School NEWAGAC ELEMENTARY SCHOOL Grade Level 6

Teacher ELMA L. TABBAY Learning Area MATH

Grades 1 to 12 Date & Time October 18, 2023 Quarter 2nd QUARTER
DAILY LESSON
LOG

I.OBJECTIVES

A. Content Standard The learner demonstrates understanding of the four fundamental operations involving fractions and decimals

B. Performance Standard The learner is able to apply the four fundamental operations involving fractions and decimals in mathematical problems and
real-life situations

C. Learning Competencies Multiplies mentally decimals and mixed decimals up to 2 decimal places by 10 and 100

II. Subject Matter: Multiplying Mentally Decimals and Mixed Decimals up to 2 Decimal Places by 10 and 100

III. LEARNING RESOURCES

A. References Grade-6-Math-Most-Essential-Learning-Competencies-MELCs.pdf

Carmela C. Oracion, et.al. 2003, Lesson Guide in Elementary Mathematics

Grade 6; pp.279-289

B. Other Learning Resources Real objects, ppt, meta cards, pentel pen, manila paper, worksheets

IV. PROCEDURES ACTIVITIES

A) Reviewing previous lesson or Preliminary:

presenting the new lesson
Setting of Standards

Say: I have here “STARS”, I will give this to those pupils who will actively participate during our discussion and
those who will demonstrate positive behavior.

I believe that you are all ready for today. For us to be guided on the things that we are doing today let us all remember the
following classroom rules

(Teacher will present through PowerPoint presentation)

Review:

In the previous lesson, you were able to multiply decimals and mixed decimals by .1 and .01. Before we go on to our
lesson for today, Let’s answer the ff. first.

As a review, Write your answers in your magic board.

1. 12.672 x .1
2. 3.63 x .01
3. 51.29 x .01
4. 34.81 x.1
5. 10.35 x.1

Review the Parts of Multiplication sentence

Review the place value of Decimal numbers

This illustrates observable # 5: Establish safe and secure learning environments to enhance learning through the
consistent implementation of policies, guidelines and procedures
 Observable #5 is evident in the teacher's establishment of a safe and secure learning environment.

B) Establishing the purpose for the Motivation

lesson
Today, we are going to learn a new lesson, but before that, let’s have the activity Trail with me.

Are you ready?

Trail with me!

Help Nikki pass through the trail by answering the problems written on the trail.

Did you enjoy the trail?

This illustrates observable #.1

Apply knowledge of content within and across curriculum teaching areas

This lesson effectively integrates the teaching of mathematics with English language skills. While the primary focus
is on mathematics, the teacher incorporates an English standard (EN6RC-IIc5.5) into the lesson plan. The students
are encouraged to note significant details of informational texts during the "Trail with Me" activity.

C) Presenting examples/instances of Solve with me!

the new lesson
A. Use real objects (ballpen, notebooks, etc)
B.

Read and help the girls know how much each will pay.

Beth and Carla went to a grocery store. Beth bought 10 pcs of eggs at Php 8.50 while Carla bought 100 pcs of curls at Php
8.50 each. How much did each of the girls pay?

1) What are given? _________________

2) What is the equation or number sentence for each? ________

 This illustrates observable #2 Use a range of teaching strategies that enhance learner achievement in literacy and
numeracy skills

Observable #2 is evident through the teacher's utilization of diverse teaching strategies to promote literacy and
numeracy skills. The lesson incorporates various activities, such as the "Trail with Me" game and group activities,
which engage students in active learning and problem-solving.

D) Discussing new concepts and Let us solve how much did each of the girls pay.
practicing new skills #1

(EXPLAIN)
Beth Carla
10 x Php 8.50 = N 100 x Php 8.50 = N

8.50 8.50
X 10 X 100
000 000
+ 850__ 000
85.00 + 850__
850.00

Beth pays Php 85.00 Carla pays Php 850.00

Let us study the two given sets, Beth and Carla.

 How are the multiplication sentences similar?

 Ans: Both used the same multiplicand

 How are they different?

 The first set uses 10 as multiplier while the other set uses 100 as multiplier.

 After multiplying the factors, is there a change in the product that we got?

 (10 as multiplier) The decimal place was moved once to the right
 (100 as multiplier) The decimal place was moved twice to the right
• How many zeros are there in the multiplier 10?
 One zero
• How many zeros are there in the multiplier 100?
 Two zero

Can you multiply decimal and mixed decimal numbers by 10 and 100 without doing the long process of multiplication? How?

 Yes, by simply counting the number of zeros in the multiplier and moving the decimal point to the
right. For 10 as multiplier, move once to the right. For 100 as multiplier, move the decimal point
twice or 2 places to the right.

Steps in multiplying decimal by 10 and 100.

1. Count the number of zeros in 10 or 100.

2. Move the decimal point to the right based on the number of zeros

Solve the problem.

A piece of mandarin costs Php4.50. If Mario buys 10 pcs, how

much will he pay?
 This illustrates observable #3 Applied a range of teaching strategies to develop critical and creative thinking, as
well as other higher-order thinking skills

Observable #3 is demonstrated by the teacher's emphasis on critical and creative thinking throughout the lesson.

Discussing new concepts and Each group will be given a task. .

practicing new skills #2
Group Activity (Cooperative Learning)

● Divide the class into 3 groups

● Each group is given an envelope for Groups 1,2,3,

● Read the instructions before they will proceed to the proper activity.

B. Setting standard in doing the activity

Ask: What is the Standard in Doing Group Activity?

1. Follow the given directions.

2. Work cooperatively.

3. Work quietly.

4. Work fast.

5. Work neatly.

C. Go around and follow-up the conduct of activity by each group. Remind each group that they will be presenting their
gathered data in class after finishing their activity.

D. Group Reporting

Group 1

Compute me!

Get the product of the decimal numbers by 10 and 100

X 10 X 100
19.45
1.67
4.35
15.26
7.674

Group 2

Make a multiplication sentence for the given illustration then get the product

1. 10 pcs of bag at Php325.75 each

2. 100 pcs of bread at Php2.50 each
3. 10 pcs of umbrella at Php 120.75 each
4. 100 pcs of apple at Php 30.65 each
5. 10 pcs of pencil at Php 12.25 each
 Group 3 “What’s the word?”

Get the product. Fill the blanks with letters based on your answers to form a word. After guessing the word, sing a song related
to it.

__ __ __ __ __ __ __ __ __ __ __

3 1 2 4 5 3 1 2 6 7 8

1.) 98.55 x 10=____________

2.) 64.13 x 10=____________
3.) 75.56 x 100 =__________
4.) 68.99 x 10 =___________
5.) 31.67 x 100 =___________
6.) 85.13 x 10 =____________
7.) 125.68 x 10 =____________
8.) 145.96 x 10 =___________

This illustrates observable #6 Used differentiated, developmentally appropriate learning experiences to address
learners’ gender needs, strengths, interests and experiences

Observable #6 is exemplified through giving differentiated activities to the learners appropriate to their needs and
interest. The teacher encourages students to work cooperatively, quietly, and with respect for one another during
group activities.

E) Developing Mastery (Leads to Using the “Spin the Wheel Game”

Formative Assessment)

This illustrates observable #8 Selected, developed, organized and used appropriate teaching and learning
resources including ICT, to address learning goals.

Observable #8 is exemplified through using an online game “Wheel of Names” to promote active participation of the
learners and to increase their interest in such engaging activities.

F. Application A drugstore sells a pack of facemask at Php 48. 25. If Celine wants to buy 10 packs, how much will she pay?

1. What is asked in the problem?

Answer: The amount she will pay for a pack of facemask.

2. What are given?

Answer: ₱48.25 per pack ; 10 packs

 3. What operation is needed to solve the problem?

Answer: multiplication

4. What is the number sentence?

Answer: ₱48.25 x 10 = N

5. Perform the operation or the solution

Long method Short method: ₱48.25 x 10 (move the decimal point once to the right

₱48.25 482.50

x 10

0000

+ 4825

₱ 482.50

Answer: Celine will pay ₱482.50

G) Making generalization and How do we multiply decimals and mixed decimals by 10 and 100?
abstractions about the lesson
What are the steps in multiplying decimals and mixed decimals by 10 and 100?

(ELABORATE)

H) Evaluating Learning Multiply the following factors.

1.) 35.124 x 100 = ___________

(EVALUATION)
2.) 150.685 x 100 = ___________

3.) 125.56 x 10 = ___________

4.) 39.12 x 10 = ___________

5.) 87.54 x 10 = ___________

This illustrates observable #9 Designed, selected, organized and used diagnostic, formative and summative
assessment strategies consistent with curriculum requirements

Observable #9 is exemplified through giving a 5 item formative assessment to assess if the learners understood the
lesson.
I) Additional activities for application
or remediation
(EXTEND)

V. REMARKS

VI. REFLECTIONS Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What
else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when
you meet them, you can ask them relevant questions.

Prepared by: Checked & Observed by:

ELMA L. TABBAY MADELYN U. ULITA, PhD

Grade 6 Magnolia Adviser Principal III