Lesson Guide

In
Elementary Mathematics
Grade 6

Chapter II
Rational Numbers
Addition and Subtraction of Decimals

DEPARTMENT OF EDUCATION
BUREAU OF ELEMENTARY EDUCATION
in coordination with
ATENEO DE MANILA UNIVERSITY

2010

Reformatted for distribution via

DepEd LEARNING RESOURCE MANAGEMENT and DEVELOPMENT SYSTEM PORTAL
INSTRUCTIONAL MATERIALS COUNCIL SECRETARIAT, 2011
Lesson Guides in Elementary Mathematics
Grade VI

Copyright © 2003
All rights reserved. No part of these lesson guides shall be reproduced in any form without a written
permission from the Bureau of Elementary Education, Department of Education.

The Mathematics Writing Committee

GRADE 6

Region 3 Ateneo de Manila University

Dolores A. Umbina – Olongapo City Girlie N. Salvador

Zenaida P. Gomez – Pampanga
Teresita T. Tungol – Pampanga Support Staff

Region 4-A Ferdinand S. Bergado

Margarita Rosales – Lucena City Ma. Cristina C. Capellan
Segundina B. Gualberto – Batangas Emilene Judith S. Sison
Estelita Araullo – Rizal Julius Peter M. Samulde
Henry P. Contemplacion – San Pablo City Roy L. Concepcion
Marcelino C. Bataller
National Capital Region (NCR) Myrna D. Latoza
Teresita L. Licardo – Quezon City Eric S. de Guia – Illustrator
Lilia T. Santos – Quezon City
Eleanor Interia – Quezon City Consultants
Elfrida V. Marquez – Manila
Victoria C. Tafalla – Valenzuela Fr. Bienvenido F. Nebres, SJ – President,
Ateneo de Manila University
Bureau of Elementary Education (BEE) Carmela C. Oracion – Ateneo de Manila
University
Rogelio O. Doñes Pacita E. Hosaka – Ateneo de Manila
Robesa Hilario University

Project Management

Yolanda S. Quijano – Director IV

Angelita M. Esdicul – Director III
Simeona T. Ebol– Chief, Curriculum Development Division
Irene C. de Robles – OIC-Asst. Chief, Curriculum Development Division
Virginia T. Fernandez – Project Coordinator

EXECUTIVE COMMITTEE

Jesli A. Lapus – Secretary, Department of Education

Jesus G. Galvan – Undersecretary for Finance and Administration
Vilma L. Labrador – OIC, Undersecretary for Programs and Projects
Teresita G. Inciong – Assistant Secretary for Programs and Projects

Printed By:

ISBN – 971-92775-5-6
 TABLE OF CONTENTS

Introduction ..................................................................................................................................iv
Matrix ........................................................................................................................................v

II. RATIONAL NUMBERS

B. Addition and Subtraction of Decimals

Estimating Sums/Differences of Whole Numbers and Decimals ................................... 1

Adding and Subtracting Decimals ................................................................................... 3
Adding and Subtracting Decimals through Ten Thousandths
without Regrouping ........................................................................................... 6
with Regrouping ................................................................................................ 10
Adding and Subtracting Mixed Decimals with Regrouping ............................................ 12
Different Properties of Addition
to Compute Sums Mentally ............................................................................... 15
Two- to Three-Step Word Problems ............................................................................... 19

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 I N T R O D U C T I O N

The Lesson Guides in Elementary Mathematics were developed by the

Department of Education through the Bureau of Elementary Education in

coordination with the Ateneo de Manila University. These resource materials

have been purposely prepared to help improve the mathematics instruction in

the elementary grades. These provide integration of values and life skills using

different teaching strategies for an interactive teaching/learning process.

Multiple intelligences techniques like games, puzzles, songs, etc. are also

integrated in each lesson; hence, learning Mathematics becomes fun and

enjoyable. Furthermore, Higher Order Thinking Skills (HOTS) activities are

incorporated in the lessons.

The skills are consistent with the Basic Education Curriculum

(BEC)/Philippine Elementary Learning Competencies (PELC). These should be

used by the teachers as a guide in their day-to-day teaching plans.

iv
 MATRIX IN ELEMENTARY MATHEMATICS
Grade VI

MULTIPLE INTELLIGENCES
COMPETENCIES VALUES INTEGRATED STRATEGIES USED With HOTS
TECHNIQUES

II. Rational Numbers

B. Comprehension of Addition and

Subtraction of Decimals

1. Estimate sums and differences of Making wise decisions Concept development Role playing
whole numbers and decimals

2. Add and subtract whole numbers and Wise use of resources Guess and check Games
Decimals

3. Add and subtract decimals through Helpfulness Modeling Game, Group work
ten thousandths without and with Write an equation
Regrouping (with concrete/visual models) Orderliness Diagrams, number line Hands-on activity

4. Add and subtract mixed decimals with Truthfulness Guess and check Games
Regrouping

5. Apply the different properties of addition Keep oneself physically Drawing pictures Games, Cooperative learning
to compute sums mentally fit

5.1 Commutative property of addition

6. Application of addition and subtraction

of decimals

6.1 Write an equation to solve word

Problems
6.2 Solve 1- to 3-step word problems Helping others in need Simplifying the problem Cooperative work
involving addition and subtraction of
decimals including money

6.3 Describe an answer in a complete

sentence with proper labels/units

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Estimating Sums/Differences of Whole Numbers and Decimals

I. Learning Objectives

Cognitive: Estimate sums and differences of whole numbers and decimals

Psychomotor: Write the numbers in column correctly with the decimal point aligned
Affective: Decide wisely

II. Learning Content

Skill: Estimating Sums and Differences of Whole Numbers and Decimals

Reference: BEC PELC II.C.1
Materials: counters, paper bag, index card
Value: Giving wise decision

III. Learning Experiences

A. Preparatory Activities

1. Drill: Rounding Off

a) Divide the class into four groups.
b) Let each group stand by rows.
c) As the teacher flashes a number card, player 1 in each group taps the board.
d) The first to tap the board, has the chance to answer the problem.
e) If the given answer is wrong, other players can steal. A point is given for a
correct answer.
f) The group with the most number of points wins.

2. Review: Matching Game

a) Provide the following cards to each group.
tenths hundredths thousandths

ten thousandths ones

b) Teacher flashes decimal number and its rounded off number:

Ex.: 84.815 = 84.8 = tenths

c) The group will identify the place value the number is rounded to by flashing the
card.
d) The group with the most number of correct answers wins.

3. Motivation

You were asked by your mother to buy some groceries after class. Without
computing, how would you know that the money given to you is enough or not?
Why?

B. Developmental Activities

1. Presentation

a. Strategy 1 – Role Playing

1
 1) Divide the class into groups.
2) Provide an activity card to each group for them to act out or role play.
Ex.:
Ron has 12,720 in his savings account. He wants to buy a stereo and
speakers while they are on sale. The stereo costs 9,889.99 and the
speakers cost 915.50. About how much of his savings will be left after the
purchase?
3) They have to act out also the following:
a) What information is given in the problem?
b) What should be done first so that Ron will have an idea of the following:
About how much will he pay?
About how much will be left of his savings?
4) Have them compute the actual answer and compare it with the estimated
answer.
5) Have each group present its work in front.

b. Strategy 2 – “Pass It On” Game

1) Teacher prepares the following:
Situation Card:
Your group has 15,395.20. You will order 3 items from a mail order
catalog.
MAIL ORDER CATALOG
Items Prices
Stand Fan 2,485.00
Printer 6,000.00
CD/Cassette Player 5,750.00
Computer Table 2,500.00
a) The class should be grouped by column.
b) Provide each group the situation card, a mail-order catalog, and order
card.
c) The first pupil in the row selects 3 items and writes these with the
corresponding prices on the order card, then passes this to the pupil next
to him.
d) The second pupil writes the rounded off amount for each item, then
passes the order card to his teammate.
e) The third pupil gives the estimated sum of all the items.
f) The fourth pupil gives the estimated difference.
g) The fifth pupil computes the actual sum and difference, then compares it
with the estimated sum and difference.
h) As soon as all members of the group are finished, they submit their
answers to the teacher for checking.
i) The first group to finish with correct answers wins.

2. Fixing Skills
Round to the nearest tenths and solve for the answer.
a) 18.95 b) 129.235 c) 9.2875 d) 989.15
- 9.25 + 16.41 - 6.834 - 451.85

3. Generalization

How do you find the estimated sum and difference of whole numbers and decimals?

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 B. Application
Solve the problem.
1) Rhoda bought 2.5 kg of lanzones. She found that her brother brought home 1.75 kg
of lanzones. Her family ate around 2.75 kg. About how many kg of lanzones were
left?
2) Mother bought 4.75 kg of fish. She cooked 1.25 kg for escabeche and roasted 1.5 kg
of fish for their family gathering. About how many kg of fish were uncooked?
3) Jethro has 250 for his daily allowance. He spent 95.50 for fare, 75.75 for
food, and saved the rest. About how much is his savings?

IV. Evaluation

A. Arrange the numbers in column. Round off the numbers to the nearest hundredths then
find the estimated sum and difference.
1) 36.5 + 18.91 + 55.41 = N
2) 285.15 + 27.35 + 627.30 = N
3) 8.941 – 8.149 = N
4) 639.27 – 422.30 = N
5) 48.21 + 168.2 = N

B. Solve the problems. Round to the nearest whole number then give the estimated sum
and difference.
1) Tony weighs 58.36 kg and Rey weighs 43.85 kg. About how much more does Tony
weigh?
2) The sweater costs 395.95 and the t-shirt costs 525.85. About how much do both
cost?
3) Shane ran 3.75 km and Cathy ran 7.09 km. About how much farther did Cathy run?
4) Mona bought a watch for 1,895.60 and a ring for 2,512.50. She gave the
cashier 5 1,000-peso bills. About how much change did she receive?

V. Assignment

1) Round the numbers to the nearest tenths and solve for the answer.
a) 7.13 + 8.57 + 23.09 =
b) 29.81 + 35.16 + 41.95 =
c) 873.22 + 128.55 + 456.19 =
2) Analyze and solve.
a) Father gave mother three thousand pesos for the different bills due for payment.
Electric bill – 1,792.58; water bill – 874.44, and telephone bill – 422.83. About
how much will be left of the amount given by Father?
b) Mrs. Lungul bought 3 blouses for 432.85, a dress for 825.85, a pair of pants for
478.25. About how much is left of her 2,000?

Adding and Subtracting Decimals

I. Learning Objectives

Cognitive: Add and subtract whole numbers and decimals

Psychomotor: 1. Write addends in column correctly

2. Write subtrahend and minuend in column correctly

Affective: Use resources wisely

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II. Learning Content

Skill: Adding and subtracting whole numbers and decimals

Reference: BEC PELC II.C.2
Value: Wise use of resources

III. Learning Experiences

A. Preparatory Activities

1. Drill
Give the missing number. (Oral)

a)  + 36 = 81 d) 93 -  = 48
b) 58 +  = 90 e)  - 27 = 55
c) 24 + 59 =  f) 71 – 43 = 

2. Review
Game: Guess and check.
a) Group the class in pairs.
b) Teacher flashes an activity card.
Ex. 5.684 + 2.795
c) Player 1 for each group will give the estimated answer mentally.
d) Player 2 checks the answer by solving it using pencil and paper.
e) The group with the most number of correct answers wins.

3. Motivation

Present the following on the board:

85.03 + 105 + 16.005 – 28.79 = N
Ask: What is the fastest way to solve the problem? Why?

B. Developmental Activities

1. Presentation

Present the lesson through the following:

a. Strategy 1 – Matching Game

Mechanics:
1) Divide the class into 2 groups.
2) The first group will be given problem cards.
3) The second group will be holding the answer card.
4) The pupils raise the cards they are holding when the teacher gives the go
signal.
5) Pupils should try to find their partner by pairing the problem card with the
correct answer card.
6) The first pair to match correctly wins.
Ex. Problem Card

Tina bought a pair of shoes for 495.50, a coat for

527.20, and a pocketbook for 94.75. How much change did
she receive from her 2,000?

4
 7) Have the pair read and solve the problem on the board to check if their cards
match.
8) Teacher emphasizes the processes involved in the problem.

Valuing: Stress on the wise use of resources like money.

Avoid extra expenditures.
Buy only things that are really needed.

b. Strategy 2 – Guess and Check

1) Divide the class into three groups.
2) The teacher puts the problem cards on the table face down.
3) A player for each group picks a card, reads the problem, then writes his/her
guess answer on the board.
4) He/She then compares his/her answer to the answer of his/her teammates.
5) The leader of the group solves the problem.
6) The number of correct answers given will be the group’s point.
a) In a 400 m relay, the times for the team members were 13.0 seconds,
12.9 seconds, 15.4 seconds, and 8.0 seconds. What was the total time
for the team?
b) Miggy bought 11 kg of pork for his carinderia. On Monday, he used 2.75
kg and on Friday, he used another 1.5 kg. How many kg of pork was
left?
7) Give emphasis on the operations used in the problem.

2. Fixing Skills

Solve the following:

a) 16 b) 37.21 c) 32.587 d) 95.2
+ 15.56 - 19 + 19.63 - 27.58
e) 285 – 18.295 = ___ f) 5.98 + 25 + 16.3 = ___

3. Generalization

How do you find the sum and difference of whole numbers and decimals?

C. Application

Write in column, then compute.

1) 39 + 18.9 – 15.6 = N 4) 30.1 + 120 – 97.639 = N

2) 89 – 29.341 + 14 = N 5) 19.61 – 8.75 + 2.95 = N
3) 62.5 + 3.96 + 93 = N

IV. Evaluation

Solve the problems.

1) Add 82.839 to the difference of 189 and 158.84.
2) The sum of 15.16, 97 and 68.3 is ____.
3) Add the difference of 25 and 16.82 to the sum of 43 and 18.28.
4) Cris kept track of the number of kilometers he drove as a taxi driver.

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 Driving Record
Mon – 365.7
Tue – 149.35
Wed – 296.5
Thu – 213.86

a) How far did Cris drive for 4 days?

b) How much farther did Cris drive on Monday and Tuesday than on Wednesday and
Thursday?

V. Assignment

Solve.
1) 89 – 84.63 + 74.13 = N
2) 105.89 – 49 + 29.834 = N
3) What is the answer when 215 is added to 15.398?
4) What is the answer when 612 is added to the difference of 65 and 47.982?

Adding/Subtracting Decimals through Ten Thousandths without

Regrouping

I. Learning Objectives

Cognitive: Add/subtract decimals through ten thousandths without regrouping

(with concrete/visual models)
Psychomotor: Use 10 x 10 grid, number line, and strips of paper in adding/subtracting
decimals
Affective: Practice keeping things/objects properly for future use

II. Learning Content

Skill: Adding/subtracting decimals through ten thousandths without regrouping

Reference: BEC PELC II.C.3
Materials: strips of paper, 10 x 10 grid, number line, Show-Me-Board
Value: Orderliness

III. Learning Experiences

A. Preparatory Activities

1. Mental Computation – Drill

Find the sum for each problem. Then fill in the boxes so that each row and column
have the same sum.
a) b) c)
7 4 5 6 3 4 9

3 7 5 6

6 2 8 8 3
The sum is _____. The sum is _____. The sum is _____.

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 2. Review
Find the sum or difference.
1) 0.975 + 0.325 5) 0.4488 – 0.2773
2) 2.92 + 7.68 6) 1.84 – 0.523
3) 7.22 + 0.99 7) 20.91 – 9.213
4) 0.5674 + 0.0825 8) 5.285 – 0.627

3. Motivation
Present a simple story.
Linda does not easily throw things or objects like paper bags, plastic spoons and
forks, pieces of strings or ribbons, Christmas or birthday wrappers, and others. She
neatly stores them in a box or cabinet for future use.

Discussion:
1) What does Linda do with used things or objects?
2) What kind of girl is she?
3) Do you also recycle things/objects? Why?

B. Developmental Activities

1. Presentation

a. Activity 1 – Pair Activity

One day, Debbie, Linda’s younger sister needed 4 pieces of ribbon for her
project. Linda gave her yellow, pink, blue, and red ribbons with lengths 0.2 m,
0.48 m, 0.3 m, and 0.15 m respectively.
How long are the yellow and blue ribbons if put together?
Discussion:
1) Analyze the problem.
2) Identify the lengths of the yellow and blue ribbons.
3) Let the pupils find the sum using strips of paper.
4) To show: 0.2 m + 0.3 m = N
Let each pair of pupils bring out 1 strip of paper to represent 1 metre.
Fold the strip of paper into 10 equal parts.

0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1.0

Color/shade the 0.2 m or 2 parts with yellow crayon then shade/color the
0.3 m or 3 parts with blue crayon.
Let them count the shaded portion.
So, 0.2 m + 0.3 m = 0.5 m
There is another way of writing 0.2 + 0.3 to find the sum. How?
Let pupils write this on their “Show-Me-Boards.” Let them discuss/explain
the placement of decimal points and what place value should be added first,
second, and so on.

0.2 m
+ 0.3 m
0.5 m
Provide other examples. Let them solve in their “Show-Me-Boards”. Let
each partner guide, help and check each others solution and answer.
Ex.: 0.5 + 0.1 + 0.25 =
0.26 + 0.33 =

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b. Activity 2 – Group Activity

Debbie compared the red and pink ribbons. Which is longer? By how much?
Discussion:
1) Let them identify the lengths of the red and pink ribbons. Identify also the
operation to be used and write the mathematical sentence.
0.48 m – 0.15 m = N
2) Guide each group to find the difference using a 10 x 10 grid.
a) Bring out a 10 x 10 grid. Count the number of squares in the grid. What
part of the grid is one square, 2 squares, 12 squares, and so on.
b) Shade/color the part of the grid that represents the length of the pink
ribbon. Color it with pink or lighter shade of color.
c) Guide the pupils to take away 0.15 m from 0.48 m, which is the shaded
part. Let them shade 0.15 m with red or any dark color.
d) Let them count the remaining portion that is shaded with pink or lighter
color. What part of the whole is that?

So 0.48 – 0.15 = 0.33 m

0.48

e) There is another way of solving the difference of the decimals. How?

Let them show on the board and explain the steps in finding the
difference.
STEPS:
0.48 1) Write in vertical column.
- 0.15 2) Align the decimal points.
0.33 3) Subtract starting from the right.
4) Put the decimal point in the answer.

f) Provide other examples:

Ex.: 0.76 – 0.25 0.58 – 0.3
0.29 – 0.13

c. Activity 3 – Pair/Group Activity

Finding the sum or difference using a number line.

Ex.:
1) 0.21 + 0.34 + 0.42
a) Draw a number line to represent 1 whole. Divide it into 100 equal parts.
Each part is 0.01.
b) Count 0.21 in the number line. Mark that part. Then, count 0.34 and
label/mark it. Then, count 0.42 and label/mark it.
c) Altogether count the labeled part. What is the sum?
d) Let pupils find out how to add decimals without using the number line.
Let them discuss/explain their methods/solutions.

8
 0.21
+ 0.34
0.42
0.97
2) 0.67 – 0.2 = ____
a) Make another number line to represent 1 whole. Divide it into 100 equal
parts.
b) Count 0.67 then label/mark it.
c) From 0.67 take away/subtract 0.2. Guide the pupils to realize that 0.2 =
0.20.
d) Count the remaining part from 0.67.
e) Again, let them find out how to get the difference without using the
number line.
Provide other examples for them to add or subtract.

2. Fixing Skills
Find the sum or difference. (Pupils may work in pairs and may use 10 x 10 grid,
number line or strips of paper to help them find the answer.)
a) 0.27 + 0.61 f) 0.8 – 0.3
b) 0.13 + 0.22 + 0.45 g) 0.57 – 0.4
c) 0.261 + 0.03 h) 0.095 – 0.02
d) 0.005 + 0.24 + 0.3142 i) 0.6318 – 0.02
e) 0.4213 + 0.06 + 0.1042 j) 0.4572 – 0.1041

3. Generalization
How do we add/subtract decimals through ten thousandths without regrouping?

C. Application
1) Linda’s brother cut 2 extra pieces of wire so Linda can keep them. How long are the
pieces of wire if one measures 0.4 m and the other is 0.25 m?
2) Linda’s father found a 0.75 m piece of wood, he cut 0.5 m from it. How many metres
of wood was left?

IV. Evaluation
a. Add or subtract.
1) 0.17 2) 0.24 3) 3.82
0.11 - 0.134 - .3
+ 0.230 0.741 1.637
0.96
b. Write the next three terms.

4) 2.0121, 2.0232, 2.0454, ______, ______, ______

5) 1.011, 2.022, 3.033, ______, ______, ______

V. Assignment
Find the sum or difference.
1) 0.549 – 0.014 6) 0.31 + 0.42 + 0.16
2) 0.6531 + 0.124 7) 0.4738 – 0.2514
3) 0.56 + 0.0023 + 0.2 8) 0.9276 – 0.302
4) 0.783 – 0.53 9) 0.07 + 0.009 + 0.4
5) 0.205 + 0.6124 10) 829 – 0.314

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Adding/Subtracting Decimals through Ten Thousandths with Regrouping

I. Learning Objectives

Cognitive: Add/subtract decimals through ten thousandths with regrouping

Psychomotor: Write the sum/difference through ten thousandths correctly
Affective: Help others in need

II. Learning Content

Skill: Adding/subtracting decimals through ten thousandths

Reference: BEC PELC II.C.3
Materials: flash cards, manila paper
Value: Helpfulness

III. Learning Experiences

A. Preparatory Activities

1. Drill
(flash cards) – mental computation
Give the sum/difference of the following:
7538 8230 9417
- 2441 - 3756 - 3260

2. Review: Mental Computation Drill (Flash cards) on Adding/Subtracting

Decimals Through Ten Thousandths Without Regrouping
a. Teacher divides the class into 6 groups (per column).
b. Teacher flashes an equation, say, 2.45 + 3.24 = ___ .
c. The first student in each group solves mentally the given equation. The first one
to give the correct answer orally gets 1 point for his/her group.
d. Continue this until everyone in each group has participated in.
e. The group with the highest number of points wins.
Sample equations: (May be given vertically or horizontally.)
2.72 9.2845 12.23 + 6.4456 = _____
+ 15.264 - 6.163
85.67 – 4.21 = _____
B. Developmental Activities

1. Presentation
Present the lesson through the following:

a. Strategy 1
Bentong, a neighbor, came home one afternoon with a problem: “From the
sum of 0.2784 and 0.5869, subtract 0.3854.”

1) Guide the pupils in analyzing the problem by asking the following questions:
What is being asked?
What are given?
What operations will be used?
What is the question?
2) Teacher writes the equation horizontally on the board, for example, (0.2784 +
0.5869) – 0.3854 = N, then asks a volunteer to solve the equation, step-by-
step. Let the pupil explain his work.

10
 3) Teacher emphasizes the importance of aligning the decimal points properly
and correctly before adding or subtracting.
4) Discuss the value of helping others in need.

b. Strategy 2 – 4 Square Grouping

What is the answer when 9.8546 is added to the difference of 8.2504 and
5.9897?
1) Have each group discuss the following questions:
a) What is asked in the problem?
b) What operations will be used?
c) What is the number sentence?
d) In subtraction:
In what place does subtraction begin?
What is regrouped to make subtraction possible?
What is the new minuend?
e) In addition:
How do you add the decimals?

2. Generalization
How do you add/subtract decimals through ten thousandths with regrouping?

C. Application
Find the sum/difference.
1) 0.3564 2) 0.41 3) 0.1459
0.13 0.364 0.2736
+ 0.2834 + 0.1567 + 0.3273

4) 0.5323 5) 0.7436
- 0.1485 - 0.247

IV. Evaluation

A. Solve for the missing number.

1)  + 0.362 = 0.841 4) 0.743 -  = 0.58

2) 0.56 +  = 0.9365 5) 0.8644 – 0.3729 = 
3)  - 0.4553 = 0.189

B. Write the number sentence then solve.

1) Subtract 0.2758 from 0.7289
2) Add 0.1352 to the sum of 0.3416 and 0.1235
3) Add 0.3793 to the difference of 0.8496 and 0.4567

C. The area of five cities in the Philippines are given on the table.

1. What can you say about the area of Name of City Area in Square
Iligan City in relation to the area of Kilometres
each of the other 4 cities? Give the Legaspi 204.20
difference in their area. Laoag 127.47
2. How many times is the area of Iligan Tagbilaran 32.7019
City greater than Laoag? Cebu 291.2
3. How much bigger is Cebu City than Iligan 775.76
Laoag City? Source: [Link]
4. Find the sum of the areas of
Legaspi, Laoag, Tagbilaran, and

11
 Cebu. Compare the sum to the
area of Iligan. Find the difference.

V. Assignment

1. Perform the indicated operation.

a. b. c. d.
0.104 0.3361 0.7244 0.8923
0.215 0.1529 - 0.258 - 0.3586
+ 0.156 + 0.4163

2. Find the missing number.

a. b. c.
0.2403
0.1456 - 0.5682
+ 0.3019 + 0.1564 0.2549
0.7338 0.8183

3. Write the number sentence then solve.

a. Subtract 0.4358, from the sum of 0.5147 and 0.3977.
b. What will you subtract from 0.9283 to get 0.4739?
c. Subtract the sum of 0.2514 and 0.3897 from 0.8331.

Adding and Subtracting Mixed Decimals with Regrouping

I. Learning Objectives

Cognitive: Add and subtract mixed decimals with regrouping

Psychomotor: Write solutions to addition and subtraction equations
involving mixed decimals with regrouping correctly
Affective: Be honest to people you deal with

II. Learning Content

Skill: Adding and subtracting mixed decimals with regrouping

Reference: BEC PELC II.C.4
Materials: flash cards
Value: Honesty

III. Learning Experiences

A. Preparatory Activities

1. Drill: Reading Mixed Decimals

Flash cards:

193.3194 3.091 13.416 8.7352

2. Review
Adding/subtracting decimals without regrouping
Game:

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 a) Divide the class into 6 groups (per column).
b) First student in each column solves mentally the operation given by the teacher.
c) The first to answer correctly gets 1 point for his/her group.
d) Continue flashing cards until everyone in the group has participated.
e) The group with the most number of points wins.

Examples:
1) 2.143 + 1.3
2) 3.5 + 1.021
3) 2.0008 + 3.14
4) 7.958 – 3.512
5) 9.274 – 4.132

3. Motivation
Mother has 1,000. She went shopping in a mall. She bought 3 pairs of
stockings worth 153.75 and a bag which cost 426.85. How much change did
she receive?

B. Developmental Activities

1. Presentation
a. Work on the problem together.
1) Ask:
a) What does the problem ask for?
b) What are the given facts?
c) What will you do to solve for the answer?
2) Translate the problem into a number sentence. Then show the solution on
the board.
11 1 1 0 9 9 9 10
a) 153.75 b) 1000.00
+ 426.85 - 580.60
580.60 419.40

3) How much change did she get? What if she received 520.40?
4) What do you think will mother do? Why? If you were given an extra change,
would you return it? Why?
5) Have pupils solve more exercises:
a) 7.4205 b) 8.1043 c) 51.312
- 2.7589 - 3.5286 - 27.649

b. Activity: Create your own problem.

1) Divide the class into groups of four.
2) Let each group create word problems involving mixed decimals on the
following:
a) 2 addition problems (1-step, with regrouping)
b) 2 subtraction problems (1-step, with regrouping)
c) 2 addition/subtraction problems (2- to 3-steps, with regrouping)
3) Afterwards, the group exchanges problems with another group and solves
the problem set assigned to them.
4) A few groups may present their word problems in class later on.

2. Fixing Skills
Solve the indicated operations.
a) 2.638 b) 18.25 c) 23.672 d) 36.05
+ 12.964 - 7.863 + 5.969 - 18.968

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 3. Generalization
How do you add/subtract mixed decimals with regrouping?

C. Application
A. Solve as indicated.
1) The difference between 95.827 and 58.39 is _____.
2) Find the sum of 18.125 and 10.05.
3) When 1.853 is added to 43.86, the sum is _____.
4) When 35.20 is subtracted from 63.47, the difference is _____.
5) What is the sum when 8.39 is added to the difference of 45.89 and 35.028.

B. The table below shows the distance from kilometre zero (Rizal monument in Luneta,
Manila) to major points in Luzon destinations in kilometres.

Batangas City – 111.62 Alaminos, Laguna – 78.6

Malolos, Bulacan – 44.3 Naga City – 449
Calamba, Laguna – 54.5 Baguio City – 246
Obando, Bulacan – 16.25 Daet, Camarines Norte – 350
Tuguegarao, Cagayan – 483 Tagaytay City – 56
(Source: [Link])

Based from the table, answer the following.

1.) How far is Tagaytay City from Calamba, Laguna?

2.) What is the difference between the distance of Daet, Camarines Norte and
Batangas City from Manila?
3.) Obando, Bulacan is how many kilometres away from Daet, Camarines Norte?
4.) How far is Tuguegarao, Cagayan from Malolos, Bulacan?
5.) Batangas City is how many kilometres from Calamba, Laguna?

IV. Evaluation

1. Find the sum/difference.

a) 4.371 b) 82.756
2.784 9.283
+ 5.439 + 15.547

c) 72.034 d) 81.503
- 37.289 - 46.736

2. Complete the magic square. Each row, column, and diagonal must have the same sum
or total.

5.3
4.1 4.9
2.9

3. Put the decimal point in the addends, minuend, and subtrahend so the answer will be
correct.

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 25.8 + 7.6 = 33.4
25.8 – 7.6 = 18.2
2.58 + 7.6 = 10.18
44.32 + 3.98 = 48.30
4.432 + 39.8 = 44.232

V. Assignment

1. Perform the indicated operation.

a) 17.568 b) 25.15 c) 91.421 d) 83.273
2.937 40.85 - 45.854 - 29.486
+ 5.382 + 37.75

2. Supply the missing number.

a) 8.256 b) 15.63 c) 91.421 d) 83.1403

+4.183 40.85 - 41.563 - 29.486
5.382 + 9.278 17.321 46.2945
33.502

3. Read, analyze, and solve for the answer.

a) Chad had the following increase in weight for the past 3 months:
March – 1.8 dg ; April – 5.02 dg
May – 7.4 dg
What was his weight at the end of May, if his weight in February was 358.4 dg?
b) Mrs. Jose had 15 metres of curtain materials. She cut 3.45 metres for the bathroom
and 8.25 metres for the kitchen. How many metres of cloth were not used?
c) Multiply 0.47 and the difference of 0.81 and 0.26.

Different Properties of Addition to Compute Sums Mentally

I. Learning Objectives

Cognitive: Apply the different properties of addition to compute sums mentally

Psychomotor: Write accurate answers
Affective: Keep oneself physically fit

II. Learning Content

Skill: Applying the different properties of addition to compute sums mentally

Reference: BEC PELC II.C.5
Materials: charts/illustrations
Value: Keeping oneself physically fit

15
III. Learning Experiences

A. Preparatory Activities

1. Mental Computation

Give the sums of all the numbers found on each slice of the pie. Let each team add
the numbers mentally. The team who answers first and gets all the answers correctly
will be declared the winner.

H A
38 72

G 45 46 B
193 125 109 126

128 56
F C
147 218 43 39

E D
126 82

2. Review

What are the different properties of addition? What is the definition of each? Give
examples for each property.
Tell what property of addition is used in the following equations:
a. Closure Property c. Associative Property
b. Commutative Property d. Zero or Identity Property of Addition

_____ 1) 43 + 5 = 5 + 43
_____ 2) 3+0=3
_____ 3) (4 + 2) + 9 = 4 + (2 + 9)
_____ 4) 16 + 17 = 17 + 16
_____ 5) 0 + 200 = 200
_____ 6) 7 + 9 = 16
_____ 7) 8 + (5 + 17) = (8 + 5) + 17
_____ 8) 205 + 12 + 3 = 3 + 205 + 12

3. Motivation

Why is exercise good for the body? What form of exercise do you do?
How do you keep yourself physically fit?

B. Developmental Activities

1. Presentation

a. Activity 1 – Pair Activity

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 Study the illustration below. Then answer the questions mentally.

1) How far is Remy’s house from Fe’s house?

2) Remy walks to school for 55.3 minutes. Fe rides a bike in going to school. It
takes her 13.7 minutes to reach the school. Helen rides a jeep in going to
school and it takes her 8 minutes. How many minutes do the 3 friends spend
in going to school?
Discussion:
a) How did you find the answer without using paper and pencil? Number 1?
Number 2?
b) What number sentence did you use to make it easier for you to solve?
Number 1? Number 2?
c) Is 2.5 + 1.75 the same as 1.75 + 2.5? Why? What property of addition did
you use?
d) How about for question number 2? Is (20.1 + 13.7) + 8 equal to 20.1 + (13.7
+ 8)? Why? What property of addition was used?
Give other examples.
Add the following mentally. Then, explain/discuss what property of addition you
used.
1) 3.1 + 1.4 + 2.3 3) 18 + 1.67
2) 0.40 + 0.25 4) 4.85 + 0 + 7.1

b. Activity 2 – Math Challenge

Group pupils into 3s. Each group answers the questions mentally. There will
be 3 kinds of questions: 5 easy, 5 average and 5 difficult questions. Two points
will be given for every correct answer in the easy round, 3 points for the average
round, and 5 points for the difficult round. The team who gets the highest total
score wins.
Easy
1) 2.4 + 3.5 3) 56 + 1.3 + 2.5 5) 3.2 + 0.5 + 1.1
2) 0.18 + 0.24 4) 0 + 0.768

Average
1) 1.33 + 2.57 3) 33.1 + 48.5 + 0 5) 7.65 + 1.63
2) 0.49 + 0.20 + 0.18 4) 0.54 + 0.09 + 0.1

Difficult
1) 0.823 + 0.109 4) Joshua weighs 18.2 kg and Joy weighs 14.6 kg.
2) 60.8 + 7.8 + 20 What is their total weight?
3) 0 + 19.1 + 3.3475 5) In a 4 x 100 m relay, Vic ran for 12 seconds, John
ran for 13.1 seconds, Ray ran for 10.5 seconds,
and Bobby ran for 11.9 seconds. How long did
the team take to finish the race?

Discussion:
a) In 56 + 1.3 + 2.5, what are the different ways of adding the expression?
What property of addition did you use?

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 b) What about in adding 0.823 + 0.109, how did you solve it mentally?
c) How did you add 0 + 19.1 + 3.3475? What properties of addition is/are
involved?
d) What about for question 5 in the difficult round, how did you come up with
your correct answer?

2. Fixing Skills

Find the sum mentally. Use any of the properties of addition to make it easier for you
to find the answer.
1) 3.7 + 4.9 4) 81.4 5) 0.581
2) 0.82 + 0.76 + 18.7 0.205
3) 2.37 + 4.10 + 1.03 + 0.192

3. Generalization

How do you add decimals mentally using the properties of addition?

C. Application

Solve the given numbers mentally.

1) 1.1 + 2.1 6) 2.4 + 1.3
2) 0.19 + 0.26 7) 1.2 + 2.1 + 2.3
3) 23 + 25.2 8) 9.1 + 9.2
4) 0.25 + 0.46 + 0.23 9) 2.4 + 1.9 + 3.6
5) 29.2 + 35.8 10) 0.18 + 0.52 + 0.15

IV. Evaluation

Add the following mentally.

1) 3.7 + 5.6 6) 33.0 + 74.5
2) 1.6 + 2.4 + 1.2 7) 0.24 + 0.23 + 0.43
3) 0.77 + 0.15 8) 3.84 + 2.53
4) 0 + 18.2 + 7.4 9) 0.09 + 0.26 + 0.40
5) 0.648 + 0 10) 2.7 + 3.1 + 8.2

V. Assignment

How many can you do mentally? Record your score.

1) 0.31 + 0.53 6) 1.7 + 2.4 11) 8.23 + 1.09
2) 0.49 + 0.10 7) 0.52 + 0.09 12) 6.08 + 0.78
3) 0.12 + 0.42 8) 8.5 + 6.3 13) 0.482 + 0.461
4) 0.13 + 0.25 + 0.11 9) 5.3 + 2.4 + 1.5 14) 2.56 + 1.24 + 1.53
5) 1.21 + 2.02 + 3.14 10) 0.545 + 0.426 15) 31.3 + 25.6 + 39.4

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Two to Three-Step Word Problems

I. Learning Objectives

Cognitive: Solve 2- to 3-step word problems involving addition and subtraction of

decimals
Psychomotor: Write the correct number sentence and solution for a 2- to 3-step word
problems, involving addition and subtraction of decimals
Affective: Help a friend in need

II. Learning Content

Skill: Solving 2- to 3-step word problems involving addition and subtraction of

decimals
References: BEC PELC II.C.6.2
Math in Everyday Life, pp. 150-152
Materials: flash cards, charts, manila paper
Value: Helping others in need

III. Learning Experiences

A. Preparatory Activities

1. Mental Computation/Drill: Adding and Subtracting Decimals

a) Divide the class into 6 groups (per column).

b) Call on one student from each group to stay in between the aisle at the back of
the classroom.
c) Teacher flashes an addition or subtraction equation on decimals.
d) The students at the back solve mentally for the sum or difference. The first to
say the correct answer makes one step forward.
e) Repeat c and d.
f) The first to reach the platform in front gets 5 points for his group.
g) Repeat for another round of student contestants.
Sample Equations:

4.8 10 – 2.8 =  1 – 0.455 =  5.64

+ 2.75 + 3.80

2. Review: Identify the Operation Involved in a Problem

a) Rogel bought a pair of pajamas, a pair of socks, and a t-shirt. How much did he
spend?
b) Lani bought a dress and a skirt. How much change did she receive from a five
hundred peso bill?
c) Melvin wants to buy a dress for his mother. If he has 150, how much more
does he need?

Recall the steps in solving word problems.

Provide one-step problems involving addition and subtraction of decimals.
Write the number sentence and solve.
1) The diameter of the earth is 12 763.29 kilometers. If Mercury’s diameter is about
7 913.04 kilometers shorter than that of the earth, what is the diameter of
Mercury?

19
 2) Luz wants to buy a bag that costs 375.95. If she has saved 148.50 for it,
how much more does she need?
3) Martha bought 2.5 m of yellow ribbon, 3.4 m of red, 8.75 m of white, and 3.70 m
of blue. How many metres of ribbon did she buy altogether?

3. Motivation

Lani and Sol went to a book fair. Lani found 2 good books which cost 45.00
and 67.50. She only had 58.00 in her purse but wanted very much to buy the
books. Sol offered to give her money. How much will Sol give for Lani to be able to
buy the books?

B. Developmental Activities

1. Presentation
a. Ask the following questions:
1) What is being asked?
2) What are given?
3) What operations are needed to solve the problem?
4) What is the hidden question?
5) What is the number sentence needed to solve the problem?
b. Call on a volunteer to solve the number sentence on the board.
c. Teacher discusses the step-by-step solution on the board.
d. Discuss the importance of helping others in need. Have you had the chance to
help a friend in need? How? How did you feel after being able to help?
2. Give another set of examples:
a) Annie bought 13.6 gal and 51.51 litres of gas in each of 2 consecutive weeks.
Her total consumption of gas in 3 weeks is 145.27 litres. How much gas did she
rd
consume on the 3 week?
b) How much more is 8.24 increased by 0.8 than 2.7?
c) How much less is the sum of 24.5 and 18.762 than 50?

3. Generalization
What are the important steps in problem solving?
How do we solve 2- to 3- step word problems on addition/subtraction of decimals?

C. Application
1) Divide the class into groups of 4.
2) Let each group create their own 1- to 2- step word problems involving
addition/subtraction of decimals.
Let them make at least 5 problems and write it on a piece of Manila paper, to be
presented later on in class.
3) Presentation of problems per group follows.
The class gives the number sentence for each problem and solves it.

IV. Evaluation
A. Read the problem and answer the questions about it. Write the letter only.
Binoy wanted to buy a notebook for 18.75 and a ballpen for 28.75. He had only
19.85. How much more does he need to buy the 2 items?
1) The operations involved in the problem are:
a. +, - c. + and
b. x and + d. – and
2) The hidden question is:
a. How much money does Binoy have?
b. How much more does Binoy need to buy the 2 items?
c. How much does the notebook and ballpen cost altogether?

20
 3) The correct number sentence for the problem is:
a. 19.85 + ( 18.75 – 28.75) = N
b. ( 19.85 + 18.75) – 28.75 = N
c. ( 18.75 + 28.75) – 19.85 = N
d. ( 28.75 + 19.75) – 18.75 = N

B. Barangay Maligaya is 28.5 km from the town proper. In going there, Ricardo traveled
12.75 kilometres by jeep, 8.5 km by tricycle, and the rest by hiking. How many kilometres
did Ricardo hike?

V. Assignment

Write the number sentence and solve.

1. Delia filled the container with 3.5 litres of water. Her mother used 0.75 litres of water for
cooking and 1.25 litres for palamig. How much water was left in the container?
2. Mang Caloy cut four pieces of bamboo. The first piece was 0.75 metre; the second was
2.278 metres, the third was 6.11 metres, and the fourth was 6.72 metres. How much
longer were the third and fourth pieces put together than the first and second pieces put
together?

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