NMP-Q1-W3.docx Lesson Plan in National Mathematics Program

Lesson Plan in NMP Q1 W3

1. 14.25 + 0.20 =
65.34 x 0.01 =
65.34 x 0.001 =
56.43 x 100 =
6.56 – 6.32 =
GRADES 6
DAILY LESSON LOG
School: Grade Level:VI
Teacher: Learning Area:NMP
Teaching Dates and
Time:
Week 3 –AUGUST 12-16, 2024
9:30-10:00 am(MON-THURS.) VI-LOPEZ Quarter:1
ST
QUARTER
Week 3
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A.Content
Standard
The learners demonstrate knowledge and understanding of
●the four operations with decimals.
B.Performance
Standard
By the end of the quarter, the learners are able to:
perform the four operations with decimals.
C.Learning
Competency
The learners will be able to:
●solve multi-step problems involving subtraction of decimals, including problems involving money.
D.Learning
Objective
At the end of the lesson, the learners are able to:
●solve multi-step problems involving subtraction of decimals, including problems involving money.
II. CONTENT: Solving multi-step problems involving subtraction of decimals, including problems involving money
III. LEARNING RESOURCES
A.References
B.Other Learning
Resources
 https://lrmds.deped.gov.ph ,Math 6-SLM-Q1, Module 6, Lesson 2 pp. 6-14; Oxford Dictionary
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
Activating Prior
Knowledge
5 minutes
Are you now ready for our today’s lesson?
Do you want to catch butterflies?
I have here cutout butterflies posted on the board. As I flash the card, you are going to catch the butterfly having the sum and
difference of the numbers shown.
(After the game, process the learners’ output and give appropriate feedback.)

2. NOTES TO THE TEACHER: This activity will serve as a review of the previous objective on multiplying decimals mentally by 0.1,
0.01,0.001, 10, 100,1000, adding and subtracting decimals. Prepare the materials before the class. You may add more equations like
multiplying, adding or subtracting decimals mentally.
Lesson
Purpose/Intention
1 minute
Let us see if how are we going to apply those operations in decimals as we dive into the world of solving problems.
NOTES TO THE TEACHER: This lesson part introduces the competency to be mastered which is to solve multi-step problems
involving subtraction of decimals, including problems involving money.
Lesson Language
Practice
1 minute
Before we go further to our lesson, let us first refresh your mind in some terms to be used in our lesson.
Cost: price or the amount spent
Paid: money given or received
Total Amount: complete sum or the entirety of a quantity
Each: one piece
Withdrawal: taking money from own bank account
Savings: the money a person has saved
NOTES TO THE TEACHER: This part reviews the key terms to be used in the lesson
During/Lesson Proper
Reading the Key
Idea/Stem
3 minutes
Let’s now delve into the world of solving problems. Together, let us read the problem.
Glenn deposited the money worth ₱3 500.75 into his savings account. After a week, he withdrew ₱1 000.00 to buy a
shirt. Before the month ended, he withdrew ₱500.00 for his allowance. How much money does Glenn have left in his
account?
Before we answer the main question, let us first analyze the problem.
1. How much are the savings of Glenn?
2. What is the total withdrawals of Glenn from his savings?
3. How much money does Glenn have left in his account?
Expected answers:
1. Glenn has ₱3 500.75 for his savings.
2.₱1 500.00 was the total amount of withdrawals of Glenn had made.
3.₱2 000.75 was left in his savings account.
Developing
Understanding of the
Who can recall the steps in problem solving?
Expected answers: Study the word problem.

3. Key Idea/Stem
10 minutes
Think of a plan.
Act on a plan.
Review and check you answer.
Now, let us take a closer look at the problem presented.
Based on your previous lessons in solving word problems, here are the steps:
1. Study the word problem carefully.
What are the given facts or numbers?
Expected Answers: ₱3 500.75 deposited amount of Glenn in his savings account
₱1 500.00 total amount of withdrawals Glenn had made
What is asked in the problem?
Expected Answer: total amount of money Glenn has left in his savings account.
What is the hidden question?
Expected Answer: How much is the total amount of withdrawals Glenn had made?
What operation/s is/are you going to use?
Expected Answer: addition and subtraction.
2. Think of a plan.
In thinking of a plan, you have to think your own strategy to solve the given problem.
3. Act on a plan.
Apply the strategy now.
First, get the total withdrawal Glenn has made.
NOTES TO THE TEACHER: The following activity answers the hidden question. Remind the learners the rules in adding or
subtracting decimals.
₱1 000.00 first withdrawal
+ ₱ 500.00 second withdrawal
₱1 500.00 total amount of withdrawals Glenn had made
To get the total amount of withdrawals Glenn had made, add the 2 amounts of withdrawals.

4. Since we already determined the total amount Glenn withdrew, this is what we are going to do.
To get the amount left from Glenn’s savings account, subtract the total amount of withdrawals Glenn had made from his deposited
amount.
4. Review and check your answer. – This is the final step in solving the word problem.
To check your answer: Add the amount left from Glenn’s savings account and the total amount of his withdrawals from the amount
the deposited.
NOTES TO THE TEACHER: Reintroduce to the learners how to check the answer. You may also insert how to add or subtract
decimals with or without regrouping if needed.
Deepening
Understanding of the
Key Idea/Stem
5 minutes
Practice makes perfect!
Intervention Group Consolidation Group Enhancement Group
Answer Searching
You will be given word
problem written on meta cards.
Read, solve, and search the
answers that are posted on the
different parts of the room.
Sample Problem:
Possible Answers to be posted:
Secret Breaker
You will be given word problem.
Analyze and answer the given questions
taken from the given problem. In every
correct answer, there is a corresponding
letter to help you decode the
secret message.
1.
I love __ __ __ __.
Add Colors to my Life
Read, analyze, and solve
the problem. Based on the
answers, color the
corresponding fruit in the
given picture. Show your
solution/s.

5. NOTES TO THE TEACHER: Post
the answers on designated area
inside the classroom. Prepare the
materials ahead of time.
NOTES TO THE TEACHER: The same
problem may be used for this activity.
Prepare the materials ahead of time.
Color the correct answer
orange.
NOTES TO THE TEACHER:
The same problem may be
used in this activity. Provide
the learners with crayons or
any coloring materials. You
may also improve the
problems and the materials to
be used.
You did a great job! Congratulations.
After/Post-Lesson Proper
Making
Generalizations and
How do we solve multi-step problems involving subtraction of decimals, including problems involving money?

6. Abstractions
2 minutes
Expected answers:
1. Remember the 4 steps in solving word problem.
Study
Take a plan
Act
Review
What acronym can you give so that you will always remember the steps in solving word problems?
Expected answer:
1. STAR
NOTES TO THE TEACHER: Guide the learners in formulating the generalization. You may also introduce the STAR method,
patterned from Polya’s Four-Step problem-solving approach to help learners easily recall the steps.
Evaluating Learning
4 minutes
Now, let's see how much you have learned.
Read, analyze, and solve the problems following the steps learned.
1. If you subtract 34.76 from the sum of 75.69 and 66.71, what will be the difference?
2. Rose deposited ₱342.80 in her savings account. She has now a total of ₱1 556.90 in her account. How much money did she have
before the deposit?
3. Mrs. Ga has ₱7 425.75 in her wallet. After buying groceries for ₱3 621.50 at her daughter’s request, how much money does she
have left?
Additional Activities for
Application or
Remediation (if
applicable)
Remarks
Reflection