DETAILED LESSON PLAN (DLP) IN EED 11 TEACHING MATH

IN THE INTERMEDIATE GRADES

Name of Student Aeron James Placiente
Jennelyn Camas
Jilean Gabin
Teaching Date and Time March 7 2024
4:00-5:30 pm
Term Period Finals

I. OBJECTIVES A. Visually represent decimals using models and

number lines
B. Convert decimals to fractions and vice versa
C. Identify the place value and value of decimals;
round decimals to a given place value;
compare and order decimals and perform the
four operations on decimals.

II. CONTENT Chapter 4: Decimals

Lesson 1: Visualization of Decimals

Lesson 2: Changing Decimals to Fractions and Vice
Versa
Lesson 3: Place Value and Value of Decimals
Lesson 4: Rounding Decimals
Lesson 5: Comparing Decimals
Lesson 6: Addition and Subtraction of Decimals
Lesson 7: Multiplication of Decimals
Lesson 8: Division of Decimals

III. LEARNING (List all the materials to be used. Include also all
RESOURCES the references. Specify the pages of books and the
link of online sources.)
IV. PROCEDURES Teacher’s Activity Learner’s Activity

A. Preliminary
Activities
 Prayer Father, please pour out your Amen.
blessings upon our whole school
community so that everyone
grows in the knowledge of Your
truth, love, wisdom and peace.
In Jesus name we pray. Amen.
 Greetings Good Morning Students! Good morning
Teachers!
 Checking of Kindly look at your seatmate All are present teacher!
attendance class if he/she is present.
 Very good!
 Classroom Classroom Rules:
management  Listen
 Keep your hands to
yourself
 Raise your hand if you
have something to say
 Follow directions
 Do your best
Do you still remember our last Last meeting we have
 Review discussion pupils? Yes Rose Ann discussed about
fractions.
 Motivation
(Video presentation)
B. Activity (Lesson
Proper)
 Presentation of the
Lesson
 Learning Activity

C. Analysis
D. Abstraction Lesson 1: Visualization of
Decimals

Teacher Jen: Take a look on this

number 0.712. The number after
the decimal point is called
decimal numbers. These digits
after the ones denoted tenths,
hundredths, thousandths and so
on. So we can read these
decimal numbers as “seven
hundred twelve thousandths or
zero point seven hundred
twelve”. Decimal number can be
change or rename into fraction
form and vice versa.
Teacher Jen: Now let’s try to
visualize decimal numbers. We
can visualize it using blocks,
grids, number line, or money.

Teacher Jen: Observe how the

ten cubes represent the decimal
numbers and fractions. There
are seven cubes from the whole
unit that was cross out. In
fraction form this can be written
as 7/10. As you can see the
denominator 10 has 1 zero. It
tells you that is 1 digit after the
decimal point. So in decimal
form seven tenths is written as
0.7. In which, seven is the 1 digit
after the decimal point Yes teacher!

Teacher Jen: Do you understand

class?

Teacher Jen: Grid, is another

way to visualize decimal
number. You can observe that
there are 100 squares. This
means that the whole is equally
divided into 100 squares. And
there are 13 grids that are
shaded. In fraction we can write
it as 13/100. As you can see the
denominator 100 has two zeros,
it tells you that there is 2 digits
after the decimal point so in
decimal form 13/100 is 0.13 or
13 hundredths.

Teacher Jen: Decimal number

can also visualize through a
number line. There are 10 posts
which represent a whole. Out of
10 posts there are 4 painted
posts. In fraction form this can
be written as 4/10. As you can
see the denominator 10 has 1
zero, again it tells you that there
is 1 digit after the decimal point.
So in decimal form 4/10 is 0.4 or
4 tenths. In which, 4 is the one
digit after the decimal point.

Teacher Jen: We also represents

decimal number in money. Look
at this 25 centavo coin, this can
be written as 0.25 in decimal
form or 24/100 in fractional
form.

Lesson 2: Changing Decimals to

Fractions and Vice Versa
Teacher Jen: Now let’s move on
to changing decimals to
fractions and vice versa. In
changing decimal numbers into
fractions here are the steps.
Step 1: Determine what place
value does the decimal number
ends. So we have here 0.6, as
mentioned earlier decimal
numbers are numbers after the
decimal point, and in this
example that is 6. Knowing the
place value of the decimal
number tells you what the
denominator will be, since 6 is in
the tenths place the
denominator will be 10. Step 2:
The digit after decimal point
would be the numerator so 6 will
be our numerator, therefore 0.6
is 6/10 in fraction form.

Teacher Jen: Let’s have another

example and don’t forget to
follow the steps I’ve shown
earlier. First, let’s determine
what place value does the
decimal number ends 0.9 since
9 is in the tenths place the
denominator will be 10. Second,
the digit after decimal point
would be the numerator so 9 will
be our numerator. Therefore we Jodell: Place Value is
can say that 0.9 is 9/10 in the value represented
fraction form. by a digit in a number
on the basis of its
Lesson 3: Place Value and Value position in a number.
of Decimals

Teacher Jilean: Our next topic is

about Place Value and Value of
Decimals. Everyone: Ones, Tens,
Hundreds, Thousands,
Teacher Jilean: Please read Jodell Tenths, Hundredths,
Thousandths, Ten
Teacher Jilean: Value is the Thousandth
actual value of the digit in a
number.
To further understand, let's
examine the Decimal Place
Value Chart.
The given number is 786.4328
Ten thousandths.
The words here are place value.
Everyone please read.

Teacher Jilean: The period is the

decimal point. The number to
the left of the decimal point is
the whole number and the
number to right of the decimal
point is the decimal numbers.
Let us determine now the Place
Value and the value of the digit
in a number. As you can
observe, we use the word tenths
to name the position of 4 in a
number. And we use the number
4 tenths to refer to its value. The
place value of the second digit
to the right of the decimal point
which is 3 is hundredths. And
the value is 0.03 hundredths.
The place value of the third digit
to the right which is 2 is
thousandths. And the value is
0.002 thousandths.
The place value of the fourth
digit which is 8 is ten
thousandths. And its value is
0.0008 ten thousandths.

1. Rounding to the Nearest

Whole We follow the given steps
to round numbers to the nearest
whole number:
Step 1- We look at the number
we want to round.
Step 2- As we are rounding our
number to the nearest whole,
we mark the digit in the one’s
place.
Step 3- Now we look at the
‘tenths’ place (the digit to the
right of the decimal point).
Step 4- (i) If the digit in the
tenths column is 0, 1, 2, 3 or 4,
we will round down the number
at the ones place to the nearest
whole number.
(ii) If the digit in the
tenths column is 5, 6, 7, 8 or 9,
we will round up the number at
the one’s place to the nearest
whole number.
Step 5- Remove all the digits
after the decimal point. The left
out number is the desired
answer.

Teacher Jilean: To round a

number look at the next digit in
the right place, if the digit is less
than 5, round down and if the
digit is 5 or more than 5, round
up.
We can round decimals to the
nearest wholes, tenths or
hundredths.

2. Rounding to the Nearest

Tenths
We follow the given steps to
round numbers to the nearest
tenths:
Step 1- We look at the number
we want to round.
Step 2- As we are rounding our
number to the nearest tenths,
we mark the digit in the tenths
place.
Step 3- Now we look at the
‘hundredths’ place (the digit to
the right of the tenths column).
Step 4- (i) If the digit in the
hundredths place is 0, 1, 2, 3 or
4, we will round down the
number at the tenths place to
the nearest tenths.
(ii) If the digit in the
hundredths place is 5, 6, 7, 8 or
9, we will round up the number
at the tenths place to the
nearest tenths.
Step 5- Remove all the digits to
the right of the tenths column.
The left out number is the
answer.
3. Rounding to the Nearest
Hundredths
We can follow the given steps to
round numbers to the nearest
hundredths:
Step 1- We look at the number
we want to round.
Step 2- As we are rounding our
number to the nearest
hundredths, we mark the digit in
the hundredths place.
Step 3- Now we look at the
‘thousandths’ place (the digit to
the right of the hundredths
column).
Step 4- (i) If the digit in the
thousandths place is 0, 1, 2, 3 or
4, we will round down the
hundredths place to the nearest
hundredths.
(ii) If the digit in the
thousandths column is 5, 6, 7, 8
or 9, we will round up the
hundredths place to the nearest
hundredths.
Step 5- Remove all the digits to
the right of the hundredths
place. The left out number is the
answer.

Teacher Jilean: The rules for

comparing decimal numbers is
as follows:
Compare the whole number part
first (i.e., compare the digits in
front of the decimal). If they are
different, then compare the
numbers as you would for any
whole number. If they are the
same, then go to the next step.
Compare the tenths place. If Jeroshua: To round a
they are different, then compare number, look at the
those numbers as you would for next digit in the right
whole numbers. If they match, place. If the digit is 4 or
then move to the next digit. less, just remove all the
Compare the hundredths place. digits to the right. If it's
If they are different, then 5 or greater, round up
compare those digits as you or add 1 to the digit in
would for whole numbers. If they the place you are
match, then move to the next rounding to and drop all
digit. digits to its right.
When there is no “matching”
digit, or you reach the end of
your number, then the decimals
are equal.
But what do we do if we want to
compare more than two
numbers?
When this happens, we will be
asked to order a list of numbers
from least to greatest
(ascending order) or from
greatest to least (descending
order).
The directions say, list the
numbers in descending order.
That means we want to write the
numbers in order from greatest
to least.

Lesson 4: Rounding Decimals

Teacher Jilean: Moving on to the

next topic which is about
Rounding Decimals.

Teacher Jilean: Please read

Jeroshua

Teacher Jilean: Example: Round

945.65 to the nearest whole
number

First step, look at the number

we want to round.
Second, as we are rounding our
number to the nearest whole,
we are going to mark the digit in
the one's place. And its 5. Melona: The rules for
Third, step, and look at the digit comparing decimal
to the right of the decimal point numbers is as follows:
which is tenths. 1. Compare the whole
Fourth step, if it’s 4 or less, we number part first. If
are just going to remove all the they are different, then
digit to the right. But if it’s 5 or compare the numbers
greater, we are going to round as you would for any
up or add 1 to the nearest whole number. If they
whole.Since the tenths is 6, we are the same, then go
are going to add 1 to the to the next step.
nearest whole which is 5. 2. Compare the tenths
Therefore, the nearest whole place. If they are
number of 945.65 is 946. different, then compare
those numbers as you
Lesson 5: Comparing Decimals would for whole
numbers. If they match,
Teacher Jilean: Now, let's move then move to the next
on to the next topic which is digit.
about Comparing Decimals. 3. Compare the
Have you ever struggled to hundredths place. If
determine which decimal was they are different, then
bigger or smaller than another? compare those digits as
First, the most important thing you would for whole
to know is that comparing numbers. If they match,
decimals follows the same rules then move to the next
as how we compare whole digit.
numbers!
Comparing any number starts
with knowing our symbols.
And those symbols are, Less
Than, Greater Than, and Equal
Signs.
The big hint is to remember that
the "arrow" ALWAYS points in
the direction of the smaller
number. Now we're ready to
apply our inequality rules to
decimals.

Teacher Jilean: Melona please

read
 Students: Yes, teacher!

Teacher Jilean: One example for

that is.
1. Your job is to write the correct
comparison symbol for (< , > , =
) in the box.
(Step 1) Copy the numbers
vertically, with decimal points
aligned
(Step 2) Compare the whole Students: Yes, teacher!
numbers. Because they match,
move to the next digit.
(Step 3) Compare the digits in
the tenths place. Because they
match, move to the next digit
(Step 4) Compare the digits in
the hundredths place. Because
they match, move to the next
digit
(Step 5) Compare the digits in
the thousandths place. They do
not match! So, we compare Students: Yes, teacher!
those digits
And the result is 5.473 ‹ 5.474.
But what do we do if we want to
compare more than Two Student: 6.2 Teacher!
numbers?
When this happens, we will be
asked to order a list of numbers
from least to greatest
(ascending order) to from
greatest to least (descending
order)
The great thing is that the
process is remarkably similar to Student: Teacher! The
how we compare for just two answer is Aj spent a
numbers – we just need to work total of $4.25 at the
through the process for multiple grocery store.
numbers.

Lesson 6: Addition and

Subtraction of Decimals

Teacher Aeron: Before we move

on, did you already understand
how to compare decimals?

Teacher Aeron: Very good!

Today, we're going to continue
our discussion about decimals.
We will be exploring how to add,
subtract, multiply, and divide Students: Yes, teacher!
decimals. I'm pretty sure you're
all familiar with addition,
subtraction, multiplication, and
division right?

• Addition:

Teacher Aeron: Okay! Let's jump

in and start with addition.
Teacher Aeron: First, let's take a
look at adding decimals. When
we add decimals, it's important
to line up the decimal points. For
example, if we have 3.5 + 2.7,
we align the decimal points and
then add as usual. Did you get it
class?

Teacher Aeron: Very good! So if

we add 3.5 + 2.7, what do you
think is the answer? Anyone?

Teacher Aeron: Wow, that's

correct! Another, but this time
it's a sample problem.

Aj went to the grocery store and

bought a loaf of bread for $2.75
and a carton of milk for $1.50.
How much did he spend in total?

• Subtraction:
 Teacher: Okay, let's now
proceed to the next operation
which is the Subtraction. Now,
let's move on to subtracting
decimals. Similar to addition, we
need to line up the decimal
points when subtracting. When
we're subtracting, we may need
to borrow, just like with whole
numbers. Let's try this example.
Let's subtract 3.2 from 5.7. First,
subtract 7 - 2 = 5 Then, subtract
5 - 3 = 2. So, the result is 2.5.
Did you get it class?

E. Application
G. Evaluation
H. Assignment (optional)
V. REMARKS
VI. REFLECTION Teaching Decimals in chapter 4 was a comprehensive and
vital part of the math curriculum. Lessons ranged from
visualizing decimals to performing operations such as
addition, subtraction, multiplication, and division with
decimals. Lesson 1 focused on visualization using visual
aids like decimal grids and number lines to help students
understand decimals as parts of a whole. The following
lessons delved deeper into concepts such as changing
decimals to fractions, place value, rounding, comparing
decimals, and the various operations involving decimals.
Throughout the chapter, we made sure to use a variety of
teaching strategies to suit different learning styles and
abilities, emphasizing hands-on activities, real-life
examples, and interactive group work to reinforce
understanding.
A critical aspect of teaching decimals was to ensure that
students could relate the concepts to real life scenarios.
For example, we used practical examples for converting
decimals to fractions and vice versa, which helped
students understand the relevance of these conversions in
real life. Furthermore, we emphasized the importance of
 place value and the significance of each digit in a decimal
number, using activities and worksheets to reinforce this
understanding. By implementing a variety of teaching
strategies and constantly reinforcing the concepts, we
aimed to provide students with a strong foundation in
decimals and ensure that they could confidently perform
operations with decimals in different situations.

Prepared by:
_________________________ Noted:
RODERICK R. MONTAÑEZ
Instructor