BEAM LG Gr.5 Module 13 - Mathematics 5 Division of Decimals

BASIC EDUCATION ASSISTANCE FOR MINDANAO
LEARNING GUIDE
GRADE V - MATHEMATICS
Rational Numbers
Module 13 - Division of Decimals
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Written, edited and produced by Basic Education Assistance for Mindanao, January 2009
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MODULE 13 - DIVISION OF DECIMALS
Information about this Learning Guide

Recommended number of lessons for this Learning Guide: 5
Basic Education Curriculum Competencies

Year 5 Mathematics: Comprehension of Division of Decimals
• Divide decimals through hundredths
• Visualize division of decimals using models
• Divide decimals by decimals through hundredths
• Divide decimals by whole numbers
• Application of Division of Decimals
• Solve word problems involving division of decimals following the steps in problem solving
Objectives
• Illustrate the product in the square grid.
• Find the corresponding multiplication facts with their division facts.
• Visualize division of decimals using models.
• Divide decimals by whole numbers.
• Divide decimals by decimals through hundredths.
• Solve word problems involving division of decimals.
Essential concepts, knowledge and understandings targeted

In dividing decimals,
• multiply the divisor by a power of 10 to make it a whole number,
• multiply the dividend by the same power of 10 used in the divisor, then
• divide the same way as in dividing whole numbers.
Suggested organizational strategies

• Assign to students as group or individual project the materials for the activities
• Preparation of students' materials and teacher's model
• Setting up of classroom for group or by pair dynamics
Activities in this Learning Guide

Activity 1: Deci-Square
Multiple Intelligences
• Interpersonal
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Learning Guide, January 2009 3
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• Logical/Mathematical
• Body/Kinaesthetic
Skills
• Knowledge of major ideas
• Observation and recall of information
Text Types
• Review
Activity 2: Brain Teaser
• Interpersonal
Skills
• Understanding information
• Interpret facts, compare, contrast
Text Types
• Factual Recount
• Review
Activity 3: Exploring Division of Decimals
• Interpersonal
Skills
• Generalize from given facts
• Use methods, concepts, theories in new situations
Text Types
• Procedural Recount
• Personal Response
Activity 4: Make a Chain
• Interpersonal

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• Verbal/Linguistic
Skills
• Understanding information
• Solve problems using required skills or knowledge
Text Types
• Discussion
Activity 5: Brain Challenge
• Interpersonal
Skills
• Mastery of subject matter
• Generalize from given facts
Text Types
• Factual Recount
• Discussion
Activity 6: Brain Blockers
• Interpersonal
Skills
• Solve problems using required skills or knowledge
• Use information
Text Types
• Discussion
• Personal Response

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Key Assessment Strategies

• Peer Assessment - Students assess each other's outputs
• Checking of students' outputs
• Observation during group work activity by the teacher

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Mind Map
The Mind Map displays the organization and relationship between the concepts and
activities in this Learning Guide in a visual form. It is included to provide visual clues on
the structure of the guide and to provide an opportunity for you, the teacher, to
reorganize the guide to suit your particular context.
Stages of Learning
The following stages have been identified as optimal in this unit. It should be noted that
the stages do not represent individual lessons. Rather, they are a series of stages over one
or more lessons and indicate the suggested steps in the development of the targeted
competencies and in the achievement of the stated objectives.
Assessment
All six Stages of Learning in this Learning Guide may include some advice on possible
formative assessment ideas to assist you in determining the effectiveness of that stage on
student learning. It can also provide information about whether the learning goals set for
that stage have been achieved. Where possible, and if needed, teachers can use the
formative assessment tasks for summative assessment purposes i.e as measures of student
performance. It is important that your students know what they will be assessed on.

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1. Activating Prior Learning

This stage aims to engage or focus the learners by asking them to call to mind what they
know about the topic and connect it with their past learning. Activities could involve making
personal connections.
Background or purpose
The students have the prior knowledge in multiplication of decimals. In this stage, they
will recall multiplication of decimals by illustrating the product in the square grid.
Strategy
READY, SET RECALL. A strategy to help students recall their previous learning. The
students assume the responsibility of remembering, documenting and sharing material
covered at prior meeting.
Materials
• activity sheet (refer to Student Activity 1, Deci-Square, on pages 14-16)
• crayon
Activity 1: “Deci-Square”
Instructions:
1. Organize the class into 5 groups or as desired.
2. Provide each group the materials.
3. Encourage them to discuss and perform the task at a given time.
4. Let them present their outputs for comparison.
Formative Assessment
Ensure that the students performed the activity correctly to come up with the expected
output.
Check the groups' outputs.
Roundup
The students were given the opportunity to recall multiplication of decimals by
illustrating the product in a square grid.
2. Setting the Context

This stage introduces the students to what will happen in the lessons. The teacher sets the
objectives/expectations for the learning experience and an overview how the learning
experience will fit into the larger scheme.
In this stage, the students will perform an activity that gives an overview on division of
decimals. To do this, they will find the division sentences which will show that
multiplication is the inverse operation of division.
Strategy
T CHART. This strategy shows the relationship between two sets of information. This helps
the students clarify concepts or ideas.

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Materials
• activity sheet (refer to Student Activity 2, Brain Teaser, on page 17)
• strips (refer to Teacher Resource Sheet 1 on page 18)
• enlarged T Charts (refer to Teacher Resource Sheet 2 on page 19)
Activity 2: “Brain Teaser”
Instructions:
1. Prior to this activity, prepare 5 sheets of T Chart drawn on a manila paper and 5 sets
of multiplication strips.
2. Use the same grouping in stage 1.
3. Provide each group the materials needed for this activity.
4. Instruct them to paste the multiplication strips under the multiplication column of
the chart.
5. Let them formulate division sentences using the numbers of each multiplication
strip. Instruct them to write each sentence in a strip.
6. Ask each group to present their outputs for comparison.
Ensure the involvement of each member in the group activity.
Roundup
The students would have performed the activity that gave an overview on division of
decimals.
3. Learning Activity Sequence

This stage provides the information about the topic and the activities for the students.
Students should be encouraged to discover their own information.
In this stage, the students will be able to:
• visualize division of decimals using models;
• divide decimals by whole numbers;
• divide decimals by decimals through hundredths; and
• solve word problems involving division of decimals.
Strategies
MODELLING. Explicitly demonstrating the cognitive processes and skills required of a
learner for a particular task. Teacher and students can demonstrate processes and skills to
each other.
PROBLEM SOLVING. Teaching students how to effectively solve problems will provide
them with useful lifelong skills.
Problem solving models, such as the Working Mathematically Model, break problem solving
into a step-by-step process.

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CLARIFY What is the problem asking you to find out?
CHOOSE What tools would be effective for solving the problem?
USE Use the tools to gain an answer to the problem.
INTERPRET Is the answer reasonable? Can you check it using another

method?
COMMUNICATE Depending on your audience, communicate the answer.

This may be in a simple form (e.g. A written sentence)
or a more complex form (e.g. Writing a report).
Materials
• activity sheets
• refer to Student Activity 3, Exploring Division of Decimals
Task A - on pages 20-21
Task B - on pages 22-23
Task C – on pages 24-25
• Teacher Resource Sheet 3 on page 26
• crayons of different colors
Activity 3: “ Exploring Division of Decimals”
Instructions:
1. Organize the class into 5 groups and allow them to choose their leader to facilitate
the activity.
2. Let them do the tasks one at a time.
3. Provide each group the activity sheets and crayons.
4. See to it that each member in the group participates in the discussion.
5. Set a number of minutes for them to perform each task.
6. Then, let them present their outputs for comparison and discussion.
Ensure the involvement of the students in the activity.
Roundup
The students would have visualized division of decimals using models, divided decimals by
whole numbers and by decimals through hundredths, and solved word problems involving
division of decimals.
4. Check for Understanding of the Topic or Skill

This stage is for teachers to find out how much students have understood before they apply
it to other learning experiences.

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In this stage, students will enhance their knowledge and skills in dividing decimals through
hundredths and in solving word problems involving division of decimals.
Strategy
PUZZLE. This allows the students to identify the relationship of one number to the other.
The answers have connections. This develops students' mathematical/logical intelligence.
Materials
• activity sheets (refer to Student Activity 4, Make a Chain, on page 27-28)
• manila paper
• marking pen
• masking tape
Activity 4: “Make a Chain”
Instructions:
1. Organize the students into 5 groups or as desired.
2. Provide each group the materials.
3. Instruct them to write their outputs on the manila paper.
4. Set a time for them to perform the activity.
5. Let each group present their outputs for comparison and discussion.
Ensure the involvement of the students in the activity.
Roundup
The students would have enhanced their knowledge and skills in dividing decimals through
hundredths and solving word problems involving division of decimals.
5. Practice and Application

In this stage, students consolidate their learning through independent or guided practice and
transfer their learning to new or different situations.
The activity in this stage will challenge the students to apply their knowledge and skills in
dividing decimals through hundredths and solving word problems involving division of
decimals using real-life situations.
Strategies
SUSTAINED CONVERSATION. This strategy occurs when teachers and students, or students
and students discuss issues in meaningful context. Rather than just asking for a right
answer, sustained conversations develop student's reasoning and discussion skills. “What
do you think?”, “How could you do this?”, “Do you agree?”. . . What makes you agree?”
are examples of open questions which can result in sustained conversation.

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PROBLEM SOLVING. Teaching students how to effectively solve problems will provide
them with useful lifelong skills.
Problem solving models, such as the Working Mathematically Model, break problem solving
into a step-by-step process.
CLARIFY What is the problem asking you to find out?
CHOOSE What tools would be effective for solving the problem?
USE Use the tools to gain an answer to the problem.
INTERPRET Is the answer reasonable? Can you check it using another

method?
COMMUNICATE Depending on your audience, communicate the answer.

This may be in a simple form (e.g. A written sentence)
or a more complex form (e.g. Writing a report).
Materials
• activity sheet (refer to Student Activity 5, Brain Challenge, on page 29-30
• task cards (refer to Teacher Resource Sheet 5 on pages 31-32)
• manila paper
• marking pen
• masking tape
Activity 5: “Brain Challenge”
Instructions:
1. Organize the class into 4 groups or as desired.
2. Provide each group the activity sheet.
3. Let them choose their leader to facilitate conversation by asking questions as
indicated in the activity sheet. Set a time for them to perform the activity.
4. Instruct them to present their outputs for discussion.
See to it that each group has an interactive discussion.
Roundup
The students would have applied their knowledge and skills in dividing decimals through
hundredths and solving word problems involving division of decimals using real-life
situations.
6. Closure
This stage brings the series of lessons to a formal conclusion. Teachers may refocus the
objectives and summarize the learning gained. Teachers can also foreshadow the next set of
learning experiences and make the relevant links.

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In this stage, the students will consolidate their learning in dividing decimals through
hundredths and solving word problem involving division of decimals.
Strategy
THINK INK PAIR SHARE. A strategy that allows groups to reach consensus or check
understanding. Students can take their partner to discuss and share ideas. Then, share
with the whole group or join with another pair to reach consensus.
Material
• activity sheet (refer to Student Activity 6, Brain Blocker, on page 33)
Activity 6: “Brain Blocker”
Instructions:
1. Provide each student the activity sheet.
2. Instruct them to perform the activity individually at a given time.
3. Then, allow them to choose a partner to share and compare answers.
4. Let each pair join with another pair to reach consensus.
Check their outputs.
Roundup
The students would have consolidated their learning in dividing decimals through
hundredths and solving word problem involving division of decimals.
Teacher Evaluation
(To be completed by the teacher using this Teacher’s Guide)
The ways I will evaluate the success of my teaching this unit are:
1.
2.
3.

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Student Activity 1
Deci-Square
Objective: Illustrate the product in the square grid.
Let's do the task!

The 100-square grid is plotted with decimal numbers.
1. Use the square grids to find the product of the given decimal
numbers.
2. Draw a horizontal and a vertical line to connect the given decimal
numbers in the square grid.
3. Color the square units enclosed with these connected lines.
Determine what part is the colored part to the whole grid.
4. Then, complete the multiplication sentence that follows.
Task 1
1.0
0.8
0.6
0.4
0.2
0.1 0.3 0.5 0.7 0.9
0.4 x 0.6 =

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Task 2
1.0
0.8
0.6
0.4
0.2
0.1 0.3 0.5 0.7 0.9
0.7 x 0.5 =

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Task 3
1.0
0.8
0.6
0.4
0.2
0.1 0.3 0.5 0.7 0.9
0.8 x 0.7 =

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Student Activity 2
“Brain Teaser”
Here is your task!
Directions:
1. Set the T-Chart at the center of the table.
2. Distribute the multiplication strips

to other members in group.
3. Formulate division sentences using the numbers

on the multiplication strip. Write each sentence
on a strip.
4. Paste the multiplication strips under the

multiplication column on the T-Chart.
Opposite to them, paste their corresponding division sentences.
5. Post your output on the board for consensus.

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Teacher Resource Sheet 1
Reproduce these strips in 5 sets or as desired.
0.4 x 0.6 = 0.24
0.7 x 0.5 = 0.35
0.8 x 0.7 = 0.56
6 x 0.9 = 5.4
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T-Chart
Enlarge the chart in 5 copies on a manila paper or as desired.
Multiplication Facts Division Facts

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Student Activity 3
Exploring Division of Decimals
Task A
Objectives:
● Visualize division of decimals using models.
● Divide decimals by whole numbers.
Problem:
Mang Andoy plans to divide his
1.8-hectare farm land equally
among his 3 children. How much
share will each child have?
Let's perform the following tasks.

1. Color the appropriate parts of the grids below to show Mang Andoy's farm land.
2. Then, encircle the portion of land alloted to each child. How much share will
each child have?
3. Now, write the division sentence in the box to describe the problem.
Division sentence:

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B. Follow-up questions?
1. What have you observed with the decimal places in your quotient? Compare this
with decimal places of the dividend and the divisor.
__________________________________________________________
__________________________________________________________
2. Try to do this.
3 1.8
3. Now, complete the statement below.
To divide the decimals by whole numbers,

_____________________________________
_____________________________________

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Task B
Objective: Visualize division of decimals by hundredths.
Problem:
Arlan covered a total of 0.63 kilometers in
taking a walk from home to school for several
days. On the average, he walked 0.09 km
daily. How many days did he spent walking
from home to school?
Let's do the task!

1. Color the square units to represent 0.63.
Using different shades of crayons, color every 0.09 portion of the shaded
part.
How many 0.09 portions are there?

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2. So, how many days did it take him to walk? _______________________

3. Write the division sentence to describe the problem.
______________________________________________________
4. Compare the decimal places in the divisor, dividend and quotient.
_______________________________________________________
_______________________________________________________
_______________________________________________________

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Task C
Objectives:
• Divide decimals by decimals through hundredths.
Let's analyze and solve the problem below.
Problem:
The 5.88 kg of potato fries will be sold
by packs. If each pack weighs 0.12 kg,
then how many packs of fries are
there?
What is asked in the

problem?
What are the given

facts?
What word clue

determines the
operation?
What operation will be

used?
Transform the
problem into a number
sentence.

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Now, try to divide the decimals

following the steps indicated below.
Solve: 1. Move the decimal point in the

divisor to the right until it is a
whole number.
0.12 5.88 0.1 2 5.88
2. Move the decimal point in the

dividend to the right by the same
number of decimal places in the
divisor.
12 5.88
3. Then, divide the new dividend by

the new divisor.
12 588
Now, formulate your own rules in dividing decimals through hundredths.

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

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Teacher's Input on the Concept of Dividing Decimals
Step 1 Step 2 Step 3
Multiply the divisor Multiply the dividend Then, divide.

by a power of 10 to by a power of 10
make it a whole used in the divisor.
number.
Dividing 10 x 0.4 = 4 10 x 5.6 = 56

decimals by
tenths 0.4 /5.6 4 / 56
0.4 /5.6
10 x 0.3 = 3 10 x 24.0 = 240
0.3 /24 0.3 /24.0 3 /240
Dividing 100 x 0.15 = 15 100 x 3.45 = 345

decimals by
hundredths 15 /345
0.15 /3.45 0.15 /3.45
Remember:
In dividing decimals:
- Multiply the divisor by a power of 10 to make it a whole number.
- Multiply the dividend by the same power of 10 used in the divisor.
Then, divide same way in dividing whole numbers.

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Student Activity 4
Make A Chain
Objectives:
• Divide decimals through hundredths.
Task A
Write the quotient in the first box then follow the arrow
to make a chain of quotients.
1. 2.
47.25 3.02
÷ 9 ÷ 2
÷ 0.5 ÷ 0.5
÷ 0.03 ÷ 0.04

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Task B
Solve the problem below. Fill in the necessary information
in the table.
Problem
There are 2.54 centimeters

in 1 inch. How many inches
are there in 88.90
centimeters?
What is asked in the

problem?
What are the given

facts?
What word clue

determines the
operation to be used?
What operation will be

used?
Transform the problem

into a mathematical
sentence
Solve and state the

complete answer.

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Student Activity 5
Brain Challenge
Objective:
Solve word problems involving division of decimals.
Discuss the problem indicated in your task card. Choose

your leader to facilitate in asking the questions as
indicated below.
(NOTE: The leader will ask the following questions to his/her members )
Questions:
1. What do you think are the steps to be considered in solving the
problem? _______________________________________
2. How could we solve this word problem? ___________________

______________________________________________
3. Is there any other way to solve the problem? ______________

If YES, show it.
__________________________________________________
__________________________________________________
5. Now, solve the problem in the task card.

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Fill in the arrow boxes with the necessary information.
Problem Number __________
2. Use the correct

operation.
1. Transform word 3. State the

problem into a complete answer.
number sentence.

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Task Cards
Directions: Reproduce each task card and distribute to each group.
Problem 1
A cheering team
bought
157.5 meters of
cloth for their
costume. If each
member needs 2.5
meters, then how
many members could
avail the cloth?
Problem 2
A van contains 25
sacks of palay with a
total weight of
1 419.04 kilograms.
Find the average
weight of each sack.

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Task Cards
Problem 3
A tray of eggs costs
151.20. If a tray has

36 eggs, then how
much does each egg
cost?
What if the price per
tray increases to
165.00, then how
much is each egg?
Problem 4
Norie with her four friends went

camping. They spent
2,441.25 for 7.5 days in the

camp site. How much was their
average expenses?
How much did each pay?

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Student Activity 6
Brain Blocker
Objectives: Divide decimals through hundredths and solve word problems involving
division of decimals.
Solve the problems below.
1. 2. 3. Find the missing digits.
15 80.40 0.12 49.2 0.06 8.58

6
18
4. Bob made a line graph Show your solution and state the complete
on the growth of his answer.
plant. On the 7th day, the
height of his plant was
68.8 mm. What was the
daily average growth of
his plant?

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For the Teacher: Translate the information in this Learning Guide into the following matrix to help you prepare your lesson plans.
Stage
1. Activating Prior 2. Setting the 3. Learning 4. Check for 5. Practice and 6. Closure
Learning Context Activity Sequence Understanding Application
Strategies
Activities from the

Learning Guide
Extra activities you

may wish to include
Materials and
planning needed
Estimated time for

this Stage
Total time for the Learning Guide Total number of lessons needed for this Learning Guide


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BASIC EDUCATION ASSISTANCE FOR MINDANAO

Information about this Learning Guide

Basic Education Curriculum Competencies

Essential concepts, knowledge and understandings targeted

Suggested organizational strategies

Activities in this Learning Guide

Basic Education Assistance for Mindanao

Basic Education Assistance for Mindanao

Basic Education Assistance for Mindanao

Key Assessment Strategies

Basic Education Assistance for Mindanao

Basic Education Assistance for Mindanao

1. Activating Prior Learning

2. Setting the Context

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3. Learning Activity Sequence

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CLARIFY What is the problem asking you to find out?

CHOOSE What tools would be effective for solving the problem?

USE Use the tools to gain an answer to the problem.

INTERPRET Is the answer reasonable? Can you check it using another

COMMUNICATE Depending on your audience, communicate the answer.

4. Check for Understanding of the Topic or Skill

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5. Practice and Application

Basic Education Assistance for Mindanao

CLARIFY What is the problem asking you to find out?

CHOOSE What tools would be effective for solving the problem?

USE Use the tools to gain an answer to the problem.

INTERPRET Is the answer reasonable? Can you check it using another

COMMUNICATE Depending on your audience, communicate the answer.

Basic Education Assistance for Mindanao

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Let's do the task!

0.1 0.3 0.5 0.7 0.9

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0.1 0.3 0.5 0.7 0.9

Basic Education Assistance for Mindanao

0.1 0.3 0.5 0.7 0.9

Basic Education Assistance for Mindanao

Here is your task!

1. Set the T-Chart at the center of the table.

2. Distribute the multiplication strips

3. Formulate division sentences using the numbers

4. Paste the multiplication strips under the

5. Post your output on the board for consensus.

Basic Education Assistance for Mindanao

Teacher Resource Sheet 1

Reproduce these strips in 5 sets or as desired.

0.4 x 0.6 = 0.24

0.7 x 0.5 = 0.35

0.8 x 0.7 = 0.56

Teacher Resource Sheet 2

Enlarge the chart in 5 copies on a manila paper or as desired.

Multiplication Facts Division Facts

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Let's perform the following tasks.

Basic Education Assistance for Mindanao