5

Lesson
Quarter
Quarter
1 3
Exemplar
for 6
Mathematics 5 Lesson

IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for Mathematics Grade 6
Quarter 3: Lesson 6 Week 6
SY 2024-2025

This material is intended exclusively for the use of teachers participating in the implementation of the MATATAG K to 10 Curriculum during the School
Year 2024-2025. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction, distribution,
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them.

Development Team

Writer:
Jose Mari M. Calamlam (Philippine Normal University)
Validator:
Aurora Gonzales, Ph. D. (Philippine Normal University)

Management Team
Philippine Normal University
Research Institute for Teacher Quality
SiMMER National Research Centre

Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call the Office
of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at [Link]@[Link].

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MATHEMATICS/QUARTER 3/ GRADE 5

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learner should have knowledge and understanding of …

Standards 1. multiplication of decimal numbers.

B. Performance By the end of the quarter, the learners are able to ...
Standards
● multiply and divide decimal numbers. (NA)

C. Learning Learning Competency

Competencies 1. Solve multi-step problems involving multiplication of decimals that may or may not also involve addition or
and subtraction of decimals, including problems involving money.
Objectives

D. Content
● Problems involving multiplication of decimal numbers

● Multi-step problems involving multiplication of decimal numbers

E. Integration Responsible consumption and production

II. LEARNING RESOURCES

Creag H.C. (2018). Real Life Mathematics 2nd Edition. Abiva Publishing. Quezon City, Manila.

[Link]

[Link]

[Link]

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

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A. Activating DAY 1
Prior 1. Review
Knowledge

Task 1: Decimal Multiplication Quiz Bee

Step 1: Group the learners into pairs. Ask each pair to decide for their team’s
name. Write the scoreboard in your black board, see format below. If there are too many students,
1 2 3 4 5 … 20 21 22 you can group them into
Team 1 threes of fours.
…
Team n Any writing materials will do as
Step 2. Each team should have a white board marker and a mini white board to long as it is big enough and if
it is erasable.
write on. Instruct the learners to write their team’s name on the board.

Step 3. The quiz bee will have the two rounds. For the first round, give the
following equations below one by one. Answer Key:
1.) 25.84
2.) 201.24
3.) 31.92
4.) 21.571
5.) 87
6.) 24.745
7.) 4.121
8.) 11.16
9.) 157.85

Step 4. Give 30 seconds to each item. Instruct the students to write their You may adjust the 2-minute
answers in their white boards and raise it after 2 minutes. time limit based on your
learners’ ability.

Step 5: The top four groups will answer the following equations one by one. You may adjust the 2-minute
Instructions are the same with the first round but give them 2 minutes to time limit based on your

2
answer. learners’ ability.

Answer Key:
1.) 0.04632
2.) 344.08
3.) 0.3145
4.) 1.4292
5.) 191.4
6.) 5.2887

Step 6: Rank the teams with the highest score. Recognize the third, second,
and first teams who got the highest scores.

Step 7: Check each item in the scoreboard in step 1. List down the top 5 items You may adjust the number of
with the greatest number of incorrect answers. Discuss to the class on how to items in your list.
answer the problems from the list.

Task 2: Problem Solving Review Use this example to review

Step 1: Present to the learners the question below. Give them 5 minutes to Polya’s Method of problem
answer. solving.
The price of diesel Php 77 per liter, how much do you need to pay for 7 liters?

Step 2: After they answer answer the problem, ask the students to turn and Turn and Talk is a keyword
talk for 2 minutes. Then ask for answers from the class, list them down on the which means you will ask
board. Verify whose answer is correct through the discussion in step 3. learners to turn to their
seatmates to compare their
answers and solutions.

Step 3: Ask learners the following questions:

Understand 1.) How much to pay in total
1.) What is asked in the problem? 2.) Php 77 per liter, 7 liters
2.) What are the given in the problem?

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 Plan 3.) Multiplication
3.) What operation/s should we use? 4.) 77 x 7
4.) What equation could solve the problem?
Solve 5.) You need to pay Php 539
5. ) What is the answer to the problem? for 7 liters of diesel.
Check
6.) How are we sure our answer is correct? 6.) 77 + 77 + 77 + 77 + 77 +
77 + 77 = 539

B. Establishing 1. Lesson Purpose

Lesson Task 3: Lesson Purpose
Purpose Look for an answer, the
Step 1: Show learners the picture in the next page and ask them how the price previous problem has whole
per liter of diesel in the previous problem is different from its actual price. numbers as price while actual
gas prices are usually having
decimals.

The pictures are gas prices

from 2022. Best if you can find
a picture of the latest gas
prices. Also adjust the problem
in steps 1 and 3.

Step 2: Introduce to the learners the objectives of the lesson:

1.) Solve multi-step problems involving multiplication of decimals that may or
may not also involve addition or subtraction of decimals, including problems
involving money.

2. Unlocking Content Vocabulary

Task 4: Important Terms
Step 1: In a cartolina or manila paper, write the Math Vocabulary below.

A. Multiplication Math Vocabulary is a visual

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 Multiplicand 🡪 the number that is aid, made in cartolina or
multiplied. manila paper, that you post in
Multiplier 🡪 the number that shows how your classroom for the
many times the multiplicand is multiplied. duration of a lesson (at least 1
week). It includes previously
studied concepts that are
needed in the lesson. You will
return to this visual aid every
time you encounter these
concepts.

P.S. Use the same one from

Lesson 5.

B. Decimal Place Values

C. Rounding-off Decimal Numbers

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 Step 2: Review the concepts of multiplication and decimal place values using
the Match Vocabulary.

C. Developing DAY 2
and Deepening Task 5: Explicitation
Understanding
Step 1: Return to the problem your class solved in Task 2.
The price of diesel Php 77 per liter, how much do you need to pay for 7 liters?

Step 2: Remind the learners that gas prices are not usually in whole numbers
(show the picture in Task 3). Then, tell the learners that liters of gasoline are
also usually given in decimal numbers (show the picture below).

Step 3: Present the problem below to the learners. Emphasize that it is a more Time allotment for this
realistic problem compared to the previous one (refer to step 1). problem is based on your
discretion.

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Problem: How much do you need to pay for 6.5 liters of
Shell FuelSave Diesel ? Refer to the prices at the right.

Understand
1.) What is asked in the problem?
2.) What are the given in the problem?

Plan
3.) What operation/s should we use?
4.) What equation could solve the problem?

Solve
5.) What is the answer to the problem? Show your
complete solution.

Check
6.) How are we sure our answer is correct? Show your
solution.

Turn and Talk is a keyword

Step 4: After they answer the problem, ask the students to turn and talk for 3 which means you will ask
minutes. Then ask for answers from the class, list them down on the board. learners to turn to their
Verify whose answer is correct through the discussion in Task 6, step 1. seatmates to compare their
answers and solutions.

Task 6: Worked Examples

Step 1: Discuss the solution to the problem, see next page.

Problem : How much do you need to pay for 6.5 liters of Shell FuelSave
Diesel?

Understand
1.) What is asked in the problem?
Total amount to pay.
2.) What are the given in the problem?
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 6.5 liters, Php 77.95 per liter

Plan
3.) What operation/s should we use?
Multiplication
4.) What equation could solve the problem?
77.95 x 6.5

Solve Review multiplication of

decimals if needed.
4 5 3

3 4 2

7 7 . 9 5 🡪 7 7 9 5 You can refer to Math

Vocabulary (see task 4) in
x 6 . 5 🡪 x 6 5 discussing this multiplying
numbers.
1 1 1

3 8 9 7 5 🡨 7 7 9 5 x 5

4 6 7 7 0 🡨 7 7 9 5 x 6

5 0 6 6 7 5 .

5 0 6 . 6 7 5

Answer: You need to pay Php 506.675 for 6.5 liters of Shell FuelSave Diesel.

Check Emphasize that in checking,

you will use a different method
5 6 3 in solving the problem to see if
the answers match. In this
1 L 🡪 7 7 . 9 5

8
 1 L 🡪 7 7 . 9 5 problem, explain that 6.5 liters
is 6 and a half liters; hence,
1 L 🡪 7 7 . 9 5 you need six Php 77.95 for the
six liters, and half of Php 77.95
1 L 🡪 7 7 . 9 5 for the remaining half liter.
1 L 🡪 7 7 . 9 5

1 L 🡪 7 7 . 9 5

½ L 🡪 + 3 8 . 9 7 5 🡨 half of 77.95

5 0 6 . 6 7 5

Conclusion: Answer is correct.

Task 7: Lesson Activity

Step 1: Require learners to answer Activity no. 1, printable copies are in this
worksheet. Give them 15 minutes to answer the three problems. Answer Key:
1.) Php 2,565
2.) 48.75 hours
3.) 221.9425 km

Step 2: After they answer activity no. 1, ask the learners to turn and talk for 5 Turn and Talk is a keyword
minutes. Then ask for answers from the class, list them down on the board. which means you will ask
Verify whose answer is correct through the discussion in step 3. learners to turn to their
Step 3: Discuss the three problems while learners check their own work. seatmates to compare their
answers and solutions.

Follow the same flow of

DAY 3 discussion from Task 6.

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Task 8: Explicitation
Step 1: Ask the learners to answer the problem below. Give them 5 minutes to
answer.
You are selling donuts for Php 249.99 per dozen. If you sold five and a half
dozens of donuts, how much did you earn?

Step 2: After they solve the problem, ask the learners to turn and talk for 2 Turn and Talk is a keyword
minutes. Then ask for answers from the class, list them down on the board. which means you will ask
Verify whose answer is correct through the discussion in step 3. learners to turn to their
seatmates to compare their
answers and solutions.
Step 3: Discuss with the learners the following questions:

1.) Total earnings

Understand 2.) Php 249.99 per dozen; 5.5
dozen
1.) What is asked in the problem?
3.) Multiplication
2.) What are the given in the problem? 4.) 249.99 x 5.5

5.) Php 1,374.945 (present

Plan solution to the learners

3.) What operation/s should we use? 6.) 249.99 + 249.99 + 249.99

+ 249.99 + 249.99 +
4.) What equation could solve the problem?
124.995 = 1,374.945

Solve
5.) What is the answer to the problem?

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Check
6.) How are we sure our answer is correct?

Task 9: Worked Example

Step 1: From the problem in Task 1, present as similar problem with an

additional given as shown below.

You are selling donuts for Php 249.99 per dozen, Learners will answer the
and it cost you Php 112.45 to make one additional questions given in
dozen. If you sold five and a half dozens of the problem. Briefly discuss
donuts, how much did you earn? cost if the learners don’t have
an idea what it [Link] that
you need to shell out certain
amount of money in making
products.

Step 2: Ask the learners how the current problem is different from the problem In case of the problem, you
in task 8. need Php 112.45 to buy the
Step 3: Ask the students to answer the problem. Require them to use the ingredients, the gas for the
Polya’s Method (Understand, Plan, Solve, Check). oven, the box, and other
expenses to make a dozen
donuts.
Step 4: After they solve the problem, ask the learners to turn and talk for 2
minutes. Then ask for answers from the class, list them down on the board.
Verify whose answer is correct through the discussion in step 3.
Turn and Talk is a keyword
which means you will ask
Step 5: Discuss the solution to the problem, see below. learners to turn to their
seatmates to compare their
answers and solutions.

11
Problem: You are selling donuts for Php 249.99 per dozen, and it cost you Php
112.45 to make one dozen. If you sold five and a half have dozens of donuts,
how much did you earn?

Understand
1.) What is asked in the problem?
Total earnings
2.) What are the given in the problem?
Selling Price = Php 249.99, Cost = Php 112.45, Quantity = 5.5 dozens

Plan
3.) What operation/s should we use?
Subtraction, then Addition, mulitplication
4.) What equation could solve the problem?
Subtract 249.99 by 112.45, then multiply the difference by 5.5
(249.99 – 112.45) x 5.5

Solve

Subtract 249.99 by 112.45 to get profit per dozen of donuts.

2 4 9 . 9 9

- 1 1 2 . 4 5

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 1 3 7 . 5 4 🡨 profit per dozen of donuts

Multiply difference 137.54 by 5.5 dozens

1 3 2 2

1 3 2 2

1 3 7 . 5 4 🡪 1 3 7 5 4 You can refer to Math

Vocabulary (see task 4) in
x 5 . 5 🡪 x 5 5 discussing this multiplying
numbers.
1 1 1

6 8 7 7 0

6 8 7 7 0

7 5 6 . 4 7 🡨 7 5 6 4 7 0 .

Answer: Total earnings for five and a half dozens of donuts is Php 756.47

Check Emphasize that in checking,

Total Earnings = 249.99 x 5.5 = 1374.945 you will use a different method
Total Costs = 112.45 x 5.5 = 618.475 in solving the problem to see if
the answers match. In this
Total Earnings minus the total cost = 1374.945 – 618.475 case, instead of computing
= 756.47 profit per dozens of donuts,
Conclusion: Answer is correct. you compute total earnings
minus total costs.

Task 10: Lesson Activity

Step 1: Require learners to answer Activity no. 2, printable copies are in this
worksheet. Give them 15 minutes to answer the three problems. Answer Key:

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 1.) Php 302,914.50
2.) Php 4,849.79
3.) Php 41,968.73

Step 2: After they answer activity no. 1, ask the learners to turn and talk for 5
minutes. Then ask for answers from the class, list them down on the board.
Verify whose answer is correct through the discussion in step 3.

Step 3: Discuss the three problems while learners check their own work.

Turn and Talk is a keyword

which means you will ask
learners to turn to their
seatmates to compare their
answers and solutions.

Follow the same flow of

discussion from Task 9.

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 D. Making DAY 4
Generalization Task 11: Learners’ Takeaways
s Step 1: Group the learners into eight teams. Assign a number to each team. Hope that they will come-up
Provide cartolina (or manila paper) and permanent markers to each group. with situations where their
Step 2: Task each member of the group to write in the cartolina (or manila parents compute bills and
paper) a situation where their parents/guardians needed to multiply decimal make-ends meet. You are free
numbers. Give each team 15 minutes to finish this task. to change the topic if it is
sensitive to a learner (e.g.
broken family or adopted).
Task 12: Reflection on Learning
Step 1: Retaining the teams from Task 11, assign team pairings as shown
below:
Team 1 🡨🡪 Team 5
Team 2 🡨🡪 Team 6
Team 3 🡨🡪 Team 7
Team 4 🡨🡪 Team 8

Step 2: Ask each team to share their outpur (from Task 11) with their partner
team.
Step 3: During the sharing, each team should come-up with reflections on how
multiplication of decimals is important in daily life and how their parents/
guardians work for their future.

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating DAY 4
Learning 1. Formative Assessment
Require learners to answer Activity no. 3, printable copies are in this worksheet.
Answer Key:

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 1.) Php 202 3.) Php 483.75

2.) (2.5 + 3.25) x 365.25 = 2,100.1875 km 4.) Php 3,480.80

5.) 455 km

B. Teacher’s Note observations on any of the

Effective Practices Problems Encountered
Teachers are encouraged to record
Remarks following areas: relevant observations or any critical
teaching events that influence the
strategies explored attainment of the lesson objectives.

Use or modify the provided template

materials used
in recording the notable instructional
areas or concerns.
learner engagement/
interaction

others In addition, notes here can also be on

tasks that will be continued the next
day or additional activities needed.

C. Teacher’s Reflection guide or prompt can be on: Entries on this section are teacher’s
Reflection reflections about the implementation
▪ principles behind the teaching of the whole lesson, which will serve
What principles and beliefs informed my lesson? as
Why did I teach the lesson the way I did?
input for the LAC sessions. Use or
▪ students modify the provided guide questions
What roles did my students play in my lesson? in eliciting teacher’s insights.
What did my students learn? How did they learn?
▪ ways forward
What could I have done differently?
What can I explore in the next lesson?

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