Lesson Guide

In

Elementary Mathematics Grade 5

Chapter II Rational Numbers Division 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

Division of Decimals Visualizing Division of Decimals Using Models .................................................................... Dividing Decimals By Whole Numbers ........................................................................................... By Decimals through Hundredths ..................................................................... Solving Problems on Division of Decimals ........................................................................... 1 5 9 12

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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.

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MATRIX IN ELEMENTARY MATHEMATICS Grade V

COMPETENCIES

VALUES INTEGRATED

STRATEGIES USED

MULTIPLE INTELLIGENCES TECHNIQUES

With HOTS

I. WHOLE NUMBERS I. Comprehension of Division of Decimals 1. Divides decimals through hundredths 1.1 Visualize division of decimals using models

Cooperation

Modeling, Acting out the problem

1.2 Divide decimals by whole numbers

Health consciousness

Concept development, Modeling

Cooperative groups, Manipulative, Hands-on activities, Reading, Writing Independent study, Reading, Writing, Speaking, Graphing

1.3 Divide decimals by decimals through hundredths 2. Application of Division of Decimals 2.1 Solve word problems involving division of decimals

Wise spending

Concept development, Simplifying the problem

Independent study, Reading, Writing, Speaking, Diagrams

2.1.1 Analyze the word problem 2.1.1.1 Tell: - what is asked - what is/are given - the word clue - the operation to be used 2.1.2 Transform the word problem into a number sentence 2.1.3 Use the correct operation 2.1.4 State the complete answer

Visualizing Division of Decimals using Models

I. Learning Objectives Cognitive: Psychomotor: Affective: II. Learning Content Skills: Reference: Materials: Value: 1. Visualizing division of decimals by decimals using models 2. Dividing decimals by decimals BEC-PELC II.I.1.1, 1.3 Decimal models Cooperation 1. Visualize division of decimals using models through hundredths Write the quotient in the division equation Work cooperatively with others in the group

III. Learning Experiences A. Preparatory Activities 1. Mental Computation I have 2. Drill Dividing decimals by whole numbers. Strategy: Number Scramble Materials: 4 sets of cards with the following digits 0 to 9, a decimal point and a division sign Mechanics: a. Divide the class into four groups. b. Distribute the sets of cards to the different groups. c. Using the numbers on their cards, ask the groups to form a division equation that gives the smallest possible quotient. d. Go around the room to check the groups answers. e. Repeat the activity, this time have the groups form a division equation with the greatest possible quotient. B. Developmental Activities 1. Presentation Strategy: Cooperative Learning Materials: decimal models 100.00. If I give it to my 4 children, how much will each get?

Activity 1 represents one and

represents one tenth

Mechanics: Work with a partner. Use your blocks to find 1.2 0.4. Place one and two tenths in front of you.

Trade your ones block for the ten tenths.

Separate the tenths into groups of four tenths.

What do you think? a. Why did you need to trade ones block for tenths? b. Why did you separate the tenths into groups of four tenths? c. How many groups of your tenths do you have? d. What is the quotient of 1.2 0.4? e. Use decimal models to divide 2.6 by 0.2. Activity 2: Coins Model Materials: 0.25; 0.05 / 25 5 coins How many five centavos are there in twenty-five centavo coins? To find the answer, divide: 25 5 = 5 0.25 0.05 = 5 0.25 0.05 = 5 0.25 = 0.05, 0.05, 0.05,

0.05,

0.05

The division expression 0.25 0.05 might not look so easy without thinking of money.

Activity 3: Number line Model Look at this number line model of 0.25 0.05: = 5 0.25
0.0 0.05 0.10 0.15 0.20 0.25 0.30

0.05

0.05

0.05

0.05

0.05

A number line can also show division with tenths. Here is 3.6 0.6: 3.6
0.0 0.5 1.0 1.5 2.0 2.5 3.0 3.5 4.0

0.6

0.6

0.6

0.6

0.6

0.6

What do you notice of the divisors? How many units of 0.6 scale are there? What happen to the dividend? How many unit of scales are there?

2. Fixing Skills A. Illustrate the quotient using the following models below. 1. 2 0.4 = N 0 0 .1 .2 .3 .4 .5 .6 .7 .8 1 2

.9 1.0 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 2.0

2. 2 0.4 = N 0 1 2 3

0.0 0.10 0.20 0.30 0.40 0.50 0.60 0.70 0.80 0.9 0 1.0 0 1.1 0 1.2 0 1.3 0 1.4 0 1.5 0 1.6 0 1.7 0 1.8 0 1.9 0 2.00 2.10 2.20 2.30 2.40 2.50 2.60 2.70 2.80 2.90 3.00

3. 3.6 0.6 = N

4. 2.75 1.25 = N

3. Generalization How will you divide decimals by decimals? When dividing decimals by decimals, change the divisor to a whole number. To do this, multiply both the divisor and dividend by a power of 10. Then divide as with whole numbers. Note: When multiplying by powers of ten, move the decimal to the right as many places as the number of zeros in the power of ten.

C. Application A. Show the following equations using models. Check the answer with the calculator. 1) 1.55 = N 3) 0.300.05 = N 5) 4.55 = N 2) 0 .05 .35 4) 0.08 .4

B. Illustrate the solution of the problem using number line mode. A hiker walked 5.75 kilometers in 1.25 hours. What was his average speed? IV. Evaluation A. Visualize the quotients. 1) 3) 5)

0.2 0.4

2) 0.8 0.048 4) 0.009 0.027

0.07 3.5 0.6 0.24

B. Find the quotient using illustration model. 1)

0.4 0.8

2) 0.03 0.9

3) 0.01 0.01

4) Divide 0.86 by 0.04. 5) How many 2 tenths are there in 6 tenths?

C. Divide. 1) 0.17 0.68 2) 0.05 0.95 3) 0.12 0.78 4) How many 0.3 are there in 0.99? 5) How many group of 0.12 can be formed from 0.78? V. Assignment A. Find the quotients. 1) 0 .05 .85 2) 0 .30 9.35 3) 0 .05 27.65 B. Illustrate the answer using numberline. 4) 0 .15 20.30 5) 0 .25 40.25

Dividing Decimals by Whole Numbers

I. Learning Objectives Cognitive: Psychomotor: Affective: II. Learning Content Skills: Reference: Materials: Value: Dividing decimals by whole numbers BEC-PELC II.I.1.2 Number cards, actual objects, grid paper Creativity Divide decimals by whole numbers Write the correct solution to a number sentence Show creativity in ones work

III. Learning Experience A. Preparatory Activities 1. Mental Computation Drill on basic division facts using flash cards.

2. Review Division of whole numbers Strategy: Number Scramble Materials: 2 sets of cards with digits 0 5 Mechanics: a. Form 2 groups. Give each group the set of cards. b. Using the numbers on their cards, ask the groups to form a division equation that will satisfy the question the teacher will dictate. Sample questions: 1) Form a division equation that gives the smallest possible quotient. 2) Form a division equation that gives the greatest possible quotient. c. The group who can first give the correct answer gets a point. d. The first group to earn 3 points wins the game. B. Developmental Activities 1. Presentation Strategy 1: Concept Development Materials: beads of different colors, real coins a. Show sets of different color of beads. Example: 1) yellow beads 2 for 0.50 2) red beads 3 for 0.90 3) white beads 2 for 0.80 4) green beads 2 for 0.90 b. Ask: How much will each bead cost? Let the pupils show the price of each bead using actual coins. Example: 1) 0.50 2 = 0.25 2) 0.90 3 = 0.30 Ask: Which bead do you like most? If you are to make a bracelet using beads, which color combinations are you going to choose to make it cheaper yet fashionable? c. Through some guide questions, lead the pupils in discovering that in dividing decimals by whole numbers, the only difference is the decimal point in the dividend. The teacher may ask this question: When there is a decimal point in the dividend only, where do you place the decimal point in the quotient? d. Elicit from the pupils that the first step in dividing decimals by whole numbers is placing the decimal point directly above the decimal point in the dividend. Stress out that the decimal point is not brought down in the computation. e. Provide more practice exercises.

Strategy 2: Modeling Materials: grid paper, crayons or colored chalk Using a problem opener: Mr. Luarca has a 0.9 hectare land which he planned to divide among his 2 sons. How much land will each son get? a. Discuss the problem by asking some comprehension or analysis question. b. Ask the following questions: What kind of a father do you think is Mr. Luarca? What good qualities does he possess? Is he worth emulating? c. Make a plan. Ask the pupils to think of a process to use to solve the problem and write the number sentence. d. Ask the pupils to use some models to represent the given facts in the problem. e. Let them represent 1 hectare for a grid of 100 squares. f. The teacher instructs the pupils to represent the 0.9 hectares on their graphing paper and divide as the number sentence suggests. (See Figure A.)

Figure A (Note: Pupils representations may vary but they must have the 100 squares as one whole piece) g. What answer did you get? (1.25) See Figure B. What does this represent? (the size of land each son will get)

Figure B h. Proceed as in Strategy 1. Ask the same leading questions to let pupils discover the rule. i. Provide more practice exercises in dividing decimals by whole numbers.

2. Fixing Skills A. Find each quotient to the nearest tenth where necessary. 1. 2. 3. 15.6 3 = _____ 1.75 5 = _____ 307.63 32 = _____ 4. 5. 4 10.1 12 732.03

B. Try harder a. Find each quotient to nearest hundredths. 1. 38.95 9 2. 24.2 26 3. 1.45 6 b. Find each quotient to nearest thousandths. 1. 725.6 13 2. 23.09 26 3. 41.235 3.2 3. Generalization How do we divide a decimal by a whole number? First, place the decimal point in the quotient directly above the decimal point in the dividend. Then divide the numbers like whole numbers. C. Application 1. Find the quotient. a) 0.35 7 = b) 0.744 8 = c) 0.64 4 = d) 0.048 3 = e) 0.235 5 = 2. Solve the following: a. A car travels a distance of 196.46 kilometers in 2 hours, what is its average speed? b. A total of 10.55 meters of cloth was used to make 6 pairs of pants. How much cloth was used for each pair of pants? IV. Evaluation A. Find the quotient. 1) 2) 3) 4) 5) 0.207 9 = 0.235 5 = 0.135 15 = 0.796 4 = 0.406 7 = 2. Divide. a) 0.9984 16 = b) 0.345 15 = c) 0.286 22 = d) Divide 0.525 by 35 e) What is 0.524 divided by 14?

B. Perform as directed. 1) 2) 3) 4) 5) Solve for N in the equation, 0.805 9 = N. Find the quotient of 0.945 5. If you divide 0.258 by 6, what is the answer? 3.6515 = N, N = _________ The quotient if you divide 0.416 by 6 is _____

V. Assignment A. Answer the following: 1) 2) 3) 4) 5) What is 0.3963 3? What is the quotient if you divide 0.4926 by 2? What is N in 0.855 3 = N? Find the quotient of 0.268 4. If you divide 0.3999 by 2, what is the answer?

B. Find the quotient. 1) 2) 3) 4) 5) 0.6307 7 = 0.2418 6 = 0.1640 8 = 0.384 12 = 0.529 23 =

C. Solve the following. 1. A construction worker earns day? 2055.50 for a 5-day week. How much does he earn each

Dividing Decimals by Decimals through Hundredths

I. Learning Objectives Cognitive: Psychomotor: Affective: II. Learning Content Skill: Reference: Materials: Value: Dividing decimals by decimals through hundredths BEC-PELC II.I.1.3 number cards, chart, and flash cards Punctuality Divide the decimals by decimals through hundredths Write quotient in dividing decimals by decimals with accuracy Demonstrate punctuality in submitting school projects

III. Learning Experiences A. Preparatory Activities 1. Mental Computation

Drill on easy division Example: a. 324 4 b. 168 2 c. 567 7 d. 248 8 2. Review Review on dividing decimals by whole numbers Strategy: Game - Number Scramble Materials: flash cards Number cards 0-9 and a decimal point Mechanics: a. Let 2 groups stand in front facing the class. Give each group the set of number cards and the decimal point. b. The teacher flashes the cards (all cards must be manageable by the pupils). Example:

4 3.6
c.

3 3.66

5 0.25

2 0.84

Pupils in each group form the answer to the equation using their number and the decimal point. d. The teacher will read the answer from left to right. e. The group who can give the correct answer first earns the point. f. Game continues until all equation cards have been used up. g. The team with the most number of points earned wins. 3. Motivation What projects do you do in your EPP class? Do you make them yourself? Do you submit them on time? B. Developmental Activities 1. Presentation Strategy 1: Using a problem opener with flowchart Aldy bought a piece of rattan 0.80-metre long for his EPP project. He cut it into pieces of 0.4 metre each. How many pieces did he make? a. Help the pupils understand the answer by asking some comprehension questions. Then ask: What are given? What is asked? b. Talk this out with the pupils: What operation should you use to solve the problem? (division) Why is division the operation needed to solve it? c. Let the pupils write the number sentence on the board. 0.8 0.4 = N d. Show this flowchart to show the sequential steps in dividing a decimal by a decimal. 0.8 .4 [1]

0 .8 0 .4
[2] [3]

8 4
[4]

2 [5]

10

e. Talk about the chart. What did we multiply to the dividend and the divisor? (We multiplied them both by 10.) To what number did we actually multiply the equation

0 .8 ? (see step [3]) (Answer 1) 0 .4

Why do you multiply both dividend and divisor by 10? (So that the divisor is a whole number) f. Elicit from the pupil that once the divisor has been changed to a whole number, the equation can then be simplified just like in dividing whole numbers. g. You may ask the pupils: Is your answer reasonable? How can you use multiplication to check your answer? h. You may further ask: If you were Aldy, would you also exert such an effort in order to be able to submit your project on time? Strategy 2: Flowchart Use a problem opener Tessie bought 0.75 metre of pink ribbon, which she will cut into 0.25 metre strips for her project in EPP. How many pieces did she make? a. Help the pupils understand the problem by asking some comprehension questions. Then ask: What are given? What is asked? b. Let the pupils decide on what operation to use to solve the problem. (division) Ask: What made you decide to use division to solve it? c. Let them write the number sentence: 0.75 0.25 = N d. Present this flowchart to show the sequential steps in dividing a decimal by a decimal. 0.75 0.25 [1]

0.25 0.75
[2] by 100

0.25 0.75
multiply both

25 75

[3]

3 [5]

[4]

e. Talk about the chart: Why was the decimal point moved two places to the right in both the dividend and the divisor? (They were both multiplied by 100 or a power of 10.) Why do you think these numbers were multiplied by 100? (To make the divisor a whole number.) f. Using the flowchart, elicit from the pupils that once the divisor has been changed into a whole number, the equation can then be simplified just with whole numbers. g. Ask the pupils to check their answer using multiplication to find out whether the answer is reasonable. h. Lastly, focus pupils attention on the problem opener. Ask: What kind of pupil do you think is Tessie? Can she be a good model to pupils like you? What should you do in order to submit your projects on time? i. Provide more exercises in dividing decimals by decimals. 2. Fixing Skills A. Give the answer. 1. What is 0.75 divided by 0.25? 2. How many 0.8 are there in 0.64? 3. What is the average point if .092 by 0.23? 4. A 0.78 hectares cornfield is divided equally by three children of the farmer. How much part of the cornfield each child received? 5. How many pieces of cloth 0.23 m each can be cut from a 0.65 m long?

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3. Generalization How do we divide a decimal by a decimal? In dividing a decimal by a decimal: 1. First make a divisor a whole number by multiplying both the divisor and dividend by the power of 10. 2. Divide as in dividing with whole number. C. Application Find the quotient. 1) 3) 5) IV. Evaluation A. Find the quotient. 1) 2) 3)
0.9 0.81

2) 0.11 0.88 4) 0.06 0.54

0.7 0.56

0.15 0.45

0.4 0.24
0.8 0.56 0.9 0.72

4) 0.48 0.8 5) 0.18 0.3

B. Divide and check answer using multiplication. 1) Find the quotient, when 94.5 is divided by 0.15. What is N in the equation, 6.93 0.11 = N. How many 0.29 are there in 9.28? V. Assignment Answer these questions: 1. 2. 3. 4. 5. How many 0.31 metres are there in 96.1 metres? How many 0.12 cm are there in 6.48 cm? How many 0.26 cm are there in 59.8 cm? How many 0.47 m are there in 61.1 m? How many 0.8 kg are there in 6.4 kg?

Solving Problems on Division of Decimals

I. Learning Objectives Cognitive: Psychomotor: Affective: Solve word problems involving division of decimals or whole numbers by decimals Write the correct number sentence for a word problem involving division of decimals Spend money wisely

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II. Learning Content Skills: Reference: Materials: Value: Solving word problems involving division of decimals BEC-PELC II.I.2.1 Flash cards, number line model and colored chalk Wise spending

III. Learning Experience A. Preparatory Activities 1. Mental computation Drill on dividing decimals by whole numbers in flash cards. a) c) c) 2. Review Review on dividing decimals using pen and paper. a) 0.04 1.6 c) 0.08 1.60 B. Developmental Activities 1. Presentation Strategy 1: Choosing the Operation Simplifying the Problem At a department store, mens socks sell at 3 pairs for pair of socks cost? 97.50. How much does each b) 0.16 7.68 3.6 4 0.45 5 0.8 2 b) 0.56 7 d) 0.25 5

a. Help the pupils understand the problem better by asking some comprehension questions. b. Let them plan on how they will solve the problem. Ask: What operation should you use to solve the problem? Write the number sentence. c. Have them carry out the plan by solving the equation. Ask pupils to recall the steps in dividing decimals by whole numbers. d. Ask them to check their answers. Does it make sense? If you will add that amount 3 times, would you get back 97.50? As a continuation of problem no.1 you can state another problem saying that. If the same kind of socks are sold by sidewalk vendors at 6 pairs for is cheaper to buy? 172.50, which

a. Proceed as in problem no.1 with steps 1 4. b. For higher order thinking skills. (HOTS) Ask the pupils to compare the prices from the department store and the sidewalks.

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Which is cheaper? If you were to buy this kind of socks in which place will go? Why? Discuss further the value of spending money wisely and also other material needs. Strategy 2: Modeling (Number line model) A pharmacist is filling a prescription that call for 0.20 gram of a vitamin. The vitamin is only available in 0.05 gram tablets. How many tablets should he put in the container? a. Start by asking some comprehension questions and unlocking difficult words such as pharmacist and prescription. Ask: What is asked? What are given? b. Help the pupils plan what to do to solve the problem. What operation should you use to solve the problem? Write the number sentence. c. Tell the pupils that this type of problem can also be solved through the use of a model a number line model. Guide the pupils in representing the problem through a number line as shown. 0.20

0.0

0.5

0.10

0.15

0.20

0.05

0.05

0.05

0.05

Ask: You have actually divided 0.20 by 0.05. How many 0.05 are there in 0.20? (4) d. Ask pupils to look back and check their answer using the abstract way of dividing decimals. Let them recall the steps in dividing decimals. e. Did you get the same answers as when you solved the problem using the number line? f. Provide more sample problems on dividing decimals. 2. Fixing Skills 1. Aunt Lucy paid 258.45 for 9.2 kilogram of rice. How much did a kilogram of rice cost her? 2. Mrs. Ramos covered 254.56 kilometers in his trip to the province. If her car consumed 18.5 liters of gasoline, how many kilometers did her car cover on a liter of gasoline? 3. Generalization How do we solve word problems involving division of decimals? Word problems involving decimals may be solved using the steps in problem solving which are: a. Understand the problem What is asked? What are given? b. Plan what to do Determine the operation to use. Determine which strategy to use to solve the problem. Write the number sentence. c. Carry out the plan Solve/Think of a way on how you can carry out your plan. d. Look back. Does the answer make sense? Is there other strategy that you could use to find the answer?

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C. Application 1. A group of 5 pupils signed up for a weekend computer course. They paid a total of 315.50. How much did each pupil pay? 2. In an EPP class, Ian made 8 hamburgers for lunch using 1.36 kg of ground beef. How much ground beef was used in each hamburger? 3. Mrs. Martin had 0.81 metre of gold ribbon which she cut into pieces. If each piece measured 0.09 metre, how many pieces of ribbon were cut? IV. Evaluation Read and solve. 1. The Boy Scouts planted Narra trees along a 0.90 km river bank. For every 0.05 km distance, a Narra tree seedling is planted. How many seedlings were planted along the river bank? 2. A 0.60 sack of fertilizer was used equally at 0.12 sack per field. How many fields were covered? 3. Mrs. Aldaba bought 5 mangoes for 45.50. How much did each mango cost? V. Assignment A. Solve. 1. Harry used 0.72 m of silver ware to repair 8 bracelets. How much ware did he use for each bracelet? 2. Alex bought a piece of rattan 2.8 m long. He cut it into pieces of 0.4 m each. How many pieces did he make? B. Create you own word problem involving division of decimals.

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