?

Ask the following questions: a. What is asked in the problem? b. What are the given facts? c. What operation is to be used? d. How will you solve the problem? e. If you are to write the given facts in the columns as addends, how do they appear? f. How are the decimal points placed? in one line or disaligned? Strategy 2: Tossing Dice Materials: Improvised dice made from leftover wood Mechanics: a. Put the following decimals on the four sides of the two dices (1.2, 3.5, 2.6, 4.1, 1.2, 3.3, 1.8, 1.6) b. Toss the two dice together and ask pupils to give the sum of the decimals seen on the top side of the 2 dice. c. Continue the game for 10 minutes. d. Ask the following: What did you do with the decimals that appeared on the top side of the 2 dice? If you are to add them on the board or on your paper, how do you write them? 2. Fixing Skills A. Find each sum. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 0.31 + 0.60 0.59 + 0.2 0.389 + 0.31 0.015 + 0.336 0.635 + 0.652 0.59 + 0.347 + 0.321 0.368 + 0.4 + 0.39 0.79 + 0.882 + 0.36 0.7 + 0.25 + 0.250 0.17 + 0.82 + 0.213

B. Put decimal points in the addends so the sum in each item will be correct. Addends 1. 2. 3. 4. 5. 6. 346 346 346 346 346 346 + + + + + + 15 15 15 15 15 15 = = = = = = Sum 49.6 36.1 34.75 4.96 18.46 3.61 = = = = = = _________________ _________________ _________________ _________________ _________________ _________________

3. Generalization In adding decimals, how do we write the addends? How are the decimal points placed? In adding decimals: 1. 2. 3. 4. Arrange the numbers in column, Align the decimal point, Add like whole number, and Put the decimal point directly below the decimal point in the addends.

IV. Evaluation Add. 1) 25.17 + 8.23 2) 6.14 + 4.76 3) 7.32 + 5.21 4) 8.53 + 9.35 5) 24.5 + 73.23

V. Assignment A. Find the sum. 1) 3. 76 + 4.356 B. Read and solve. A butcher weighed two hogs. One hog weighed 35.45 kg, while the other weighed 41.75 kg. What is the total weight of the two hogs?

2) 23.34 + 0.3

3) 0.76 + 0.23

4) 37.786 + 2.632

5) 4.762 + 1.38

Subtracting Decimals
I. Learning Objectives Cognitive: Subtract decimals through thousandths without or with regrouping Psychomotor: Write the difference of decimal numbers Affective: Manifest accuracy and speed in subtracting decimals II. Learning Content Skill: Reference: Value: Subtracting decimals through hundredths without or with regrouping BEC-PELC II.G.1.b Accuracy and speed

III. Learning Experiences A. Preparatory Activities 1. Mental Computation/Drill Mental computation/drill on basic subtraction facts Strategy 1: Relay Game Materials: flash cards Mechanics: a. Divide the class into 4 groups of equal numbers each and form 4 lines at the aisle between the desks. b. As the teacher flashes the cards one after the other, the members take turn in giving the correct answer. The member who had answered will go to the end of the line. c. The group that returns to its original formation first is the winner.

Strategy 2: Pass-It-On Materials: flash cards, small illustration board, chalk Mechanics: a. Divide the class in 4 groups (in column). b. Flash a subtraction equation like 12 4 = n. c. The first pupil in each group writes the value of n in the illustration board. d. When the teacher says PASS, the student passes the illustration board to the next one in his/her group, who in turn solves for n in the equation that will be shown by the teacher. e. Continue this until everyone in the group has participated. f. The group with the most number of correct answer wins. 2. Review Add the following: 0.5 + 0.33 + 0.451 = 1.85 + 3.056 + 5.03 = B. Developmental Activities 1. Presentation Strategy 1: Problem opener written on a manila paper A piece of cloth measures 0.8972 metres. Josie cut 0.3120 m from it for her work in patching. How many metres of cloth were left? Pupils answer the following questions: a. What are we going to find out? b. What process shall we use to get the correct answer? c. Write the solution on the board. d. How did you write the decimal point of the minuend, subtrahend and remainder? e. What similarity exists between subtracting whole numbers and subtracting decimals? Strategy 2: Solving subtraction equation using exploration and discovery a) 0.76 - 0.42 b) 146.200 - 21.642

Ask these to the pupils: a. How do we subtract decimals? b. How are the decimal points written? c. What will you do if the minuend has lesser number of decimal places than that of the subtrahend? Subtract like whole numbers and place the decimal point in the difference under the decimal point in the minuend and subtrahend. 2. Fixing Skills A. Find each difference. 1) 0.3 - 0.8 2) 0.78 - 0.590 3) 0.70 - 0.12 6) 7) 8) 0.09 - 0.522 0.03 - 0.015 0.34 - 0.1

4) 0.5 - 0.05 5) 0.7 - 0.084 B. Write the missing digit in the . 1. 0. 8 -0. 5 2 0. 2 5 3 C. Solve. 2.

9) 0.10 - 4.653 10) 0.19 - 0.163

0. 3 - 0. 7 3 0. 0 9 5

3. 0. 3 - 0. 1 7 0. 4 1 0

1. What number when added to 0.2635 will result to 0.333? 2. Two sides of a triangle are 0.623 and 0.18 m. If the perimeter is 0.95 cm, find the third side? 3. Using all the digits 0, 1, 3, and 6. What is the difference between the largest and smallest decimals that can be formed? 3. Generalization What important points did you learn from todays lesson? What should you remember when the minuend has less decimal places than the subtrahend? In subtracting decimals: 1. 2. 3. 4. Arrange the number in column; Align the decimal point; Subtract like whole number; Put the decimal point directly below the decimal point in the minuend and subtrahend; 5. When the minuend has less decimal place than the subtrahend add the number of zero (0) equal to the decimal places of the subtrahend; 6. And subtract as whole number. C. Application Find the difference: a) 0.762 - 0.36

b) 0.936 - 0.642

c) Jill cut 0.65 m from a piece of wire 0.92 m long. How long was left of the piece of wire? IV. Evaluation Solve for the difference. a) b) 0.3 0.4 - 0.18 - 0.27 c) What is 0.397 subtracted from 0.74? d) The difference between 0.8 and 0.36 is _____. e) From 0.4 subtract 0.187.

V. Assignment Read and solve. 1. A farmer has an orchard measuring 0.82 hectare. If 0.543 hectare is planted to mangoes and the rest to avocadoes, what part is planted to avocadoes? 2. Mr. Cruz has a 0.56 hectare land. He allotted 0.198 hectare to build a fishpond. What part of his land is not allotted to his fishpond?

Adding Mixed Decimals with Regrouping

I. Learning Objectives Cognitive: Psychomotor: Affective: II. Learning Content Skill: Reference: Materials: Value: Adding mixed decimals with regrouping BEC-PELC II.G.2.a Flash cards, coins Accuracy Add mixed decimals with regrouping Write mixed decimal addends properly in column Value importance of lining up of decimal points accurately

III. Learning Experiences A. Preparatory Activities 1. Mental computation Drill on addition of whole numbers Materials: flash cards Example: 23 +8 41 + 26 35 + 12 70 + 28

2. Review Adding decimals without or with regrouping Materials: flash cards Provide pupils with addends having different number of digits. Example: a) 0.2 + 0.65 + 0.308 b) 0.36 + 0.4 + 0.092 3. Motivation Game: Find the whole Materials: Picture cards Mechanics: a. Form 2 groups of five. Line them up. b. Each group will be given cards showing shaded parts.

Example:

c. The teacher will say: Each card is a part of a whole consisting of ten parts. d. The first pupil in each group will pick a card and the teacher dictates the question. Example: How many more tenths would have to be added to make a sum greater than one? e. The first pupil who can give the correct answer earns the point. f. The game continues until the last pupil in line. g. The group earning more points is declared the winner. B. Developmental Activities 1. Presentation Strategy 1: Using concrete objects Game: Money Matters Materials: Coins of different denominations Mechanics: a. Form 2 groups of 3. b. Give each group 3 pairs of envelopes. c. At the signal go, the first pupil will open the amount in each and add the coins to get the total amount. Note: Each envelope should have coins totaling more than 1.00. d. The first pupil to give the correct total amount earns a point. e. The group with more points earned wins the game. Discussion of the Activity: a. Going back to the examples used in the class activity: What amounts have you recorded for the 1st pair of envelopes? What total amount did you get for the two? b. Teacher reflects the answers on the board. Example: 2.25 + 1.75 4.00 c. The teacher continues asking same set of questions for the next 2 pairs of envelopes and at the same time. d. Write the answers on the board. e. You may ask the following: What did you notice with the digits that have the same place value? What about the decimal points? Do we add decimal numbers the way we add whole numbers? Was there regrouping done? f. Lead the pupils in discovering the rules to follow in adding mixed decimals with regrouping. g. For Higher Order Thinking Skills (HOTS), the teacher may ask: Why is it so important to line up decimal points accurately? (To keep the proper place value of the digits in the number.)

Strategy 2: Modeling Materials: Grid papers (Flats 100 squares) Using a problem opener: Armani and Julius went fishing. They caught 2 big fish weighing 2.15 kg and 1.95 kg. What is the total weight of the 2 fish? a. The teacher may ask some comprehension questions. b. Guide the pupils in analyzing the problem by asking: What are given? What is being asked? c. Help them plan what to do. Ask: What should you do to find the answer to the questions? What is the number equation? d. Let the pupils write their equation on the board. (2.15 + 1.95 = N) e. Show a flat and say: If this represents 1 kg, how will you represent 2.15 kg? 1.95 kg? (For 2.15 2 flats and shade 15 of the 100 squares or .15, for 1.95 1 flat and shade 95 of the 100 squares or .95) f. Elicit from the pupils; to find the total, the flats must be put together and also the shaded parts. (As shown in the figure A.) 1 2

0.95

0.15

Figure A Put together the 95 and 15 shaded squares, by crossing out five squares from the 15 squares and combining them with the 95 squares. Ask: What did we actually do (we regroup). What did we form? (1 flat and 10 shaded squares.)

1 flat

10 out of 100 or .10

Figure B Using the models, what is the sum of 1.95 and 2.15? (4 flats and 10 shaded squares) This means in symbol 4.10. 1.95 Write the equation on + 2.15 the board: The teacher asks some analysis questions: What did you notice with the digits with the same place value? What about the decimal points? How are they arranged? Do we add decimal numbers just like adding whole numbers? Was there regrouping done? Lead the pupils in discovering the rules in adding mixed decimals with regrouping. Give some additional practice exercises. 2. Fixing Skills A. Find each sum. 1) 2) 3) 4) 5) 6) 7) 8) 9) 10) 3.9 + 6.27 40.59 + 1.2 38.69 + 6.31 1.015 + 3.36 63.08 + 2.652 2.59 + 6.347 + 32.57 3.368 + 20.4 + 10.39 6.79 + 2.882 + 3.6 25.07 + 1.25 + 5.250 4.17 + 5.82 + 5.213

B. Put decimal points in the addends so the sum in each item will be correct. Addends 1) 2) 3) 4) 5) 6) 346 346 346 346 346 346 + + + + + + 15 15 15 15 15 15 = = = = = = Sum 49.6 36.1 34.75 4.96 18.46 3.61 = = = = = = _________________ _________________ _________________ _________________ _________________ _________________

C. Write in column and add. 1) 50.92 + 12.69 2) 59.50 + 39.78 3) 85.25 + 46.65 4) Combine 35.963 and 16.34 5) What is 6.387 more than 5.201? 3. Generalization How do we add mixed decimals with regrouping? Write the numbers in column putting the digits that have the same place value in one column. Line up decimal points. Start adding the digits with the least place value. Regroup if the sum of the figures in one column exceeds 10. Add the numbers the way you add whole numbers. C. Application A. Add the following 1) 4.38 + 4.79 2) 2.485 +4.25 3) .28 + 2.85 34.8

4) 5)

28 + 12.59 + 2.78 18.30 + 7 + 9.65

B. Find the perimeter of each figure. 42.3 m O 12 m 18.15 cm 19.25 cm 29.03 m 38.42 m Q C. Solve R 25.2 cm T P S U

1) Jerry has to save money to buy spare parts for his bicycle. The parts cost 138.25, 320 and 73.50. How much money does he need to save? 2) Monet has the following average monthly expenses: 1250.50 gasoline, 3050.95 for food, 600.00 for parking and toll fees and 2700 for lodging. What is her total monthly expenses? 3) Rainfall in the last quarter of one year was recorded as follows: October, 6.28 cm; November, 5.98 cm; and December, 4.16 cm. How much rain fell during the quarter? IV. Evaluation A. Arrange in column and add: 1) 8.6 + 7.4 + 9.35 = N 2) 4.521 + 1.46 + 2.8 = N

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3) What is 2.37 added to the sum of 8.56 and 3.7? 4) If 5.6 added to 3.48, what is the sum? 5) In selling newspapers, Jan earned 58.25 on Monday, 79.65 on Friday. How much did Jan earn in 3 days? B. Write the missing numbers in each column. 1) 9.86 + 2.47 1.211 5.64 + 4.96 10.00 .2 1.27 2.978 9.614 2) 2.890 1.5 .261 8.44 3.34 .3 4.201 9.063

83.50 on Wednesday, and

3)

4)

5)

V. Assignment A. Find the sum: 1) 38.66 + 52.87 = 2) 42.03 + 909.5 = 3) 71.68 + 12.338 = 4) 67.009 + 40.992 = 5) 347.21 + 2.098 + 92.3 = B. Write the missing addend or sum. 1) 33.45 + 14.25 = 2) ____ + 174.6 = 211 3) 5.062 + 3.095 = ____ 4) 9.6 + 3.095 = ____ 5) ____ + 21.99 = 41.00 C. Complete the Decimal Magic Square so that the sum along a row, a column, or a diagonal is the same. 4.8 5.2 3.5

Subtracting Mixed Decimals with Regrouping

I. Learning Objectives Cognitive: Psychomotor: Affective: Subtract mixed decimals with regrouping Write the difference of the given mixed decimals Subtract mixed decimals with and without regrouping with accuracy

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II. Learning Content Skill: Reference: Materials: Value: Subtract mixed decimals with regrouping BEC-PELC II.G.2.b Flash cards Accuracy, working willingly, thrift

III. Learning Experiences A. Preparatory Activities 1. Mental computation Drill on subtraction from multiples of 10 Strategy 1: Concentration Game Materials: 10 Subtraction cards with minuends of multiples of 10 like the examples below 20 - 12 60 - 23 40 - 18 80 - 48 70 - 56 90 - 56 10 - 4 50 - 25

50 - 27

30 - 16

10 answer cards for the subtraction cards above 23 14 8 37 22 32 14 34 6 25

Mechanics: a. Mix up the 20 cards and lay them face down in four rows with five cards in back row. b. Take turns. c. Turn over two cards. If the subtraction sentence card matches with the answer card, keep the cards. d. If the cards do not match, turn them over. e. After each player has had four turns, the player with the greater number of cards is the winner. Strategy 2: Traveling game. Drill on basic subtraction facts. Materials: Flash cards Mechanics: a. Pupils are grouped into four. (in column) b. A pupil arbiter will flash a subtraction card and the first representative from each group stands at the back of the room to answer the equation. c. The first to answer correctly among them takes one pace forward. d. The pupil who reaches the front first wins and the group gets a point. e. The game continues until all the members have participated. f. The group with most points wins. B. Developmental Activities 1. Presentation Strategy 1: Problem opener (written on a manila paper) Mother has 8.5 kg of flour. She used 2.3 kg in cooking kutsinta. How many kg of flour were left?

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Ask these questions: a. What is asked in the problem? b. What are the given data? c. What process are you going to use? d. What is the mathematical sentence? e. Solve the problem. Show the solution. 8.5 - 2.3 6.2 f. What is the first step done? Align first the decimal points. g. What is step 2? Subtract the decimal, starting from the right most digits. Strategy 2: Comparing the height of 2 girls Milas height is 89.2 cm. Emilys height is 78.6 cm. By how many centimetres is Mila taller than Emily? Ask the following: a. b. c. d. e. What is asked? What are the given facts? What process is to be used? What is the mathematical sentence? Solve the problem.
8 12

f.

89.2 - 78.6 What did you do to be able to subtract?

2. Fixing Skills A. Find each difference. 1. 2. 3. 4. 5. 5.3 - 1.8 3.28 - 1.59 7.0 - 3.12 20.5 - 1.501 6.7 - 3.98 6. 7. 8. 9. 10. 5.094 - 2.523 8.03 - 5.1 6.3 - 5.94 10.2 - 4.653 110.191 - 1.163

B. Write the missing digit in the . 1. 6. 8 2. 4. 3 3. 2. 3 -2. 5 - 0. 7 - 1 7. 1 4. 2 5 4. 0 9 6 5. 4 1 C. Perform as indicated. Do the work in the parenthesis first. 1. (57.31 - 29.54) - 12.37 = N 2. 200.09 - (121.25 - 88.011) = N 3. (107.05 - 38.11) - (12.62 - 9.25) = N 3. Generalization What should be done when the last two digits from the right of the subtrahend are greater than the minuend? (Regrouping is done)

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C. Application Two groups of fifth grades had a softball-throwing contest. The tables show how each pupil threw the ball. Group I Distance 10.68 m 11.56 m 11.459 m 8.09 m 7.6 m Group 2 Distance 9.993 m 12.834 m 13.1 m 10.3 m 8.29 m

Name John Mary Jun Bob Cathy

Name Lisa Carol Mike Amy Jack

Use the table to find each answer. 1. 2. 3. 4. 5. 6. How much farther did Jun throw than Bob? How much farther did Jun throw than Cathy did? Who threw the ball farther than Jun? How much shorter was Lisas throw than Johns? How much shorter was Marys throw than Carols? What was the difference between the longest and the shortest throw in group 2?

A. Write in column and subtract. 1. Subtract 25.963 from 114.04 2. Take away 83.12 from 200. 3. From 215, subtract 65.069 4. 69.12 - 35.85 5. 2051.53 - 615.75 B. Write <, > or = on the blank to make each sentence true. 1. 2. 3. 4. 5. 3.63 - 1.95 _____ 9.87 - 5.68 _____ 6.65 - 3.56 _____ 7.58 - 6.09 _____ 28.11 - 16.238 1.65 4.19 2.09 1.94 _____ 11.872

C. Solve. 1. Who am I? If you add me to 15.6, you get 40.98? 2. At the start of a trip. Alfie noted that her odometer (mileage indicator) read 16875.2 km. After he finished the trip, it read 18169.5 km. How far did she drive? 3. A bag and sign pen cost 153.75. The bag costs 28.85 more than the sign pen. How much does each cost? IV. Evaluation A. Find the difference: 1) 9.99 - 4.56 2) 41.2 - 25.7

3) If 18.0039 is taken away from 32.2746, what is left? 4) What is left if 29.87 is taken from 59.10? 5) (67.32 - 29.56) - 18.47 = N

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V. Assignment Read and solve. 1. Sol ran the 100-m dash 0.68 seconds faster than the 18.32-seconds record set by Tina last year. How many seconds did Sol run the 100-m dash? 2. A pair of sports shoes costs 308.35. Wally has saved only 189.50. How much more does he need to buy the shoes? 3. A barangay has a total road length of 184.53 km. If 109.97 km of this had been paved, how much more remains to be paved?

Solving Problems
I. Learning Objectives Cognitive: Psychomotor: Affective: II. Learning Content Skill: Reference: Materials: Value: Solving word problem involving either addition or subtraction of decimals including money BEC-PELC II.G.3.1 charts Speed and accuracy Solve word problems involving either addition or subtraction of decimals including money Write the correct equation in solving a given problem involving either addition or subtraction of decimals including money Work accurately under time pressure, thoughtfulness, thriftiness

III. Learning Experiences A. Preparatory Activities 1. Drill Mental Computation: Answer orally 24 24 + 13 = 16 16 7 = 82 82 24 = 39 39 + 25 = 65 65 27 =

Strategy 1: Decision Making Guess and check educated guess Materials: Problems written on a Manila Paper Mechanics: a. The teacher will group the pupils into 2. To one side of the board is the addition sign and on the other side is the subtraction sign. b. As the teacher posts a problem on a Manila paper, the pupils will decide whether they will use addition or subtraction. Those who think that they will use addition, will go to the addition side and those who think the process to be used is subtraction, will go to the subtraction side. c. Analysis of the problem will follow to determine which of the 2 groups is correct.

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d. The process goes on till at least 5 problems were presented. 2. Review B. Developmental Activities 1. Presentation Strategy 1: Using a problem opener Simplifying the problem/linguistic reading, speaking It was Mothers birthday. Nina gave her a pair of slippers that cost bandana worth 27.75. How much in all did Nina spend for the gifts? a. b. c. d. e. What did Nina buy for her mother? How much is each gift? What is the operation to be used? Can you transform the problem into a mathematical sentence? Do it. Solve and label your answer. 55.50 and a

Strategy 2 The distance from Vigan to Laoag is 82.29 km. The distance from Vigan to Baguio is 195.6 km. How much farther is Baguio than Laoag from Vigan? a. b. c. d. What is the process to be used? What is the mathematical sentence? Show the solution on the board and solve. If you are asked to travel which of the two places do you want to visit? Why?

Strategy 3 Aling Auring charged Mrs. Santos 257.25 for the uniforms of her children. Mrs. Santos paid 300. How much is her change? a. b. c. d. e. f. What is asked in the problem? What are the given facts? What is the process to be used? What is the mathematical sentence? Solve the problem. What is the answer?

2. Fixing Skills Solve the following skills. 1. Anton is buying supplies for her school project. The items he is buying and their prices are listed below. What is the total cost of the items? Illustration board Pentel Pen Art Papers Glue 22.45 98.70 15.65 35.95

2. A triangle has sides measuring 3.25 cm, 5.275 cm, and 6.1 cm. What is its perimeter?

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3. In a sale, a cellphone was sold at less was the sale price? 4. Alvin bought a bunch of flowers for much was her change? 3. Generalization

2681.25. If its regular price was

3575, how much

140.50. If she gave a

100 bill and a

50 bill, how

What steps did you learn to solve a mathematical problem? What clues will help you determine the process to be used? (addition: altogether, in all, combine, and, etc.) (Subtraction: left, remain, difference, how much more/farther) There are steps to follow in solving mathematical problem: 1. Analyze the word problem by identifying: a. What is asked b. What are given facts 2. Decide the process 3. Write the mathematical sentence 4. Solve the problem C. Application Solve the following problems: 1. A metre measures about 39.37 inches. How much longer is a metre than a yard? nd 2. John drove 48.62 km in the first hour, 38.95 km in the 2 hour, and 41.96 km in the third hour. How far did he drive in 3 hours? IV. Evaluation Solve the following problems: 1. Ellen has 7.35 while her brother has 4.95. How much money do they have? How much more does Ellen have than her brother? 2. A meat vendor has 56.8 kilos of pork. She sold 49.5 kilos. How many kilos were left? 3. A tree 10.5 metres high broke during the storm. The broken part measured 3.75 metres. How tall was the remaining part? 4. At enrolment time, Mrs. Cruz paid 825.50 for Nenas fees, 637.80 for Carlitos fees, and 425.75 for Cecilles fees. What was the total amount she spent for the fees? V. Assignment Analyze and solve the problem. Mrs. Flores bought 3 chickens weighing 2.7 kilos, 1.8 kilos and 2.2 kilos each. What was the total weight of the three chickens?

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Two-Step Word Problems

I. Learning Objectives Cognitive: Psychomotor: Affective: II. Learning Content Skill: Reference: Materials: Value: Solving word problems involving addition or subtraction of decimals including money BEC-PELC II.G.3.2 Charts where problems are written Appreciation Solve word problems involving addition and subtraction of decimals including money Write the equation and solution in solving two-step word problems involving addition and subtraction of decimals including money Appreciate different ways of solving a problem

III. Learning Experiences A. Preparatory Activities 1. Mental computation If your mother gives you allowance? 2. Review or Drill Strategy: Agawan ng Panyo Materials: Flash cards, handkerchief Mechanics: a. Ask for a tall volunteer pupil to stand in front, at the center. He or she is the arbiter. He or she holds the handkerchief and lets it dangle in his or her hand. b. Divide the class into 2 groups. Ask the first two pupils of each team to stand at the center at the back of the room. They are then the first to give the answer. c. Teacher flashes an equation like 42 + 20 = 62. d. The pupils who get the handkerchief first will give the answer. The team gets the point if his answer is correct. The pupils from the other team may get the point if the answer previously given is incorrect. e. Continue the game until most of the pupils have participated. The team with the most number of points wins. B. Developmental Activities 1. Presentation Strategy 1: Problem opener Simplifying the problem/cooperative group Materials: written on manila paper 20.00 for your daily allowance, how much is your weekly

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Problem Number 1 Jacob bought a pair of shoes for 245, a pair of socks for 42.75 and trousers for 526.99. He gave the cashier a thousand-peso bill. How much change did he receive? a. b. c. d. e. f. g. What is asked in the problem? What are the given facts? What is the hidden information? What are the processes to be used? What is the mathematical sentence? Solve the problem and label the answer. Look back if the answer makes sense.

Problem Number 2 Mang Andrew has 8.25 kg of tomatoes to sell in the market. In the morning, he sold 4.75 kg while he sold 2.25 kg in the afternoon. How many kilograms of tomatoes were left? a. b. c. d. e. f. g. What is asked in the problem? What are the given facts? What is the hidden information? What are the processes to be used? What is the mathematical sentence? Solve the problem and label the answer. Look back if the answer makes sense.

Problem Number 3 Last Saturday, Anna went to a bookstore and bought the following items: a pocket book which cost 23.75, a set of colored pens which costs 36.20 and a liquid paper which costs 23.95. If she gave a 100-bill to the cashier, how much change did she receive? a. b. c. d. e. f. g. What is asked in the problem? What are the given facts? What is the hidden information? What are the processes to be used? What is the mathematical sentence? Solve the problem and label the answer. Look back if the answer makes sense.

2. Fixing Skills Solving the following problems. 1. The perimeter of a quadrilateral is 412.95 cm. If the three known sides measure 85.56 cm, 112.77 cm and 85.26 cm, how long is the fourth side? 2. I bought 4 items worth 39.90, 68.60, 58.75 and 120.25. How much change will I get from a 500-bill? 3. A rectangle is 13.8 long and 9.7 cm wide. Find its perimeter. 3. Generalization What are the things needed to be able to solve a problem? Do you need to solve the hidden question first? Why? Which of the 2 operations used should be done first?

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C. Application Group the pupils into 4 and give them different problems written on strips of paper. Let the leader stand to draw lots on the problem that are to be solved by each group. They then explain their group work. IV. Evaluation Study the following menu in a canteen and answer the question that follows: Menu Mango Juice 7.50 Gulaman 6.00 Nilaga (pork) 22.50 Pinakbet 15.00 Fried fish 12.00

Spaghetti 23.75 Palabok 21.50 Lugaw 8.50 Rice 5.00

1. Arnel paid 50.00 for nilaga and rice. How much was his change? 2. Ayen ordered palabok and gulaman. How much was her change with her 100-bill? 3. Mrs. Lopez ordered rice, pinakbet and fried fish. She gave 100. How much was her change? 4. Kate gave 50 for spaghetti and mango juice. How much is her change? 5. It was Tinas birthday. She ordered spaghetti, palabok, mango jui ce and gulaman. If she paid a hundred peso-bill and gave a tip of 5.00, how much will be her change? V. Assignment Solve the following. 1. AJ earned 35.50 for selling newspapers and he earned 32.50 for selling sampaguita garlands. He paid 52.75 for a pad paper and a ballpen. How much money had he left? JM visits his dentist every six month. He paid his dentist 500 for dental treatment and 450 for prophylaxis. How much change did he get from 1000?

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