MATH 5-Lesson 33-Q2-Week 2.

Visualizes addition and subtraction of

decimals. 
K to 12 Curriculum Guide, LM Math Grade 5 pages
Lesson Guide in Elementary Mathematics Grade 6 p. 48, 274
MISOSA Module Mathematics 6 No. 42
DRILL:
Writing Decimal Numbers
Mechanics: Write Me
a. Divide the class into four groups.
b. Flash a strip of cartolina with a written phrase of decimal numbers.
c. The one who write the correct decimal numbers gets the point.
d. Continue this until everyone in the group has participated.
e. The group with the most number of points wins the game.

Sample Three hundred two ten thousandths

s:
Forty-one Four ten thousandths
thousandths
Four tenths Two hundred Forty-nine
thousandths
Twenty Five thousandths
hundredths
Six hundredths eleven thousandths
REVIEW:
Write <, >, or = on the blank to make the sentence true.
 
<
a) 0.1114 ____0.2202
>
b) 0.1090 ____0.1009
> 0.1000
c) 0.999 ____
<
d) 4.8934 ____4.8943
= 0.639
e) 0.6390 ____
> 0.055
f) 0.55 _____
MOTIVATION:

Have you been to a sari-sari store?

Have you try to compute the amount of the
things/item that you bought?
Do you find it easily to compute?
Do you count the change that you receive after buying? Why?
Let the pupils realize that it is importance of accuracy in basic
addition and subtraction in our daily routines.
Presentation:
Mang Dodong is an architect. He has plan to
place a 100 square side by side to make his room
looks elegant. He wants to have a variation on the
colors of the tiles, so he puts 15 red tiles, 35 blue
tiles and the remaining tiles are green? How many
tiles are green?
What is the total number of tiles does Mang Dodong have? Tell the
pupils that total number represents the whole which is equivalent to
one. Explain to the pupil that each square is equivalent to 0.001.
What is the total number of tiles whose color are red and blue? How
will you be able to find the total number?
How will you know the number of tiles which are not red or blue?
Make the pupils realized that the tiles left are green
 Performing the Activity:
Encourage pupils to use grid lines to solve the problem. Instruct the
pupils to do the following:
 
1. Count a 10 x 10 squares on a graphing paper.
2. Cut four sets of 10 x 10 squares to be used to solve the problem.
3. Color two sets of 10 x 10 squares based from the number of
squares tiles on the given problem.
4. For the third set of 10 x 10 squares colored it with both red and
blue as indicated in the problem. Let them count the total number of
square which are both red and blue.
5. Let the pupils colored the remaining numbers of squares with
green. Do it on the fourth set of 10 x 10 squares.
Processing the Activities:
After all groups presented their answers, ask: How did you
find the activity? How did you solve the total number of red
and blue square tiles? How about the green tiles? How did
you do it?
Solution: Note: Each square is equivalent to 0.001.

0.015 0.043 Total number

0.028
of red and blue tiles.

0.043
1.000 Total number of red 0.057 Total number
and blue tiles.
of green tiles.
Reinforcing the Concept and Skills:
Explore and Discovery:
Gab and Sassa goes to school together by walking. The school is
2 km from their house. For first five minutes Sassa and Gab has walked
and reached 0.28 kilometer, after the next 8 minutes they recorded 0.
59 km. How far are they from school?
How can we solve the problem?
First identify the given. We have the following.
2 km – distance of school from Gab and Sassa’s house
0.28 km – the distance they have walked and reached for the first 5
minutes
0. 59 km – the distance covered by them for the next 8 minutes
 What is asked in the problem?
The problem is looking for the distance from the school that
they need to cover after driving for 13 minutes. So, let’s add the
distance they have walked for 5 minutes and the distance covered by
them for the next 8 minutes.
Solution: Each square represents 0.001.

0.028 0.059

0.087
 Get Moving!
A. Add or subtract the following. Use drawing or illustration if
possible.
1. 0.27 + 0.61 6. 0.8 – 0.3
2. 0.13 + 0.22 + 0.45 7. 0.57 – 0.4
3. 0.261 + 0.003 8. 0.095 – 0.002
4. 0.005 + 0.024+ 0.314 9. 0.631 – 0.385
5. 0.421 + 0.06 + 0.104 10. 0.457 – 0.104
B. Find the sum or difference.
1. 0.549 – 0.014 6. 0.31 + 0.42+ 0.16
2. 0.653 – 0.128 7. 0.473 – 0. 251
3. 0.56 + 0.23 + 0.2 8. 0.927 – 0.302
4. 0. 783 – 0.53 9. 0.07 + 0.009 + 0.4
5. 0.205 + 0.612 10. 0.365 + 0.13 + 0.283
 Get Moving!

C. Find the sum or difference.

 
1. 0.684 2. 0.83 3. 0.73 4. 0.9002
+ 0.295 + 0.567 + 0.3073 + 0.8634
 
 
5. 0.84 6. 0.84 7. 0.540 8. 0.3
+ 0.8056 - 0.6358 - 0.2365 - 0.076
 
 
9. 0.6 10. 0.9702
- 0.1858 - 0.1694
 Keep
Moving!

A. Add or subtract the following.

1. 2.198 – 1.439 6. 2.67 + 8.94 + 6.43
2. 38.026 – 49.183 7. 12.652 – 9.758
3. 5.072 – 3.861 8. 45.006 – 39. 248
4. 45.349 – 29. 465 9. 6.89 + 23. 574 + 16.045
5. 18.860 + 34. 257 10. 7.14 + 8.432 + 9.77
B. Find the sum or difference of the following.
1. 37.813 – 27.654 6. 9.87 + 10.163 + 19.054
2. 12.095 + 9.389 7. 98.764 – 87.365
3. 43.702 + 18. 419 8. 63.007 – 48.642
4. 16.206 – 13.076 9. 9.71 + 52.075
5. 89.652 + 17. 378 10. 84.349 – 49.182
C. Add or subtract.
1. 0.38 + 0.47 = n 6. 0.23 – 0.16 = n
2. 0.412 + 0.638 = n 7. 0.97 – 0.178 = n
3. 0.529 + 0.646 = n 8. 0.232 – 0.046 = n
4. 0.412 + 0.473 = n 9. 0.76 – 0.057 = n
5. 0.284 + 0.325 = n 10. 0. 200 – 0.099 = n
Summarizing the Lesson:
In adding/subtracting decimals:

Write the decimals in a column, aligning the

decimal points. Use 0 as place holder when
needed.

Add/subtract as you would add/subtract whole

numbers. Regroup if necessary

Place the decimal point in the result aligned with

the other decimal points.
Applying to New and Other Situations:
Apply Your
A. Read,Skills
analyze and solve the following.
1. During a vacation, Ben’s records showed gasoline purchases of 19.75 gallons,
15.4
gallons, 13.85 gallons and 21.06 gallons. How many gallons of gasoline did he
buy?
 
2. The perimeter of a triangle is equal to the sum of the length of its sides. Find the
perimeter of a triangle whose sides are 8.75 cm, 9.6 cm and 10.375 cm.
 
3. Rachel has P 3 316.40 in her savings account. If she made withdrawals of P
285.00, P 472.46 and P 1 042.25, how much money is left in her account?
 
4. One week a jogger ran the following distances : 15.3 km , 18.75 km , 19 km , 21.5
km, 25.375 km and 30.25 km. If his weekly average is 150 km, did he run less or more?
 
5. Romeo has P 20 000 in available credit on his Visa charge card. If she purchases a
portable CD player for P 8 139.55, a boom box for P 399.95 and two way speakers
for P 3 425.05, how much available credit does she have left ?
Assessment:
A. Complete the illustration by shading or coloring them
correctly showing the given addition or subtraction
statements. Take note that each squares represents 0.001.
1.

2.
3.

0.074 0.008

4.

1.029 0.076

5.

0.076
1.032
Assessment:

B. Use illustrations to show the following.

 
1. 2.042 – 1.031 4. 5.096 – 2. 054

2. 0.058 + 0.029 5. 3.078 – 1.045

3. 0.038 + 1.062
HOME
ACTIVITY:
A. Draw an illustration that will represent the
following.
1. 0.085 – 0.076
2. 0.063 + 0.009
3. 0.098 – 0.075
4. 0.025 + 0.018
5. 1.041 + 0. 043