This document outlines a mathematics lesson plan for 6th grade students on dividing whole numbers by decimals up to two decimal places. The objectives are for students to be able to divide whole numbers by decimals and vice versa, and apply the four fundamental operations involving decimals to mathematical problems and real-life situations. The lesson includes preliminary activities, presentations, group and individual activities, and an assignment for students. The goal is for students to understand how to divide whole numbers by decimals by moving the decimal point in the numbers appropriately.

1. Republic of the Philippines
Department of Education
Region VI – Western Visayas
DIVISION OF SAN CARLOS CITY
San Carlos City, Negros Occidental
DISTRICT II, CLUSTER 4
SAN JOSE ELEMENTARY SCHOOL
Grade Level IV
Subject Mathematics 6
Grading Period 1st Quarter
Learning Domain Number and Number Sense
Week 7
OBJECTIVES
Learning
Competency
Divides whole numbers by decimals up to 2 decimal places and vice versa.
Content Standard Demonstrates understanding of the four fundamental operations involving decimals.
Performance
Standard
Is able to apply the four fundamental operations involving decimals in mathematical problems
and real-life situations.
Code M6NS-Ig-116.3
Localization
ii. CONTENT
Subject Matter Dividing whole numbers by decimals up to 2 decimal places
References
21st Century MATHletes, pp. 66 - 69
MELC, page 222
Mathematics 6, Quarter 1 Module 8 pp. 19-27
Instructional
Materials
Ball, Box, activity cards, charts, manila papers, marking pens
Content
Integration
Art, Reading,
Value Integration Punctuality
iii. LEARNING TASKS
Preliminary
Activity
DRILL – Pass the Ball
(The teacher plays music. Let a ball be pass from one pupil to another. When the music stops,
the pupil with the ball gets a strip of paper from the box and answer it.
REVIEW
Read and analyze the problem.
Jen saves ₱5.25 every Monday, ₱8.35 every Tuesday, ₱6.15 every Wednesday, ₱4.65 every
Thursday, and ₱10.30 every Friday from her daily school allowance for two weeks. From these
savings, she plans to buy a sling bag that costs ₱215.00. How much more must she save after two
weeks?
280 ÷ 5 348 ÷4 100 ÷ 2 98 ÷ 4 860 ÷ 10

2. Step 1: Understand
a. What is asked: (The amount she save after two weeks.)
What are the given facts: (₱5.25 every Monday, ₱8.35 every Tuesday, ₱6.15 every Wednesday,
₱4.65 every Thursday, and ₱10.30 every Friday and ₱215.00)
Step 2: Plan
a. What operation is/are used: (Addition and Multiplication)
Step 3: Solve: ₱5.25 + ₱8.35 + ₱6.15 + ₱4.65 + ₱10.30 = ₱ 34.70 in 2 weeks
₱ 215.00 - ₱ 34.70 = ₱ 180.30 the amount she will for 2 weeks.
Step 4: Check
How are you going to multiply decimals and mixed decimals with factors up to 2 decimal
places? What are the steps in solving problems?
Activity Proper MOTIVATION
What art projects do you do in your MAPEH class? Do you have fun in making them?
Do you submit them on time?
PRESENTATION
ACTIVITY: Read the selection and analyze it.
DEVELOPMENT OF THE LESSON:
 Who have a long size bond paper? (Tony)
What is asked in the problem? (The number of strips of paper can Tony make.)
What are the given facts? (13 inches in length equivalent to 33.02 centimeters, 2 centimeter
Strips)
What operation are used? (division)
What is the answer?
Check:
A long bond paper which is 13 inches in length is equivalent to 33.02 centimeters. If
Tony will divide the long bond paper into 2 centimeter strips of paper for his art project,
how many strips of paper can he make?
2 33.02
-2
13
-12
10
-10
2
-2
0
16.51 strips of paper can Tony make
16.51
X 2
33.02

3. Divide: 36 ÷ 0.14
ANALYSIS:
(Group Activity Using Activity Sheet)
Remind the standards in group activity.
Each group has a task to be performed.
Direction: Divide the following numbers. After 10 minutes, exchange activity cards to the other
group.
( Presentation / checking the output )
How did you find the activity? How were you able to find the answer?
ABSTRACTION/
GENERALIZATION
 How do we divide whole number by decimals and vice versa?
APPLICATION: (INDIVIDUAL ACTIVITY)
Direction: Give the quotient.
1.) 16 ÷ 0.8 =
2.) 48 ÷ 0.06 =
3.) 165 ÷ 0.11 =
4.) 200 ÷ 0.08 =
5.) 72 ÷ 0.24 =
EVALUATION Direction: Give the quotient.
1.) 69 ÷ 0.23 =
2.) 132 ÷ 0.12 =
3.) 85 ÷ 0.17 =
Group I
35 ÷ 0.07 =
42 ÷ 0.3 =
14 3600.000
-28
80
-70
100
-98
20
-14
60
-56
40
-28
12
0.14 36
257.142
 Change the divisor to a whole number by moving the decimal point to the
rightmost place.
 Move the decimal point in the dividend to as many places as the decimal
point in the divisor is moved.
 Divide like whole numbers.
Group II
540 ÷ 0.60 =
540 ÷ 0.9 =
Change the divisor to a whole number by moving the decimal
point to the rightmost place.
Move the decimal point in the dividend to as many places as
the decimal point in the divisor is moved.
Divide like whole numbers.
Group III
39 ÷ 0.13 =
189 ÷ 0.9 =
Group IV
140 ÷ 0.35 =
415 ÷ 0.5 =
Group V
644 ÷ 0.4 =
84 ÷ 0.7 =

4. Prepared by: Checked & Reviewed by:
MA. JANE D. RAMIREZ RONILO D. DESTAJO
Math Teacher Master Teacher II
Observed by:
RONILO D. DESTAJO
Master Teacher II
JOSELITO I. CATALAN
Principal I
ASSIGNMENT Direction: Solve the following problems.
1.) A roll of ribbon is 120-meter long. If it will be cut equally into pieces of 0.8 meter, how
many pieces will be made?
2.) Mang Kanor divided his 32.25 hectares land to his 3 children. How much land does
each children receive?