NOT

5
Mathematics
Quarter 2 - Module 4

Multiplication
of Decimal Numbers

Department of Education ● Republic of the Philippines

Mathematics- Grade 5
Alternative Delivery Mode
Quarter 2 - Module 4: Week 4 Lesson 1 - 3
First Edition, 2020

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 5
Mathematics
Quarter 2 - Module 4

Multiplication
of Decimal Numbers

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This page is intentionally blank
 Table of Contents

What This Module is About ................................................................................................................... i

What I Need to Know .............................................................................................................................. ii
How to Learn from this Module ...........................................................................................................ii
Icons of this Module ...............................................................................................................................iii

What I Know ........................................................................................................................................... iii

Lesson 1:
Visulaizing Multiplication of Decimals Using Pictorial Models ........................................... 1
What’s In .................................................................................................................... 1
What I Need to Know..................................................................................................1
What Is New..................................................................................................................1
What Is It ......................................................................................................................3
What Is More ...............................................................................................................4
What I Have Learned..................................................................................................6
What I Can Do ..............................................................................................................7

Lesson 2:
Multiplying Decimals Up to 2 Decimal Places by 1 to 2 Digit Whole Numbers ..................8
What I Need to Know..................................................................................................8
What’s In ........................................................................................................................8
What’s New ............................................................................................................... 8
What Is It ................................................................................................................... 9
What’s More ............................................................................................................... 10
What I Have Learned ………………………………………………………….11
What I Can Do .......................................................................................................... 11

Lesson 3:
Multiplying Decimals With Factors Up to 2 Decimal Places ................................................................12
What I Need to Know..................................................................................................12
What’s In ........................................................................................................................12
What’s New ................................................................................................................ 12
What Is It ................................................................................................................... 14
What’s More ............................................................................................................... 14
What I Have Learned …………………………………………………………. 14
What I Can Do .......................................................................................................... 15
Summary ........................................................................................................................... 15
Assessment: (Post-Test).................................................................................................. 16
Key to Answers .................................................................................................................................. 16
References ........................................................................................................................................... 21
What This Module is About
Multiplying decimals is just the same as multiplying whole numbers except for the
placement of the decimal point in the answer.

This module will teach you on how to visualize multiplication of decimals using
pictorial models. It will also teach you to multiply decimals up to 2 decimal places by 1 to 2
digit whole numbers and multiply decimals with factors up to 2 decimal places.

This module is made up of 3 lessons:

Lesson 1 – Visualizing Multiplication of Decimals Using Pictorial Models

Lesson 2 – Multiplying Decimals Up to 2 Decimal Places by 1 to 2 Digit Whole Numbers

Lesson 3 – Multiplying Decimals with Factors Up to 2 Decimal Places

What I Need to Know

This module aims to assist the pupils to express their own words of ideas about
multiplication of decimals. It also provides thorough discussion to nurture the student skills
and ability in multiplication of decimals. It provides series of exercises for the pupils to
answer in order to master the competency.

After studying this module, you will be able to:

 Visualize multiplication of decimal numbers using pictorial models
 Multiply decimal numbers up to 2 decimal places by 1 to 2-digit whole numbers
 Multiply decimals with factors up to 2 decimal places
How to Learn from this Module
To achieve the objectives cited above, you are to do the following:
• Take your time reading the lessons carefully.
• Follow the directions and/or instructions in the activities and exercises diligently.
• Answer all the given tests and exercises.

Icons of this Module

What I Need to This part contains learning objectives that

Know are set for you to learn as you go along the
module.

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
What’s In This part connects previous lesson with that
of the current one.

What’s New An introduction of the new lesson through

various activities, before it will be presented
to you.

What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.

What’s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.

II
 Assessment This is an assessment tool for every module
to measure the knowledge and skills the
learners learned.

Answer Key This provides answers to the different

activities and assessments.

What I Know

Before studying this module, answer first the test to find out how much you already
know about the topics in this module.

Directions: Choose the correct answer.Write the letter on the blank provided for.

_______ 1)
x =

0.5 0.2
A. 11
0.5 B. B. 0.10 C. 0.12 D. 0.13

________ 2) x =

0.2 0.6
A. 10 B. 0.11 C. 0.15 D. 0.12

________ 3) If we multiply 0.63 x 0.5, the answer is

A. 0.315 B. 0.316 C. 0.317 D. 0.318
________ 4) The product of 0.22 x 0.12 is ________
A. 0.0264 B. 0.0364 C 0.0365 D. 0.0366

________ 5) 0.75 x 0.5 is

A. 0.375 B. 0.376 C. 0.377 D. 0.378
 Lesson Visualizing Multiplication of
Decimal Numbers Using Pictorial
1 Models

What I Need To Know

At the end of Lesson 1, you are expected to visualize multiplication of decimal
numbers using pictorial models

What’s In

We will have a review of what you have learned about solving word problem.
Nena has 10.5 meters of cloth for the Girl Scout uniform. She used 5.25 meters only. How
many meters of cloth are left?

Questions:
1. What is asked?
2. What are given?
3. What operation is to be used?
4. How many meters of cloth does Nena have?
5. What is your solution and answer?

What’s New
Study the problem.
A piece of cardboard is 0.3 mm thick. A piece of paper is 0.2 times as thick. How thick is the
piece of paper?

Questions:
1. What is the thickness of the cardboard?
2. How thick is the piece of paper?

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 What Is It
Do you like to solve for the answer?
To answer the problem, we will illustrate 0.3 and 0.2 using pictorial models.

x =

3 out of 10 columns 2 out of 10 rows are 6 out of 100 squares are double
are shaded. shaded. shaded. (intersection of 0.3 and 0.2)
Therefore, it is 0.3. Therefore, it is 0.2. Therefore, the answer is 0.06.

How many parts the whole is divided?

How is 0.3 shown in the grid? What about 0.2?
How many squares are double shaded?
We can write also fraction in decimal form 0 .3 x 0 . 2 = 0.06
How many decimal places are there in both factors? How about in the product?

Multiplication of decimals can easily be visualized with the use of pictorial models of
10 x 10 grid that represent each factor with horizontal and vertical lines place over the other.
The double shaded part represents the answer.

Answer: The paper is 0.06 mm thick

Example 1: Look at the pictorial model.

X =

3 shaded columns = 0.3 8 shaded rows = 0.8 24 out of 100 squares are double
shaded. (intersection of 0.3 and 0.8)
Therefore, the answer is 0.24
How many grids did we use to show 0.3?
How many grids did we use to show 0.8?
Example 2:

5 shaded columns = 0.5 5 shaded rows = 0.5 25 out of 100 squares are double
shaded. (intersection of 0.5 and 0.5)
Therefore, the answer is 0.25

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 What’s More

Activity 1

Write on the box the multiplication sentence for each model.

1)
X =

2)
X =

3) X =

4) X =

5) X =

3
 Activity 2
Using the 10x10 grid, color to represent the following.

1) 0.3 x 0.8 x

2) 0.3 x 0.7 x

3) 0.9 x 0.4 x

4) 0.5 x 0.7 x

x
5) 0.3 x 0.5

What I Have Learned

Write the correct answer on the blank.

Multiplying 1)________can be visualized by representing each factor with

2)______and vertical 3)_________placed over the other. The 4)________shaded part
represents the 5)_____to the equation.

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 What I Can Do
Activity 1. Fill in each blank with the correct missing decimal. Refer to the pictorial model
shown in each number.

1)
X =

0.1 ______ 0.03

2)
X =

______ 0.5 0.20

3) X =

0.5 0.7 ______

4) X =

______ 0.2 0.06

5) X =

______
0.8 0.7

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Activity 2. Match the pictorial models in column A to the correct multiplication sentence in
column B. Write the letter of your answer on the blank provided for.

A B

_________ 1) A) 0.2 x 0.8

X

_________ 2) B) 0.4 x 0.7

X

_________ 3) X C) 0.6 x 0.5

D) 0.4 x 0.5
_________ 4) X

E) 0.3 x 0.4
_________ 5) X

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Lesson Multiplying Decimals Up to 2
Decimal Places By 1-2 Digit Whole
2 Number

What I Need to Know

At the end of the Lesson 2. you are expected to :
1.multiply decimals up to decimal places by 1-2 digit whole number.

What’s In
In Lesson 1, you have learned how to visualize multiplication of decimals.
Illustrate the following number sentences using a 10x10 grid and color.

1) 0.2 x 0.4 =
x

2) 0 .5 x 0.3= x

x
3) 0.4 x 0.5 =

4) 0.2 x 0.3=
x

5) 0.3 x 0.3= x

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 What’s New
Here is a problem for you to study and analyze.

Chris bought 5 packs of sugar. Each pack is 2.5 kilograms, how many
kilograms of sugar did he buy in all?

Questions:
1. Who bought sugar?
2. What did Chris buy?
3. How many packs of sugar did Chris buy?
4. How many kilograms does each pack have?
5. How many kilograms of sugar did he buy in all?

What Is It

Would you like to know if how many kilograms are there in 5 packs?
Look at the examples below.

Example 1

Step 1: Write the factors in vertical form

2.5
x 5

Step 2: Multiply the decimal and the whole number

2.5
x 5
125

Step 3: Count the number of decimal places. Put the decimal point in the product as shown
below.

2.5 -------- 1 decimal place

x 5 -------- no decimal place
12.5 -------- 1 decimal place only

Notice that the number of decimal places is equal to the sum of the number of
decimal places in both factors.

Answer: Chris bought 12.5 kg of sugar.

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Example 2
0.15 x 12 = N

Step 1: Write the factors in vertical form and align the decimal and align the decimal point.

0.15
x 12

Step 2: Multiply the decimal and the whole number.

0.15
x 12
030
+ 015
0180

Step 3: Count the number of decimal places. Put the decimal point in the product as shown
below.

0.15 ------- 2 decimal places

x 12 ------- no decimal place
030
+ 015
01.80 ------- 2 decimal places

Answer: 1.8 (remove unnecessary zeros before the whole number and after the whole number in
decimals place)

What’s More
Activity 1. Write the product of the following:

1) 10 x 0.4 = ______

2) 0.8 x 25 = ______

3) 0.5 x 3 = ______

4) 0.9 x 4 = ______

5) 11 x 0.7 = _____

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Activity 2. Write the missing number on the blank provided for.

1) 11 x 0.2 = _____

2) 0.9 x ____= 2.7

3)_____x 4 = 3.2

4) 0.5 x ___ = 2.0

5) 12 x 0.2 =_____

What I Have Learned

Supply with the correct word to complete the statement.

To multiply decimals by 1)_____ numbers, 2)______like whole numbers then
3)______the number of decimal 4)_______in the factors and the 5)______of number of
decimal places in the factors is equal to the number of decimal places in the product.

What I Can Do
Match each multiplication sentence in column A to the correct product in column B. Write
the letter of your answer on the space provided for.

A B
____1) 25 x 0.3 A) 16.8
____2) 65 x 0.9 B) 58.5
____3) 36 x 0.5 C) 18
____4) 84 x 0.2 D) 25.2
____5) 36 x 0.7 E) 7.5

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 Lesson Multiplying Decimals with
3 Factors Up to 2 Decimal Places

What I Need to Know

At the end of the Lesson 3, you are expected to multiply decimals with factors
up to 2 decimal places.

What’s In

Let’s have a review of what you have learned on multiplying decimals with 1-2
whole numbers.

Multiple Choice. Select the correct answer. Write the letter on the space provided for.
_______ 1) 0.9 x 2 =
A.18 B. 1.8 C. 180 D. 80
_______ 2) 11 x 0.5=
A. 55 B. .55 C. 5.5 D.550
_______ 3) 9 x 0.4=
A. 36 B. 3.6 C. .36 D. 360
_______ 4) 8 x 0.4=
A. 32 B. .32 C. 3.2 D. 320
_______ 5) 0.7 X 5 =
A. 350 B. 3.5 C. 35 D.335

What’s New
Study the problem below.

The Grade 5 pupils will hike 1.35 km from school to the barangay hall. If they
will also hike from the barangay hall back to the school, how far will they hike in all?

Questions:
1. Who are hiking?
2. What did the Grade 5 pupils do?
3. Where did they start hiking?
4. How many kilometers did they hike in going to the barangay hall?
5. What is asked in the problem?

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 What Is It

In order to solve the problem, there are steps to be followed:

Step 1: Write the factors in vertical form.

1.35 ----- distance from the school to barangay hall

x 2 ----- (number of times they will need to hike the distance 1.35 km)

Step 2: Multiply the decimal and the whole number.

1.35
x 2
270

Step 3: Count the number of decimal places. Put the decimal point in the product as shown below.

1.35 ----- 2 decimal places

x 2 ----- no decimal place
2.70 ----- 2 decimal places in all

Answer: They will need to hike a total of 2.70 km in all.

We have to count the number of decimal places of the factors to determine the
number of places in the product.

Example 1

1.45 x 0.2 = N

Step 1: Write the factors in vertical form.

1.45
x 0.2

Step 2: Multiply the decimal and the whole number.

1.45
x 0.2
290
+ 000
0290

Step 3: Count the number of decimal places. Put the decimal point in the product as shown below.
1.45 -------- 2 decimal places
x 0.2 -------- 1 decimal place
290
+ 000
0.290 --------- 3 decimal places

The answer is 0.29

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Example 2

3.33 x 3 = N

Step 1: Write the factors in vertical form.

3.33
x 0.3

Step 2: Multiply the decimal and the whole number.

3.33
x 0.3
999
+ 000__
0999

Step 3: Count the number of decimal places. Put the decimal point in the product as shown below.

3.33 -------- 2 decimal places

x 0.3 -------- 1 decimal place
999
+ 000_
0.999 -------- 3 decimal places in all

The answer is 0.999

What ‘s More

Activity 1. Find the product.

1) 2.13 2) 3.13 3) 4.15 4) 4.15 5) 3.13

x 0.3 x 0.2 x 0.3 x 0.4 x 0.4

Activity 2. Put the correct decimal point in the product.

1) 5.28 2) 2.4 3) 1.2 4) 8.56 5) 1.26

X 0.3 x 0.5 x 0.4 x 0.2 x 0.2
1584 120 048 1712 0252

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 What I Have Learned

Fill in the blank with the correct words.

In multiplying decimal 1) _______with 2 factors multiply like 2)_____numbers.

Then, 3)______ the number of decimal 4)_______, finally put the decimal ____ to get the
correct product.

What I Can Do

Activity 1
. Write the product on the box.

1) 4.28 2) 9.23 3) 2.32 4) 4.55 5. 3.62

x 0.3 x 0.4 x 0.5 x 0.4 x 0.4

Activity 2
Choose the correct product of the following. Encircle the letter of the correct answer.

1) 1.27 x 0.2 A) 0.254 B) 0.252 C) 0.253 D) 0.255

2) 2.46 x 0.5 A) 1.203 B) 0.930 C) 1.890 D) 1.230

3) 1.48 x 0.2 A) 0.296 B) 0.286 C) 0.297 D) 0.276

4) 2.11 x 0.5 A) 1.055 B) 3.250 C) 1.054 D) 2.055

5) 2.55 x 0.3 A) 0.767 B) 0.776 C) 0.765 D) 0.487

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Summary

 Multiplication of decimals can easily be visualized by using a 10 x 10 grid.

 To multiply decimals by whole number or another decimal, multiply the factors like
you are multiplying whole numbers. Then count the number of decimal places of the
factors to determine number of decimal places in the product.
 To multiply hundredths by tenths or vice versa multiply like you do with whole
numbers.
 Put the decimal point in the product starting from the right.

Assessment: (Post-Test)

A. Illustrate the pictorial model of the following.

1) 0.2 x 0.5

2) 0.4 x 0.6

3) 0.3 x 0.4

4) 0.5 x 0.7
x

5) 0.6 x 0.8
x

B. Complete the table below.

x 0.2 0.4 0.7 0.5 0.31
7

12

15
 Key to Answers

Assessment (Pre-Test)

What I know
1) B
2) D
3) A
4) A
5) A

Lesson 1
What‘s In
1, Asked: The total meters of cloth left
Given: 10.5m of cloth
5.25 m of cloth - used
Operation: Subtraction
Mathematical Sentence: 10.5 - 5.25=N
Solution and Answer: 10.5 - 5.25=5.25

What’s New
1) 0.3 mm
2) 0.06 mm

What’s More
Activity 1
1) 0.1 x 0.4 = 0.04
2) 0.6 x0.5 =0.30
3) 0.7 x 0.2=0.14
4) 0.9 x 0.8=0.72
5) 0.1 x 0.1=0.01

Activity 2
1) 0.3 x 0.8
x

2) 0.3 x 0.7 x

3) 0.9 x 0.4
x

16
 x
4) 0.5 x 0.7

x
5) 0.3 x 0.5

What I Have Learned

1. decimals
2. horizontal
3. lines
4. double
5. answer

What I Can Do
Activity 1
1) 0.3
2) 0.4
3) 0.35
4) 0.3
5) 0.56

Activity 2
1) A
2) D
3) E
4) C
5) B

Lesson 2
What’s In
1) 0.2 x 0.4 = 0.08

x =

2) 0 .5 x 0.3= 0.15
x =
x

3) 0.4 x 0.5 = 0. 20
x =
x

17
4) 0.2 x 0.3= 0.06
x =
x

5) 0.3 x 0.3= 0.09 x =

x

What’s New
1) Chris
2) sugar
3) 5 packs
4) 2.5 kg
5) 12.5 kg

What’s More
Activity 1
1) 4
2) 20
3) 1.5
4) 3.6
5) 7.7

Activity 2
1) 2.2
2) 3
3) 0.8
4) 4
5) 2.4

What I Have Learned

1) whole
2) multiply
3) count
4) places
5) sum

What I Can Do
1) E
2) B
3) C
4) A
5) D

18
Lesson 3
What’s In
1) B
2) C
3) B
4) C
5) B

What’s New
1.Grade 5 pupils
2.hiking
3.school
4.1.35 km.
5. The total number of
kilometers they hike in all

What’s More
Activity 1
1) 0.639
2) 0.626
3)1.245
4)1.66
5)1.252

Activity 2
1) 1.584
2) 1.2
3) 0.48
4) 1.712
5) 0.252

What I Have Learned

1.numbers
2.whole
3.count
4.places
5.point

What I Can Do
Activity 1
1) 1.284
2) 3.692
3) 1.16
4) 1.82
5) 1.448

Activity 2
1) A
2) D
3) A
4) A
5) C

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Assessment
Pictorial model

1) 0.2 x 0.5 --------

x

2) 0.4x 0.6 -------- x

3) 0.3x 0.4 ------- x

4) 0.5x 0.7 ------- x

5) 0.6 x 0.8 ------- x

B.
x 0.2 0.4 0.7 0.5 0.31
7 1.4 2.8 4.9 3.5 2.17
12 2.4 4.8 8.4 6.0 3.72

20
References
21st CENTURY MATHLETES 5 BY Alvin C. Ursua and Angelina P. Lumbre Copyright
2016 , Vibal Group Inc.
Mathematics for A Better Life 5by Carmelita C. Coronel and Nelia D. Bamba

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Department of Education – Bureau of Learning Resources (DepEd-BLR)

DepEd Division of Ozamiz City

Office Address: IBJT Compound, Carangan, Ozamiz City
Telefax: (088) 545-09-88
E-mail Address: deped1miz@gmail.com

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