1. Visualize multiplication of Decimals Using Pictorial Models.
MATH 5-Lesson 38-Q2-Week 4.
Visualize multiplication of Decimals Using Pictorial Models.
K to 12 Curriculum Guide, M5NS-IId-110, Lesson Guide in Elementary 5 p.274

2. DRILL:
Flash the following fractions, the pupils will make an illustration of the fraction on a piece of colored paper. 3 4 2 5 7 8 6
REVIEW:
Solve the following mentally:
1.) Sophia bought 0.8 kg of hotdog. She placed 0.25 kg of it in the refrigerator and cooked the rest. How much hotdog did she cooked?
2.) A Math book is 0.6 dm thick. A Science book is 0.2 times as thick as the Math book. How thick is the Science book?

3. MOTIVATION: Using building blocks. Try to solve this problem.
Baby Isabel plays with blocks. Each block measures 3.7 inches tall. She has a collection of 41 blocks. If she could stack all the blocks up one on top of the other. How many inches tall would her tower be.

4. Mr. Dizon’s farm is 0.3 km long and 0.1 km wide. How big is his land?
Presentation:
Mr. Dizon’s farm is 0.3 km long and 0.1 km wide. How big is his land?
0.3 or 3/10
0.1 or 1/10
Ask this question: If you were Mr. Dizon, how will you keep your farm clean?
Group the pupils and have them perform the task.

5. Performing the Activity:
a. Into how many parts is the whole divided?
b. How is 0.3 shown in the grid?
What about 0.1?
c. How many squares are double shaded?
In fraction form write 1/10 of 1/3 = 1/10 x 3/10 = 3/100
In decimal form. 0.1 of 0.3 = 0.1 x 0.3 = 0.03
d. How many decimal places are there in both factors? How about in product?

6. Processing the Activities:
Let each group present their outputs. After all the groups have presented ask; Which group was/were able to give all correct answers? Which group/s missed an answer? Which group/s did not get any correct answer?
Provide immediate feedback/remedial measures to those incorrect.
How did you find the activity? Was using horizontal and vertical lines place over the other helps you visualized multiplying decimals?

7. Reinforcing the Concept and Skills:
Explore and Discovery:
Sophia’s rides the bus to and from school each day. A one-way trip is 8.12 kilometers. How many kilometers does she travels in 5 days?
Can you visualize how far Sophia travels?
One way of visualizing how far Sophia travels is through number line.
0 km
8.12 km
16.24 km
24.36 km
32.48 km
40.60 km
One-way trip
Day 1
Day 2
Day 3
Day 4
Day 5
Therefore, Sophia travels to and from school in 5 days is km km = km or km x 2 = km.

8. Get Moving:
Show the following multiplication equations by using number lines.
1.) 0.3 x 0.6 =
2.) 0.5 x 0.8 =
3.) 0.7 x 0.4 =
4.) 0.2 x 0.9 =
5.) 0.8 x 0.3 =

9. Summarizing the Lesson:
Lead the pupils to generalize that:
Multiplying decimals can be visualized by representing each factor with the horizontal
and vertical lines placed over the other. The double shaded part represents the answer
to the equation.

10. Applying to New and Other Situations:
Using an illustration, give the answer of the following.
1. Every morning Yvan goes jogging. He can jog a distance of 0.9 kilometers. How many kilometers can he jog in 6 days? (number lines)
2. A rectangular table is 0.8 m long and 0.5 m wide. Find its area. (paper grid)

11. Assessment:
A. Write the correct multiplication equation for each of the following numbers represented by the shaded region.
B. Shade the pictures to represent each number sentence.
X x x 0.6

12. Home Activity: Enrichment:
Prepare paper grid divided into 100 equal parts and be ready to show your own multiplication equation of decimals.
Enrichment:
Illustrate the following number sentences.
1.) 2 x 0.5 = N
2.) 0.6 x 0.7 = N
3.) 4 x 0.3 = N
4.) 0.2 x 0.9 = N
5.) 0.8 x 0.4 = N