Lesson Guide

In

Elementary Mathematics Grade 5

Chapter II Rational Numbers Multiplication 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

Multiplication of Decimals Visualizing Multiplication of Decimals ................................................................................... Multiplying: Tenths by Tenths ..................................................................................................... Hundredths by Tenths and Vice Versa .................................................................... Mixed Decimals by Whole Numbers ....................................................................... Mixed Decimals by Mixed Decimals ........................................................................ Decimals by 10 and 100 .......................................................................................... Decimals Mentally ................................................................................................... Solving Problems .................................................................................................................. 1 5 9 12 15 19 22 26

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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 Multiplication of Decimals 1. Multiply mixed decimals and whole numbers 1.1 Visualize multiplication of decimals using models 1.2 Tenths by another tenths

Keep ones work and work area neat and clean Appreciation of the beauty of nature Sharing

Modeling, Drawing graphs Concept development, Modeling Acting out the problem, Looking for patterns

Cooperative groups, Graphs Diagrams, Nature

1.3 Hundredths by tenths and vice versa 2. Generalize the step in multiplying decimals 3. Multiply mixed decimals with tenths and hundredths by whole numbers

Diagrams

Working well with others

Games, Concept development

Games, Hands-on activities, Cooperative groups Puzzles

4. Multiply mixed decimals by mixed decimals with tenths and hundredths 5. Multiply decimals by 10 and 100

Health consciousness, Accuracy Awareness

Game, Concept development Looking for patterns, Acting out the problem Looking for patterns, Drawing tables

Tables, Self-awareness activities Tables, Cooperative groups

6. Multiply decimals mentally by 0.1, 0.01, and 0.001 7. Application of Multiplication of Decimals 7.1 Solve word problems involving multiplication of decimals including money

Helpfulness, Cooperation

Accuracy, Spending money wisely

Acting out the problem, Simplifying the problem

Writing, Speaking, Simple play, Cooperative groups

Visualizing Multiplication of Decimals

I. Learning Objectives Cognitive: Psychomotor: Affective: II. Learning Content Skill: Reference: Materials: Value: Visualizing multiplication of decimals BEC-PELC II.H.1.1 Flash cards, colored chalk, drawings Keep ones work and work area neat and clean Visualize multiplication of decimals using models Draw and color neatly the decimal models Appreciate the value of clean work

III. Learning Experiences A. Preparatory Activities 1. Drill Strategy: Draw me Materials: Flash cards, colored chalk Mechanics: a. Divide the class into 4 groups. b. Teacher flashes a card with a fraction written on it. Example:

3 4

2 5

7 8

7 6

etc.

c. d. e. f.

The first pupil in each group will go to the board to make an illustration of the fraction. The one who drew the correct drawing gets the point. Continue this until everyone in the group has participated. The group with the most number of points wins.

2. Review or Mental Computation 1) Aling Rosa bought 0.8 kg of hotdog. She placed 0.25 kg of it in the refrigerator and cooked the rest. How much hotdog did she cook? 2) A Math book is 0.6 dm thick. A science book is 0.2 times as thick. How thick is the science book? B. Developmental Activities 1. Presentation Strategy 1: Using a problem opener with transparent plastic Mr. Dizons farm is 0.3 km long and 0.1 km wide. How big is his land?

0.1 or

1 10

0.3 or

3 10

1 3 3 x 10 10 100

Into how many parts is the whole divided? How is 0.3 shown in the grid? What about 0.1? How many squares are double shaded? In fraction form write

1 3 1 3 3 x of . 10 10 10 100 10

Another way of writing fraction is in decimal form.0.1 of 0.3 = 0.1 x 0.3 = 0.03 How many decimal places are there in both factors? How about in the product? Strategy 2: Coloring (Using paper grid) (Group Work) [2 x 0.8 = N]

= =

1 0.8 0.8 = 1.6 How many grid did we use to show 0.8? Why? Strategy 3: Use of number line 2 x 0.8 = N 0.8

0.60

0.8

1.0

0.8

0.8

.1

.2

.3

.4

.5

.6

.7

.8

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

The number line above shows that when we joined the two eight tenths, we completed one line of 10 and up to 6 on the line of 10. Therefore, 2 x 0.8 = 1.6. 2. Fixing Skills A. Use numberlines to show the product of the following. 1. 0 3 x 0.4 2. 0 4 x 0.6 B. Using paper grid, show the product of the numbers by shading it more darkly. 1 2 3 1 2

1. 0.5 x 0.4

2. 0.7 x 0.8

C. Give the factors of the illustration showing the products of the following.

0 0

.1

.2

.3

.4

.5

.6

.7

.8

.9 1.0 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 2.0 1 2

_____ x _____ = _____

_____ x _____ = _____

3. Generalization How do we visualize multiplication of decimals? Multiplying decimals can be visualized by representing each factor with the horizontal and vertical lines placed over the other. The double shaded part represents the answer to the equation. C. Application Using illustration, give the answer of the following situation. 1. Every morning Yvan goes jogging. He can jog a distance of .9 kilometer. How many kilometers can he jog in 6 days? (numberline) 2. A rectangular table is 0.8 m and 0.5 m. Find its area. (Paper grid) IV. Evaluation A. Write the correct multiplication equation for each of following numbers represented by the shaded region.

_____

______

______

_____

______

______

_____

______

______

B. Shade the figures to represent each number sentence. 1) 0.8 x 0.3 2) 0.3 x 0.4 3) 0.9 x 0.6

4) 0.7 x 0.7

5) 0.4 x 0.9

C. Illustrate the following number sentence. 1) 2) 3) 4) 5) 2 x 0.5 = N 0.6 x 0.7 = N 4 x 0.3 = N 0.9 x 0.2 = N 0.8 x 0.4 = N

V. Assignment Prepare paper grid divided into 100 equal parts and be ready to show your own multiplication equation of decimals. Show the following multiplication equations by using number lines. 1) 2) 3) 4) 0.3 x 0.6 = 0.5 x 0.8 = 0.7 x 0.4 = 0.2 x 0.9 =

Multiplying Tenths by Tenths

I. Learning Objectives Cognitive: Psychomotor: Affective: II. Learning Content Skill: Reference: Materials: Value: Multiplying tenths by tenths BEC-PELC II.H.1.2 Multiplication wheel, 10 by 10 grid (transparent plastic) Appreciation of the beauty of nature Multiply tenths by another tenths Write decimal point in the product correctly Appreciate the beauty of nature

III. Learning Experience A. Preparatory Activities 1. Drill Basic Multiplication Facts Multiplication wheel
4 10 2 8 5 3 1 7

9x
6

2. Mental computation a. If you have three 500-peso bills, how much do you have in all? At 12.75 for each ripe mango, how much will 6 ripe mangoes cost? b. Rene deposits 200 every month. How much is his deposit in one year? 3. Review Illustrate the number sentence. a. 3 x .5 = 1.5 b. .6 x .3 = .18 4. Motivation How many of you have gone to Luneta? Fort Santiago? What do you usually see in these places? B. Developmental Activities 1. Presentation Strategy 1: Using a problem opener The park is rectangular in shape and measures 0.3 km, long and 0.2 km wide. What is its area? What do you picture out in your mind when you read the problem? What are the signs that you usually see in parks? As a good boy or girl what must you do with signs that you see in parks? What is asked in the problem? How shall we solve it?

Use of Grid:

0.3 km w = 0.2 km A = 0.06 km L = 0.3 km

Strategy 2 To find the area, we multiply the length and the width. Step 1: Multiply the digit as if you are multiplying whole numbers 3x2 Step 2: 2 2 x 3 = 6

Count the number of decimal places in the multiplicand and multiplier. The sum of the number of decimal places in the factors is equal to the number of decimal places in the product. Add zero if necessary. 0.3 x 0.2 = 0.06

Step 3:

Strategy 3 Using fractions:

3 x 2 = 6 so 10 10 100

0.3 x 0.2 = 0.06

Strategy 1: Use of Grid Into how many equal parts is the whole divided? How many parts are double-shaded? The double shaded part is the product of 0.2 and 0.3.

2. Fixing Skills Find the product. A. 1. 0.5 x 0.2 2. 0.9 x 0.4 3. 0.5 x 0.6

B. Give the answer. 1. 2. 3. 4. What is the product of 0.6 and 0.8? If 0.7 and 0.4 is multiplied, what is the answer? 0.5 time 0.9 equals _____. 0.2 x 0.2 x 0.2 = _____.

C. Solve. What is the area of the illustration board with .6 dm and .8 dm dimensions? 3. Generalization How do we multiply tenths by another tenths? In multiplying tenths by another tenths, multiply like multiplying whole numbers. Place the decimal point in the product equal to the sum of the number of decimal places in both factors. C. Application 1. A lot has a length of 0.4 and 0.3 wide. What is its area? 2. A painting having a dimension of 0.4 m and 0.8 m is to be wrapped with a cloth 0.4 m larger than its dimensions. What is the area of the cloth? IV. Evaluation A. Copy and place the decimal point in the product. 1) 0.7 0.5 35 2) 0.8 0.6 48 3) 0.9 0.5 45 4) 0.6 0.3 18 5) 0.4 0.7 28

B. Give the products mentally. 1) 0.4 0.5 2) 0.6 0.8 3) 0.7 0.3 4) 0.9 0.5 5) 0.9 0.8

C. and complete each table. 1. 2. 3. 1. 2. 3. x 0.6 0.7 0.8 x 3.4 1.2 0.6 0.3 0.4 0.5

0.6

0.7

0.8

V. Assignment Slow: Find the products. Write in column. 1) 6.5 x 0.7 = 4) 0.9 x 0.9 = 2) 0.8 x 0.3 = 5) 0.7 x 0.6 = 3) 9.3 x 0.8 =

Fast: Write the following fractions to decimals then multiply. 1) 8 x 4 = N 2) 6 x 5 = N 10 10 10 10 6 9 7 8 4) x =N 5) x =N 10 10 10 10

8 x 8 =N 10 10 3 6) x 9 =N 10 10

3)

Multiplying Hundredths by Tenths and Vice Versa

I. Learning Objectives Cognitive: Psychomotor: Affective: II. Learning Content Skill: Reference: Materials: Value: Multiplying Hundredths by Tenths and Vice Versa BEC-PELC II.H.1.3 Flash cards, pictures of a family Sharing Multiply hundredths by tenths and vice versa Apply the rule in multiplying decimals Appreciate the value of helping one another

III. Learning Experience A. Preparatory Activities 1. Drill Basic Multiplication Facts Relay (Flash cards) a. Let 3 pupils stand on the aisle of the room. b. Teacher flashes card on basic multiplication facts then the pupils answer. c. The pupil who gets the correct answer moves one step forward. (One step for every right answer.) d. The pupil who reaches the place of the teacher first wins the game. 2. Review /Mental computation a. Anne bought 7 apples. If each apple cost 15.00, how much did she pay for it? b. A bag of sugar weighs 3.5 kg. What is the weight of 3 bags of sugar? 3. Motivation (Show a picture of a family) What can you say about the family in the picture? Why do you think the family looks happy? How do help your younger brother or sister?

B. Developmental Activities 1. Presentation Strategy: Problem opener (Acting out the Problems) Activity 1 A piece of chocolate bar is 0.16 dm long. James shared it with his sister. If James got 0.2 of the chocolate bar, how long was for her sister? How do you find James and his sister in the story? In the school, how will you show your care for others? What are we going to find in the problem? What are given? What operation will we use? How will you state the number sentence?

Study the following solutions: Multiply the decimals as if they are whole numbers: 16 2 = 32 Count the number of decimal place in both factors. The number of decimal places in the factors is equal to the number of decimal places in the product. 0.16 x 0.2 = 0. 0 3 2 Activity 2 Using fractions:

16 2 32 0.16 x 0.2 = 100 x 10 = 1000 = 0.032 2 16 What is the product of x in decimal? 100 10
How does the sum of the number of zeros in the denominators of the factors compare with the number of decimals in the product? How does the number of decimal places in the product compare with the number of decimal places in the factors? 2. Fixing Skills A. Tell how many decimal places each product will have without actually computing. 1. 2. 3. 4. 5. 0.6 x 0.05 0.11 x 0.7 0.58 x 0.9 0.8 x 0.12 0.95 x 0.6 ______ ______ ______ ______ ______

B. Do the following exercises. 1. 0.23 x 0.4 2. 0.09 x0.3 3. 0.63 x 0.5

4. 0.51 x 0.7 = n 5. 0.9 x 0.25 = n

10

C. Give the answer. 1. What is the value of (0.2) - (0.2)? 2. If 0.56 x 0.8 = 0.448, what is 0.56 x 0.80 equal to? Explain your answer. 3. Generalization How do we multiply hundredths by tenths? To multiply hundredths by tenths, multiply like whole numbers and count as many decimals places in the product as there are in the multiplicand and multiplier together. C. Application 1. Multiply and place the decimal point correctly in the product. x 0.41 .2 0.24 x 0.3 0.11 x 0.6 0.12 x 0.4 0.32 x 0.3
2

2. Multiply then express your answer into decimals. a) b) c) d) e) 3. Solve. A book is to covered with a plastic cover 3 cm more than the dimensions of the book 0.65 dm and 0.8 dm. How much plastic cover is needed to cover it? IV. Evaluation A. Place the decimal point in the product. 1) 2) 3) 4) 5) 0.6 0.32 = 0192 0.09 0.45 = 00405 0.2 0.45 = 0090 If 0.9 x 0.45 = 0405, what is 0.90 x 0.45 = N? 0.49 times 0.7 is 0.343, what is 4.9 times .07? 0.14 0.3 = 0.22 0.4 = 0.35 0.2 = 0.41 0.5 = 0.62 0.6 =

B. Multiply and place the decimal point in the product. 1) 2) 3) 4) 5) 0.34 0.4 = 0.6 0.47 = 0.74 0.6 = What is the area of a rectangle with a length of .75 dm and a width of .5 dm? What is the area of a picture frame having a length of 0.95 dm and a width of 0.6 dm?

11

V. Assignment A. Write in column and multiply. 1) 2) 3) 4) 5) 0.28 x 0.3 = ________ 0.6 x 0.36 = ________ 0.7 x 0.95 = ________ 0.4 x 0.04 = ________ 0.24 x 0.6 = ________

B. Think of your own decimal numbers in hundredths and in tenths, multiply them. Construct at least three problems.

Multiplying Mixed Decimals by Whole Numbers

I. Learning Objectives Cognitive: Psychomotor: Affective: II. Learning Content Skill: Reference: Materials: Value: Multiply mixed decimals with tenths and hundredths by whole numbers BEC-PELC II.H.1.4 cards with whole and decimal numbers, charts, cubes with numbers, activity sheets Working well with others Multiply mixed decimals with tenths and hundredths by whole numbers Act promptly on given work Work well with others

III. Learning Experience A. Preparatory Activities 1. Drill: Flashcards of basic multiplication facts 2. Review Strategy: Tossing Dice Materials: Two dice with the following faces: 1.2, 3.5, 2.6, 4.1, 1.2 and 3.3 Mechanics: a. Distribute 2 cubes to each group. b. One pupil rolls the cube and another records the face up digits. c. The group who gives the most number of correct answers wins the game. 3. Motivation Which are mixed decimals? Which are whole numbers? 2 7.44 0.61 3.789 15 891

Whats the difference between a whole number and mixed decimal numbers? Can we multiply the two numbers?

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B. Developmental Activities 1. Presentation Get a card with a whole number and another one with a mixed decimal. Lets multiply. Example: 7.44 x 2 = Strategy 1: Number Cards Multiply like whole numbers: 7.44 x 2 14.88 Multiply each digit of the multiplicand with the multiplier. Start from the hundredths to the tenths and whole number.

2x4=8 2x4=8 2 x 7 = 14

The answer is 14.88. How many number of decimal places in the multiplicand? (Two) Then put the same number of decimal places in the answer. Strategy 2: Problem opener A faucet can fill a large drum in 1.15 hours. How many hours will it take to fill 3 drums? a. What is the problem asking us to find? b. How can we solve for the answer? Multiply 1.15 by 3. c. What kind of number is 1.15? What about 3? d. How many decimal places are there in 1.15? e. How many decimal places should there be in the product? Therefore 1.15 x 3 = 3.45 Strategy 3: Use activity Sheets Materials: Activity Sheets with the following problems. a) 2.78 x 46 d) 10.49 x 6 b) 50.04 x 93 e) 5.68 x 32 c) 153.62 x 21

a. Divide the class into groups with 5 members each. b. They will work on the activity sheets. c. Remind the pupils to estimate first the products. Tell them that estimating the products before performing actual multiplication will help them place the decimal point correctly in the final product. Remind them also to count the decimal places in the product starting from the right. Emphasize that in multiplying decimal, there is no need to line up the decimal points. d. After doing the activity, the members of the group will exchange work for checking. Strategy 4 Rudolf lives 2.4 km from school. How far does he ride in going to and from school?

13

To find our answer we multiply 2.4 by 2. Solution: Steps: 2.4 Multiply like whole numbers. x 2 Count the decimal places in the factors. 4.8 2x4 Do the same in the product. 2x2 2. Fixing Skills A. Tell how many decimal places each product will have without actually computing. 1. 2. 3. 4. 5. 3.6 x 5 14.35 x 12 458.013 x 2 15 x 5.703 78 x 16.9054

B. Find each product. 1. 2.3 x .6 2. x 15.12 5 3. 26.936 x 5

4. 5. 3. Generalization

The product of 19.21 x 12 is _____. If a notebook is cost 5.25, how much is the cost of 6 notebook?

How do we multiply mixed decimals by a whole number? To multiply mixed decimals by a whole number, multiply like whole numbers then count the number of decimal places in the factors. The factors and the product must have equal decimal places. C. Application 1. Complete the table by giving each product. x 2.6 11.92 4 12 2. Andrei bought apples at 15.50 each. How much did he pay for 5 apples? 3. A working student earns 25.50 an hour. How much does he earn in 4 hours? If he works 3 days a week, how much does she earn a week? IV. Evaluation A. Tell whether the decimal point is written on the proper place. Put a check mark () in the box to indicate correct answers. 1) x 2.3 2 .46 29.14 82 2) 3.6 x 4 14.4 3.42 9 3) 54.12 x 7 37.884 18.6 7

4) x

5) x

6) x

14

2389.48 B. Copy and give the product: 1) 0.76 x 4 2) 0.12 x 5

30.78

16.74

3) 16.57 x 6

4) 0.93 x 8

5) 38.2 x 7

C. Give the missing numbers. 1. 2. 3. 4. 5. If 367 x 28 = 10276, what is 36.7 x 28 equal to? If 1238 x 36 = 44568, what is 12.38 x 36 equal to? If 3856 x 6 = 23136, what is 38.56 x 6 equal to? If 275 x 4 = 1100, what is 0.275 x 4 equal to? 1637 x 7 = 11459, what is 1.637 x 7 equal to?

V. Assignment A. Write the product with the decimal point in the correct place. Then be ready to read your answers aloud. 1) 6.48 x 32 2) 20.6 x 18 3) 7.644 x 24 4) 3.65 x 23 5) 348.1 x 5

Multiplying Mixed Decimals by Mixed Decimals

I. Learning Objectives Cognitive: Psychomotor: Affective: II. Learning Content Skill: Reference: Materials: Value: Multiplying mixed decimals by mixed decimals with tenths and hundredths BEC-PELC II.H.1.5 pictures, flash cards, number cards Health consciousness, accuracy Multiply mixed decimals by mixed decimals with tenths and hundredths Tell the rules in multiplying decimals Appreciate the importance of exercise to stay fit

III. Learning Experience A. Preparatory Activities 1. Drill Multiplication of Decimal Fractions Procedure: a. Place number cards, face down on table. b. Pupils take turns selecting two cards. c. For each pair of cards, all in group writes the multiplication equation and gives the answer. d. Pupils check each others answer. Ex:

3 10

2 100

3 2 x =N 10 100

6 1000

15

2. Review Multiply: x 2.3 4 5.13 x 2 16.2 x 3 x 7.11 5 x 8.6 2

3. Mental Computation a. If 1 kg of onions cost 25.10, how much is 1.5 kg of onions? b. Anne uses 0.75 metre of cloth to make a pillowcase. If she finished 5 pillowcases, how many metres of cloth did Anne use? 4. Motivation What do you understand of the saying Health is Wealth? How do you keep yourself healthy? B. Developmental Activities 1. Presentation Strategy 1: Using a problem opener Chet burns 7.5 calories of food energy per minute while jogging. How many calories does she burn if she jogs for 6.75 minutes? Why do you think Chet jogs every morning? What are the importance of exercise to our body? Lets find out the number of calories Chet burned in 6.75 minutes. How shall we do it? Strategy 2: Short Way 6.75 7.5 3375 4725 50.625 x 2 decimal places (multiplicand) 1 decimal place (multiplier)

3 decimal places (product)

How many decimal places are there in the multiplicand? in the multiplier? How many decimal places are there in the product? What did you do to find the number of decimal places in the product? a) 4.3 2.6 258 86 11.18 1 decimal place 1 decimal place b) 21.4 .32 428 642 6.848 1 decimal place 2 decimal places

2 decimal places

3 decimal places

16

Strategy 3: Using a Puzzle In the problem, select the multiplication problem that is described by the clues. [Puzzle 1] Clues: 1. The first partial product is 57. 2. The second partial product is 38. 1.9 2.3 A 2.4 1.6 B 3.2 1.8 C

After which clue helped you know the answer? Put a check (). Clue #1 ____ Clue #2 ____ What is the answer? [Puzzle 2] Clues: 1. The first partial product is 2128. 2. The second partial product is 608. 2.58 2.6 A 4.61 2.8 B 3.04 2.7 C

After which clue helped you know the answer? Clue #1 ____ Clue #2 ____ What is the answer _____ 2. Fixing Skills A. Without actually multiplying, can you tell if the whole number part of each product will be ones, tens, or hundreds? Can you explain your answer? 1. 2. 3. 4. 5. 2.465 x 6.003 54.002 x 4.007 0.8051 x 9.005 21.06 x 0.507 68.08 x 0.495

B. Try harder. Find each product. 1. 2.09 x 5.36 4. 5. 3. Generalization How do we multiply mixed decimals by mixed decimals? 2. 7.47 x 1.3 3. 21.03 x 5.6

What is 45.7 times 4.06? What is the cost of 15.25 kg of sugar if the price per kilo is 52.25?

17

To multiply decimals, do the following: 1. Multiply as for whole numbers. 2. Count the number of decimal places in the factors. 3. Put the decimal point in the product so that there are as many decimal places as there are in the factors. 4. If there are not enough digits in the product obtained in (1), add the necessary number of zeros to the left of the product before placing the decimal point. C. Application Get The Message 1) 7.02 2.5 11.07 2.5 11.5 6.1 2) 6.39 4.1 7.02 2.5 10.04 4.01 3) 12.6 35 6.25 1.5 4) 8) 35.18 0.3 A = 27.675 C = 13.078 D = 70.15 E = 26.199 I = 17.55 L = 10.554 M = 40.2604 O = 17.550 U = 44.1 V = 9.375

5)

6)

7)

5.03 2.6

9)

10)

Message: IV. Evaluation

I L O V E U 6 4 1 7 2 3

A. Copy and place the decimal point in the product. 1) 2) 3) 4) 5) 2.3 4.09 = 9407 3.6 5.28 = 19008 4.8 6.79 = 32592 5.6 8.95 = 5012 1.2 2.46 = 2952

B. Encircle the letter of the best answer 1) 2) 3) 4) 5) 74.12 6.3 = 5.49 4.6 = 13.7 .56 = 12.63 3.2 = 4.26 2.5 = a. a. a. a. a. 486.956 23.244 7.561 40.416 11.650 b. b. b. b. b. 476.855 24.254 76.72 41.416 10.650 c. c. c. c. c. 486.956 242.54 7.672 404.16 10.550

C. Find the product. 1) 2) 3) 4) 5) Find the product of 3.3 and 7.15. What the product of 2.34 and 2.5? If 6.1 is multiplied with 9.28, what is the product? Find the cost of 1.5 kg of rice at 24.75 per kg? What is the area of a rectangle with the length of 10.75 cm and a width of 6.25 cm?

18

V. Assignment A. Locate the decimal point in the product. 1) 2) 3) 4) 5) 8.70 1.5 = 13050 1.3 2.6 = 338 4.28 1.3 = 5564 6.05 5.2 = 31460 8.65 x 7.6 = 65740

B. Multiply and locate the decimal point in the product. a) 2.64 3.5 3.50 1.8 b) f) 3.85 4.6 24.64 2.5 c) g) 4.95 2.5 86.75 3.6 d) h) 8.65 6.4 98.47 4.7

e)

C. Find the products. 1) 2) 3) 4) 5) 6.3 10.25 = N 18.4 35.15 = N 16.76 7.7 = N 22.12 4.8 = N 11.11 x 19.6 = N

Multiplying Decimals by 10 and 100

I. Learning Objectives Cognitive: Psychomotor: Affective: II. Learning Content Skill: Reference: Materials: Value: Multiplying decimals by 10 and 100 BEC-PELC II.H1.6 Flash cards, charts Awareness Multiply decimals by 10 and 100 Write the product of decimals by 10 and 100 Recite with ease and confidence

III. Learning Experiences A. Preparatory Activities 1. Drill Multiplication of whole numbers by 10, 100 and 1000. The Weakest Link a. Group the class into 4, each with 5 members. b. The teacher flashes a card, for example: 63 x 100

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The pupil is given 1 second to answer. If he or she cant give the right answer, he or she is the weakest link and should be out of the line. d. Continue the game until everybody in the group has participated. e. The pupil left in the line is called the strongest link. He is the winner. c. 2. Mental Computation How much is 2 hankies at 5.25 each? How much is 3 pairs of socks at 32.00? B. Developmental Activities 1. Presentation Strategy 1: Problem Opener The diameter of Earth is about 12.56 thousand kilometres. The diameter of Jupiter is more than 10 times that of Earth. Estimate Jupiters diameter. a. Teacher will discuss the lesson: Multiply 12.56 and 10 to solve the problem. 12.56 x 10 = 125.6 Look at the multiplier and the product. b. What happened to the decimal point in the product? c. The decimal point is moved 1 place to the right. d. Jupiters diameter is more than 125.6 thousand kilometres. Strategy 2: Looking for the Pattern Study each set of examples. Observe the pattern. A 0.8 x 10 = 8 2.5 x 10 = 25 17.3 x 10 = 173 64.8 x 100 = 6 480 75.2 x 100 = 7 520 18.5 x 100 = 1 850 0.26 x 10 = 2.6 4.28 x 10 = 42.8

2.87 x 100 = 287 9.162 x 100 = 916.2 7.468 x 100 = 746.8

Look at box A. a. What is our multiplicand? b. Compare the multiplier and the product. c. In what direction did we move the decimal point? d. If the decimal point is after the number, is it necessary to use zero as a placeholder? Look at box B. The numbers are multiplied by 100. Why do you think zero is added to the product? Strategy 3: Acting-out Mila received a birthday gift of $ 10 from her daughter. How much would she get in peso if the exchange rate is 45.40 to a dollar. How much is the rate of $ 1? What can you say about it?

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What are the effects of the weakening of the peso against the dollar on our economy? How will you find the value of $ 10 at 45.40 to dollar?

Pupils will act out using play money. One will act as Mila and one pupil as the moneychanger. 2. Fixing Skills A. Place the decimal point in the correct place. 1. 2. 3. 4. 5. 10 10 10 10 10 x x x x x 9.34 = 9340 0.546 = 5460 6.897 = 6897 95.93 = 95930 5.0023 = 500230 6. 7. 8. 9. 10. 100 100 100 100 100 x x x x x 98.65 = 986500 6.0042 = 6004200 75.53 = 755300 3.0054 = 3005400 0.4312 = 431200

B. Place the decimal point in the correct place. 1. 2. 3. 4. 5. 10 10 10 10 10 x x x x x 5.46 87.5 0.475 23.8 67.32 6. 7. 8. 9. 10. 100 100 100 100 100 x x x x x 6.42 0.1952 3.65 435.8 9.8127

C. Solve. A tailor needs 2.75 m of cloth from one uniform. How many meters will be needed for every 100 uniforms? 3. Generalization How will you write the product of 10, 100 and a decimal? a. To write the product of 10 times a decimal, move the decimal point one (1) place to the right. b. To write the product of 100 times a decimal, move the decimal point two (2) places to the right use zero as a placeholder if necessary. C. Application 1. Tell the number of decimal places in the product then multiply. Use the pattern to help you. a) 2.147 x 10 = n b) 0.05 x 10 = n c) 0.003 x 10 = n d) 35.86 x 10 = n e) 0.418 x 10 = n f) 0.4 x 10 = n g) 0.7 x 100 = n h) 32.15 x 100 = n 2. Give the answer orally. a) 10 x .8 = c) 10 x 2.93 = e) 10 x 4.632 = 3. Solve the following: a. Liza earns 250.00 for selling empty bottles every week. How much does she earn in 10 weeks?

b) 10 x 27.64 = d) 100 x 1.876 = f) 100 x 22.76 =

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b. Rey and Joy picked 100 kg of mangoes from their mango trees. If they sold at 75.00, how much did he get? IV. Evaluation A. Multiply. 0.9 0.06 10 x 0.75 4.96 ___ ___ ___ ___ 10 x 75.46 4.08 56.79 4.32 .8317 B. Write 10 or 100 in the . 1) 2) 3) 4) 5) x 0.06 = 6 x 7.8 = 78 3.7 x = 370 x 638 = 63.8 .125 x = 12.5 ___ ___ ___ ___ ___

C. Find the product. 1) 2) 3) 4) 5) 73.8 x 10 = _____ 1 16.73 x 10 = _____ 94.6 x 10 = _____ 1 276.7 x 10 = _____ 5.948 x 10 = _____

V. Assignment A. Copy the table and complete. x 10 100 B. Multiply. 1) 3) 5) 7) 4.36 x 10 = 1 37. 5 x 10 = 3 6.035 x 10 = 18.61 x 10 = 2) 4) 6) 8) .7132 x 10 = .0765 x 10 = 1 26.179 x 10 = 1 1.76 x 10 =
3

0.9

0.46

x 10 100

0.33

0.04

0.96

8.73

Multiplying Decimals Mentally

I. Learning Objectives Cognitive: Affective: Multiply decimals mentally by 0.1, 0.01 and 0.001 Be a worthy member of a group

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II. Learning Content Skill: Reference: Materials: Value: Multiplying decimals mentally by 0.1, 0.01 and 0.001 BEC-PELC II.H 1.7 Chart, straw, boxes and show-me-board Helpfulness/Cooperation

III. Learning Experiences A. Preparatory Activities 1. Drill Multiply decimals mentally by 0.1, 0.01 and 0.001 Mechanics: a. Teacher prepares questions written on manila paper. Example: 2.25 x 10 = b. Pupils in each group write their answers on their show-me-board. They are given 30 seconds to answer. c. The group with the most number of correct answers wins the game. 2. Mental Computation a. Each of the 100 families in a certain community will share 12.50 for the cleaning of their drainage. How much will the community raise? b. A barangay chairman bought 100 pieces of plastic chairs at 185.75 each. How much was the total cost of all the plastic chairs? c. If you are a member of this community, how will you react to the problem? d. What kind of community do you see? e. Are the members of the community helping one another? How will you prove it? B. Developmental Activities 1. Presentation Strategy 1: Looking for the Pattern Activity 1 Study each set of examples. Observe the pattern. A 0.7 x .1 = 0.07 3.2 x .1 = 0.32 45.6 x .1 = 4.56 17.19 x .1 = 1.719 30.45 x .1 = 3.045 B 0.4 x .01 = 0.004 7.2 x .01 = 0.072 54.3 x .01 = 0.543 69.87 x .01 = 0.6987 47.05 x .01 = 0.4705 C 0.9 x .001 = 0.0009 0.47 x .001 = 0.00047 6.2 x .001 = 0.0062 84.73 x .001 = 0.08473 65.08 x .001 = 0.06508

Look at box A. a. Compare the multiplier and the product. b. In what direction did we move the decimal point? c. Why do you think zero is added to the product? d. Do we always add zero? Why not? Analyze box B. a. How many decimal places did we move the decimal point? b. To what direction? How about box C?

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Activity 2 Joey said 0.3 8.4 9.7 ___ ___ Joy answered 0.03 0.84 ___ 0.42 0.09 Joey said 33.86 46.9 58.47 ___ 8.4 Joy Answered 0.3386 0.469 ___ 0.032 ___ Joy said 548.3 92.27 48.63 ___ 6.9 Joey Answered 0.5483 0.09227 ___ 0.9214 ___

Guess each rule. Then give the missing numbers. Strategy 2: Tossing Dice

Mechanics: a. Each group is divided into 2 competing teams with 4 members each. b. Each team is to have a set of straws with accompanying holder. (Green for 1 place decimal, red for 2 places and yellow for 3 places) c. The first team rolls the dice and multiplies the two decimal numbers. Example: 1) If the product is two decimal places the team will put the red straw in their straw holder. 2) The teacher checks their answers and give the score of 5 for correct answers and 0 for wrong answer. 3) The activity goes on with the team taking turns in throwing the dice. 2. Fixing Skills A. Use of flash cards (Orally) Multiply: 0.12 x .01 = n 2.15 x .1 = n 0.8 x .001 = n 65.75 x .01 = n 0.748 x .1 = n 97.125 x .01 = n 2.34 x .001 = n B. Calculator (Printed on Manila Paper) PRESS 0.1 0.1 0.1 0.1 PRESS 0.01 0.01 2.215 0.213 34.16 0.246 0.781 7.9 = = = = = =

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0.01 0.01 PRESS .001 .001 .001 .001

5.32 2.5 3.82 10.3 2.7 .86

= = = = = =

C. Multiply the following mentally. 1) 3) 5) 7) 2.8 x 0.1 197.64 x 0.1 0.01 x 30.8 35.678 x 0.1 2) 4) 6) 8) 16.506 x 0.1 0.001 x 0.1184 0.01 x 0.89 6.5 x 0.001

3. Generalization How do we multiply decimals by 0.1, 0.01 and 0.001 mentally? When multiplying decimals by: a. 0.1 simply move mentally the decimal point in the multiplicand one place to the left b. 0.01 move 2 places to the left c. 0.001 move 3 places to the left. Use zero as a place holder if necessary C. Application 1. Give the product of the following. a. b. c. d. e. 0.14 x 0.1 = n 2.13 x 0.1 = n 0.45 x 0.01 = n 0.001 x 0.546 = n 0.001 x 11.205 = n

2. Use the symbol >, < or = to make the statement true. a. b. c. d. e. 0.21 x 0.1 0.21 x 0.01 5.21 x 0.01 52.1 x 0.01 11.03 x 0.01 1.103 x 0.01 0.053 x 0.001 0.053 x 0.01 8.01 x 0.001 80.1 x 0.01

3. Solve Every 0.1 grams of gold cost IV. Evaluation A. Multiply mentally. 1. 7.32 x 0.1 2. 0.854 x 0.1 3. 4.048 x 0.01 450. How much is 0.8 grams of gold cost?

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4.

12.605 x 0.001

5.

16763 x 0.001

B. Give the correct answer mentally. 1. The product of 6.35 multiplied by 0.1 is _____. 2. 0.478 times 0.01 is _____. 3. What is the number: x 0.001 = 6.7386? 4. What is the other factor? 94.09 x = 0.9409 5. Compare: 5.34 x 0.01 53.4 x 0.1. Use the symbol (>, <, =) V. Assignment A. Make flash cards showing multiplication of decimals by 0.1, 0.01 and 0.001. Practice multiplying at home. B. Practice multiplying bigger decimal numbers by 0.1, 0.01 and 0.001.

Solving Problems
I. Learning Objectives Cognitive: Psychomotor: Affective: II. Learning Content Skill: Reference: Materials: Value: Solving word problems involving multiplication of decimals including money BEC-PELC II.H.1.8 Pictures, concrete objects, chart, show board Accuracy or spending money wisely Solve word problems involving multiplication of decimals including money Solve problems step by step Exhibit accuracy and wise spending of money

III. Learning Experiences A. Preparatory Activities 1. Review Enough or not enough Mechanics: a. Get a partner, listen when your partner read each word problem below. Then decide if there is enough information in the problem. b. If there is enough information, write (enough) on your show board. c. If there is not enough information to solve the problem write (not enough). Example: A certain number when multiplied by 2.5 has a product of 10.

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Answer: enough Luis is 2.6 cm taller than Lito. How tall is Luis? Three girls have the same weight. If one girl weighs 28.7 kilos, what is the total weight? Allan has 6 pieces of 10.00 bill. How much money does he have in all? B. Developmental Activities 1. Presentation Strategy 1: Acting Out the Problem Mechanics: a. Place objects like bananas, sandwiches, biscuits, juice, cup cakes with tag price on the teachers table. b. Group the pupils by five. Each group will be given play money. The group will decide on what to buy for snacks. They will budget their money so that each one will have a share. c. Pupils will write their orders with their computation on a paper. d. The teacher acts as storeowner. If the computation is correct, she will give the items. If incorrect, she will return the paper and let the group solve again. Bananas Sandwich Juice Biscuits 2.50 29.50 6.00 5.00 Strategy 2: Using a problem opener (Simplifying the problem) Cherrys aunt has arrived from America. She gave Cherry a $10-bill and Cherrys mother a $100-bill. How much will Cherry get in pesos if the exchange rate of one US dollar is 53.217? How much will her mother get in pesos? a. Ask the following questions: What are given? What is asked? How will you solve the problem? What is the number sentence or equation? Write the number sentence. Solve for N. State the complete answer. Look back if the answer makes sense.

b. Copy and complete the chart below. The first and second column show the name and cost of each item. COST OF ITEMS 2 3 9.00

Pencil Ball pen Notebook Pad & Paper Eraser

1 4.50 8.35 23.40 12.50 5.60

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c.

Solve the following problems and state the complete answer. 1. If a car travels 55.6 kilometres an hour, how far will it travel in 8 hours? 2. If 1 metre of cloth costs 72.95, how much would 6.4 metres cost? 3. A cone of ice cream costs 16.25. How much will the 6 children spend on ice cream? 4. A kilo of rice is 21.50. What is the cost of a sack of rice containing 50 kilos?

d. Analyze and solve the problems. Remember to write an equation. Show your solution and label your answer. 1) During recess, Romeo bought 3 packages of toasted bread at 6.50 each. How much did he pay for all the packages? 2) Mother bought 4 cans of evaporated milk at 16.50 each. How much did she pay in all? 3) Mrs. Moran bought a whole dressed chicken weighing 2.2 kilograms. If a kilogram of chicken costs 72.50, how much did she pay for the chicken? 2. Fixing Skills Solve the following problem. 1. A meter of ribbon cost 23.50. Jean needs 1.7 meters to make a sash. How many meters of ribbon does she need to buy for the sashes of 20 contestants in a beauty pageant? How much will she spend? 2. Gina works 35.5 hours per week as operation manager. She earns 528.50 an hour. How much does he earn in 3 weeks. 3. Malou uses 0.65 meter to make a pillow case. How many meters of cloth will she use to make a dozen of pillow case? 4. Joshua collects comic magazines of his favorite cartoon characters. He is going to buy 2 new comic magazine that cost 450.00 each. He saves 35.50 a day from Mondays to Fridays. How many weeks does she need to save to buy the magazines? 3. Generalization What must we follow in solving problems involving multiplication of decimals? In solving word problem involving multiplication of decimals. 1. Analyze the word problem: a. Find out what is asked b. Note the given facts c. Decide the operation to be used 2. Write the operation. 3. Solve and label the answer. C. Application Solve the following: 1. Arnel plays volleyball with his friends for 1.5 hours every practice day. How many hours does he play in 5 days? 2. Father needs 25.6 metres of barbed wire to fence each of his chicken coops. If he has 10 coops, how many metres of barbed wire does he need?

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IV. Evaluation A. Write the mathematical sentence then solve. 1. Ms. Sison bought 5 bags of refined sugar each weighing 2.5 kilograms. What is the total weight of 5 bags of sugar? 2. Lyn bought ribbons at 30.50 each. How much did she pay for 7 ribbons? 3. Mr. and Mrs. Alan de Jesus have 4 children. One Sunday afternoon, they had snacks at Jollibee. Each child ordered value meal worth 39.50. How much did Mr. and Mrs. De Jesus spend for the children? 4. Anne went to the market. She bought the following: 1.2 kg of onions at 35.45 a kg 1.3 kg of tomatoes at 25.25 a kg 1.5 kg of potatoes at 28.30 a kg a. find the cost of onions b. find the cost of tomatoes c. find the cost of the potatoes B. Read and solve. 1. Stephanie pays 2000 a month for her piano lessons. How much does she pay for one year? Answer __________ 2. Rommy bought 6 bags of apples. If each bag weighs 1.5 kg, how many kilograms of apples did he buy? Answer __________ 3. At 18.35 a litre, what is the cost of 7.5 litres of gasoline? Answer __________ V. Assignment Solve the following problems. 1. Elvie has 2.85 metres of ribbon. She used 0.75 of it to make her project in EPP. What part of the ribbon did she use? 2. Princess uses 0.85 metre of cloth to make a pillowcase. If she finished 75 pillowcases, how many metres of cloth did she use?

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