Republic of the Philippines

Department of Education
Region XI
Schools Division of Davao de Oro
Montevista District
SAN VICENTE INTEGRATED SCHOOL

LESSON PLAN IN MATH 8

November 6, 2023
11:00 AM TO 12:00AM

I. OBJECTIVES
1. Content Standards The learner demonstrates understanding of the four fundamental operations
involving fractions and decimals.
2. Performance Standards The learner is able to apply the four fundamental operations involving fractions
and decimals in mathematical problems and real-life situations.
3. Learning Solves routine and non-routine problems involving multiplication of decimals
Competencies/Objectives and mixed decimals including money using appropriate problem-solving
strategies.

At the end of this lesson, the learners are expected to:

1. Solve multi-step problems involving multiplication and addition of

decimals;
2. Write the number sentence of the problem; and
3. Give the importance of being helpful to our parents.
II. CONTENT Dividing Decimals by Whole Numbers
III. LEARNING RESOURCES

A. References Lesson Guide in Elementary Mathematics 6

1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages 21st Century Mathletes 6, pages 56-63
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Self-Learning Module MATH 6

PROCEDURES:

TEACHERS ACTIVITY LEARNERS ACTIVITY

A. Preparatory Activities
 Prayer (The learner will stand up)
The teacher will select learner that will lead the prayer. (Learner will close their eyes and
 Greetings bow their heads)
Good morning, Class.
How are you today?
Ok that good to hear Indicator Number 5. Established Safe and Good morning, Ma’am!
secure learning environments to enhance We’re fine Ma’am!
learning through the consistent implementation
 Setting of Rules of policies, guidelines and procres.

Ok now before we proceed. I have something to say about our

today’s classroom Rules.
I have only three rules.

Our senses will be our rules, the eyes, the

 ears, and the mouth.

“Kindly say again my 3 rules”

Eyes, the ears, and the mouth.
When I say eyes, this is looking eyes. I
want you all to focus and look at the
board all the time.

Next are the ears, when I say ears, I want

you all to listen attentively because
afterwards I am calling someone to
answer my question.

And the last one, the most important one

is the mouth. When I say mouth class, this Yes ma’am
is the quite mouth. I want you all to shut
your mouth as I am discussing in front. Is
that clear?
What are the three rules again?

Ok, very good.

Review of the previous lesson

What is our previous lesson?
 Stating the Lesson Objectives and Subject Matter Eyes, the ears, and the mouth.
1. solve routine and non-routine problems
involving division of decimals, mixed decimals, and
whole numbers including money using appropriate
problem-solving strategies and tools; M6NS-Ii-120.2
2. differentiate routine and non-routine problems;
and
3. relate routine and non-routine problems
involving division of decimals, mixed decimals, and
whole numbers including money using appropriate
problem-solving strategies and tools in real life.
B. CLASS DRILLS

Okay, class, let's play” A BOX ADVENTURE”

I have here a box. Inside this box are questions or number problems.
So, the mechanics: INDICATOR 1. Applied knowledge of content
While the music is playing,
withinyou
andwill pass
across this boxteaching
curriculum around. If the music
areas-
MAPEH-
stops, the person holding the box will pick one question/problem inside.
He/she will read the question to the class and give an answer.

Are you ready Grade class?

(Teacher will play the music)

Here are the questions/problems inside the box: Yes, we are!

Indicator 2: Used of range of teaching(Students will pass the box around)
1. Arrange the scramble letter strategies that enhance learner
DEMALCI achievement in Literacy.
Hint: Comes from the Latin word decima, meaning tenth part
2. Arrange the scramble letter
DIVIONIS
Hint: It is a breaking number into equal parts DECIMAL
 3. Arrange the scrambled letter
QIENTOUT DIVISION
Hint: The result of dividing numbers by another
4. Arrange the scrambled letter QOUTIENT
DIVIROS
Hint: A number that divides another number DIVISOR
5. Arrange the scrambled letter
DIVENDID DIVIDEND
Hint: The number that is to be divided or distributed into equal parts

Wow, Congrats to the winner. Let’s claps our hand. The learners will clap their hands.

C. MOTIVATION

The teacher will show a video presentation. Regarding where we The student will watch the video.
can find the decimal in our daily life.

Guide question

1. What have you observed in the video?

2. Where we can find decimal in our daily life?
Indicator 3 Applies a range of teaching strategies to develop critical and
creative thinking, as well as other higher-order thinking skills
3. How important is decimal in daily life?
D. PRESENTATION/INTRODUCTION
(I DO IT)

A routine problem is a type of problem which can be solved directly and The students will listen to the discussion
immediately.
A non-routine problem is a type of problem which cannot be directly
and immediately solved because it requires critical-thinking skills.
Similarities and differences between routine and non-routine types of
problems

Guided questions in answering problem solving

Step 1. What is asked?

Step 2: What are the given numbers in the problem?
Step 3: What operations will you use in solving the problem?
Step 4: What is the number sentence/ mathematical sentence in the
problem?
Step 5: Solve and check your answer. Don’t forget to label your answer?
 E. Modeling/Teaching The students will listen to the discussion
(I DO IT)

EXAMPLE OF ROUTINE PROBLEM

INDICATOR 1. Applied knowledge of content within and across curriculum
teaching areas- Araling Panlipunan-Economics

1. Samantha paid ₱512.25 for three books that all cost the same
amount. What was the cost per book?
How do you solve the problem above?
Here are the steps that will help you solve the problem.

Step 1: What is asked in the problem? The learners will listen to the discussion
What was the cost per book?
Step 2: What are the given numbers in the problem?
₱512.25- amount that Samantha paid
3- the number of books that Samantha bought
Step 3: What operations will you use in solving the problem?
Division
Step 4: What is the number sentence in the problem?
512.25÷3=N
Step 5: Solve and check your answer. Don’t forget to label your
answer?
Total Cost = ₱512.25
Number of Books = 3
The learners will listen to the discussion
Total Cost
Cost per Book =
Number of Books
₱ 512.25
=
3
≈ ₱170.75

Each book costs approximately ₱170.75.

Example of NON-ROUTINE PROBLEM

1. Mother has a small sari-sari store. Every time she buys a 50- The learners will listen to the discussion
kilo sack of sugar, she repacks it into smaller bags weighing
0.25 kilo. How many small plastic bags are needed by
Mother?

Step 1: What is asked?

How many small plastic bags are needed by Mother?
Step 2: What are the given numbers in the problem?
Mother buys a 50-kilo sack of sugar, and she repacks it into smaller bags The learners will listen to the discussion
weighing 0.25 kilo each.
Step 3: What operations will you use in solving the problem?
Division
Step 4: What is the number sentence/ mathematical sentence in the
problem?
50 kilos÷ 0.25 kilos=N
Step 5: Solve and check your answer. Don’t forget to label your
answer?
50 kilos÷ 0.25 kilos =200

Therefore, mother will need 200 small plastic bags The learners will listen to the discussion
 A. Guided Practice -BOARDWORK
(We do it.)
Read aloud the problem
Indicator 2: Used of range of teaching strategies that enhance
learner achievement in Literacy.

The teacher will let the students answer it in the activity notebook. And
call representatives to answer it on the board.

Example 1

A bakery at San Vicente sold 3.5 kg of cakes in one day. If each cake
weighs 0.25 kg, how many cakes did they sell?

What type of problem is this? ROUTINE PROBLEM

How are you going to solve this one? By using the 5 guide questions in solving
problem solving
Step 1. What is asked?
How many cakes did they sell?
Step 2: What are the given numbers in the problem?
3.5 kg of cakes-sold in 1 day
Step 3: What operations will you use in solving the problem? 0.25 kg- weigh of the cake each
Division
Step 4: What is the number sentence/ mathematical sentence in the
problem? 3.5 kg ÷ 0.25 kg/cake=N

Step 5. Solve and check your answer. Don’t forget to label your answer
Solution: To find out how many cakes were sold, we divide the total 3.5 kg ÷ 0.25 kg/cake = 14 cakes
weight of the cakes by the weight of each cake:

Read aloud
Indicator 2: Used of range of teaching strategies that enhance
learner achievement in Literacy.
The teacher will let learner read the example 2.
Indicator 3 Applies a range of teaching strategies to develop critical and
creative thinking, as well as other higher-order thinking skills

Example 2. Emily a student of San Vicente has Php 100.50. She wants
to buy a notebook. How much is the cost of each notebook if She buy 5
notebooks.
What type of problem is this?

How are you going to solve this one?

The learner read the example problem.

Step 1: What is asked?

NON-ROUTINE

Step 2: What are the given numbers in the problem? By using the 5 guide questions in solving
problem solving
Step 3: What operations will you use in solving the problem?
We will multiply the cost of one notebook by the number of How much is the cost of each notebook if
notebooks to find the total cost. Then, we'll subtract this total She buy 5 notebooks.
cost from Emily's initial amount.
 Step 4: What is the number sentence/ mathematical sentence Php 100.50
in the problem? 5 notebooks
Step 5. Solve and check your answer. Don’t forget to label your Division
answer

Solution:
Emily will have 49.25 left after buying the notebooks.
Do you have questions?
So, this time, you will independently do the activity on your own. Php 100.50 ÷ 5=N

Php100.50 ÷ 5=10.25

None ma’am
INDEPENDENT PRACTICE-Individual Activity
(You do it.)

Indicator Number 5. Established Safe and secure learning

environments to enhance learning through the consistent
implementation of policies, guidelines and procedures.
Setting Rules.
In this activity, you are expected to perform with discipline. Yes ma’am
Since this is an individual activity,
*Work independently.
*Do not talk too much. Make use of your time.
*Be ready for the checking of answers later.
*Be disciplined! Be respectful!
Indicator 1: Applied knowledge of content within and across curriculum
teaching areas- ESP
1. Kenneth is saving P 2.50 each day. How many days will it take
him to save Php 50.00?

Step 1. What is asked?

Step 2: What are the given numbers in the problem?
Step 3: What operations will you use in solving the problem?
Step 4: What is the number sentence/ mathematical sentence in
the problem?
Step 5. Solve and check your answer. Don’t forget to label your
answer
You have five (5) minutes to finish the activity. Your time starts now.
Checking Time: Let’s check your answers.
Integration of Value Honesty: You check your own work.
Honesty is the best policy.
GENERALIZATION

What is the difference between routine and non-routine problems?

A routine problem is a type of problem which there is an immediate
solution, while a non-routine problem can be solved in multiple ways.
What are the steps in solving word problems?
Step 1. What is asked?
Step 2: What are the given numbers in the problem?
Step 3: What operations will you use in solving the problem?
Step 4: What is the number sentence/ mathematical sentence in the
problem?
Step 5. Solve and check your answer. Don’t forget to label your
answer

I. Assessment
Direction: Encircle the letter of the correct answer.

1. Which of the following defines the difference between routine and non-routine
problems?
1. A routine problem is a type of problem which there is an immediate
solution, while a non-routine problem can be solved in multiple ways.
2. A routine problem and non-routine problem is a type of problem both
don’t have an immediate solution
3. A routine problem is a type of problem which don’t have an immediate
solution
4. None of the Above
2. 1. Mindy paid ₱280.25 for 3.8 kilograms of bangus. How much did each kilogram of
bangus cost? What is asked in the problem?
A. the total cost of bangus
B. the amount of bangus per kilogram
C. the amount of money she needed
D. the total kilogram of bangus she bought
3. Which of the following is the correct answer in this problem?

A. 11.85 km/h B. 12.25 km/h C. 13.25 km/h D. 13.52 km/ h

4. Over the past few years, Christian has made 5 trips to visit Lanao del Norte. He
drove 158.4 kilometres in all. How far did Christian drive on each trip? What is the
operation to be used to solve the problem?
A. Addition B. Multiplication C. Subtraction D. Division
5. Jose went to the hardware store and bought 10 identical pipes. When Jose lined-up
the pipes end-to-end, the line was 2.5 meters long. How long was each pipe? What
is the mathematical sentence?
A. 10 + 2.5 = n B. 10 ÷ 2.5 = n C. 10 x 2.5 =n D. 2.5 ÷ 10= n

II. Assignment
Direction: Read and solve the world problem. Show your solution.

1. There are 35 passengers who will equally share the expenses for a bus trip
going to Tubod, Lanao del Norte amounting to ₱4042.50. How much will each
pay?
1. What is asked?
2. What are the given numbers in the problem?
3. What operations will you use in solving the problem?
4. What is the number sentence/ mathematical sentence in the problem?
5. Solve and check your answer. Don’t forget to label your answer?

Prepared by:

ANALYN S. MARIMON
Teacher 1
Checked by:

DOREEN P. GRAFIA
Master Teacher 1
Observed by:

RAMIL L. FUENTES
School Principal I