Lesson Plans for Multigrade Classes

Grades 5 and 6

Subject: MATHEMATICS Quarter: TWO Week : THREE

Grade Level Grade 5
Content Standard
Demonstrates understanding of the four
fundamental operations involving
decimals and ratio and proportion.
Grade 6
Demonstrates understanding of order of
operations, ratio and proportion, percent,
exponents, and integers

Performance Is able to apply the four fundamental Is able to apply knowledge of order of
Standards operations involving decimals and ratio operations, ratio and proportion, percent,
and proportion in mathematical problems exponents, and integers in mathematical
and real-life situations. problems and real-life situations.

Learning Estimate the sum or difference of decimal To solve problems on direct proportion, partitive
Competencies numbers with reasonable answer proportion and inverse proportion in different
M5NS-IIc- 107 contexts such as distance, rate, time using
appropriate strategies and tools
Solve routine or non- routine problems M6NS-IIc-134
involving addition and subtraction of
decimal numbers including money using Create problems involving ratio and proportion
appropriate problem solving strategies with reasonable answers
and tools M6NS- IIc- 135
M5NS-IIc-108.1

Create Problems (with reasonable

answers) Involving Addition and
Subtraction of Decimal Numbers
Page 1 of 17
Grade Level Grade 5 Grade 6
Including Money.
M5NS-IIc-109.1
Day 1
Objective/s To estimate the sum or difference of To solve problems on direct proportion, partitive
decimal numbers with reasonable answer proportion and inverse proportion in different
M5NS-IIc- 107 contexts such as distance, rate, time using
appropriate strategies and tools
M6NS-IIc-134
Subject Matter Estimating the sum or difference of Solving problems on direct proportion, partitive
decimal numbers with reasonable proportion and inverse proportion in different
answer. contexts such as distance, rate, time using
appropriate strategies and tools
Learning Mathematics 5 TG p. 152-159, BOW, Mathematics 6 TGp. 301-305, BOW,
Materials
Procedure Grouping Structures (tick boxes):
 Whole Class
Use these letter Describe the parts of the lesson (for  Ability Groups
icons to show example the introduction), where you  Friendship Groups
methodology and may address all grade levels as one  Other (specify)
assessment group.  Combination of Structures
activities.  Mixed Ability Groups
 Grade Groups
Direct Teaching
Teaching, Learning and Assessment Activities
T
Procedure Grade 5 Grade 6

T
WHOLE CLASS INSTRUCTION
Introduce the song “Solving Problems” (Tune of Planting Rice)
Ask questions about the song

Page 2 of 17
Grade Level Grade 5 Grade 6
Ex. How do we solve a problem?
G
T Activity 1:Find the missing term in a proportion
Problem opener Find the hidden message. Whats hello in the
Ron has Php.12,720 in his savings Hawaiian Language? Give the missing element
account. He wants to buy a stereo and to form a proportion. Write in the blanks the
speakers while they are on sale. The letters that correspond to the answer.
stereo cost Php.9,889.99 and the _______ _______ _______ _______
speakers cost Php.915.50. About how ________
much of his savings will be left after the 1 2 3 4 5
purchase?
1. They have to act out also the Code:
following: A= 12 1. 3_ = ___
a. What information is given in the E= 8 8 32
problem? H= 35 2. 5 = 35
(savings Php12 720, cost of stereo L= 9 63
Php9 889.99, speaker Php915.50) M= 5 3. 40 = ____
b. What should be done first so that O= 6 60 9
Ron will have an idea in the following: 4. 2 = 10
 About how much will he pay? 7
( Php10 000 and Php900 ) 5. __= 18
 About how much will be left of his 20 30
savings?
Identify the missing information in the following
( Php13 000 – Php10 900 = Php2
problems.
100 )
a. Jhowell bought a sandwich in the canteen.
2. Have them compute the actual
Jena also bought 3 sandwiches. How much
answer and compare it with the
did Chris pay?
estimated answer. ( Php12 720 –
b. One hundred sixty- five boys and two
( Php9 889.99 + Php915.50 ) = Php1
hundred eighty four girls attended the
914.51 )
parade.
3. Have each pupil present its work

Page 3 of 17
Grade Level Grade 5 Grade 6
in front.

I
T
G Present the Problem Opener
(Group 1)
A. Using the rounding off technique, Problem#1: Joy and Dale are twins. They
find the estimated sum of the given always share their things equally. Even their
decimals. mother gives them the same amount of
(See Appendix # 1 ) anything, wether money, toys,candies
andothers. But one day, their father gave
them 5 chocolates for Joy and 3 chocolates
for Dale.
1. What do you think each of the twin felt?
(Group 2) 2. Why did their mother give them things
B. Using the rounding off technique, equally?
find the rough estimated difference 3. If you were one of the girls, what will you
of the given decimals. do?
(See Appendix # 2 ) 4. Is it alright to have the same amount of
things as your other siblings?Why?
Joy and Dale found out that there are
(Group 3) things that cannot be shared equally. So
C. Round to the greatest place value one day mother gave them P 150 so that
and estimate each sum and the ratio is 2:3, 2 parts for Dale and 3
difference parts for Joy. How much did each girl
receive?
(See Appendix # 3) 1. What is asked inthe problem?
2. What are the given facts?
3. How can we find the answer?
-Using a table to show the relationship

Page 4 of 17
Grade Level Grade 5 Grade 6
Problem#2: I have enough money for a
vacation of 12 days if I spend P 500 a day. For
how many days will my money last if I decide to
spend only P 400 a day.
(The teacher writes the problem in the index
card, group the pupils into 3 and give each
group an index card with the problem,Analyze
the problem)
1. What is asked?
2. What are given?
3. How can we solve the problem. Elicit
possible solution.

Problem #3: Roy and Al sell newspaper on

weekends to earn extra money. For every 3
newspaper that Roy sells, Al sells 5. If Roy sold
15 newspapers, how many did Al sell?
1. What are given?
2. What is being asked?
Illustrate the problem. Explain the illustration .
Encourage the pupils to think of other strategies
to answer the problem.

T G
Processing the group outputs Activity proper
Ask: How do we find the estimated sum Group the pupils into 3
of decimals?
Round the addends to the given Group 1- Solving Word problem involving direct
place value then add. proportion. Draw a diagram to help you when
necessary.
(See Appendix # 6)

Page 5 of 17
Grade Level Grade 5 Grade 6
Group 2- Solving word problems involving
partitive proportion. Using the 4- step in solving
the problem.
(See Appendix # 7)
Group 3- Solving word problems involving
inverse proportion.
(See Appendix # 8)

G T
Estimate the answer to each problem. Processing of group output
(See Appendix # 4)

T
Processing the output
In finding the estimated sum or
difference of decimals

1. Rounding off technique is used to

estimate the sum or difference of
decimals.
2. Add 1 to the digit in the rounding place
if the digit to its right is 5 or greater.
3. Retain the digit in the rounding place if
the digit to its right is less than 5.
4. Drop the digits after the rounded digit.

I
Analyze and solve the problem
Page 6 of 17
Grade Level Grade 5 Grade 6
I (See Appendix # 9)
A. Arrange the numbers in column.
Round off the numbers to the
nearest hundredths then find the
estimated sum and difference
B. Solve the problems. Round off to
the nearest whole number then give
the estimated sum and difference.
(See Appendix # 5)

Remarks
Reflection

DAY 2
Objectives To solve routine or non- routine problems To create problems involving ratio and
involving addition and subtraction of proportion with reasonable answers
decimal numbers including money using M6NS- IIc- 135
appropriate problem solving strategies
and tools
M5NS-IIc-108.1
Subject Matter Solving routine or non- routine involving Creating problems invlving ratio and proportion
addition and subtraction of decimal with reasonable answers
numbers including money using
appropriate problem solving strategies
and tools
Learning Mathematics 5 TGp.160-164, BOW, Mathematics 6 p.135-136 , BOW,
Materials
Procedure

Page 7 of 17
Grade Level Grade 5 Grade 6
WHOLE CLASS INSTRUCTION
Drill/ Review
Strategy: Agawan ng Panyo
Materials: Flash Cards, Handkerchief
Mechanics:

a. Ask for a tall volunteer pupil to stand in front, at the center. He or she is the arbiter
who holds the handkerchief and let it dangle in his or her hand.
b. Divide the class into 2 groups. Ask the first two pupils of each team to stand at the
center at the back of the room. They are the first to give the answer.
c. Flash an equation like 42 + 20= 62(gr.5) or 3:24= ____:36(gr.6)
d. The pupils who get the handkerchief first will give the answer. The team gets the point
if the answer of the member is correct. The pupils from the other team may get the
point if the answer given is incorrect and they have a correct answer.
e. Continue the game until most of the pupils have participated. The team with the most
number of points wins.

T
G Show picture of bamboo stick
Using worksheets
Group 1
. Round to the greatest place
value and estimate each sum. Ask: What can you see in the picture?
(See Appendix # 10) What are the things we can make using a
bamboo stick?
Value Integration: Elicit from the pupils that
Group 2 planting bamboo is very useful
Round to the greatest place Problem Opener:

Page 8 of 17
Grade Level Grade 5
value and estimate each
difference.
(See Appendix # 11)
Group 3
Round the numbers to the
nearest tenths and solve for the answer.
(See Appendix # 12)
Grade 6
Bamboo stick Frames of Christmas
Lantern to be made
3 metres 5
N 15
Ask: Based on the table presented, how will you
create problems involving ratio and proportion?
What are the things you should remember in
constructing a problem?
(discuss the table presented)
What does the problem ask for?
- The number of lantern frames that can
be made from 15 metres of bamboo sticks.

What are the given facts?

3 metres of bamboo sticks
5 lanterns of frame
15 lanterns of frame

How will I find the answer?

- Compare the number of netres of
bamboo to number of lantern frames.
- Then add aditional datas to make the
problem full.
-
Answer to the table:
For every 3 metres of bamboo stick, three
boys can make 5 frames of Christmas lantern.
How many lanternframes can they make with 15

Page 9 of 17
Grade Level Grade 5 Grade 6
metres of bamboo stick?
T G
Problem Opener
A total of 357 Grades IV, V, and VI Group the pupils into three. Let the group
pupils of Bulusan Central School joined work collaboratively on station 1 for group 1,
a tree-planting program. They planted station 2 for group 2 and statio n 3 for group
Narra seedling that cost 1,230.67 and 3.Let them present their output one at a time
and Apitong seedlings cost 2,968.78. when done.
How much is the cost of seedlings did
they plant in all? How much more is the
cost of Narra seedlings than Apitong Group 1
seedlings? Create a problem on ratio and
What is asked in the problem? proportion base from the table given
What are given facts? (See Appendix # 18)
What word clues help you solve the
problem?
What operations are to be used? Group 2
Ask a pupil to show his/her answer on Create a problem on ratio and
the board. proportion base from given data
(See Appendix # 19)
Solution:
PHP 2,968.78
+ PHP1,230.67 Group 3
PHP 4,199. 4 5 Create a problem on ratio and
proportion based from the picture
Answer: So, PHP 4, 199.45 total (See Appendix # 20)
cost of seedlings planted by the
Grades IV,V,VI pupils of Banganan
Elementary School.
Solution:

Page 10 of 17
Grade Level Grade 5 Grade 6
PHP 2,968.78
- PHP 1,230.67
PHP 1,738.11

Ask: Why do you think many pupils

joined the tree-planting program?
What can you say about the pupils
joined in the tree- planting program?
What can you say about those who
did not join?

Values Integration
Ask: Is it necessary to
conserve our environment?
Why? How can you help
conserve our environment?
Problem:2
Mang Isko has 15.25 hectares of land in
Bulusan and 25.75 hectares in
Sorsogon. How many hectares of land
that Mang Isko have?

Understand
Know what is asked? The hectares of
land each child received
Know the given facts: 15.25 hectares,
25.75 hectares
Plan
Determine the operation to be used:
Division

Page 11 of 17
Grade Level Grade 5 Grade 6
Write the number sentence: 15.25 +
25.75=n
Solve
Show your solution: 15.25 + 25.75= 41
hectares
Check and look back
Review and re check your answer: you
can use calculator to add 15.25 and
25.75
T
G Processing the output of the group activity
Group the pupils into 3 Groups
Group 1: Analyze and solvethe problem
(See Appendix # 13)

Group 2: Write the number sentence

and solve
(See Appendix # 14)

Group 3: solve the following problem

using the 4 Step in solving a problem
(See Appendix # 15)

G
T Pair activity
Processing of Group output Create a problem on ratio and
proportion based from the given data.
(See Appendix # 21)

Page 12 of 17
Grade Level Grade 5 Grade 6

G T
Directions: Processing the Pairing Activity
Study the following menu in the
canteen and answer the question
that follows.
(See Appendix # 16)

Process the group output

Discuss the Generalization
I I
Directions: Directions:
Analyze and solve the following Create a problem using the given data
problems. (See Appendix # 22)
(See Appendix # 17)

Remarks
Reflection
Day 3
Objectives To create Problems (with reasonable To solve problems on direct proportion, partitive
answers) Involving Addition and proportion and inverse proportion in different
Subtraction of Decimal Numbers contexts such as distance, rate, time using
Including Money. appropriate strategies and tools
M6NS-IIc-134
M5NS-IIc-109.1
Create problems involving ratio and proportion
Page 13 of 17
Grade Level Grade 5 Grade 6
with reasonable answers
M6NS- IIc- 135
Subject Matter Creating problem (with reasonable Solving problems on direct proportion, partitive
answers)involving Adddition and proportion and inverse proportion in different
Subtraction of Decimal Numbers contexts such as distance, rate, time using
Including Money appropriate strategies and tools
Creating problems invlving ratio and proportion
with reasonable answers
Learning TM, TG, BOW, TM, TG, BOW
Materials

Procedure Teaching, Learning and Assessment Activites

WHOLE CLASS INSTRUCTION

Sing the song “Problem Solving”
Recall the steps in solving word problems

Ask the learners to tell what they understand about the following essential guide
questions to problem solving.

What is asked in the problem?

What are given?

How will you solve the problem?

What operation will be used?

What is the number sentence

Page 14 of 17
Grade Level Grade 5 Grade 6

Is the solution or process correct?

What is the answer?

T
G Recall the Standards in Testing

Form the picture using a jigsaw puzzle

T Administering the Weekly Test

Ask: What picture did you formed?
Have you been to our school garden?
What did you see there? What are the
plants grown there? Let the pupils share
their experiences in the garden.

Values Integration: Elicit from the

pupils that growing vegetables in the
garden helps improve our supply of food

Page 15 of 17
Grade Level Grade 5 Grade 6
and contribute to our health also.
Problem Opener
The table shows the number of
kilograms of vegetables harvested by
the pupils in our School.

Prince Eggplant 5. 12
kilograms
Aldrin Pechay 8.48
kilograms

Loren Carrot 12.6

kilograms

Based on the table presented, how will

you create problems involving addition
and subtraction of decimals including
money?
How can you create a problem?
What are the things you should
remember in constructing a
problem?
So, remember the following.
What is asked in the problem?
What are given facts?
What word clues help you solve the
problem?
What operation is to be used?

Page 16 of 17
Grade Level Grade 5 Grade 6
G T
Strategy: Checking of the Test Paper
Group the pupils into three. Let the
group work collaboratively on
station 1 for group 1, station 2 for
group 2 and station 3 for group 3.
Let them present their output one at a
time when done.

Station 1 – Addition of decimals T

Direction: Based on the table of data Checking of the Test Paper
presented, create a problem involving
addition of decimals.
(See Appendix # 23)

Station 2 – Subtraction of fraction

Direction: Based on the table of data
presented, create a problem involving
subtraction of decimals.
(See Appendix # 24)

Station 3 – Addition and Subtraction of

fraction
Direction: Based on the table of data
presented, create a problem involving
addition and subtraction of decimals.

Page 17 of 17
Grade Level Grade 5 Grade 6
(See Appendix # 25)

T
Processing the pupils group output

I I
Directions:
Study the following menu in the
canteen. Create your own problem WEEKLY TEST
using addition and subtraction. (See Appendix # 27)
(See Appendix # 26)

Remarks
Reflection

Page 18 of 17