PREFACE

This LESSON EXEMPLAR for MATHEMATICS GRADE V has been

written and prepared with the clienteles on mind. It is based on the required

Learning Competencies as listed in the Curriculum Guide under the K to 12

Basic Education Curriculum.

The said manuscript is enriched with lessons that supplement the

requirements for teachers to impart among their learners.

The writers have tried to bring out the best ideas, strategies and

techniques as simply and clearly as possible and have integrated lessons to

various learning areas. Every effort has been placed on understanding the

use of concepts as well as to infuse values in all lessons.

Challenging exercises were included so as pupils to engage actively in

class discussions.

The writers subscribe to the idea that whenever there is a pattern,

there is Mathematics.
1
Page
Writers:

Estelita P. Panganiban Yolanda E. Ranido

Eden Lou A. Limboc Edelyn V. Aquino
Judith C. Lacorte

Editor Gilma C. Porley

2
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 BUDGET OF WORK IN MATHEMATICS 5
First Quarter

Week/Day Learning Competency Code/Page

Week 1

Day 1 Pre Test

Visualizes numbers up to 10 000 000 with M5NS–Ia–1.5
Day 2 emphasis on numbers 100 001 – 10 000 Page 53 of
000 109
M5NS-Ia-9.5
Reads and writes numbers up to 10 000 000
Day 3 Page 53 of
in symbols
109
M5NS-Ia-9.5
Reads and writes numbers up to 10 000 000
Day 4 Page 53 of
in words
109
M5NS-Ia-15.3
Rounds numbers to the nearest hundred
Day 5 Page 53 of
thousands and millions
109
Week 2

M5NS-Ib-58.1
Uses divisibility rules for 2, 5 and 10 to find
Day 1 Page 53 of
the common factors of numbers
109
M5NS-Ib-58.2
Uses divisibility rules for 3, 6 and 9 to find
Day 2 Page 53 of
common factors
109
M5NS-Ib-58.2
Uses divisibility rules for 3, 6 and 9 to find
Day 3 Page 53 of
common factors
109
M5NS-Ib-58.3
Uses divisibility rules for 4, 8, 12 and 11 to
Day 4 Page 53 of
find common factors
109
M5NS-Ib-58.3
Uses divisibility rules for 4, 8, 12 and 11 to Page 53 of
Day 5
find common factors 109

Week 3
Solves routine and non-routine problems M5NS-Ic-59
Day 1 involving factors, multiples and divisibility Page 54 of
rules for 2, 3, 4, 5, 6, 8, 9, 11 and 12 109
Creates problems (with reasonable M5NS-Ic-60
Day 2 answers) involving factors, multiples and Page 54 of
divisibility rules 109
Creates problems (with reasonable M5NS-Ic-60
3

Day 3
Page

answers) involving factors, multiples and Page 54 of

 divisibility rules 109
States, explains and interprets Parenthesis, M5NS-Ic-61.2
Day 4 Multiplication, Division, Addition, Subtraction Page 54 of
(PMDAS) Rule 109
States, explains and interprets Grouping, M5NS-Ic-61.2
Day 5 Multiplication, Division, Addition, Subtraction Page 54 of
(GMDAS) Rule 109
Week 4
Simplifies a series of operations on whole M5NS-Id-62.2
Day 1 numbers involving more than two operations Page 54 of
using the PMDAS rule 109
Simplifies a series of operations on whole M5NS-Id-62.2
Day 2 numbers involving more than two operations Page 54 of
using the GMDAS rule 109
M5NS-Id-68.2
Finds the common factors and the GCF of
Day 3 Page 54 of
2-4 numbers using continuous division
109
M5NS-Id-69.2
Finds the common multiples and the LCM of
Day 4 Page 54 of
2-4 numbers using continuous division
109
Day 5 Summative Test
Week 5
M5NS-Ie-70.2
Solves real-life problems involving GCF and
Day 1 Page 54 of
LCM of 2-3 given numbers
109
Creates problems (with reasonable M5NS-Ie-71.2
Day 2 answers) involving GCF of 2-3 given Page 54 of
numbers 109
Creates problems (with reasonable M5NS-Ie-71.2
Day 3 answers) involving LCM of 2-3 given Page 54 of
numbers 109
M5NS-Ie-84
Adds fractions and mixed fractions without
Day 4 Page 55 of
regrouping
109
M5NS-Ie-84
Adds fractions and mixed fractions with
Day 5 Page 55 of
regrouping
109
Week 6
M5NS-If-85
Subtracts fractions and mixed numbers
Day 1 Page 55 of
without regrouping
109
M5NS-If-85
Subtracts fractions and mixed numbers with
Day 2 Page 55 of
regrouping
109
Solves routine and non-routine problems M5NS-If-87.2
Day 3 involving addition or subtraction of fractions Page 55 of
using appropriate problem solving strategies 109
4

Solves routine and non-routine problems M5NS-If-87.2

Day 4
Page

involving addition and subtraction of Page 55 of

 fractions using appropriate problem solving 109
strategies
Creates problems (with reasonable
M5NS-If-88.2
answers) involving addition and/or
Day 5 Page 55 of
subtraction of fractions using appropriate
109
problem solving strategies
Week 7
M5NS-Ig-89
Visualizes multiplication of fractions using
Day 1 Page 55 of
models
109
M5NS-Ig-90.1
Day 2 Multiplies a fraction and a whole number Page 56 of
109
M5NS-Ig-90.1
Day 3 Multiplies a fraction and another fraction Page 56 of
109
M5NS-Ig-90.1
Day 4 Multiplies a whole number and a fraction Page 56 of
109
M5NS-Ig-91
Multiplies mentally proper fractions with
Day 5 Page 56 of
denominators up to 10
109
Week 8
Solves routine or non-routine problems
involving multiplication without addition or M5NS-Ih-92.1
Day 1 subtraction of fractions and whole numbers Page 56 of
using appropriate problem solving strategies 109
and tools
Solves routine or non-routine problems
involving multiplication with addition or M5NS-Ih-92.1
Day 2 subtraction of fractions and whole numbers Page 56 of
using appropriate problem solving strategies 109
and tools
M5NS-Ih-93.1
Creates problems (with reasonable
Day 3 Page 56 of
answers) involving multiplication of fractions
109
M5NS-Ih-93.1
Creates problems (with reasonable
Day 4 Page 56 of
answers) involving multiplication of fractions
109
M5NS-Ih-94
Shows that multiplying a fraction by its
Day 5 Page 56 of
reciprocal is equal to 1
109
Week 9
M5NS-Ii-95
Page 56 of
Day 1 Visualizes division of fractions
109

M5NS-Ii-96.1
5

Day 2 Divides simple fractions

Page

Page 56 of
 109
M5NS-Ii-96.1
Day 3 Divides whole number by a fraction Page 56 of
109
M5NS-Ii-96.1
Day 4 Divides fraction by a whole number Page 56 of
109
Day 5 Summative Test
Week 10
Solves routine or non-routine problems
involving division without any of the other M5NS-Ij-97.1
Day 1 operations of fractions and whole numbers Page 56 of
using appropriate problem solving strategies 109
and tools
Solves routine or non-routine problems
involving division with any of the other M5NS-Ij-97.1
Day 2 operations of fractions and whole numbers Page 56 of
using appropriate problem solving strategies 109
and tools
Creates problems (with reasonable M5NS-Ij-98.1
Day 3 answers) involving division of fractions and Page 57 of
whole numbers 109
Creates problems (with reasonable
M5NS-Ij-98.1
answers) involving division or with any of
Day 4 Page 57 of
the other operations of fractions and whole
109
numbers
Day 5 First Quarterly Test

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 MATHEMATICS 5

First Semester Pre Test

Item Placement
Skills Know- Compre- Ana- Appli- Syn- Eva- Total
ledge hension lysis cation thesis luation
Visualizes numbers up to 10 000 000 with
emphasis on numbers 100 001 – 10 000 1, 2, 3 3
000
Uses divisibility rules for 2, 5 and 10 to
17 1
find the common factors of numbers
Uses divisibility rules for 3, 6 and 9 to find
19 35 2
common factors
Finds the common factors and the GCF of
15 25 2
2-4 numbers using continuous division
Finds the common factors and the LCM of
18 16 34 3
2-4 numbers using continuous division
Solves real-life problems involving GCF 20, 21,
3
and LCM of 2-3 given numbers 22
Adds fractions and mixed fractions
23 24 27, 28 4
without and with regrouping
Subtracts fractions and mixed numbers
29 1
without and with regrouping
Solves routine and non-routine problems
involving addition or subtraction of 36, 37,
4
fractions using appropriate problem 38, 39
solving strategies
Multiplies a fractions, whole number and
26 1
vice versa
Gives the place value and the value of a
digit of a given decimal number through 6 4 5 3
ten thousandths
Reads and writes decimal numbers
9 7, 8 10 4
through ten thousandths
Rounds decimal numbers to the nearest
31 1
hundredth and thousandth
Adds and subtracts decimal numbers
through thousandths without or with 11 40, 41 3
regrouping
Solves routine or non-routine problems
involving addition or subtraction of
decimal numbers including money using 12, 42 2
appropriate problem solving strategies
and tools
Solves routine and non-routine problems
involving multiplication without and with
addition or subtraction of decimals and 43, 44,
47 14, 33 13 7
whole numbers including money using 48
appropriate problem solving strategies
and tools
Solves routine and non-routine problems
involving division without or with any of
the other operations of decimals and 45, 46,
50 32 5
whole numbers including money using 49
appropriate problem solving strategies
7

and tools
Page

TOTAL 5 10 4 15 10 5 50
Week 1
Lesson 1- Visualizing Numbers Up to 10 000 000

I. Objective
Visualizes numbers up to 10 000 000 with emphasis on numbers
100 001 – 10 000 000
A. Prerequisite Concepts and Skills
Visualizing numbers up to 100 000
B. Materials
Cut outs of number discs (100 000s, 10 000s, 1000s, 100s, 10s and
1s
C. References
M5NS-Ia-1.5, Page 53 of 109
D. Value Focus
Care for the environment
II. Instructional Procedures
A. Preliminary Activities
1. Drill
Directions: Visualize the following numbers using cut outs of
number discs.
a. 67 750
b. 4 893
c. 15 258
d. 9 217
e. 45 664
2. Review
Directions: Write the appropriate number represented on the space
provided.
a. 200 000 + 20 000 + 4000 + 80 + 9 = ________
b. 700 000 + 30 000 + 1000 + 20 + 2 = ________
8

c. 600 000 + 10 000 + 2000 + 90 + 1 = ________

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 3. Motivation
Have you ever joined a tree-planting activity in your
school? Or did you ever plant tree seedlings in your backyard? Why
do you think is it important to plant trees? Emphasize the value of
caring for the environment.
B. Developmental Activities
1. Presentation
Present this situation to the class
Problem

A group of elementary pupils from different schools in

Batangas Province joined a Tree Planting Activity. There were
257 134 trees planted in all.

 Who joined the Tree Planting Activity?

 How many trees were planted by the pupils?
 Will this activity help our environment? How?
2. Performing the Activities
Group the class into five teams. Distribute cut outs of number
discs to visualize 257 134.
Guide questions
 How many 100 000s discs did you use?
 How about the 10 000s discs?
 How many 1000s discs?
 How many 100s discs?
 How many 10s?
 How many 1s?
3. Processing the Activities
After the group activity, look back at the given example.
 How many 100 000s discs did you use? (2)
 Two 100 000s discs is equal to how many? (200 000)
 How many 10 000s discs were used?(5)
 Five 10 000s discs equal how many? (50 000)
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 How about the 1000s discs?(7)

  Seven 1000s discs equal how many? (7000)
 How many 100s discs?(1)
 One 100s disc equals how many? (100)
 How many 10s?(3)
 Three 10s discs equals how many? (30)
 How many 1s?(4)
 Four 1s discs equals how many?
4. Reinforcing the Concept and Skill

A group of farmers donated a total of 398 264 kilograms

of rice to the typhoon victims. Visualize this number using
number discs.

1000 100 10 1
10 000
100 000 1000 100 10 1
10 000
100 000 1000 10 1
10 000
100 000 1000
10 1
10 000 10
1000
10 000
10
1000
10 000 1000

10 000 1000

10 000

10 000

Directions: Write the numbers represented by these number discs

on the space provided below.

10 000
100 000 10 1
10 000 1000 1
1. 10 000 1000
10
1
10
1000
10 000 10
1000
10
1000
10
10 000 1000
1000

_________________________________
10
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 10 1

. 10 000
1000 10

100 000 10 000

1000 10
1000 10
100 000 10 000
10
10 000
100 000 10 000 10

10
10 000
100 000
10 000
100 000 10 000

___________________________________
Directions: Use number discs to show the following numbers.
a. 109 450
b. 465 741
c. 864 223
d. 354 520
e. 243 683
5. Summarizing the Lesson

How do we visualize numbers? What do we use to visualize

numbers?
To visualize numbers we use numbers discs such as 100
000s, 10 000s, 1000s, 100s, 10s, and 1s.

6. Applying to New and Other Situations

A. Directions: Use number discs to show these numbers.
a. There were 453 109 tourists who came to Batangas
beaches last month.
b. About 897 427 people went to Lian beaches last April.
B. Directions: Draw number discs to show these numbers.
a. There are 430 785 volunteers in tree planting.
b. The MENRO gave 9 234 212 seedlings to the
volunteers.
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III. Assessment
Directions: Use number discs to visualize the following numbers.
a. 456 709
b. 789 112
c. 387 228
d. 8 898 234
e. 10 000 000
IV. Agreement/Home Activity
A. Remediation
Directions: Draw number discs to visualize these numbers.
a. 536 709
b. 734 270
c. 817 831
d. 9 342 128
e. 9 000 070
B. Enrichment
Directions: Do what each item tells you to do.
a. Write the number that is 100 000 more than 564 098.
b. Write the number that is 300 000 more than 231 765.
c. Write the number that is 10 000 less than 896 554.
d. Write the number that is 100 000 less than 897 453.
e. Write the number that is 600 000 more than 134 25

12
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Week 1
Lesson 2 – Reading and Writing Numbers Up to 10 000 000
in Symbols

I. Objective
Reads and writes numbers up to 10 000 000 in symbols
A. Prerequisite Concepts and Skills
1. Place value up to thousands
2. Reading and writing numbers through 100 000
B. Materials
place value chart, number cards, tarpapel, flash cards, cartolina strips
C. References
K to 12 CG p. 53 Module 1, M5NS-Ia-1.5, Gr. 4 Module 1, LG gr. 4,
Module 1, Whole Numbers, Lesson guides in Math 4, pp. 11-14, p. 1
D. Value Focus
Hardwork
II. Instructional Procedure
A. Preliminary Activities
1. Drill
Using the fish bowl strategy: Pupils will read numbers from
10 000 -100 000.
I have here a fish bowl with your name written on strips of
cartolina. The name that I will draw from the bowl will be given a
chance to read the number card that I will flash.)

9195 89 211 99 483 100 000

2. Review
Naming the Place Value (through a game)
Let’s play a game. I need two groups consist of 5 boys for
13

the first group and 5 girls for the second group. Make sure that
Page

each member of the group will fall in line to determine the first
 player, second player and so on.
As I say “Go”, the first player of each group will try his
best to get the number posted on the board as fast as he could.
The first one to get the number card will name the place value of
the underlined digit of the given number. If the answer given is
incorrect the other group may still have a chance to answer.
The first group that that can form the correct number
should be given points.
The game will go on until all the numbers prepared by
the teacher have been formed and the group with the highest
points will be declared winner.

38 245 56 792 71 302 96, 450 20 695

792
3. Motivation
Here is a set of cards with numbers written in symbols
and another set of cards with their equivalent numbers in words.
What you have to do is to find your match. The first 2
players who will find their perfect pair and post the number on
the cards on the boards surely win.

B. Developmental Activities
1. Presentation
Problem

A group of Calaca farmers produced almost one hundred

thousand, forty-seven, kilograms of corn, rice and vegetables
last year. Upon hearing this, Andrew, one of the farmers
recorded the number of kilograms on his notebook. He
guessed that they may harvest more than one million, five
hundred twenty thousand kilograms this year. He recorded it
too and he wrote it this way:
a) 100 047
b) 1 500 020
14
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2. Performing the Activities
 How many kilograms of rice, corn and vegetables were
produced by a group of Calaca farmers?
 What is Andrew’s guess for their harvest next year?
 How can the Calaca farmers get the target harvest next
year?
 What should they do? What character trait must they
possess?
 Go back to the numbers recorded by Andrew. Is he
correct in writing the numbers? Why?
 Call some pupils to read the numbers written in words
and written in symbols.
 Which of the two numbers is correctly written in symbol?
Why?
 Why is the other one written incorrectly?
3. Processing the Activities
 How many digits are there in one hundred thousand,
forty-seven?
 Which digit is in the hundred thousands place? How
about in ten thousands and thousands place?
 What digit was used to complete the digit in thousands
period? (it is called place holder)
 How did you write the number in symbols?
 How is one million five hundred twenty thousand written
in symbols?
 How many digits are there in each group? (Explain to the
pupils that each group of 3 is called period. The first 3
digits is called the units period, second group of 3 is
thousands period, and the third group is called the
millions period.
 What was used to complete the digit in each period?
15

 How does each period separated from the other?

Page
4. Reinforcing the Concept and Skills
Group I: I Can Fill
Directions: Fill in the Place Value chart by putting the number
card on the correct place value based on the
number word written below.

 five hundred thousand, six hundred eighty-nine

 four hundred fifteen thousand, eighty nine
 six hundred five thousand, two hundred twelve

Group II: I Can Write

Directions: Write this number word in symbols.

 two hundred eighty six thousand, thirty two

 one hundred eleven thousand, three hundred one
 four hundred fifteen thousand, eighteen

Group III: I Can Read and Write

Directions: Read this number word then write in symbols.

 nine million, thirty five thousand

 twenty seven million, five hundred twenty two
 sixty six thousand, one hundred twenty nine

5. Summarizing the Lesson

How do we read and write numbers up to 10 000 000?
 To read numbers up to 10 000 000, read the digits in the
first period starting from the left. Say the period were the
digits are. Then say only the digits in the units period.
 To write numbers up to 10 000 000, the digits are separ-
ated by a comma or space in groups of 3 called periods
starting from the right.

6. Applying to New and Other Situation

16

 Using the digits 0 to 6, form the biggest number without

Page

repeating any digit.

  Without repeating any digit, form the smallest possible 5
digit number.
 What is the biggest 6 digit number that can be formed,
considering that digits can be used twice?
III. Assessment
Directions: Write the following number words in symbols.
1. One million, five hundred twenty-six thousand, three hundred eleven
2. Six hundred seventy-nine thousand, five hundred twelve
3. Four hundred thirty-seven thousand, two hundred sixteen
4. Three million, four hundred thousand, one
5. Nine million, sixty-three
IV. Agreement/Home Activity
Directions: Read and write the following number words in symbols.
1. five million, three thousand two
2. eight hundred thousand, twenty
3. six hundred sixty one thousand, two hundred five
4. two million, seventy-nine thousand, thirty
5. ninety million, four
A. Remediation
Directions: Read and match the number words under column A
to its symbols under column B.
A B
1. sixteen thousand, three A. 5 321 680
hundred eighty-three
2. four million, five hundred sixty-eight B. 205 109
thousand, seventy-two
3. three million, four hundred eleven C. 16 383
4. five million, three hundred twenty-
one thousand, six hundred eighty D. 3 000 411
5. two hundred five thousand, one
17

hundred nine E. 4 568 072

Page

F. 4 568 072
B. Enrichment

Situation:
In a big poultry farm, Chris gathered 546 386 chicken
eggs on the first day and doubled it on the second day.

Directions: Write the symbols on the space provided the number of

chicken eggs gathered by Chris.
A. on the first day ________________
B. on the second day ________________

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Week 1
Lesson 3- Reading and Writing Numbers Up to 10 000 000
in Words

I. Objective

Reads and writes numbers up to 10 000 000 in words

A. Prerequisite Concepts and Skills:

1. Identifying the value and place value of a digit in numbers up to

100 000

2. Reading and writing numbers up to 100 000

B. Materials

DLP, Place Value Chart, Activity Sheets(Drill)

C. References

K-12 Curriculum Guide in Math 5 pp.53, Lesson Guide in Elem. Math

Grade 4 pp.15-17

D. Value Focus

Importance of Recycling

II. Instructional Procedure

A. Preliminary Activities

1. Drill

Forming Numbers (Game)

 Materials: Two sets of number cards with numbers from 0 to 9

 Mechanics:

a. Pupils will be divided into teams with ten members in each team.

b. They will be given cards with numbers 0 to 9.

c. As the teacher gives a number, each team will form the given
number as fast as they could by standing in correct order in front
19

of the class.
Page
 d. The team that is able to form the correct number first gets the

point.

e. The game continues until all the numbers prepared by the

teacher have been formed.

f. The team with the highest points wins.

3 576 6 41 9

27 593 84 367

24 085 10 253
2. Review

Teacher will dictate the following while pupils will write them the

appropriate answer in their “show-me-cards” .

a. 82 468
b. 23 694
c. 225 743
d. 443 218
e. 946 569

3. Motivation

Show to the class some empty bottles and ask them what they

could do with those waste materials.

B. Developmental Activities

1. Presentation

Problem

The Youth Organization in each barangay in Lemery,

Batangas decided to collect empty bottles to generate funds for

the rehabilitation of the mangrove forest along the Pansipit River.

Altogether, they collected about 418 525 bottles and sold them in
20

the junkshop.
Page
  About how many empty bottles were collected by the
members of the Youth Organization in Lemery, Batangas?
 How many digits does the number have? Read the number.
 Write the number word for 418 525 on the board.
 What is the importance of recycling?
 Is a mangrove forest important among aquatic animals?
Why?

2. Performing the Activities

Directions: Divide the class into four teams. Each team will be

given the same task.

Read and write at least five numbers in words from 4 568 201 to
4 568 234.

3. Processing the Activities

Directions: The leader of each team will report the output of their

team.

 How were you able to do your task?

 How many digits do the numbers from 4 568 201 to
4 568 234 have?
 How did you write the number in words?
 How did you separate the millions period from that of the
thousands and unit periods?

4. Reinforcing the Concept and Skill

Directions: Write the following numbers in words:

a) 750 000

b) 726 513

c) 4 000 210

d) 2 876 010
21

e) 9 126 143
Page
 5. Summarizing the Lesson

How do we read and write numbers in words?

 To read numbers, read the digits in the first period at

the left, say the period where the digits are. Then say
only the digits in the units’ period.
 When writing numbers in words, a comma or a space
is placed after each period. Zero is used to indicate a
place value which has no value.

6. Applying to New and Other Situations

Directions: Write the number words for each numeral.

Numerals Words

a. 412 654

b. 165 352

c. 123 598

d. 6 330 005

e. 8 000 200

Directions: Answer the following.

1. What is the largest 7-digit number having different

digits?

Write it in words ___________________________

2. What is the least 7-digit number with no digit

repeated?

Write it in words ___________________________

III. Assessment

A. Directions: Match the correct words in Column A with the figures

in Column B. Write the correct letter on the space

22
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provided
 COLUMN A COLUMN B

____a. Seven million, six hundred fourteen A. 102 135

thousand, three hundred eighty-four

____ b. One hundred two thousand, one hundred B. 160 082

thirty-five

____ c. Seven million, two hundred thirty C. 7 614 384

____ d. One hundred sixty thousand, eighty-two D. 9 429 000

____ e. Nine million, four hundred twenty- nine E. 7 000 230

thousands

B. Directions: Write the following numbers in words on the space provided.

a. 102 235 - ____________________________

b. 910 357 - ____________________________

c. 165 324 - ____________________________

d. 1 344 620 - ____________________________

e. 17 238 200 - ____________________________

IV. Agreement/Home Activity

A. Remediation

Directions: Write the missing number between the given numbers.

Then, write your answer in words.

a. 334 256, _____, 334 258 ____________________

b. 125 667, _____, 125 669 _____________________

c. 2 558 203, _____,2 558 204 ____________________

Directions: Answer the following questions on the space provided.

1. What is the even number next to 8 115 864? _________

2. What is the odd number next to 2 400 231? __________

B. Enrichment
23

Directions: Answer each question.

Page

1. Using the digits 1 to 7 once, what is the greatest possible

 number with 4 in the ten thousands place and 7 in the

hundreds place?

2. Using the digits 0 to 6, what is the least possible number

that can be formed? Write your answer in symbol and in

words.

24
Page
Week 1

Lesson 4 – Rounding of Numbers to the Nearest Hundred

Thousands and Millions

I. Objective

Round numbers to the nearest hundred thousands and millions

A. Prerequisite Concepts and Skills

Rounding Numbers to the Nearest Thousand and Ten Thousand

B. Materials

Charts, picture, flash cards, meta cards

C. References

M5NS-Ia-15.3, Math and Beyond 5, pp.13-16

D. Value Focus: Love to Mother Earth

II. Instructional Procedures

A. Preliminary Activities

1. Drill (GROUP ACTIVITY)

Directions: Using metacards, write the place value of the underlined

digit in each numerals.

a. 34 569

b. 982 416

c. 678 310

d. 1 254 128

e. 731 229

2. Review

Directions: Compare the following numbers by putting <, >, = on

the blank:
25

a. 123 782____213 782

Page

b. 45 0 283 ____ 405 823

 c. 9 134 094 ____ 9 234 167

d. 658 243 ____ 658 243

e. 11 090 118 ____11 900 811

3. Motivation

(Show picture of the solar system)

 How far is the earth from the sun?
 What do you feel when the sun is shining brightly?

B. Developmental Activities

1. Presentation

Problem

The earth, the third planet from the sun is about 150 million
kilometers away from the sun. It ranks fifth in size among the
planets. Its diameter is about 13,000 kilometers.

 What is the third planet from the sun?

 How far is the earth from the sun? How big is it?
 What do you think will happen if earth was closer to the
sun?
 How can we keep the earth cool?
(150 million kilometers and 13, 000 kilometers are
rounded figures. We resort to rounding off or estimating
numbers when we are not sure of the exact figure or exact
number.)

2. Performing the Activities

Directions: Study how 8 936 452 is rounded to different places.

Then answer the following questions.

Case 1 : 8 936 452 - 8 936 000

Case 2 : 8 936 452 - 8 940 000

26

Case 3 : 8 936 452 - 8 900 000

Page

Case 4 : 8 936 452 - 9 000 000

  How is the given number rounded off to the nearest
hundreds?
 In what place value did Case 2 rounded the number?
 How is the given number rounded off to the nearest
thousands?
 How did Case 4 rounded the number

3. Processing the Activities

 To what place was the given number rounded off?

 What digit is on the right of the rounding place?
 Was there a change in digit in the rounding place?
Why or why not?
 What was added to the digit in the rounding place?
 When do we resort to rounding off or estimating
numbers?

4. Reinforcing the Concept and Skill

Directions: Round off the following numbers to the nearest place

indicated. Do it by group.

Group 1: 234 567 – hundred thousands

Group 2: 5 923 087 – millions

Group 3: 9 675 934 – millions

Group 4: 873 452 – hundred thousands

5. Summarizing the Lesson

How do we round numbers to the nearest hundred

thousand and million?

To round a whole number to any given place, look at the

digit to the right of the place to be rounded. If it is five or more
(5,6,7,8, and 9) add 1 to the place being rounded and replace the
digits to the right with zeros. If it is less than five (4,3,2,1, and 0)
27

simply replace the digits to the right being rounded with zeros.
Page
 6. Applying to New and Other Situations

Directions: Write Yes on the blank before the number if the

numeral is rounded off correctly. Write the correct

answer if it is not on the blank provided.

_____a. 447,218 is 500,000 if rounded off to the nearest

hundred thousands ___________________

_____b. 876,510 is 880,000 if rounded to the nearest ten

thousands __________________________

_____c. 9,804,735 is 10,000,000 if rounded to the nearest

millions ____________________________

_____d. 176,219 is 200,000 if rounded to the nearest hundred

thousands __________________________

_____e. 3,618,524 is 3,500,00 if rounded to the nearest

millions _____________________________

III. Assessment

Directions: Round off the following numbers to the nearest place

indicated.

a. 152 678 - hundred thousands, ____________

b. 214 563 - hundred thousands, ____________

c. 8 724 605 - millions, _____________________

d. 3 501 796 - hundred thousands, ____________

e. 6 837 145 - millions, _____________________

IV. Agreement/Home Activity

Directions: Round off the following numerals to the nearest hundred

thousands and millions.

Numerals Hundred Thousands Millions

28

4 509 873
Page
13 097 564

5 098 123

28 356 721

29 965 954

A. Remediation
Directions: Round off the following numbers to the indicated
place. Write the answer on the space provided.
a. 45 092 432 – nearest millions, ______________
b. 432 783 – nearest hundred thousands, _______
c. 234 219 – nearest hundred thousands, _______

d. 4 087 345 – nearest millions, _______________

e. 730 823 – nearest hundred thousands, _______

B. Enrichment
Directions: Round off the following numbers to the nearest

Numerals Hundred Thousands Millions

3 532 678

567 345

823 251

47 656 228

9 743 143
29
Page
Week 2

Lesson 1- Using Divisibility Rules for 2, 5 and 10 to Find

Common Factors
I. Objective

Uses divisibility rules for 2, 5, and 10 to find common factors

A. Prerequisite Concepts and Skills

Using divisibility rules for 2, 5 and 10 to find common factors

B. Materials

flash cards, pocket chart, Venn diagram

C. References

M5NS-Ib-58.1, page 53 of 109

D. Value Focus

Active participation and cooperation

II. Instructional Procedures

A. Preliminary Activities
1. Drill

Directions: Divide the following mentally.

a. 350 ÷ 5 d. 488 ÷ 8

b. 270 ÷ 2 e. 1 055 ÷ 5

c. 500 ÷ 10

2. Review

Directions: Draw a  if the given number is a factor of the

number in the parenthesis and a  if it is not.

Give the reason.

Number Factor Symbol Reason

30

6 505 5
Page
 3 652 2

9 612 10

5 440 5

10 850 5

3. Motivation

What games do you usually play after school? Whom do

you play with?

(Show a jar full of marbles.)

Class, what are inside this jar?

Today, we will have an activity using these marbles. You

will work with your assigned groups and after minutes, the

rapporteur for the day will present their outputs.

B. Developmental Activities

1. Presentation

Problem

The members of the Sports Club are packing marbles to be

given to each pupils in the Kindergarten class. There are 180
marbles which they have to pack in groups of either 2, 5 and 10.
How many possible Kindergarten pupils will receive the packs of
marbles?

2. Performing Activities

On your group, answer the following questions:

a. What are given?

b. What is being asked?

31

c. Groups 1 and 4, set up your marbles into packs of 2.

Page
 Groups 2 and 5, set up your marbles into packs of 5.

Groups 3 and 6, set up your marbles into packs of 10.

How many packs did you come up? Were there any excess

marble? If any, how many were there?

c. Solve the problem by actual division

d. Presentation of outputs

3. Processing the Activities

After all groups have presented their output, look back at

their answers.

 How did you find the activity?

 How many packs of 2 are there?
(90 packs)
 How many packs of 5 were formed?
(36 packs)
 How many rows of 10 did you come up?

(18 packs)

 Whose groups have excess marbles?

(None)

Say: Divisibility rules can help you find out if a number

is divisible by another. These rules help save time

and effort.

 In 180, what digit is at the ones place?

(0)
 Is zero an even or an odd number? (Even)
 Aside from zero, what other digits should be on the
ones place to make the number an even number?

(2, 4, 6, and 8)
32

Say: So, we can say that 180 is divisible by 2.

Page

Then, a number is divisible by 2 if it is an even

 number and ends in 0, 2, 4, 6 and 8.

 Going back to 180, can we divide it by 5 and

have no remainder? (Yes)

 How about if we change 0 to 3, can we divide it by

5 and still have no remainder? (No)

 What is the remainder? (3)

 How about if we change 0 to 5, can we divide it by

5 and there is no remainder? (Yes)

Say: So, 180 is divisible by 5.

Then, a number is divisible by 5 if it ends in 5 or 0.

 In 180, what digit is at the ones place? (0)

 Can we divide 180 by 10 with no remainder?(Yes)

 Changing zero to 7 can we divide it by 10 with no

remainder? (No)

 Why? (There is a remainder of 7)

 How about changing zero to 3, will there be a

remainder if we divide it by 10? (Yes)

 What is the remainder? (The remainder is 3)

Say: We can say that 180 is divisible by 10.

A number is divisible by 10 if it ends in zero.

NOTE: When a number is divided by a second number

and the remainder is zero, then the first number is said to
be divisible by the second number. The second number
is called a divisor or a factor of the first number.
33
Page
4. Reinforcing the Concept and Skill

Via wants to place in a loot bag a number of lollipops to

be divided equally among the children attending her son’s
birthday party. The number of lollipops she wanted to place in
the loot bags may be either 2, 5 or 10. If she has 120 lollipops,
how many possible number of children can she invite to the
party?
Given:
1. Bags of 2 candies, ____ children
2. Bags of 5 candies, ____ children
3. Bags of 10 candies, ____ children

Directions: Put a check (√) under the corresponding column in which

the given number is divisible with.

Divisible by
Number
2 5 10

208

700

1 895

2 000

5 275

Directions: Write whether the following numbers are divisible by

2, 5, or 10.

a. 4 905 - _______

b. 5 001 - _______

c. 8 124 - _______

d. 9 195 - _______
34

e. 7 200 - _______
Page
 5. Summarizing the Lesson

1. When is a number divisible by 2?

A number is divisible by 2 if the number ends in 0,
2, 4, 6, or 8.
2. When is a number divisible by 5?
A number is divisible by 5 if the number ends in 0 or 5.
3. When is a number divisible by 10?
A number is divisible by 10 if the number ends in 0.

6. Applying to New and Other Situations

Directions: Answer the following problems.

1. The Dance Club members auditioned 90 new members for

their coming Dance Concert 2016. They want to group
them into 2, 5 or 10. How many groups will they form?:
a. 2 members _____ groups
b. 5 members _____ groups
c. 10 members _____ groups
2. Miss Cruz bought 215 pieces of colored paper for her art
class. She wanted to give her pupils 2, 5 or 10 pieces of
colored paper.
a. How many pupils will be given colored papers?
b. If you were Miss Cruz and you have given each
pupils 10 pieces of colored paper each, what will
you do with the excess colored paper?

III. Assessment

Directions: Is the first number divisible or a factor of the second

number? Write Yes or No in the blank.

Given Number Divisibility Yes or No

8 297 2

8 000 5
35

3 695 10
Page
 21 048 5

8 920 10

C. Agreement/Home Activity
Directions: Write whether if the following numbers are divisible by 2,
5 or 10.
a. 6 754 - ________________
b. 8 465 - ________________
c. 15 250 - _______________
d. 21 768 - _______________
e. 85 884- ________________
A. Remediation
Directions: Draw a star ( ) if the number on the blank is exactly
divisible or a factor of the second or a moon ( ) if
not. Provide reasons.
Number Divisibility/ Factor Symbol Reason

2 615 5

3 640 2

2 114 10

6 453 5

4 590 2

B. Enrichment
Directions: Read the following statements carefully. Write TRUE
if the statement is correct and FALSE if the
statement is not correct. If your answer is FALSE,
give your REASON.
1. All even numbers are divisible by 2.
2. All numbers divisible by 5 are divisible by 10.
3. The sum of two even numbers is divisible by 2.
36

4. The smallest number that is divisible by 5 and 10 is 25.

Page

5. The largest three-digit number divisible by 2 and 10 is 30.

Week 2

Lesson 2- Using Divisibility Rules for 3, 6 and 9 to Find

Common Factors

I. Objective

Uses divisibility rules for 3, 6, and 9 to find common factors

A. Prerequisite Concepts and Skills

Using divisibility rules for 2, 5 and 10 to find common factors

B. Materials

flash cards, pocket chart, Venn diagram

C. References

M5NS-Ib-58.2, page 53 of 109

D. Value Focus

Active participation and cooperation

II. Instructional Procedures

A. Preliminary Activities

1. Drill

Directions: Put a check ( √) if the number is divisible by 2, 5 and 10.

Number 2 5 10
46
70
108
130
144

2. Review

 When is a number divisible by 2?

37

 How about if it is divisible by 5?

Page

 When is a number divisible by 10?

3. Motivation

Who among you are members of the Supreme Pupil

Government? What is your position? As a member, what do you
usually do to help your schoolmates?

B. Developmental Activities
1. Presentation
Problem

The members of the Supreme Pupil Government are

setting up chairs at the school covered court for the first
Parent-Teacher Conference of the school. There are 297
mono block chairs which they have to set in rows of either 3,
6 and 9. Which are the possible set ups?

2. Performing the Activities

On you group, answer the following questions:

a. What are given?

b. What is being asked?
c. Groups 1 and 4, set up your mono block chairs into
rows of 3.
Groups 2 and 5, set up your mono block chairs into

rows of 6.

Groups 3 and 6, set up your mono block chairs into

rows of 9.

How many rows did you come up? Were there any

excess chair? How many were excess?

d. Solve the problem by actual division.

e. Report your work on class.

3. Processing the Activities

38

After all groups have presented their work, look back at

Page

their answers.
  How did you find the activity?
 How many rows of 3 are there?
(99 rows)
 How many rows of 6 were formed?
(49 rows)
 How many rows of 9 did you come up?
(33 rows)
 Whose groups have excess chairs
(Groups 2 and 5)
 How many excess chairs were there?
(3 chairs)
 When you divided the number of chairs to the
number of chairs in a row, did you come up
with the same number of rows?
(Yes)
Divisibility rules can help you find out if a number is
divisible by another. These rules help save time and
effort.
 In 297, what is the sum of all its digits? (18)
 Can 18 be divided by 3 with no remainder?(Yes)

So, we can say that 297 is divisible by 3.

Then, a number is divisible by 3 if the sum of all its

digits is divisible by 3.

 Going back to 297, what is the sum of its digits?

(18)
 Can we divide 18 by 6 with no remainder? (Yes)
 What digit is at the ones place?(7)
 Is 7 an even or odd number? (Odd)
 So, 297 is not divisible by 6.
 How about it we inverse the digits and make 2 in

ones place, what is the sum of its digits? (18)

Is 792 an even or odd number? (Even)

39

 Can we divide 18 by 6 with no remainder?(Yes)

Page
 We can say that 792 is divisible by 6.
Then, a number is divisible by 6 if it is an even number
and the sum of its digits is divisible by 3.

 In 297, what is the sum of its digits? (18)

 Can we divide 18 by 9 with no remainder?
(Yes)
We can say that 297 is divisible by 9.

A number is divisible by 9 if the sum of its digits is

divisible by 9.
NOTE: When a number is divided by a second number and
the remainder is zero, then the first number is said to be divisible
by the second number. The second number is called a divisor
or a factor of the first number.
4. Reinforcing the Concept and Skill

During the District Athletic Meet, 234 athletes from

different schools attended the event. The organizers thought of
dividing them into groups with equal number of members. If
there are 3 athletes in each group, does everybody become a
member? How about 6 athletes per group, will there be an
excess athlete? If there are 9 members per group, is everyone
included in a group? Why? Give a reason.

Directions: Put a check (√) under the correct column if the given number
is divisible by 3, 6 or 9. Reason out.
Divisible by
Given Reason
3 6 9

801

233

900

5 016
40

705
Page
 Directions: Write 3, 6, or 9 on the space provided if the given number is

divisible by 3, 6 or 9. Give the reason opposite its number.

a. 372; __________
b. 864; __________
c. 9 000; __________
d. 3 252; __________
e. 5 103; __________
5. Summarizing the Lesson
When is a number divisible by 3?
A number is divisible by 3 if the sum of the digits is divisible by 3.
When is a number divisible by 6?
A number is divisible by 6 if it is an even number(the number
ends in 0, 2, 4, 6 or 8) and the sum of the digits is divisible by 3.
When is a number divisible by 9?
A number is divisible by 9 if the sum of the digits is divisible by 9.

6. Applying to New and Other situations

Directions: Answer the following problems.

1. The Young Artist Club members gathered 54 art materials as

prizes in their exhibit. The members want to give each guest
the same number of prize. How many art material will each
receive if they invited:
a. 3 guests; _____ art materials
b. 6 guests; _____ art materials
c. 9 guests; _____ art materials
d. 18 guests; _____ art materials
e. 27 guests; _____ art materials
2. Luisa bought 14 guavas for her 3 sons.
a. How many guavas will each son receive?
41

b. If you were Luisa, to whom will you give the excess

Page

guava?
III. Assessment

Directions: Write the letter of the number that is not divisible by the number

on the left.

______ 1) 3 a. 4 052 b. 1 911 c. 3 861 d. 8 292

______ 2) 6 a. 7 024 b. 5 310 c. 8 214 d. 6 414
______ 3) 9 a. 3 690 b. 6 000 c. 3 708 d. 1 053
Directions: Write the correct digit on the blank to make the number

divisible by the number at the left.

4) 3 5___2
5) 6 3 67___
IV. Agreement/Home Activity
Directions: Put a check (√) if the number on the space provided
if the number is exactly divisible by the second.
a. 261, 6 _____
b. 345, 3 _____
c. 114, 6 _____
d. 6 453, 9 _____
e. 459, 3 _____

A. Remediation

Directions: Which of these numbers 3, 6, or 9 are divisors of the

following expressions?
1. 2x3x9x2
2. 3 x 5 x 21 x 8 x 11
3. 3 x 4 x 6 x 7 x 5 x 11
4. 21 x 21 x 12
5. 21 x 45 x 28 x 2
B. Enrichment
Directions: Write 5 numbers which are divisible by 3, 6, or 9.
42
Page
Week 2

Lesson 3- Using Divisibility Rules for 3, 6 and 9 to Find

Common Factors
I. Objective

Uses divisibility rules for 3, 6 and 9 to find common factors

A. Prerequisite Concepts and Skills

1. Division of whole numbers
2. Giving multiples of a given number
B. Materials
Venn Diagram, chart, cartolina strips, power point presentation
C. References
K to 12 CG M5NS-IB-58 p. 5, Lesson Guides in Math 5 pp. 51-
54
D. Value Focus
Cleanliness/Caring of Environment

II. Instructional Procedure

A. Preliminary Activities

1. Drill (Divide mentally)

Let me see how good you are in division. Divide the
following mentally. Write your answer on your show-me-board
as fast as you can.
a. 854 ÷ 2 = c. 633 ÷ 3
b. 4 248 ÷ 4 = d. 8 055 ÷ 5
2. Review
Directions: Place check mark under the column to indicate that
the number on the left is divisible by the numbers
on the upper part.
Number 2 5 10

654
43

1 055
Page
 880

28 244

864

3. Motivation
What school projects do you have in your school? How
do you participate on those projects? Are they useful in the
maintenance of you school’s cleanliness?
B. Developmental Activities
1. Presentation
Problem

Calaca Central School Supreme Pupil Government

acquired 2 circular steel container that can fill more or
less 567 used bottles for the realization of the school
project “Bote Mo, Shoot Mo” to lessen the pet bottles
scattered around and at the same time to earn from junks.
Officers divided the bottles with the same number in
each group. Into how many groups can they be divided 567
bottles equally?

2. Performing the Activities

 Based on the problem presented, what is the title of the
school project?
 For the realization of the project, what must be acquired by
the SPG?
 How many bottles can be filled in the circular steel?
 Examine the number 567 taken from the problem, what
number do you think can divide it? Can it be divided by 3? 6?
or 9?
 Have the pupils do this activity by solving the problem
through actual division. Let them complete the table by
44

putting a check (√) under the column if it is divisible by 3, 6

Page

or 9.
 Number Divisible by Divisible by Divisible by
3 6 9

567

156

306

780

2 064

3. Processing the Activities

 Tell the pupils that the divisibility rules help in identifying if a
number is divisible by another number without actual
division. The rules help save time and effort.
 Have the pupils look at the sum of the digits of each of the
numbers. Elicit pattern and observation.
 Let pupils discover the divisibility rule for 3, 6 and 9.
 Help pupils to find out that if the number is divisible by the
2nd number is called a divisor or a factor of the 1st number.

4. Reinforcing the Concept and Skills

Group Activity:

Directions: Complete the Venn Diagram by putting the given

numbers inside the circle. Be sure to apply your

knowledge in divisibility rule for 3, 6 and 9.

Group I Group II

divisible by 3 divisible by 6

Group IV
Group V
45
Page

Group III
 a) 3 000
b) 4 124
c) 775
d) 826
e) 1 125

5. Summarizing the Lesson

When is a number divisible by 3, 6 or 9?

The first number is divisible by a second number (3,
6 or 9) when it can be divided exactly or when the
remainder is zero. The second number then is called a
divisor or a factor of the first number.

To test the divisibility we apply the following rules:

3 - If the sum of all the digits is divisible by 3 then the
number is divisible by 3.
6 - A number is divisible by 6 if it is an even number and
the sum of the digits is divisible by 6 or if the number
is divisible by both 3 and 6.
9 - A number is divisible by 9 if the sum of its digit is
divisible by 9.

6. Applying to New and Other Situation

Let us try these exercises
During the “Oplan Sagip Kalikasan”, 261 pupils joined
the cleanliness campaign. Miss Ramos, the class adviser asked
them to form groups with 9 members each. Was she able to
divide them with every student being a member of the group?
How many groups can they form?

III. Assessment
46

Directions: Put a check (√) under the correct column by applying the rules
for divisibility.
Page
 3 6 9
Number

120

315

924

8 640

4 176

IV. Agreement/Home Activity

Directions: Encircle the number that are divisible by 3, box the number that
are divisible by 6, rewrite the number if divisible by 3, 6 and 9
and put a cross if not divisible by any of the 3 given divisors
a) 239
b) 3 718
c) 5 780
d) 8 904
e) 1 713

A. Remediation:

Directions: Examine whether the numbers below are divisible by the

number at the top by putting a check (√) and cross (x) if
not.

Number 3 6 9

702

2 935

3 924

1 740
47

9 118
Page
B. Enrichment
Directions: Answer each question.
What digit can be placed in the blank of the numbers below
to make them divisible by the divisor given at the left?

6 a) 7 45 __

3 b) 4 3__ 6

9 c) 6 __ 87

3__ d) 9 __18

6__ e) 2 __064

48
Page
Week 2
Lesson 4 – Using Divisibility Rules for 4, 8, 12 and 11 to
Find Common Factors

I. Objective
Uses divisibility rules for 4, 8, 12 and 11 to find common factors
A. Prerequisite Concepts and Skills:
1. Naming the factors of numbers
2. Identifying numbers that are divisible by 2, 3, 6, 5, 9 and 10
B. Materials
DLP, Activity Sheets, flashcards, power point presentation
C. References
K-12 Curriculum Guide in Math 5 pp.53, Lesson Guide in Elem.
Math Grade 5 pp.57, Growing Up with Math 5 pp. 97-101
D. Value Focus
Health Consciousness, Sharing
II. Instructional Procedure
A. Preliminary Activities
1. Drill
Have a drill on basic multiplication facts using the game
“Naming the Babies”. Name two numbers which when multiplied
will give a product of the following numbers.

36 72 48 99 64

2. Review
“Deal or No Deal”
Directions: The pupils will say Deal if the statement is true and they
will say No Deal if it is false.
1. If a number is an even number it is divisible by 2.
49

2. A number is divisible by 10 if the last digit is zero.

Page

3. All numbers that are divisible by 3 are also divisible by 6.

 4. A number is divisible by 3 if the sum of the digits is divisible by 3
5. All numbers that are divisible by 9 are also divisible by 3.
3. Motivation
“Word War (Game)”
Directions: The teacher will divide the class into teams of boys and
girls. They will be asked to name fruits that can be
found at their locality.
 Ask the pupils to name fruits that can be found in their
community starting from a certain letter that the teacher
will ask.
( e.g Name a fruit with an English name starting from
letter g )
 The first player who can give the name of a fruit being
asked for earns a point for his/her team. The team with
the highest number of points wins the game.
 What benefits can we get from fruits?
 If you have some foods, would you share some to your
classmates? (Elicit from the class the value of sharing.)
B. Developmental Activities
1. Presentation

Josefina has 120 guavas. She wants to share them equally

among her friends. Will she be able to share these equally among
her 4 friends? 8 friends? 12 friends? 11friends?

2. Performing the Activities

To find the answer, let us divide 120 by each of these
numbers. (4, 8, 12, 11)
a) 120 ÷ 4 c) 120 ÷ 12
b) 120 ÷ 8 d) 120 ÷11
50
Page
 The teacher will call one representative from each group to
solve one division sentence on the board.
3. Processing the Activities
Based from the answers given by your classmates, which
numbers among 4, 8, 12 and 11 can divide 120 with zero remainder?
Expected Answer: (4, 8, 12)
120 is divisible by 4 because the last 2 digits which is 20 is
divisible by 4.
It is also divisible by 8. The three digits form a number that is
divisible by 8.
120 is divisible by both 3 and 4 so it is also divisible by 12.
It is not divisible by 11. Let us find out why.
1 2 0
1 2 3

 In 120, what are the digits in the odd numbered places?

Expected Answer: (They are 1 and 0)
 What is their sum?
 What about the digit in the even numbered place?
Expected Answer: (2)
NOTE: Since the difference between the sum of the digits in the
odd numbered places and the digit in the even numbered place is
not zero or not a multiple of 11, the number is not divisible by 11.

Let us try another number.

14 8 1 7
1 2 3 4 5
1 + 8 + 7= 16

4+1+= 5
16 – 5 = 11
The difference is a multiple of 11, therefore 14 817 is divisible
51

by 11.
Page
4. Reinforcing the Concept and Skill
Directions: The class will be divided into 4 learning teams. Each
team will list down 4-digit numbers that are divisible by
a given number
Team 1
 List down 4-digit numbers that are divisible by 4.
Team 2
 List down 4-digit numbers that are divisible by 8.
Team 3
 List down 4-digit numbers that are divisible by 12.
Team 4
 List down 4-digit numbers that are divisible by 11.
5. Summarizing the Lesson

When one number is divided by a second number and the

remainder is zero, then the first number is said to be divisible by the
second number. The second number is called a divisor or a
factor of the first number.

To test the divisibility without actually dividing, we apply the

following rules:

For 4: The number formed by the last two digits is divisible by 4

or the last two digits are zeros.

For 8: The number formed by the last three digits is divisible by

8 or the last three digits are zeros.

For 12: The sum of the digits is divisible by both 3 and 4.

For 11: The sum of the digits in the odd places is equal to sum
of the digits in the even places or their difference is zero.

6. Applying to New and Other Situations

52

Directions: Supply the missing digit/s to make the number divisible

Page

by the number opposite it.

 a) 5_2 ; ( 4)

b) 7 12_ ; ( 4)

c) 1 20__; ( 8)

d) 4 63_ _; (12)

e) 32 73___, (11)

III. Assessment
Directions: Choose the letter of the correct answer. Write it on
the blank before each number.
_____1. Which of these numbers is divisible by 4?
A. 153 B. 700 C. 410 D. 622
_____2. All these numbers are divisible by 8, except one. What is
that number?
A. 3 494 B. 36 408 C. 20 000 D. 124 856
_____ 3. If a number is divisible by 12, what numbers must it be
divisible of?
A. both 2 and 3 B. both 2 and 4
C. both 3 and 4 D. both 1 and 3
_____ 4. What digit can be placed in the blank in 745__ so that the
resulting number is divisible by 11?
A. 2 B. 4 C. 6 D. 8
_____ 5. Which of the following numbers is divisible by 8?
A. 1 000 B. 300 C. 200 D. 100
IV. Agreement/Home Activity
A. Remediation
Directions: Tell whether each number at the left is divisible by the
number at the top by putting a check mark () if yes
and a cross mark ( ) if no in the space provided. The
first one is done for you.
Number 4 8 12 11
53

480    
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 1 932
9 048
14 040
31 305
B. Enrichment
Directions: Fill in the blanks with the correct answer.
There are 5 cards with 1, 2, 6, 7 and 9 written on them.
1. With the cards, form 3- digit number/s divisible by 4. _______
2. Form 3-digit number/s divisible by 11. ________
3. Using all the cards, form numbers with each divisible by 11.
______

54
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Week 2

Lesson 5 – Using Divisibility Rules for 4,8, 12 and 11 to

Find Common Factors

I. Objective

Uses divisibility rules for 4,8,12, and 11 to find common factors

A. Prerequisite Concepts and Skills

Divisibility Rules for 4,8,12, and 11 to Common Factors

B. Materials

Charts, picture of operation for typhoon, flash cards

C. References

M5NS-Ib- 58.3, Math and Beyond 5, p. 120

D. Value Focus: Sharing

III. Instructional Procedures

A. Preliminary Activities

1. Drill

Directions: Let’s do the skip counting by 4 and 8 in a tune of a song,

“Are you Sleeping”.

2. Review

Directions: Give three numbers that are divisible by the given

number. Do it by group using meta cards
Group 1 – by 2
Group 2 – by 5
Group 3 – by 3
Group 4 – by 10

3. Motivation

(Show picture of rescue and relief operation for typhoon victims.)

What do you expect to happen when there is a typhoon?
55
Page
B. Developmental Activities

1. Presentation

Problem

Sally volunteered in a relief operation for typhoon victims.

She was assigned to be part of the team in charge of packing
goods.

For the day, their task was to pack the following: 456 cans
What is the third planet from the sun? How far is the earth from the
of milk in 4 boxes, 672 cans of sardines in 8 boxes, 936
sun? How big is it? What do you think will happen if earth was
boxes of soap in 12 boxes, and 1046 packs of noodles in 11
boxes.

The team was instructed to pack an equal number of goods

in each box according to the assigned number of boxes. Was this

possible?

.
2. Performing the Activities

Group Activity

Directions: Divide the class into four groups. Each group find out if
the goods can be packed according to the assigned
number of boxes.

Group 1: For milk, is 456 divisible by 4?

Group 2: For sardines, is 672 divisible by 8?

Group 3: For soap, is 936 divisible by 12?

Group 4: For noodles, is 1046 divisible by 11?

3. Processing the Activities

 Were you able to find if the goods’ packaging is possible or

not?
 Explain how you able to find your answer.
 When is the number said to be divisible by another number
56

(4,8,12, and 11)

Page

 Group Reporting
 Let’s refer the groups’ answer to Divisibility Rules

4 – A number is divisible by 4, if the last 2 digits are zeros or

divisible by 4.

8 - A number is divisible by 8, if the last three digits are zeros or

divisible by 8.
12 – A number is divisible by 12 if the number is divisible by both 3
and 4.
11 –A number is divisible by 11 if the difference between the sum
of the odd- numbered digits and even-numbered digits is
divisible by 1

4. Reinforcing the Concept and Skill

Directions: Write Yes if the statement is true and No if is not true.

______1) Any number that ends with zero is divisible by 4.

______2) A number is divisible by 12 if it is divisible by both 3 and 4

______3) If the last three digits of a number are zeros or divisible

by 8, then that number is divisible by 8.

______4) 4,309 is divisible by 11.

______5) A number is divisible by 4, if the last two digits are zeros

or divisible by 4.

5. Summarizing the Lesson

The Divisibility Rules will help us determine when a given

number is divisible by 4,8,12,and 11.

6. Applying to New and Other situations

Directions: Check the columns corresponding to the divisors that

can divide the given number.

Number 4 8 12 11
57

384
Page
 704

1 476

3 531

7 848

III. Assessment

Directions: Write Yes if the first number is divisible by the second

number, and No if it is not divisible.

a. 2 032 8 __________

b. 44 256 4 __________

c. 1 152 12 _________

d. 789 201 8 __________

e. 2 541 11 __________

IV. Agreement/Home Activity

Directions: Give two numbers that are divisible by the given number.

a. by 4 ______, ______

b. by 8 ______, ______

c. by 12 ______, ______

d. by 11 ______, ______

e. by 4 ______, ______

A. Remediation
Directions: Write T on the blank if the statement is true and F if it is
false.
a. All numbers ending in 0 are divisible by 4.
b. All numbers divisible by both 3 and 4 are divisible by 12.
c. A number is divisible by 8 if the sum of the digits is divisible by
8.
d. If the last two digits of a number are zeros or divisible by 4,
58

then that number is divisible by 4.

Page

e. 2,541 is a number divisible by 11.

B. Enrichment
Directions: Put a check (√) on the blank provided if the second
number is divisible by the first and an X if it is not
divisible.
_____1) 4; 1 024
_____2) 12; 7 584
_____3) 4; 2 616
_____4) 8; 7 704
_____5) 11, 3 531

59
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Week 3
Lesson 1- Solving Routine and Non-routine Problems

Involving Factors, Multiples and Divisibility

Rules for 2, 3, 4, 5, 6, 8, 11 and 12

I. Objective

Solves routine and non-routine problems involving factors, multiples

and divisibility rules for 2, 3, 4, 5,6, 8, 11 and 12

A. Prerequisite Concepts and Skills

Using factors, multiples and divisibility rules for 2, 3, 4, 5, 6, 8, 11

and 12

B. Materials

flash cards, pocket chart

C. References

M5NS-Ic-59, page 54 of 109

D. Value Focus
Active participation and cooperation

II. Instructional Procedures

A. Preliminary Activities

1. Drill

Directions: Draw a star ( ) on the space provided if the given

number is a factor of the second number and a square

( ) if it is not a factor.

a. 7 213 ; 5 ____________
b. 9 306 ; 8 ____________
c. 2 304 ; 9 ____________
d. 121 ; 11 ____________
60

e. 2 160 ; 12 ____________
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 2. Review

Directions: Draw a triangle ( ) if the given number is a multiple of

the number in the parenthesis and a circle ( ) if it is not

a multiple.

_______a. 6 505 ; 5

_______b. 3 652 ; 4

_______c. 9 612 ; 3

_______d. 5 133 ; 8

_______e. 3 570 ; 10

3. Motivation

Which do you like better, tasty bread or chocolate chip

cookie? Why?

Today, I want you to help Kiara on her baked cookie- business

I will be giving you 5 minutes to find a good solution for her

problems.

B. Developmental Activities
1. Presentation

Problem

Kiara baked 30 oatmeal cookies and 48 chocolate

chip cookies to pack in boxes for selling at their bakery. She
wants to divide the cookies into identical boxes so that
each box has the same number of each kind of cookie. If
she wants each container to have the greatest number of
cookies possible, how many boxes does she need?

2. Performing Activities

On you group, answer the following questions:

61

a. What are given?

b. What is being asked?
Page
 c. Group 1, box the oatmeal cookies into packs of 3.

Group 2, you have to box the oatmeal cookies into

packs of 4.

Group 3, into packs of 5 box the oatmeal cookies

Group 4, all you have to do is to box the chocolate

chips into packs of 6.

Group 5 box the chocolate cookies into packs of 8.

Group 6, box the chocolate cookies into packs of 12.

How many boxes were filled? Were there any excess?

If any, how many were there?

d. Report your work on class.

3. Processing the Activities

After all groups have presented their work, look back at their

answers.

 Were you able to help Kiara?

 How did you find our activity for today?
 Group 1, 2 and 3 how many oatmeal cookies
did you packed?

Expected Answer: (30)

Group 1, how many boxes of 3 did you have?

Expected Answer: (10 boxes)

Do you have an excess cookie?

Expected Answer: (None)

 How about Group 2, how many boxes of 4 did

you fill?

Expected Answer: (7)

 Were all your cookies packed?

62

Expected Answer: (No)

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  How many were your excess

Expected Answer: (2 cookies)

Group 3, how many boxes of 5 did you come up?

Expected Answer: (6 boxes)

 Do you have excess cookies?

Expected Answer: (None)

 For the chocolate chip cookies, Group 4, how

many boxes of 6 did you have?

Expected Answer: (8 boxes)

 Were there any excess?

Expected Answer: (None)

 Group 5, for boxes of 8, how many boxes did

you use?

Expected Answer: (6 boxes)

 Were all your cookies packed?

Expected Answer: (Yes)

 How about Group 6, using boxes of 12, how

many boxes did you fill?

Expected Answer: (4 boxes)

 Did you have any excess cookie?

Expected Answer: (None)

Divisibility rules can help you find out if a number

is divisible by another. These rules help save time and effort.

NOTE:
When a number is divided by a second number and the
remainder is zero, then the first number is said to be divisible by
the second number. The second number is called a divisor or a
63

factor of the first number.

Page
4. Reinforcing the Concept and Skill

Shannon is naming identical balloon arrangement for a

party. She has 32 maroon balloons, 24 white balloons and 16
orange balloons. She wants each arrangement to have the
same number of each color. How many arrangements can
she make if she will use
a. 8 balloons
Maroon _____ arrangements
White _____ arrangements
Orange _____ arrangements
b. 4 balloons
Maroon _____ arrangements
White _____ arrangements
Orange _____ arrangements

Directions: Read, analyze and solve the problem below.

At the gym, Hillary swims every 6 days, runs every 4

days and cycles every 16 days. If she did all three activities
today, in how many days will she do all three activities again
on the same day?
Answer: ________________________________

Directions: Using the divisibility rule, answer the problem below.

I want to plant 45 sunflower plants, 81 corn plants and

63 tomato plants. If I put the same number of plants in each
row and each row has only one type of plant, what is the
greatest number of plants I can put in one row?
Answer: ___________________________________

5. Summarizing the Lesson

64

Lead the pupils to give the generalization.

Page
 To solve routine and non-routine problems involving factors,
multiples and divisibility rules, we are guided by the following:
Understand
 Know what is asked in the problem
 Know the hidden questions
 Know what are the given facts
Plan
 Determine the operation to be used
 Write the number sentence
Solve
 Show the solution
Check and Look Back
 Check your answers
 State the complete answer

6. Applying to New and Other Situations

Directions: Answer the following problems.

a. Cups are solve 6 per package and plates are sold 8 per
package. If you want to have the same number of each item
for a party, what is the least number of packages of each item
do you need to buy?
a. Cups ; _____ pieces
_____ number of packages
b. Plates ; _____ pieces
_____ number of packages
III. Assessment
Directions: Answer the following questions.
1. There are 40 girls and 32 boys who want to participate in the School
Intramurals. If each team must have the same number of girls and
boys:
a. What is the greatest number of teams that can participate in
the intramurals?
65

b. How many boys will be on each team?

Page

c. How many girls will be on each team?

 2. Hotdogs come in packages of 8. Hotdog buns come in packages of
12. If Grace wants to have enough to serve 24 people and have no
left over, how many packages of:
a. Hotdogs does she need?
b. Hotdog buns does she need?

III. Agreement/Home Activity

Directions: Answer the problem below.

Mia and Mio ended up making the same number of biscuits

for the cooking activity at school. Mia made her biscuits in batches of 7

while Mio made them in batches of 11. What is the smallest number of

biscuits each must have baked?

A. Remediation
Directions: Write the correct answer on the blanks.
a. What number between 1 and 20 is divisible by 2, 3, 4 and 6?
b. Between 1 and 45, the numbers which are divisible by both
5 and 10 are__________________.
B. Enrichment

Directions: Read the following problems carefully. Then, answer

The questions that follow.

a. I am divisible by 8 but not by 5. I am greater than 25 but less

than 45. Who am I?

b. I am divisible by 6. I am greater than 200 but less than 220.

The sum of my digits is 3. What number am I?

c. I am between 50 and 100. I am divisible by 3 and 4. My tens

digit is double my ones digit.

66
Page
Week 3

Lesson 2 – Creating Problems Involving Factors,

Multiples and Divisibility Rules.

I. Objective
Creates problems (with reasonable answers) involving factors, multiples
and divisibility rules
A. Prerequisite Concepts and Skills
Factors and Multiples; Divisibility Rules
B. Materials
flash cards, pocket chart
C. References
M5NS-Ic-60, page 54 of 109
D. Value Focus
Sense of Nationalism
II. Instructional Procedures
A. Preliminary Activities
1. Drill
Directions: List the factors of the following numbers.
a. 54 = ____________________
b. 38 = ____________________
c. 42 = ____________________
d. 70 = ____________________
e. 99 = ____________________
2. Review
How do we solve routine and non-routine problems involving
factors, multiples and divisibility of numbers?
3. Motivation
Have you ever joined a field trip?
67

What place/s had you visited? Were you satisfied to see the
places you had visited?
Page
B. Developmental Activities
1. Presentation
Problem

Forty eight pupils of Prenza Elementary School will

join the field trip to visit the ancestral house of Marcela Agoncillo.
Several tour guides are assigned to a group of equal number of
pupils. The Head Tour Guide thought of grouping the pupils in
groups of 3’s, 4’s, 6’s, 7’s and 9’s. Are all the groupings
possible? Explain your answer. Are there other ways to group
the pupils? Show complete solution.

 How many pupils of Prenza Elementary School will join the

field trip?
 What will they visit?
 What are the given facts?
 How will you solve the problem?
 What is the answer?
3. Performing the Activity
Directions: Divide the class into group of 5s. Using the problem
presented, instruct the pupils to help each other solve
the problem. Give them enough time to perform it.
After all the group had done with their output,
asked somebody from the group to discuss the solutions
done.
4. Processing the Activities
After the activity, ask the pupils to explain their answers.
 How did you come up with your created problem?
 How did you solve the problem?
Possible solutions:
68

Are the groupings possible?

3’s 48 ÷ 3 = 16 √
Page
 4’s 48 ÷ 4 = 12 √
6’s 48 ÷ 6 = 8 √
7’s 48 ÷ 7 = 6 r6 X
9’s 48 ÷ 9 = 5 r3 X
 Are all the groupings possible?
 Explain your answer.
Expected Answer: No, because if you group them into 7’s and 9’s the
group cannot be divided equally.
 Are there other ways to group the pupils?
 Show complete solution.
2’s 48 ÷ 2 = 24 √
Expected Answer: Yes, they can be divided into 2 groups of 24 pupils
each.
 What important role in our history had Marcela
Agoncillo contributed?
We familiarized ourselves with the concept in Math.
We thought of the type of problems we want to create.
We read some examples of problems and studied
their solutions.
5. Reinforcing the Concept and Skill
Directions: Group the learners into five groups. Encourage the
groups to create a problem similar to the given one.
a. Create a problem with the data given. Then, solve the
problem
Given : 48 cookies, 64 cupcakes
Asked: number of packages of cookies and cupcakes
Problem: ________________________________
Solution and answer: ____________________________
b. Create a problem with the data given.
69

Given: water the orchids every 4 days

Page

water the violets every 7 days.

 Asked: Excluding the first day, when is the first
time both plants are watered on the same
day?
When will be the next watering of the plants?
Problem: ___________________________
Solution and answer: ______________________
6. Summarizing the Lesson
How do you create problems (with reasonable answers)
involving factors, multiples and divisibility rules?

To create problems involving factors, multiples and

divisibility rules, the following will serve as guide:

 Familiarize yourselves with the concepts of factors,

multiples and divisibility rules.
 Think of type of problems you want to create.
 Read some examples of problems and study the
solution.

7. Applying to New and Other situations

Directions: Create a problem with the data given.
Given: 126 pupils joined the cleanliness campaign
9 members every group
Asked: Was he able to group every pupils as a member of
a group?
Problem: ______________________________
Solution and answer: ______________________
III. Assessment
Directions: Create a problem using the given information.
a. ABC bus for Batangas Province leaves Manila every 30 minutes
DEF bus for Batangas Province leaves Manila every 20 minutes
70

b. 60 marbles of Randy
Page

80 marbles of Harold
 marbles in a clay jar
c. 2 cans of beans cost Php 60 – Store A
4 cans of beans cost Php 80 – Store B
III. Agreement/Home Activity
Directions: Create a problem with the data given.
Given: 100 apples
2 friends, 3 friends, 4 friends, 5 friends, 10 friends
Asked: will be able to share the apples exactly among her friends
Problem: ______________________________
Solution and answer: ______________________
A. Remediation
Directions: Write a question for the given problem.
a. Juan is preparing ube and bikang-bikang for his visitors.
He arranges the ube and bikang-bikang in a tray with 9 ube
and 12 bikang-bikang.
b. Maria has 54 eggs. Joy has 60 eggs. They want to put the
eggs in trays so that each tray will have the same number of
eggs.
B. Enrichment
Directions: Create problems involving factors, multiples and
divisibility rules based on the following situations.
a. The children are arranging the bottles in a box.
b. Jay is selling pandesal in the morning.
c. Christmas lights are lighted in every night.
71
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Week 3
Lesson 3- Creating Problems Involving Factors, Multiples
and Divisibility Rules
I. Objective

Creates problems (with reasonable answers) involving factors, multiples and

divisibility rules

A. Prerequisite Concepts and Skills

1. Knowledge on multiples of given numbers

2. Mastery of divisibility rules

B. Materials

power point, chart, number cards, cartolina strips, picture

C. References

K to 12 CG M5NS-Ic-60 p. 54, Lesson Guides in Math 5 pp. 51- 54

D. Value Focus

Thoughtfulness, giving and sharing

II. Instructional Procedure

A. Preliminary Activities

1. Drill

Directions: As the teacher say a number, a pupil will be called and

ask to give at least 5 multiples of the given number as fast

as he could.

a. 15 d. 7
b. 8 e. 24
c. 12

2. Review

Activity: (Four corners)

72

Teacher distributes number cards with numbers 2, 3, 4, 5,

Page

6, 8, 9, 10, 11 and 12 to ten select pupils.

  Instruct the players that as they hear the whistle blow,
they will roam around on four corners of the room and
look for the posted divisibility rule.
 As they found their pair, they will go in front and post on
the board the number card they received and their
corresponding divisibility rule.
 Wait until all the players posted their cards and
corresponding rule.
 Call other pupil to read the rule one by one to know
whether the card is match with the rule.

3. Motivation

What is your favorite fruit? Why?

If you have one of it, will you share it to your classmates?

Why? Because you love apples, I know that all of you have a
healthy body and mind.

So, I know that you can recite this simple tongue twister
perfectly.

An apple a day takes the doctors away.

B. Developmental Activities

1. Presentation

Problem

Josephine has 2 baskets of apples. She wants to

share these equally among her friends. Can she divide
the apples to her 9 friends equally?

 What is asked in the problem?

 What operation is involved to solve the problem?
 Do you think you can arrive to the possible
solution? Why?
 What is missing in the problem?
73

 Emphasize that this problem involves divisibility

Page
 rules.
 Using the problem presented, can you create and
complete the problem to arrive to the possible
solution?
2. Performing the Activities

Directions: Group the pupils into four working teams. Ask the

group to create and complete the problem presented.

Give them enough time to perform the task.

3. Processing the Activities

Let each group present and discuss the problem they have
created.
How did you create a problem similar to the ones given?
Expected answers:
 We familiarized ourselves with the problem.
 We think of the type of problem you want to create.
 We make sure that the data needed are complete.
 We read and analyze the problem and studied their
solution.

4. Reinforcing the Concept and Skills

A. Directions: Group pupils into 6 groups. Ask them to create a

problem similar to the one below.

A class of 36 pupils can be divided into 2 groups of
equal number of pupils per group. How many are there in
each group?

B. Directions: Find the answer for the problem that you created.

Write your answer on the space provided.

_____________________________________________

5. Summarizing the Lesson

74

Lead pupils to form the concept by asking: How do we

Page

create problems involving factors, multiples and divisibility rules?

  We familiarized ourselves with the problem.
 We think of the type of problem you want to create.
 We make sure that the data needed are complete.
 We read and analyze the problem and studied their
solution.

6. Applying to New and Other Situation

Directions: Create a problem involving multiples similar as the

problem below.

There are 18 candies, 36 cookies, and 24

chocolate bars. How many ways can they be divided
into piles with equal number of candies?

(Remember that 18, 36 and 24 are the total number to be

divided and they are called multiples.)

III. Assessment

Directions: Create a problem involving multiples and factors given below.

a. 12 red marbles, 20, blue marbles, 16 green marbles

and 4 number of marbles in a box

b.
56 mangoes , 72 guavas, 36 oranges and 9 baskets

IV. Agreement/Home Activity

Directions: Complete the problem by making a question.

a. During the harvest time Mang Siano gathered 40 pieces of string

beans and 15 pieces of eggplant. He want to put them in paper

bags with the same number of each vegetables in each bag.

b. It’s Mara’s birthday today. She bought 150 lollipops and 25 biscuits.

She will divide them to her 15 friends.

75

c. Anne collected 150 smileys. She pasted them in her 3 albums

Page
A. Remediation:

Directions: Create your own problem using the given data below.
150 quail eggs
315 chicken eggs
425 salted eggs to be piled in 15 baskets
Problem: __________________________________

B. Enrichment

Directions: Create problem by making a question out of the data

Given below.

You were asked to guess the number of marbles inside

a jar and you are given this clue: The number therein, when

divided by 2, 3, 4, 5, 6, 8,9,and 10 has a remainder of zero.

76
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Week 3
Lesson 4-Stating, Explaining and Interpreting, Parenthe-
sis, Multiplication, Division, Addition and
Subtraction (PMDAS) Rule
I. Objectives
1. States, explains and interprets Parenthesis, Multiplication, Division,
Addition and Subtraction (PMDAS) rule
2. Perform a series of two or more operations.
A. Prerequisite Concepts and Skills:
1. Four fundamental operations
2. Writing an equation
B. Materials
DLP, Activity Sheets in review, pictures
C. References
K-12 Curriculum Guide in Math 5 pp.54, Lesson Guide in Elem. Math
Grade 6 pp25-28 , Realistic Math 6 pp. 58-60
D. Value Focus
Perseverance
II. Instructional Procedure
A. Preliminary Activities
1. Drill
“Naming-the-Baby”
Directions: Use any of the four fundamental operations in giving
the possible equation.
Example: 20
Possible Answers: 4 x 5= 20; 1 x 20 =; 2 x 10 = 20; 40 ÷ 2 = 20;
100 ÷ 5 = 20; 15 + 5 = 20; 18 + 2 = 20;
17 + 3 = 20; 25 – 5 = 20; 200 ÷ 10 = 20
77

Mechanics:
Page

1) Form 4 groups.
 2) The teacher flashes a card having a 2-digit number.
3) Each group decides within 60 seconds for their answers.
4) One member of each group simultaneously goes to the board and
writes their answers within 60 seconds.
5) The group with the most number of correct answers wins.
2. Review
Directions: Translate the following word phrases into numerical
expressions.
a. Twelve decreased by five.
b.The sum of eight and nine added to seven.
c. Eight added to the product of five and two.
d.Thirty- six divided by six.
e. The product of four and five divided ten.
Mechanics:
1) Form 4 groups.
2) The teacher flashes the situation.
3) Each group thinks aloud and decides within 60 seconds
for their answers.
4) The teacher checks the answer.
5) The group with the most number of correct answers
Will be declared winner.
3. Motivation
Directions: Arrange the pictures below by writing the numbers 1-6
according to which event happened first. Write your
answer on the lines below each picture.
78
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__________ __________ ____________

  Which picture shows the event that happened first?
second? third? Fourth? Fifth?
 Which picture shows the last event?
 What are the things that helped you decide which event
happened first? next? last?
 Why is it important to follow a certain rule in sequencing
events in order?
 Just like in Mathematics, a certain rule is followed when
performing a series of operations.
B. Developmental Activities
1. Presentation
Problem
Rosa distributed 36 reams of bond paper to each of
the six grade-level coordinators of their school. The
coordinators then distributed the pieces of bond paper to their
teachers. If each grade level had 10 sections, how many
pieces of bond papers did each teacher receive?
(Note: 1 ream= 500 pieces)
 How many reams of bond papers were distributed by
Rosa?
 How many reams did each grade level receive?
 If a ream consists 500 pieces, how many pieces did each
grade level received?
Let us translate the problem into numerical expression.
36 ÷ 6 x 500 ÷ 10 Divide

6 x 500 ÷ 10 Multiply

3 000 ÷ 10 Divide
300
79

 What guided you to arrive at the correct answer?

Page
 (Elicit from the child that when evaluating expressions
involving two or more operations, perform multiplication
and division first, before addition and subtraction)
2. Performing the Activities
Directions: Divide the class into groups. Let each group evaluate
the following expressions.
a. 36 + 16 ÷ (2 x 4)
b. (24 x3) – 12 + 18
3. Processing the Activities
 In a series of operations, certain rule must be followed to
arrive at one specific answer. In the two examples, PMDAS
rule must be applied.
 Study this expression.
36 + 16 ÷ (2 x 4) – 7 Perform the operation inside the parenthesis

36 + 16 ÷ 8 -7 Divide

36 + 2 -7 Add

38 - 7 Subtract

31

4. Reinforcing the Concept and Skill

Directions: Evaluate the following expressions.
a. (9 – 2) + (32 x 21)
b. (18 + 14) ÷ (6 + 2)
c. 36 ÷ 22 + 4 x (4 – 2)
d. (36 – 6) + [(3 x 42) + 7]
e. (72 + 15) x 4 – (625 ÷ 125)
5. Summarizing the Lesson
In performing a series of operations, apply or use the PMDAS
Rule, perform first the operation inside the parentheses then multiply
80

and divide first from left to right. Lastly, add and subtract from left to
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right.
 6. Applying to New and Other Situations
Directions: Write an expression for the problem in the box. Then
evaluate it and give the correct answer.
Sixto had 90 leaves of pad paper. He sold 68 leaves to his
classmate. When he went home, his father bought four 90 leaves
of pad paper. He was very happy and said, I have 112 leaves of
pad paper. Was he right? Why?
Prove your answer.
(Let the pupils work by pair)
III. Assessment
Directions: Evaluate the following expressions.
a. (9 – 2) + (32 x 21)
b. (18 + 14) ÷ (6 + 2)
c. 36 ÷ 22 + 4 x (4 – 2)
d. (36 – 6) + (3 x 42)
e. (72 + 15) x 4 – (625 ÷ 125)
IV. Agreement/Home Activity
Directions: Evaluate the following expressions:
a. 4 x (15 – 32) + 16
b. (93 + 7) x 6 + 10
c. 12 x 30 + (890 ÷ 10)
d. (144 ÷ 12) 2 x 3 ÷ 3 x 6
d. (16 + 82) ÷ (4 + 4)
A. Remediation
Directions: Evaluate the following expressions.
a) (34 – 4) x (75 ÷ 52)
b) (35 – 3) x 32 + 9
c) (38 – 7) + 6 ÷ (2 x 3)
B. Enrichment
Directions: Insert an operation symbol and parenthesis to make a
whole number that is the:
81

2 3 4 6
a) highest possible answer
Page

b) least possible answer

Week 3

Lesson 5- Stating, Explaining and Interpreting Grouping,

Multiplication, Division, Addition, Subtraction

(GMDAS ) Rule
I. Objective
States, explains and interprets Grouping, Multiplication, Division, Addition,

Subtraction (GMDAS) Rule

A. Prerequisite Concepts and Skills

Stating, Explaining and Interpreting Grouping, Multiplication, Division,

Addition, Subtraction (GMDAS) rule

B. Materials

Charts, , flash cards , meta cards

C. References

M5NS-Ic- 61.2

D. Value Focus

Accuracy

II. Instructional Procedures

A. Preliminary Activities

1. Drill

Directions: Have a drill on basic facts using flash cards of addition,

subtraction, multiplication and division.
a. 5 + 9 = d. 32 ÷ 8 =
b. 13 – 9 = e. 15 + 12 =
c. 9 X 8 =
2. Review

Directions: Using the metacards write the word that stands for

MDAS. Do it by group.
82

Group 1 –M Group 3 – A
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Group 2 - D Group 4 - S
 3. Motivation

How many of you have a sari-sari store? What are the

goods that can be bought in your sore?
Is it fun to have a store? Why?
B. Developmental Activities
1. Presentation
Problem
While Marie was busy doing an inventory of the
merchandise, her mother gave her another instruction. She told
her that when she makes her final inventory, she has to subtract
the merchandise that were purchased from the 1st to the 15th of
the month from those that were sold from the 16 th to the 25th of
the month. How should she do this?
 Do you think Marie can do what her mother asked her to
. do?
 How do you feel when you own a store?

2. Performing the Activities

 Can you help Marie solve her problem? Have the

learners try to answer the problem by pair.

 Call some pupils to show their solutions on the board.

Then show the correct answer as follows: (sales from the
16th – 25th ) – ( purchases from 1st – 15th) of the month
= N.

3. Processing the Activities

 In a series of operations, where grouping symbols are used

carry out the operations in the innermost grouping first, then work
outward. Here GMDAS rule is to be used, (Grouping, Multiplic-
ation, Division, Addition and Subtraction).
 Remember to do first all multiplication or division from
83

left to right before you do addition and subtraction from left to

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right.
  Let us solve this expression together [ (4X6) /6] + 3 = N

From the expression, we can see that grouping symbols are

used, there are three operations, multiplication, division and add-

ition. We have to start doing the operations in the innermost
grouping first, then work outward. To do this we have:
[ (4X6) /6 ] + 3 = N
24 ÷ 6 + 3 = N
4 +3= 7
Let us have another one
75 + [ (30 -5 X 5 ) ÷ 5 ] = N
75 +[ 30 - 5 ÷ 5 ] = N
75 + 5 ÷ 5 = N
75 + 1 = 76
4. Reinforcing the Concept and Skill

Directions: State, explain and interpret the expressions given.

Do it by group.
Group - I [ 4 + ( 90 / 5) – 3 ] 2 = N

Group - 2 [ ( 12 X 4) / 8] + 7 = N

 Group Reporting
 Let each group state, explain and interpret the
expression using the GMDAS rule.
5. Summarizing the Lesson

Lead the pupils to generalize the following:

To perform a series of operations where grouping

symbols are used, GMDAS rule is to be followed.. Here, we

carry out the operation in the innermost grouping first, then

work outward.

6. Applying to New and Other Situations

Directions: Based on the expressions given below, write Yes if

84

the statement is true and No if it is not on the space

Page
 provided before each number.

40 + [ ( 35 – 4 X 5) / 3] = N

____1) There are 4 operations in the expression given.

____2) The grouping symbols used in the expression are ( ) and [ ]

____3) The MDAS rule is the rule to be followed only in the

expression.

____4) Here we have to carry out the operations in the innermost

grouping first.

____5) The GMDAS rule is the rule to be followed here because

( ) and [ ] are used.

III. Assessment

Directions: Fill the blank with the correct answer to complete the

sentences below.

a. In _____ rule we use parentheses ( ), brackets [ ], and braces { }.

b. ___ outside the grouping symbols are to be done afterward in

GMDAS rule.

c. The use of the ___ symbols followed by the MDAS is referred to as

referred to as the GMDAS rule.

d. Operations inside the parentheses and other grouping symbols

should be performed ______.

e. In [ 4 X ( 9 + 3 ) – 6] / ( 8 – 2 ) X 9 + 8 = N, the grouping symbols

and need to carry out first are ________.

IV. Agreement/Home Activity

Directions: Underline the innermost grouping indicated in the following

expressions.

a) 6 + [ ( 3 X 5) - 4 ] = N
85

b) [ ( 4 X 6 ) / 6 ] + 7 = N
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c) 8 X [ ( 360 X ¾) / 10 ] = N

d) 50 + [ ( 10 – 2 X 3 ) / 9 = N

e) 2 [ 2 ( 40 – 30 ) + 3 ( 4 + 2 ) ] = N

A. Remediation
Directions: Put a ( / ) on the blank if the expression uses the
GMDAS rule and an (X) if it is not.
______a) 2 ( 1+2+3) / 2
______b) [ (15 – 3 X 3 ) – ( 18 / 9 ) ] = N
______c) [ 4 + ( 35 / 7 ) – 9 ] 2 = N
______d) 5 X 6 + 34 - ( 2 + 5 ) = N
______e) 23 + 13 / (3 X 3 ) = N.
B. Enrichment
Directions: Answer this question.
Explain in your own words how GMDAS rule is to be
applied when performing series of operations where grouping
symbols are involved.
.

86
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Week 4

Lesson 1- Simplifying a Series of Operations on Whole

Numbers Involving More Than Two Operations

Using the PMDAS Rule

I. Objective

Simplifying a series of operations on whole numbers involving more than

two

operations using the PMDAS rule

A. Prerequisite Concepts and Skills

Performing series of operations (MDAS)

B. Materials
flash cards, pocket chart,

C. References
M5NS-Ie-71.2, page 54 of 109

D. Value Focus
Active participation and cooperation

II. Instructional Procedures

A. Preliminary Activities
1. Drill
Directions: Evaluate the following expressions.

a. 12 ÷ 3 + 8

b. 84 ÷ 3 x 4

c. 76 – 8 + 5
d. 9 x 9 ÷ 3 – 9 + 6
e. 16 ÷ 4 x 5 – 7 + 8
2. Review
Directions: Write (+ , - , x or ÷ ) in the box to make the expressions
87

correct.
Page
  60 42 14
= 60 3
= 57
 16 8 4
= 16 2
=8
 72 8 5
= 69

3. Motivation

What are your parents’ occupations? Well I guess, some of

your mothers are like Aling Mameng, a vegetable vendor.

B. Developmental Activities

1. Presentation
Problem

Aling Mameng sold 85 kilograms of cabbage at

Php36 a kilo and 93 kilograms of potatoes at Php42 a kilo.
How much was the total cost of the vegetables?

2. Performing Activities
Answer the following questions:

a. What are given?

b. What is being asked?
c. What operation/s will you use?
d. What is the hidden question?
e. What is the number sentence?
f. How will you solve this problem?
3. Processing Activities
 What are given in the problem?
(85 kg of cabbage at Php36 a kilo and 93 kg of
potatoes at Php 42 a kilo)
88

 What is being asked?

Page

(The total cost of the vegetables)

  What operation/s do we need to solve our problem?
(Multiplication and addition)
 What is the number sentence for this problem?
(85 x Php36) + (93 x Php42) = N
 What is the answer to our problem?
(85 x Php36) + (93 x Php42) = N
Php 3 060 + Php 3 906 = N

Php 6 966 = N

Therefore, the total cost is Php 6 966.

NOTE: To simplify expressions with series of operations,

we must follow the PMDAS rule.
P Parenthesis
M Multiplication/Division
D (left to right)
A Addition/Subtraction
S (left to right)
4. Reinforcing the Concept and Skill

A vendor bought 360 pomelos for Php 6 480. She

then sold each pomelo at Php24. How much was her
profit?

Directions: Simplify these expressions using the PMDAS Rule

a. ( 2 + 37 + 1 ) x (2 + 3 + 4 )

b. 6 x ( 45 – 18)

c. ( 9 – 9 ÷ 9 ) x 10
d. ( 28 ÷ 4 ÷ 1 + 6 ) x ( 9 – 9)
e. ( 9 + 3 ) x ( 9 – 3)
Directions: Evaluate these expressions using the PMDAS rule.

a. (180 ÷ 9 ÷ 4 ÷ 1) x ( 3 x 2 – 6)
89

b. 72 + ( 3 x 6 ) – 16
Page
 c. ( 79 + 40 ÷ 8 ) – 16
d. 2 x ( 1 + 2 + 3 ) ÷ 2
e. ( 70 – 8 ) x ( 70 + 8)
5. Summarizing the Lesson
Lead the pupils to give the generalization.

To simplify expressions with series of operations, we

must follow the PMDAS rule.
P Parenthesis
M Multiplication/Division
D (left to right)
A Addition/Subtraction
S (left to right)

6. Applying to New and Other situations

Directions: Solve the following problem.

Marife bought 16 notebooks at Php28 each and

drawing materials at Php229. How much did she spend in
all?

III. Assessment

Directions: Simplify these expressions.

a. ( 3 x 9 ) + 17

b. ( 18 x 27 ) – 377

c. ( 435 – 419 ) x 4

d. (12 x 13 ) + 64

e. ( 75 – 39 ) x 8

IV. Home Activity

Directions: Write the correct answer by simplifying the expressions given.

90

a. (15 -3) x 36 b. (15 x 18) ÷ 4 c. 2 435 + (212 x 3)

d. (27 x 16) – 110
Page

e. 65 + (53 -19)
A. Remediation
Directions: Simplify these expressions.

a. 400 – ( 8 x 7 )

b. ( 23 + 75 ) x 5

c. ( 3 x 17 ) + 132

d. ( 9 x 8 ) – 53

e. 1 532 + ( 32 ÷ 4 )

B. Enrichment
Directions: Read the following problems carefully. Then, answer the
questions that follow.
a. Rey delivers a daily newspaper to 37 customers 24 days a
month. If he is paid P5 per newspaper, how much does he earn?
b. The distance from Paulo’s house to school is 3 km. How many
kilometers does he travel going to and from the school in 5
days?

91
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Week 4

Lesson 2 - Simplifying a Series of Operations on Whole

Numbers Involving More Than Two Operations

Using the GMDAS Rule

I. Objective

Simplifies a series of operations on whole numbers involving more than two

operations using the GMDAS rule

A. Prerequisite Concepts and Skills

PMDAS Rule

B. Materials

flash cards, chart

C. References

M5NS-Id-62.2, page 54 of 109

D. Value Focus

Active participation and cooperation

II. Instructional Procedures

A. Preliminary Activities

1. Drill

Directions: Solve the following mentally.

a. 5 - (3 + 1)

b. 20 - (28 - 9)

c. 9 x 7 + (7 - 3)

d. (9 + 5) - 16 ÷ 4

e. 34 - (5 + 35) ÷ 5

2. Review
92

What is PMDAS?
Page

How do we solve expressions using the PMDAS?

 3. Motivation

Who among you are members of the GSP/BSP?

What activities do you enjoy doing as scouts?

B. Developmental Activities

1. Presentation
Problem

The 15 Girl Scouts and 5 Boy Scouts of Grade 5 –

Yakal is planning to donate canned goods to the 3 qualified
beneficiaries of their school. They decided to bring 3 canned
goods each while their teacher told them that she will be
donating 27 canned goods. How many canned goods will each
beneficiary receive?

How many Girl scouts and Boy scouts will help the beneficiaries
of their school?

What are they planning to do?

What is asked in the problem?

What are given?

How will you solve the problem?

What is the answer?

2. Performing the Activities

Divide the class into group of 5s. The task of the pupils is to help
each other to solve the problem. Give them enough time to perform
the task.

After all groups have finished, asked them to post their output on
the board and let them discuss their solutions.

3. Processing the Activities

After the activity, ask the pupils to explain their answers.
93

Solution:
Page

Note the arrangement of the grouping symbols:

 First :
Expression inside Inner Brackets - Parentheses (shown in blue):
{[3 ( 15 + 5 ) + 27]/3}
Second :

Unevaluated portion of expression inside Middle Brackets –

Square Bracket Symbols (shown in brown):

{ [ 3(15 + 5) + 27 ] /3}

Third :

Unevaluated portion of expression inside Outer Brackets -

Curly Bracket Symbols (shown in purple):
{ [3(15 + 5) + 27]/3 }
First : evaluation of the expression inside the inner most brackets…

{[3 ( 15 + 5 ) + 27]/3}
The expression within the inner most parentheses can be
replaced by the number 20:
{[3 ( 15 + 5 ) + 27]/3}
{[3 ( 20 ) + 27]/3}
{[3 x 20 + 27]/3}
Second : evaluation of the expression inside the middle brackets….

{ [ 3 x 20 + 27 ] /3}

60

[ 60+27 ]
[ 87 ]
87

{ [ 87 ] /3}

29

FINAL ANSWER: {[3(15 + 5) + 27]/3} = 29

If you were one of the scouts, would you do the same? How would

you feel? Will you also encourage your schoolmates to do the same?
94
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 4. Reinforcing the Concept and Skill
Group the learners into five groups.

Directions: Simplify the following expressions.

a. [ 3 + (14 – 6) ] x 5

b. [ 65 - ( 3 + 3 ) ] x 2

c. { 100 - [ 96 – ( 2 - 3) ] } x 2

5. Summarizing the Lesson

How do you simplify a series of operations on whole

numbers involving more than two operations using the GMDAS
rule?

 Operations inside the parenthesis and other grouping

symbols should be performed first before using the MDAS
rule.
 Operations outside the grouping symbols are to be done
afterward. The use of the grouping (G) symbols followed by
MDAS operatons is referred to as the GMDAS rule.
 We use parentheses (), brackets [], and braces {}, to
indicate the order of operations.

6. Applying to New and Other Situations

Directions: Read, analyze and solve. Form an expression using
GMDAS rule then simplify.
A salesman bought a case of 48 backpacks for
Php 576. He sold 17 of them for Php18 at the market, and the
rest were sold to a department store for Php25 each. How
much was the salesman's profit?
III. Assessment

Directions: Simplify the following expressions using the GMDAS rule.

a. 75 + [(30 – 5 x 5) ÷ 5 ]

b. 2 [ 2 ( 40 – 30 ) + 3 ( 4 + 2) ]
95

c. [ ( 15 – 3 x 3 ) – ( 18 ÷ 9 ) ] 10
Page
 d. 5 { 70 + 2 [ 16 – ( 2 x 2) – ( 5 – 2 ) ] }

e. [ 10 + ( 35 ÷ 7 ) – 9 ] x 2

IV. Home Activity

Directions: Solve the problem by forming an expression using the GMDAS

Rule.

A certain foundation donated 175 armchairs in the school.

Twenty five of them were placed in the library. How many armchairs

will be distributed to each of the 10 classrooms in the school?

A. Remediation
Directions: Simplify the following expressions using GMDAS rule.

a. {44 - [8 + (38 - 14) - 10] + 12} - 7

b. ([20 - 2 + (46 - 15) + 2] - (9 + 4)
c. {[18 - 2 + (14 – 3) - 3] + (27 – 3) + 2} + (7 – 5)
B. Enrichment

Directions: Read, analyze and solve. Form an expression using

GMDAS rule then simplify.

A jeepney company is hired to take 578 clay pots to a

florist shop. The florist will pay the jeepney company a Php 200 fee,
plus Php1 for every pot that is delivered safely. The moving company
must pay the florist Php 4 each for any pots that are lost or broken. If
two pots are lost, four pots are broken, and the rest are delivered
safely, how much should the jeepney company be paid?
96
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Week 4

Lesson No. 3- Finding the Common Factors and the GCF

of 2– 4 Numbers Using Continuous

Division
I. Objective
Finds the common factors and the GCF of 2 – 4 numbers using
continuous division
A. Prerequisite Concepts and Skills
1. Identifying prime and composite
2. Giving factors of a given number
B. Materials
power point, chart, number cards, cartolina strips, flaglets and dart
board
C. References
K to 12 CG M5NS-Id-68 p. 54, Lesson Guides in Math 5 pp.33- 37,
Growing Up in Math 5 pp.96-99
D. Value Focus
Carefulness
II. Instructional Procedure
A. Preliminary Activities
1. Drill : Prime and Composite
Strategy: Flaglets Race
Mechanics
1. Divide the class into 4 groups. The leader gets the flags
containing the words composite and prime.
2. As the teacher flash the cartolina strip with number symbol, the
first player of the group will identify the number as prime or
composite by raising their flag as fast as he can
3. The player to flash the flag with the correct label will move one
step forward together with the flaglet.
4. Continue the game until the prepared strips were flashed.
97

5. The team whose flaglets reaches the finish line wins the contest.
Ex. .
Page

26, 9, 12, 31, 18, 13, 50

 2. Review
Naming factors of given numbers
Strategy: Darts Game
Mechanics
1. Form 2 groups of 5 based on their birth month.
2. Ask the players of each group to fall in line.
3. Give a dart to the first player of each group and ask them to
throw the dart on the dart board to determine the first group
to answer.
4. The first player will throw the dart and give the factors of the
number he/she hits on the dart board.
5. The player with the correct answer earns a point for his group.
Ex.
The group with the highest points wins the game.

Ex. 24, 36 , 21, 15, 60, 18, 45

3. Motivation
Show a real string and ask:
Where do you usually use it? Suppose you need a
shorter string than this for your project, what should you do?
How will you cut it to avoid accident?
B. Developmental Activities
1. Presentation
Problem
Sally has two pieces of string. One is 20 metres long
and the other is 10 metres long. She cuts the strings into pieces
with the same length. How long was each string she made?
a. He

a. Help pupils understand the problem by asking some

comprehension questions. Then ask what is asked? What are

given?
98

b. Guide the pupils to plan what to do to solve the problem.

Page

c. How will you solve the problem?

2. Performing the Activities
Group the pupils into working teams and have them
perform the task.
Activity Sheet
a. Write the given set of numbers.
b. Draw 2 lines. One at the left side of the given number and the
other one below it. (as if you are writing letter “ L” )
c. Think of a common factor (a number that can divide both the
given number.) Write it on the left side of the vertical line.
d. Divide the given numbers by their common factor and write its
quotient below the number you have divided.
e. Continue the process until all the numbers below the
horizontal line are prime numbers.
f. Find the product of all the numbers written outside the vertical
line at the left.
g. Write the final product as the GCF of the given set of
numbers.

Expected Output

Solution: Finding the Common Factor and the Greatest

Common

Factor (GCF) using the Continuous Division Method.

2 20 10

5 10 5

2 1

Common Factor: = 2 X 5

GCF =10
99

Through inspection, elicit from the pupils the longest possible

Page

cut that can be made for both strings is 10 meters.

3. Processing the Activities
Ask the groups to present and report their answers on the
board.
How did you solve the problem?
Expected Answers

We solve problems by first finding the common factors

and then the Greatest Common Factor (GCF) by using
the continuous division method.

4. Reinforcing the Concept and Skills

Directions: Find the Greatest Common Factor (GCF) of 16 and 48

using Continuous Division Method.
a) 45 , 36 b) 12 , 36 c) 9 , 30

d) 9 , 30, 15 e) 6 , 12, 20

5. Summarizing the Lesson

How do we find the common factor of a set of numbers
and the Greatest Common Factor (GCF) of two numbers?
 The greatest common factor (GCF) of two numbers is
the largest common divisor or common factor.
 We find the Greatest Common Factor (GCF) of two
numbers by finding their first their common factors
using the Continuous Division Method.

6. Applying to New and Other Situation

A. Collaborative Learning
B. Mechanics:
 Divide the class into 4 groups.
 Each group is given sets of numbers written in a
colored cartolina to get the GCF of a given sets of
100

number using continuous division method.

Page

.
  As the teacher says “start”, the group will start the
activity 1 by writing the common factor of each set of
numbers as their first answer and the Greatest
Common Factor (GCF) as the second answer.
 The first group to post their answer will receive 1
point for their group.
 Continue the activity up to 5 exercises.
 The group with the most number of correct answer
will be declared winner.

a. A group of 45 dancers will join in the parade. You want

to arrange the two groups in rows with the same number of
people in each row , but without mixing the group. What is
the greatest number of people you have in each row?
b. Elsa has 27 violet marbles, 72 white balls and 54 blue
balls. She wants to divide the marbles into groups so that
each group has the same number of each color. What is the
greatest number of groups that Elsa can make?
III. Assessment
A. Directions: Find the GCF of the following sets of numbers using the
Continuous Division Method

a) d)
4, 8 12 , 30

b) 9, 18 e) 6 , 9, 18
.
15 , 30, 20
c)

IV. Home Activity

Directions: Find the GCF of the following numbers using continuous

division method.
101

a) 9 , 42 b) 15 , 52 c) 30 , 75
Page

d) 13 , 65, 117 e) 12 , 21, 30

A. Remediation:
Directions: Give the common factors and GCF of the given set of

Numbers.

a) 16, 28, 30

b) 18, 27, 36

c) 15, 18, 30

d) 24, 60, 48

e) 9 , 12, 60

B. Enrichment
Directions: Solve each problem.
a. Find 3 numbers whose GCF is 24. What could be the smallest
possible number?
b. The letter N represents a number between 50 and 60. The
GCF of N and 16 is 8. Find N.

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Week 4

Lesson 4-Finding the Common Multiples and the Least Common

Multiple (LCM) of 2-4 Numbers Using Continuous

Division

I. Objective
Finds the common multiples and the least common multiple (LCM) of 2-4
numbers using continuous division
A. Prerequisite Concepts and Skills
1. Mastery of the basic multiplication and division facts
2. Identifying prime and composite numbers
B. Materials
DLP, Activity Sheets, picture
C. References
K-12 Curriculum Guide in Math 5 pp.54, Lesson Guide in Elem. Math 5
pp. 44-47,
D. Value Focus
Positive attitude towards study
II. Instructional Procedure
A. Preliminary Activities
1. Drill
Strategy: “Jollibee or McDo”
Materials: flashcards, pocket chart
Mechanics:
a. The whole class will participate in the activity

b. Flashcards with written numbers will be placed in the pocket

chart.

c. The pupils will flap their hands like a bee, if the number is
PRIME and do the McDo sign if the number is COMPOSITE.
37 67 49
103

15 51 86
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 2. Review

Directions: Find the GCF of the following using continuous division.

a) 9 and 21

b) 15 and 40

c) 12 and 24

d) 24 and 36

e) 16 and 36

3. Motivation

Show a picture of a girl studying in the library. Ask the

pupils to tell something about the picture. Elicit the value of
education and good study habit.

B. Developmental Activities

1. Presentation

Problem

Angela attends her enrichment class in Math every two

days and her enrichment class in Reading every four days. If she
went to her enrichment classes last Monday, when will she have
the two classes at the same time again?
What day will that be?
Have the pupils read the problem.

In what subjects does Angela attend enrichment classes

What can you say about Angela? What kind of pupil is

she?

How will you solve the problem?

2. Performing the Activities

Divide the pupils into teams. Let them work on the problem by

learning team.
104

Note: Solving this problem requires finding the least common multiple
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of numbers.
 Let the pupils find the LCM of the numbers using the method that
they know.
3. Processing the Activities
Let the groups present their outputs.
How did you solve for the correct answer?
Which multiples are common to both 2 and 4? Among the common
multiples, which one is the least or smallest?
If none of the group used the continuous division method or
decomposition method show them how it is done. Then, give other set of
numbers and find their LCM using the same method.
4. Reinforcing the Concept and Skill
Directions: Find the LCM using continuous division
a) 9, 12, d) 30, 42
b) 16, 24, e) 10, 15 ,30
c) 52, 72, 81
5. Summarizing the Lesson
What is a Least Common Multiple (LCM)?
How is continuous division done in getting the Least
Common Multiple of a set of numbers?

The least common multiple of two or more numbers is the

least number, other than 0, that is a multiple of each number or
that is divisible by each number.

To find the least common multiple of two or more numbers

using continuous division do the following:
1. Write the numbers horizontally and find a prime number
that will divide the numbers.
2. Divide by that prime numbers and write the quotient below
the dividends.
3. Continue the process until none of the numbers have a
common divisor.
105

4. Multiply all the prime divisors and the last set of quotients
to find the LCM.
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 6. Applying to New and Other Situations
Directions: Analyze and solve the following problems. Show
your solution then label your final answer.
a. In a school, the faculty members order for new uniforms
every two years, while the staffs order their new uniform every
4 years. If they both ordered uniforms for this year, after how
many years will they order new uniforms?
b. Rosa and her family visit her parents every five days, while
her sister visits them every ten days. If they both visited their
parents yesterday, when will they visit again their parents on
the same day?
c. Ana goes to the parlor every 15 days, while Karen does the
same every 30 days. If they saw each other in the parlor last
Sunday, When will they see each other again in the parlor?
III. Assessment
Directions: Give the least common multiple (LCM). Use continuous
division.
a) 6, 8 d) 8, 10

b) 18, 36 e) 8, 12 ,16

c) 15 ,30 ,45

IV. Home Activity

Directions: In each set of numbers, circle the common multiples of

the given numbers in the left.

a. 2 and 6: (4,10,18,25,29,36,40,46.54)

b. 8 and 15: (10, 40,70,90,120,150,180, 240)

c. 9 and 12: (18,28,36,40,52,63,72,80,88,95)

A. Remediation
106

Directions: Find the LCM of these set of numbers.

a) 12, 30 d) 4, 8, 10
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 b) 10, 20, 45 e) 9, 12, 27
c) 18, 27, 35
B. Enrichment
Directions: Read the problems carefully then solve.
a. Alicia waters her orchids every 4 days and violets
every 7 days. If she waters her orchids and violets
today, when will be the next time she will water her
plants together?
b. What is the smallest number of avocados that can be
placed in baskets with 25 and 30 pieces?

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 SUMMATIVE TEST NO.1

Directions: Read each item carefully. Encircle the letter of the correct
answer.
1) What number is represented by these number discs?
10 000 10 000 1 000 100 10 1
10 000 10 000 1 000 100 10 . 1
10 000 10 000 100 10
10 000 10 000 100
10 000 10 000
A. 102 432 B. 120 342 C. 120 432 D. 120 532
2) Which of the following numbers is read as “ nine millions, forty-two
thousand, five?
A. 9 420 500 B. 9,420 050 C. 9 042 500 D. 9 042 005
3) How is forty-five millions, one hundred nine thousand, twenty in symbols?
A. 45 109 020 B. 45 190 020 C. 45 190 200 D. 45 910 020
4) Which of the following is the correct way of expressing 10 045 506 ?
A. Ten millions, forty-five thousands, fifty-six
B. Ten millions, forty-five thousands, five hundred six
C. Ten millions, four hundred fifty thousands, fifty-six
D. Ten millions, four hundred fifty thousands, five hundred six
5) 8 932 042 is read as ______ .
A. Eight millions, nine hundred thirty thousands, forty
B. Eight millions, nine hundred thirty-two thousands, forty-two
C. Eight millions, nine hundred forty-two thousands, thirty-two
D. Eight millions, nine hundred forty-two thousands, four hundred twenty
6) Which of the following is rounded to the nearest hundred thousands?
A. 500 000 B. 421 500 C. 421 000 D. 420 000
7) 7 000 000 is rounded to the nearest _________?
A. thousands B. ten thousands C. hundred thousands D. millions
8) Which of the following numbers never used 2, 5, and 10 as factors?
108

A. 2 230 B. 1 125 C. 850 D. 510

9) Which of the following numbers does not belong to the group?
Page

A. 6 300 B. 4 032 C. 3 115 D. 2 014

10) Which of the following statements is not true?
A. A number is divisible by 3 if the sum of the digits is divisible by 3.
B. If the number is divisible by both 2 and 3 then that number is divisible
by 6.
C. If the sum of the digits of a given number is 9, then that number is
divisible by 9.
D. All numbers divisible by 3 are also divisible by 9.
11) What is the least digit appropriate on the blank in 1 _42 to make it
divisible by 6?
A. 8 B. 5 C. 2 D. 0
12) Choose the letter of the number that is not divisible by 9?
A. 126 B. 243 C. 1125 D. 2521
13) Which of these numerals does not belong to the group?
A. 3 102 B. 4 113 C. 5 110 D. 6 003
14) A number is a multiple of 8 if the _____ three digits are divisible by 8.
What is missing on the blank?
A. first B. second C. middle D. last
15) 2 036 is a multiple of what factor?
A. 4 B. 8 C. 11 D. 12
16) Which of these numbers is not a multiple of 8?
A. 5 000 B. 4 168 C. 3 072 D. 2 074
17) Which of these numbers does not belong to the group?
A. 9112 B. 6 534 C. 4 125 D. 3 213
18) A number, whose factors is both 3 and 4, is a multiple also of what
number?
A. 4 B. 8 C. 11 D. 12
19) Write a question suited to the data given to create a problem involving
factors, multiples and divisibility rules? Write your answer on the blank.
Jun is preparing ube and bibinga for his visitors. He arranges the
ube and bibingka in a tray with 9 ube and 12 bibingka.
_______________________________________________________
109

20) What should be asked to the data given below to create a problem? Write
Page

it on the blank.
 Maria has 54 eggs. Joy has 60 eggs. They want to put the eggs in
trays so that each tray will have the same number of eggs.
______________________________________________________
21) What does letter P in PMDAS stands for ?
A. Program B. Parentheses C. Positive D. Process
22) Which of these expressions uses PMDAS rule?
A. 2+5 – 3 = N B. ( 5 + 6) X ( 10 - 3) = N C. 24 / 6 + 12 - 3 = N
D. 14 X 3 - 9 = N
23) In the expression, [ ( 5 X 4 ) / 2 ] - 2 = N, what grouping symbols are
used?
A. ( ) and [ ] B. X C. / D. –
24) What rule should be used in performing the operations in the
expression shown in item 23 ?
A. PMDAS B. GMDAS C. PEMDAS D. MDAS
25) How is the expression [ (7 X 8 ) / 4] + 9 = N simplified ?
A. 14 + 9 = N B. 7 + 32 + 9 = N C. 56 + 13 = N D. 23 = N
26) If you simplify 5 X [ ( 120 x ¾ ) / 10 ] = N, what is the value of N?
A. 50 B. 45 C. 40 D. 35
27) Which of these numbers is the GCF of 36 and 45 ?
A. 12 B. 9 C. 5 D. 4
28) What is the greatest common factors of 16, 32, and 56 ?
A. 12 B. 9 C. 8 D. 6
29 ) What is the least common multiple of 12 and 8 ?
A. 56 B. 48 C. 32 D. 24
30) What are the common factors of 45 and 60 ?
A. 3, 5 and 15 B. 5, 9, and 15 C. 6, 9 and 12 D. 5, 12 and 15
110
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 KEY TO CORRECTIONS
.
1) A 11) C 21) B
2) D 12) D 22) B
3) A 13) C 23) A
4) B 14) D 24) B
5) B 15) A 25) A
6) A 16) D 26) B
7) D 17) D 27) B
8) B 18) D 28) C
9) A 19) 29) D
10) D 20) 30) A
19) What is the least number of ube and bibingka?
20) How many eggs are in each tray ?

111
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Week 5
Lesson 1-Solving Real-life Problems Involving GCF and
LCM of 2-3 Given Numbers

I. Objective
Solves real-life problems involving GCF and LCM of 2-3 given numbers
A. Prerequisite Concepts and Skills
Finding the GCF of 2-3 given numbers
Finding the LCM of 2-3 given numbers
B. Materials
flash cards, pocket chart,
C. References
M5NS-Ie-71.2, page 54 of 109
D. Value
Active participation and cooperation
II. Instructional Procedures
A. Preliminary Activities
1. Drill
Directions: Give the GCF of these pairs of numbers.
a. 16 and 24
b. 20 and 30
c. 21 and 35
Directions: Give the LCM of these pair of numbers.
a. 12 and 5
b. 7 and 9
2. Review
How do we express a number as a product of its prime
factors?
3. Motivation
Class, what do I have here in this jar?
112

Right. These are marbles. Elsa, a pupil likes to collect marbles.

Her collection was so many that she wants to group them.

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B. Developmental Activities
1. Presentation
Problem
Elsa has 27 violet marbles, 54 blue marbles and 72
white marbles. She wants to divide the marbles into
groups so that each group has the same number of each
color. What is the greatest number of groups that Elsa can
make?
2. Performing Activities
Answer the following questions:

Questions

a. What are given?

b. What is being asked?
c. What operation will you use?
d. How will you solve this problem?
3. Processing Activities
 What are given in the problem?
(27 violet marbles, 54 blue marbles and 72 white
marbles)
 What is being asked?
(The total greatest number of groups that Elsa
can make)
 What operation/s do we need to solve our problem?
(Division)
 What is the answer to our problem?
(9 groups of marbles)

Therefore, Elsa can make 9 groups of marbles for all her

marble collection.

4. Reinforcing the Concept and Skill

Mr. Cruz paints their house every 3 years while Mr.

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Perez paints their house every 4 years. If they painted their

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house at the same time this year, when will they paint their
house at the same time again?
 Miss Reyes baked 150 chocolate chip cookies and 132
peanut butter cookies. She divided the chocolate chip cookies
into piles and so with the peanut butter cookies. Each pile had
only one type of cookie, had the same number of cookies and
the greatest possible number of cookies.
a. How many cookies were there in each pile?
b. How many piles of chocolate chip cookies were there?
c. How many piles of peanut butter cookies were there?

The organizers prepared candies for the children who

would attend the sports fest. One pack must be divided
equally among12 or 18 children. Find the smallest number of
candies in each pack?

5. Summarizing the Lesson

Lead the pupils to give the generalization

To solve problems involving GCF and LCM, we are

guided by the following:
Understand
 Know what is asked in the problem
 Know the hidden questions
 Know what are the given facts
Plan
 Determine the operation to be used
 Write the number sentence
Solve
 Show the solution
Check and Look Back
 Check your answers
 State the complete answer
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Page
 6. Applying to New and Other Situations
Directions: Answer the following problem.

Juan has 96 m of copper wire and 136 m of aluminum

wire. What is the maximum length he can cut these wire so
that all the pieces are of the same length?

III. Assessment

Directions: Solve these problems.

a. Alicia waters her orchids every 4 days and her violets every 7
days. Not counting the first day, when is the next time will she
water her plants at the same day again?
b. A group of 45 dancers and 30 clowns in a parade. You want to
arrange the two groups in rows with the same number of people
in each row, but without mixing the groups. What is the greatest
number of people you can have in each row?
IV. Agreement/Home Activity

Directions: Solve the following problems.

a. Ken, Kenneth and Kenzrae are jogging around a track. Ken takes 4
minutes to jog once around the track. Kenneth takes 5 minutes and
Kenzrae 6 minutes. If they start together at 6:00 a.m., at what time
will they be together again at the starting point.
b. Sally has two pieces of string. One is 20 m long and the other is 10
m long. She cuts the strings in the same length. How many were
the strings she made?
A. Remediation
Directions: Solve these problems.

Jasper and Jerald are practicing for a swimming competition.

Jasper takes 2 minutes to swim back and forth the swimming pool.
115

Jerald takes 3 minutes to swim the same pool. If they start together
at the same end of the pool, after how many minutes will they be
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together again at the same end?

B. Enrichment
Directions: Read the following problems carefully. Then, answer the

questions that follow.

a. Find the smallest number which when divided by 6 gives a

remainder of 1 and when divided by 11 gives a remainder of 6.
b. Find two even numbers whose LCM is 36 and whose GCF is
6.

116
Page
Week 5

Lesson 2-Creating Problems(with reasonable answer)

Involving GCF of 2-3 Given Numbers

I. Objective
Creates problems (with reasonable answers) involving GCF of 2-3 given
numbers
A. Prerequisite Concepts and Skills
Factors and multiples
Divisibility rules
B. Materials
flash cards, pocket chart
C. References
M5NS-Ie-71.2, page 54 of 109
D. Value Focus
II. Instructional Procedures
A. Preliminary Activities
1. Drill
Directions: Give the GCF of the following numbers.
a. 12, 20
b. 14, 16,
c. 24 , 6
d. 12, 16 and 48
e. 15, 20 and 30
2. Review
How do we find the GCF of numbers?
3. Motivation
What are your favorite native delicacies?

Who prepares them for you?

117

Are they nutritious?

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B. Developmental Activities

1. Presentation
Problem

Kiara baked 30 pieces of puto and 48 pieces of kutsinta

to be packed in plastic containers for her friends at school.
She wants to divide the native delicacies into identical
containers so that each container has the same number of
each kind of delicacy. If she wants each container to have
the greatest number of delicacies possible, how many
plastic containers does she need?
What did Kiara bake?

. What is asked in the problem?

What are given?
How will you solve the problem?
2. Performing the Activities
Directions: Divide the class into group of 5s. The task of the pupils
is to help each other to solve the problem. Give them
enough time to perform the task.
 After all groups have finished, asked them to post
their output on the board and let them discuss their
solutions.
3. Processing the Activities
 After the activity, ask the pupils to explain their
answers.
How did you solve the problem?
Solution:
30 – 1, 2, 3, 5, 6, 10, 15, 30
48 – 1, 2, 3, 4, 6, 8, 12, 16, 24, 48 GCF = 6
Kiara needs 6 plastic containers for her cookies.
 Now, you are going to create your own problems
118

using GCF.
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 Note: PROBLEM SOLVING PROCESS
 What do I know? ( This refers to the given information)
 What do I need to know? (This refers to what is asked in
the problem)
 What is my plan? (Includes the solution and answer)
 GCF Problems may be asking you:
 to split things into smaller sections?
 to equally distribute 2 or more sets of items into
their largest grouping?
 to figure out how many people we can invite?
 to arrange something into rows or groups?
4. Reinforcing the Concept and Skill
Directions: Group the learners into five groups. Encourage the
groups to create a problem similar to the given one.
Then, solve the problem.
a. . Given : 36 manggo-flavoured sweets (Tim)
44 grape-flavoured sweets (Peter)
Asked: number of sweets in each tray
Problem: ________________________________
Solution and answer: ______________________
b. Given: Two wires with lengths of 448 cm and 616 cm
Asked: length of the two pieces of wires cut
Problem: ______________________________
Solution and answer: _____________________
c. Given: 120 crayons, 30 pieces of paper, 20 pencils
Asked: largest number of students she can have in her class
so that each student gets equal number of crayons,
paper and pencil
Problem: ______________________________
Solution and answer:______________________
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Page
 5. Summarizing the Lesson
How do you create problems (with reasonable answers)

involving GCF of 2-3 numbers?

To create problems involving GCF of 2 – 3 numbers, the

following will serve as guide:

 Familiarize yourselves with the concepts of GCF

 Think of type of problems you want to create.
 Read some examples of problems and study the
solution.

6. Applying to New and Other Situations

Directions: Create a problem with the following given data.
Given: 14 rock CDs, 12 classical CDs, and 8 pop CDs
Asked: greatest number of CDs Oscar can pack in each box
Problem: ______________________________

Solution and answer: ______________________

III. Assessment

Directions: Create a problem using the given information.

a. Given : 45 okra plants, 81 corn plants and 63 tomato plants

Asked: greatest number of plants in 1 row

b. Given : PE Club of 16 girls and 36 boys

Asked: biggest number of members each group can have which

would have an equal number of boys and girls

c. Given : two pieces of string, one 20 feet long and the other 12

feet long

Asked: greatest length, in feet, that she can cut them

d. Given : 12 blue marbles and 15 white marbles

120

Asked: greatest number of groups Julie can make

Page
 e. Given : 10 stuffed cats and 20 stuffed dogs

Asked: greatest number of groups Leslie can place her stuffed

animals into

IV. Agreement/Home Activity

Directions: Write a question for the given problem.

a. Megan is creating party favors with pencils and stickers. She has

20 pencils and 8 stickers, and wants each party favor to include

the same combination of pencils and stickers, with none left over.

b. There are 36 teachers and 42 parents playing in a sports fest. Each

team must have equal number of teachers and parents as

members.

A. Remediation
Directions: Create problems using the given information.

a. Given : 15 roses, 30 daisies and 35 anthuriums

Asked: greatest number of flowers in 1 flower vase

b. Given : delivery of 24 small books and 36 big books

Asked: biggest number of books each of the 2 Grade I class can

have which would have an equal number of big and

small books

B. Enrichment
Directions: Create problems involving factors, multiples and divisibility

rules based on the following situations.

a. The children are placing some atis and avocado fruits in plastic

bags

b. Arranging some American and Philippine stamps in an album.

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Week 5

Lesson 3 -Creating Problems (with reasonable answers)

Involving LCM of 2-3 Given Numbers

I. Objective
Creates problems (with reasonable answers involving LCM of 2-3 given
numbers
A. Prerequisite Concepts and Skills
1. Mastery of the basic multiplication facts
2. Knowledge on finding the LCM of sets of numbers
B. Materials
Flash cards, strips of cartolina
C. References
K to 12 CG M5NS-Ie-71.2 p. 54, Lesson Guides in Math 5 pp.33- 37,
Realistic Math Worktext pp.160, 166 & 170, Math and Beyond pp.90-
95
D. Value Focus: Health Consciousness
II. Instructional Procedure
A. Preliminary Activities
1. Drill
Strategy 1: Game – Number Series
Mechanics:
d. Form 2 groups of 5. Let them form 2 lines.
e. Flash the cards one at a time and say, “ Give the next three
numbers in the sequence.”
Example:
0, 4, 8, 12,___, ___,___ 0, 6, 12, 18,___, ___,___

0, 3, 6, 9,___, ___,___ 0, 7, 14, 21,___, ___,___

2. Review
122

Have a drill on solving problems involving finding the LCM.

Directions: Find the LCM of the following.
Page

a) 9 , 12, 18 b) 30 , 42 c) 54 , 72
 d) 32 , 48 e) 24, 36
3. Motivation
Talk about the pupils’ favorite sports.
What is your favorite sports? Why?
Instill the value of health consciousness.
III. Developmental Activities
1. Presentation
Present this problem to the class. Ask the pupils to give some
questions about the problem.

Jake and Gerald are practicing for a swimming

competition. Jasper takes 2 minutes to swim back and forth the
swimming pool. Jerald takes 3 minutes t to swim the same. If
they started together at the same end of pool, after how many
minutes will they be together at the same end?

 Discuss the problem to the class.

 How will you solve the problem?
 Emphasize that the problem involves finding the LCM.
Can you create problems similar to these problems?
2. Performing the Activities
Directions: Group the pupils into four working teams. Ask the
groups to create a problem similar to the ones given.
Give them enough time to perform the task.
3. Processing the Activities
 Let the group present and discuss the problem they have
created.
 Ask: How did you create a problem similar to the ones
given
Expected Answers:

 We familiarized ourselves with the concept and its

application to real-life situation.
123

 We thought of the type of problem we wanted to create.

Page
  We read some problems similar to the one given and
studied their solution.
. 4. Reinforcing the Concept and Skills

A. Directions: Create a problem similar to the one below.

Mr. Chambers paints their house every 3 years

while Mr. Villa paints their house every 4 years. When
will they paint their houses at the same time?

B. For more practice, let pupils create problems.

Directions: Create a problem based on the information given
below.
smallest
received equal number of
18 12
number of candies
children children candies to be
needed
4. Summarizing the Lesson
How will you create a problem involving Least Common Multiple
(LCM) given the following information?

You can create a problem by following this guide:

 Familiarize yourself with the concept of LCM and their
application to real-life situation.
 Think of the type of problem you want to create.
 Read the problem and study their solution.

5. Applying to New and Other Situation

Directions: Write a problem for the numbers and phrases in the box
12 box. 5 Equal number Least number
of lollipops and of lollipops and
1. lollipops choco- chocolates in chocolates
lates boxes needed

15 9 Equal Least number

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2. number of
oranges guavas of oranges and
oranges
guavas needed
Page

and guavas
in trays lollipops
III. Assessment

Directions: Create problems involving LCM for each set of information

given below.

15 noodles, 4 corned beef and 3 sardines packed equally:

a. smallest number of goods needed.

10 eggplants and 6 string beans and 8 tomatoes bundled

b. equally : smallest number of goods needed.

IV. Agreement/Home Activity

Directions: Create problem involving LCM using the information given

below.

Trisha Marta least number of days

both started they will play tennis
plays tennis plays tennis
today again together
every every

4 days 2 days

A. Remediation

Directions: Create your own problem involving LCM using the

information given below.

8 red 4 blue 9 yellow

popsicle popsicle popsicle
sticks sticks sticks

each color of popsicle least number red, blue and

sticks are equally yellow popsicle sticks needed
distributed in jars
B. Enrichment

Directions: Create your own problem similar as the given below.

The buzzer in the grade school area rings every 40

125

minutes while the buzzer in the high school rings every hour. If
classes of both departments starts at 7:30 a.m. and end at 3:30
Page

p.m., how many times will the 2 buzzers ring at the same time?
Week 5

Lesson 4 -Adding Fractions and Mixed Fractions Without

Regrouping
I. Objective: Adds fractions and mixed fractions without regrouping
A. Prerequisite Concepts and Skills:
1. Finding the least common multiple of numbers
2. Changing dissimilar to similar fractions
B. Materials
DLP, Place Value Chart, Activity Sheets
C. References
K-12 Curriculum Guide in Math 5 pp.55, Lesson Guide in Elem. Math
Grade 5 pp.99
D. Value Focus
Industry
II. Instructional Procedure
A. Preliminary Activities
1. Drill
Game: Fill Them Up
Materials: fraction cards, colored chalks
Mechanics:
a. Form 2 groups of five. Line them up.
b. Each group will be given sets of fraction cards.
Example:

3
=
8 8

1
2 8
c. When the go signal starts, the first pupil in line will pick a card
and fill up the box with the missing data using the colored
126

chalk.
Page

d. The pupil who first gets the correct answer earns the point.
 e. Game continues until all cards are filled up.
f. The group with the most number of points wins the game.
3. Review

Finding the LCD of some given fractions

Strategy: Relay Game
Materials: flashcards
Mechanics:

a. Divide the class into two groups. One representative from

each group stands at the back of the room.

b. Flash the card with 2 to 3 fractions on it.

c. The pupils give the LCD orally and the one who gives the
correct answer first gets the point.

d. The game continues until all the selected players have

participated.

e. The group with the most points at the end of the game

wins.

3. Motivation

Who among you have vegetable garden at home? What are

the vegetables that you and your family grow? How do you take care
of your plants?
B. Developmental Activities

1. Presentation

Last week, Mr. Reyes worked 2 days in his vegetable

1 1
garden. He worked 2 hours on the first day and hour on the
4 3
second day. How long did he work in all?

What good trait do you think has Mr. Reyes for having a

vegetable garden at home? How can such garden help in sustaining

a family’s daily expenses? What other benefits can you get from
127

maintaining such garden at home?

Page
2. Performing the Activities
a. Have the pupils plan what operation they will use to
find the answer.
b. Let them write the number sentence.
c. Lead them to solve the problem by using visual
representation.
3. Processing the Activities
Let one representative of the group to report on their outputs.
After all the groups have presented their answers, ask: How did
you find the activity? How were you able to add fractions and mixed
fractions with different denominators? What did you do?
Expected Answers:
 We use models to represent the fractions.
 We change the dissimilar fractions to similar fractions by
first finding the least common denominator (LCD)
 We added the numerators of the fractions and wrote the
sum as a fraction using the common denominator.
Discuss with the pupils the ways on how they were able
to add fractions and mixed numbers. Lead the pupils to see that
when adding fractions and mixed fractions with dissimilar
denominators they must first change the fractions to similar
fractions by finding their LCD.
4. Reinforcing the Concept and Skill
Directions: Find the sums. Simplify, if possible.
2 1 3 1
a) +5 b) 7 +
3 4 8 4
1 1 3 1
c) + 12 d) 2 +
4 4 8 2
2 1
e) 2 +
3 9
5. Summarizing the Lesson
How do we add fractions and mixed forms with different
128

denominators?
Page
 To add dissimilar fractions and mixed numbers, change
dissimilar fractions to similar fractions and proceed as in the
addition of similar fractions and mixed numbers.

6. Applying to New and Other Situations

Directions: Solve the following problems. Express your answer in

lowest term if possible.

1
a. Mang Jose catches a 4 -kg tuna fish, Mang Andres catches
8
3
a 5
-kg of yellow-fin fish. What was the total weight of their
catches?

3 1
b. Mel spends1 hours watching TV, Garry spends 2 hours
5 8
1
playing badminton, and Joey spends hour hanging out with
4
friends. Altogether, how much time is spent by them?

1 1
c. Junel jogs 2 km in the morning and the in the afternoon
4 4

How many km does he jog in one day?

III. Assessment

Directions: Add. Reduce your answer to lowest terms, if possible.

2 1 3 1
a) 4 3 + b) + 10
5 8 4
1 1 3 3 3
c) + 12 + d) 8 +
10 5 5 8 16
1 2
e) 7 +
3 9

IV. Agreement/Home Activity

Directions: Find the sums. Reduce the answers to simplest forms.

2 3 1 2 2 1
a) 2 3 + b) 6 + c) 4 8 +
8 5 3 2
129

2 3 3 1
d) 1 + e) 7 +
10 5 9 3
Page
A. Remediation

Directions: Read, analyze and solve.

3
a. How much paint will be used if 1 4 gallon will be used for the

3
stage and 2 gallons in the hallway?
5
1
b. Jewel wraps her gifts. One gift used meter of a wrapper,
6
1
another gift used 2 meters. How much wrapper was used in
3

all?

B. Enrichment

Directions: Read each item carefully, then solve for the answer.

Reduce the answers in simplest form if possible.

a. Aldrich goes to the gym 3 times a week. On the first day, he

1 1 1
spent 1 hours, on the second day, 1 hours and 1 on the
5 6 4

third day. How many hours did he spend in the gym for the

whole week?

1 1
b. Lito harvested 50 3 sacks of palay, and 25 sacks of corn.
3

How many sacks did he harvest in all?

130
Page
Week 6

Lesson 1-Subtracting Fractions and Mixed Numbers

Without Regrouping
I. Objective
Subtracts fractions and mixed numbers without regrouping
A. Prerequisite Concepts and Skills
Changing dissimilar fractions to similar
Subtracting similar and dissimilar fractions
B. Materials
flash cards, pocket chart
C. References
M5NS-If-85, page 55 of 109
D. Value
Active participation and cooperation
II. Instructional Procedures
A. Preliminary Activities
1. Drill
Directions: Change the following dissimilar fractions to similar
4 7
 and 9
5
2 1
 3
and 4
6 2
 and 5
7
2 3
 and 11
9
3 3
 and 6
4

2. Review
Spin-a-Wheel
Materials: a wheel of subtraction exercises and a ball
Mechanics:
a. Pass a ball from pupil to pupil while music is played.
131

b. When the music is stopped, the pupil holding the ball

Will spin the wheel. He will answer the questions where
Page

3 1
the spinner stops. (eg. 4 – 4)
 c. Continue passing the ball until the exercises where answered.

3. Motivation
(Show a picture of a lady slicing a bibingka)

Class, what can you see in this picture?

Right. This is Aling Ester. The known bibingka-maker of Lian,

Batangas. She is now slicing the newly-cooked bibingka so that she

can sell them to her loyal customers in the market.

Have your tried bibingka as a merienda? What can you say

about it?

Let us find out what Aling Ester’s daily routine in selling her

sumptuous treat.

A. Developmental Activities
1. Presentation of the Problem

Aling Ester sold the bibingka she made in the market. At

7
lunch time, she brought home the 1 bibingka left. If her
12
4
neighbors bought , how many more bibingka she have left to
12
sell?
132

2. Performing Activities
Page

Answer the following questions:

 a. What are given?
b. What is being asked?
c. What operation will you use?
d. How will you solve this problem?
3. Processing Activities
 What are given in the problem?
𝟕 𝟒
(1 bibingka and 𝟏𝟐 bibingka)
𝟏𝟐

 What is being asked?

(The bibingka she have left to sell)
 What operation/s do we need to solve our problem?
(Subtraction)
 What is the answer to our problem?
𝟏
(1 𝟒 bibingka)
1
Therefore, Aling Ester have 1 4 bibingka left to sell.

4. Reinforcing the Concept and Skill

Aling Conching baked 24 7/9 dozens of macaroons. She

reserved 6/9 of a dozen for her children. How many dozen
were left for her to sell?

Directions: Subtract these mixed numbers and fractions. Write your

answers in lowest terms.
8 2
a. 59–9
11 3
b. 4 12 – 12
9 2
c. 7 10 – 10
5 2
d. 96–6
13 7
e. 4 14 – 14

Directions: Solve for the difference of the following mixed numbers

and fractions. Change your answers in lowest terms.

133

5 3
a. 7 10 – 10
Page
 15 4
b. 8 –9
9
14 3
c. 9 16 – 16
7 1
d. 6 8 – 8
4 53
e. 8 9 – 9

5. Summarizing the Lesson

Lead the pupils to give the generalization.

To subtract mixed numbers and fractions with similar

denominators without regrouping:
 Subtract the numerators of the fractions
 Change the fraction to lowest terms and affix the whole
number

To subtract mixed numbers and fractions with dissimilar

denominators without regrouping:
 Change first the fractions to similar
 Subtract the numerators of the fractions
 Change the fraction to lowest terms and affix the whole
number

6. Applying to New and Other Situations

Directions: Answer the following problem.
5
Miguel finished reading a book in 1 hours while
6
4
Camille finished the same book in hours. How much longer
6
did it take Miguel to read the book?

III. Assessment

Directions: Subtract these mixed numbers and fractions. Change your

answers to lowest terms.

9 6
a. 8 10 – 10
134

14 5
b. 2 18 – 18
4 3
Page

c. 7 7 – 7
 6 8
d. 9 14 – 14
15 7
e. 5 18 – 18

IV. Agreement/Home Activity

Directions: Subtract the following fractions. Change your answers to

lowest terms.
8 2
a. 13 10 – 10
7 3
b. 7 14 – 14
10 1
c. 15 15 – 15
6 5
d. 9 14 – 14
5 1
e. 11 8 – 8

A. Remediation
Directions: Subtract these mixed numbers and fractions. Change

Your answers to lowest terms.

3 2
a. 3 5 – 10
4 5
b. 2 7 – 14
12 1
c. 7 15 – 2
6 8
d. 9 7 – 14
5 1
e. 36–8

B. Enrichment
Directions: Fill in the blank with the fractions that will make the

subtraction sentence correct.

10 7
a. _____ - 20 = 3 20
3 2
b. 7 5 - _____ = 7 15
5 1
c. 8 8 - _____ = 8 4
1 2
135

d. _____ - 6 = 4 3
13 2
e. _____ - 18 = 2 9
Page
Week 6

Lesson 2- Subtracting Fractions and Mixed Numbers

With Regrouping
I. Objective
Subtracts fractions and mixed numbers with regrouping
A. Prerequisite Concepts and Skills
1. Changing fractions to lowest terms
2. Changing dissimilar fractions to similar fractions
B. Materials
flash cards, pocket chart
C. References
M5NS-If-85, page 55 of 109
D. Value Focus
Active participation
II. Instructional Procedures
A. Preliminary Activities
1. Drill
Directions: Match the fractions in Column A with its lowest terms in
Column B. Write the correct answer on the space provided.
10 1
_____ a. 25 A. 5
15 2
_____ b. 18 B. 5
12 1
_____ c. 36 C. 4
9 5
_____ d. 45 D. 6
6 2
_____ e. E.
24 3

2. Review
How do we change dissimilar fractions to similar fractions?
3. Motivation
136

Do you help your sister at home? How?

Do you know how to cook?
Page
B. Developmental Activities
1. Presentation
Problem
𝟏
Glenn needs 𝟔 𝟑 cups of sugar for the bibingka that he is
planning to cook. He requested his sister to measure the amount
𝟐
of sugar in the container and found out that it was only cups.
𝟒
How much more does he need to have?

What do we need to find out?

What data are available?
Are the data sufficient?
2. Performing the Activities
 Divide the class into group of 5s. The task of the
pupils is to help each other to solve the problem.
Give them enough time to perform the task.
 After all groups have finished, asked them to post
their output on the board and let them discuss their
solutions.
3. Processing the Activities
 After the activity, ask the pupils to explain their
answers.
How did you solve the problem?
Solution:
1 4 12 4 16
6 3 = 6 12 = 5 12 + = 5 12
12
2 6 6
- - 12
4 12
10 5
5 12 = 5 6

4. Reinforcing the Concept and Skill

 Group the learners into five groups. Tell them to answer
the problem.
1 2
Liza bought 3 2 kilogram of lanzones and kilogram of
137

3
dalandan. How many more kilogram of lanzones than dalandan
did she buy?
Page
 5. Summarizing the Lesson
How do you subtract fractions and mixed number with
regrouping?

Rename the fractions using LCD.

Borrow 1 from the whole number in the minuend and rename
as fraction.
Subtract the fractions.
Reduce the answer in lowest term.

6. Applying to New and Other Situations

Directions: Subtract the following fractions and mixed number.
Reduce to lowest terms if possible.
4
a. 8 10
3
-5
1
b. 12 5
4
-6
3
c. 16 7
2
-3
2
d. 16 9
4
-5
3
e. 20 8
7
-9

III. Assessment
Directions: Subtract the following fractions and mixed number. Reduce to
lowest terms if possible.
1 2 1 2 3
a. 6 5 b. 8 7 c. 9 3 d. 12 7 e. 13 5
2 3 4 6 7
-4 -5 -5 -8 -8
138

IV. Agreement/Home Activity

Directions: Subtract the following fractions and mixed number. Reduce to
Page

lowest terms if possible.

 3 5 1 1 2
a. 8 5 b. 15 7 c. 10 3 d. 28 7 e. 43 5
4 4 4 5 5
- 10 -5 -5 -8 -7

A. Remediation
Directions: Subtract the following fractions and mixed number.
Reduce to lowest terms if possible.
5
a. 8 12
2
-3
1
b. 16 4
3
-8
2
c. 12 5
2
-3

B. Enrichment
Directions: Write each statement into equation and then solve. Be
sure to express the answers in the lowest terms.
8 4
a. Take away 9 from 3 5
5 8
b. Subtract 7 from the difference of 4 and 9
9 1 1
c. The difference of 4 10 and 2 2 subtracted from 18 3

139
Page
Week 6

Lesson 3-Solving Routine and Non-Routine Problems

Involving Addition and/or Subtraction of

Fractions Using Appropriate Problem Solving

Strategies and Tools

I. Objective
Solves routine and non-routine problems involving addition and/or
subtraction of fractions using appropriate problem solving strategies
and tools
A. Prerequisite Concepts and Skills
1. Addition of similar fraction
2. Subtraction of Dissimilar Fraction
B. Materials
power point, chart, number cards, cartolina strips, flaglets and dart
board
C. References
K to 12 CG M5NS-If-87.2 p. 55, Lesson Guides in Math 5 pp.176-
181, Growing Up in Math 5 pp.96-99
D. Value Focus
Developing self confidence
II. Instructional Procedure
A. Preliminary Activities
1.Drill
Strategy: “HI –Low “
Materials: Fraction Cards, Show me board
Mechanics:
a. Form two groups of five and let each group form a line. Give
each group a show-me-board.
b. Fraction cards and laid on the table facing down.
140

c. The card in row “A” will be opened at the same time as the card
in row “B”.
Page

d. The first pupil in line will “HI”. If he/she thinks the fraction written
 on the card is in higher term and write “LOW”, if the fraction on
card is fraction written on card is in a lowest term. The pupil to
show the correct answer gets a point for the group.
e. The game continues until the last pupil in the line has answered.
The Team/group with the most number of points wins the game.

3 4 5 6 3
4 10 9 12 9

2. Review
Strategy: GROUP CONTEST

Mechanics:

 Divide the class into 4 groups.

 Show equations like:
5 2 2 4 3 4 7 9
+ , + , + , +
9 9 8 8 6 6 12 12
 The first pupil in each group gives the answer in lowest
term.
 The group who gives the correct answer will be given a
point.
 Continue this activity up to 5th or 6th round.
 The group with the most number of points will be the
winner.

3. Motivation
Who among you is a scout member? What activities have
you participated? Have you joined camping? How did you feel?
C. Developmental Activities
6. Presentation
Strategy: Problem Opener (using pictorial representation)
The boy scouts went camping 3 km away from their
2 2
school. They hiked 1 km on the first day and 1 km on the
6 6
second day.
141

How much farther still will they have to hike to reach the
camp?
Page
 The teacher must first ask some comprehension questions
about the problem.
a. Ask the pupils to think about these:
 Why is it important to join scouting activities?
b. Analyze the problem by asking the following questions:
 What is asked in the problem?
 What are given in the problem?
 Is there a hidden question to be solved? (What is the first
thing that you have to solve in the problem?) Is it stated in
the problem?
 What do you think are the operations to be used to solve
the problem?
2. Performing the Activities
Ask the pupils to solve the problem by pairs.
Understand
Know what is asked in the problem?
How much farther still will they have to hike to reach
the camp?
Know what are the given facts:
2 3
3 km, 1 km and 1 km
6 6
Plan: Determine the operation to use: Addition and subtraction
Draw a diagram to represent the problem.

0 1 2
3 km
A.

B. 2
1 km
6
142

First Day
Page
 C. 3
1 km
Second Day 6

1
km
6
Solve:
2 3
Expected answer: 3 km – ( 1 + 1 )
6 6
5
= 3 km - 2 km
6
1
= km
6
Check and look back:
Looking at the illustration,
2 3 1
3 km – ( 1 + 1 )= km
6 6 6
𝟏
So, the boy scout still have to hike km to reach the camp.
𝟔
3. Processing the Activities
 After sharing the answers, let the pupils express their
thoughts about the activity. Appreciate their thoughts
then ask:
How did you solve the problem?
Expected Answers:
We followed these steps in solving the problem.
Understand the problem
 We knew what the problem asked for.
 We wrote down the given facts.
143

Plan
 We determined the operation to use.
Page
  We thought of the solution to the problem.
Solve
 We drew a picture for the problem.
 We thought of a solution to the problem.
Check and Look Back
 We checked if our answers makes sense.
 We stated the complete answer.
4. Reinforcing the Concept and Skills
Directions: Read and understand the following problems then
solve.
a. It took 10 hours to build a tent. If 4 hours were spent in
preparing the poles, 3 hours in making the frame and the
rest of the time in covering the frame, how many hours
were spent in covering the frame?
b. The perimeter of the triangle is 70 cm. Two sides
measures 25 cm and 31 cm. What is the measure of the
third side?
1 1
c. Faye bought 6 6 m of cloth. She used 2 m
2
for a dress. How much cloth was left?
1
d. The Boy Scout spent of an hour doing health
6 1
exercises. They used only hour in jogging.
4
What part of an hour did they use for the body
exercises?
5
e. Robert is given 3 hours to play on weekend. He
1 6
spends 2 6 hours kmplaying basketball. How many
hours doeskmhe spend for the other game?
5. Summarizing the Lesson
Lead the pupils to generalize as follows:
In solving problems, we follow these steps:
Understand
 Know what the problem asked.
144

 Know the given facts.

Page
 Plan

 Determine the operation to use.

 Write the number sentence.
Solve

 Show the solution to the problem.

Check and Look Back

 Check if the answer is reasonable

 State the complete answer.

6. Applying to New and Other Situation

Group Activity- Provide each group with a problem to solve.
Post their answers on the board.
Directions: Read and analyze these problems then solve for the
correct answer.
3
Group 1- Grandma bought 16 metres of cloth. She used
4
1 1
8 metres for curtains and 7 metres for bed
2 2
cover. How many metres of cloth were not used?
Group 2- Gomez loves to travel to different places. He spent
1 7
6 days in the first destination and 4 days in the
2 8
second destination. How many days longer was he in
his first destination?
1
Group 3-I had 6 kilograms of mangoes. I gave 1 kg. to
4
Sandra. How many kilos of mangoes were left for me?
9 2
Group 4-Julie had 5 metres of lace. She used 1
16 3
3
metres for a chemise, metres for a handkerchief
4
5
145

and metres for a blouse. How much lace was left?

6
Page
III. Assessment
Directions: Read the following problems and solve for the correct answer.
1
a. Mother bought 5 kg of meat. She cooked 1 kg on Saturday
2
1
and 2 kg. on Sunday. How many kilograms of meat were
2
not cooked?
2 1
b. A big bottle contained 4 litres of vinegar. Cely poured 1
3 2
1
litres of vinegar into one bottle and litres into another bottle.
2
How much vinegar was left in the big bottle?
3
c. During a track and field competition, Nelsons time was 36
4
2
seconds while Edgar’s time was 35 seconds. Who runs
3
faster and by how much time?
3 1
d. Ruben cut 3 m of ribbon from 15 m ribbon. How long is the
6 2
remaining ribbon?
1 3
e. Miss Lopez bought 10 m of cloth. She sewed 5 m for the
2 4
classroom certain and the remaining piece for the school clinic.
How many meters were used for the school clinic?
III. Agreement/Home Activity
Directions: Solve the following problems. Be sure to show your solution.
2 3
a. Remy used liter of oil in preparing the banana cue while
9 5
liter was used in preparing banana fritters. Which recipe used
more oil?
5
b. Marlon painted the poultry house using liter of brown paint
6
2
and liter of green paint. How much more brown paint was
3
146

used than the white paint?

Page
 1 3
c. Elmie had 8 meters of white cloth. Evelyn asked for meter
4 4
for her project in Science, How many meters of cloth were left?
A. Remediation
Directions: Read and solve this problem.

Kim brought 32/3 m of rope to a scout camp while Pete

brought a piece 2 4/5 m long. How long were their 2 pieces of
rope put together?

B. Enrichment
Directions: Read, analyze then solve this problems.
5 1
a. Peter hiked of a kilometer. Mike hiked of a kilometer.
7 3
Who covered a longer distance?
b. Julius and Edgar harvested 10 kilograms of star apples
1
from the orchard. They gave 2 kg to their friends. How
3
many kilograms of fruits were left for the family
1
3. On school days. Lita practices the piano for 1 hours,on
3
2
Saturdays she practices the piano for 3 hours. How
5
much longer does she practice on Saturdays than school
days?

147
Page
Week 7

Lesson 1- Visualizing Multiplication of Fractions Using

Models
I. Objective

Visualizes multiplication of fractions using models

A. Prerequisite Concepts and Skills

Changing fractions to lowest terms

Identifying/Naming fractions

B. Materials
metacards, pocket chart, colored paper, acetate film

C. References
M5NS-Ig-88.2, page 55 of 109

D. Value
Active participation and cooperation

II. Instructional Procedures

A. Preliminary Activities
1. Drill
Directions: Change the following fractions to lowest terms.
16
 24
50
 75
40
 60
18

42
12
 36

2. Review
Let’s Match the Boxes
148

Materials: fraction metacards

Mechanics:
Page
 a. Study the fraction metacards.
b. Find the smaller boxes where the lowest term of the
fractions in the bigger boxes s are written.

1 3 5
2 11 7

2 4
3 5

12 20 25
18 25 50

24 15
36 55

3. Motivation
(Show a different colored papers that have been folded into

halves, thirds, fourths, etc.) Class, into how many equal parts is this

paper divided?

Now we will help Mang Pilo in his vegetable farm.

B. Developmental Activities
1. Presentation
Problem
Mang Pilo owns a ¾ hectare piece of land. He planted
149

1/3 of it with sweet corn. What part of his land was planted
with sweet corn?
Page
2. Performing Activities
Answer the following questions:

Questions

a. What are given?

b. What is being asked?
c. What is the number sentence?
3. Processing Activities
 What are given in the problem?
(3/4 hectare piece of land and 1/3 of it with sweet corn)

 What is being asked?

(The part of the land planted with sweet corn.)
 What is the number sentence?
(1/3 x 3/4 = N)

Let us use this piece of cartolina to visualize the land

of Mang Pilo.

If this whole cartolina represents 1 hectare, how will

you represent the ¾ hectare piece of land
(Pupils may fold the whole colored paper
𝟑
horizontally into 4 equal parts and then shade 𝟒.)

Now, let us look for the correct acetate film that will
represents the part of the land planted with sweet corn
1
which is 3 of the land.

Let us now place our acetate film above the colored

150

paper to find out the part of the hectare planted with

Page

sweet corn.
 The part with overlapping color is the part of the
hectare that was planted with sweet corn.
Now, into how many equal parts is our paper
divided?
(12 equal parts)
How many parts have overlapping color?
(3)
So, what fraction will represent the part of the hectare
planted with sweet corn?
(3/12)
Is 3/12 a fraction in lowest term? If not, what is its
lowest term?
(No, ¼)
4. Reinforcing the Concept and Skill
Directions: Try to visualize this problem using paper-folding method.

4
Mang Dencio used of a hectare of land for fruit-
7
2
bearing trees. If he used of it for his mango trees, what
5
part of the land was panted with mango trees?

Directions: Illustrate the product of the following.

1 1
1. 2 of 3
3 3
2. 4 of 5
2 1
3. 3 of 2
5 1
4. 6 of 4
4 3
5. 5 of 4

Directions: Visualize the product of the following by drawing.

2 3
151

1. 5 of 10
5 4
2. 8 of 9
Page
 4 3
3. of 4
6
3 5
4. 4 of 10
7 5
5. 9 of 8

5. Summarizing the Lesson

Lead the pupils to give the generalization.

To visualize multiplication of fractions:

 We can use paper folding, drawing and the like

6. Applying to New and Other Situations

Directions: Visualize the answer the problem below.

Luisa help her mother cleaning their house. He finished

cleaning after 5/6 of an hour. If she spend 2/7 of it sweeping
the floor, what part of an hour did she spend sweeping the
floor?

III. Assessment

Directions: Illustrate the product of the following using drawing.

9 16
𝑎. 10 of 20

4 1
𝑏. 12 of 4

4 3
𝑐. of 7
5

6 8
𝑑. of 14
9

5 7
𝑒. of 12
6

IV. Agreement/Home Activity

A. Remediation
Directions: Visualize the product of the following using paper-folding
152

method.
Page
 3 2
𝑎. of 10
5

4 5
𝑏. of 14
8

2 1
𝑐. of 2
5

6 8
𝑑. of 14
7

5 1
𝑒. of 8
6

B. Enrichment
Directions: Illustrate the product of the following fractions using

drawing.
4 5
𝑎. of 9
13

8 4
𝑏. of 5
12

3 3
𝑐. of 4
7

12 7
𝑑. of 8
15

5 3
𝑒. of 10
6

153
Page
Week 7

Lesson 2 - Multiplying a Fraction and a Whole Number

I. Objective

Multiplies a fraction and a whole number

A. Prerequisite Concepts and Skills

Changing fractions to lowest terms

B. Materials

Show me cards, chart

C. References

M5NS-Ig-90.1, page 56 of 109

D. Value Focus

Active participation and cooperation

II. Instructional Procedures

A. Preliminary Activities

1. Drill

Directions: Determine whether the fraction is in lowest terms. Clap

once when yes and clap twice when no.
3 19
a. 5 f. 27

2 35
b. 6 g. 41

7 1
c. 8 h. 5

21 19
d. 28 i. 27

35 27
e. 41 j. 51

2. Review

Individual Activity
154

Materials: Show-me-cards
Page

Mechanics:
  Teacher flashes an expression such as
5 1 1 1
a. 6 x = d. 3 x =
3 4

1 2 1 1
b. 4 x = e. 6 x =
3 4

3 5
c. 7 x =
6

 Individual pupil uses show-me-card to write his or her

answer.

 When a signal is given by the teacher, the pupils show

their show-me-cards.

3. Motivation

Who among you have vegetables garden at your backyard?

What are the plants planted in your vegetable garden?
How does it help you and your family?

B. Developmental Activities

1. Presentation

Problem
Manolo planned to increase his income by raising
some vegetables in his backyard. The lot measured 16
meters long and ¾ meters wide. What is the area of the lot?
 Who wants to increase his income?
 What will he do to increase his income?
2. Performing the Activities
Group Work

Group the class into five teams. Let them solve the
problem for a few minutes.
Guide questions
 What are the given information?
 Are the information sufficient to answer the question?
 What operation is needed to solve the problem?
155

 What kind of fraction are the data?

Page

3. Processing the Activities

 After all the groups have presented their answers,
look back at the given example.
To multiply a fraction and a whole number, consider

the whole number as a fraction whose denominator is 1.

We follow the following procedure,

𝑏 𝑎 𝑏 𝑎𝑥𝑏
𝑎𝑥𝑐 = 1𝑥𝑐 = 𝑐
Example:
3
Multiply : 16 𝑥 4

3 16 3 16𝑥3 48 12
16 𝑥 = 𝑥 = = = = 12
4 1 4 1𝑥4 4 1
It is easier to obtain the product if common factors

are cancelled out first.

3 16 3 16𝑥3 4𝑥3 12
16 𝑥 = 𝑥 = = == = 12
4 1 4 1𝑥4 1𝑥1 1
4. Reinforcing the Concept and Skill

A pupil works as a library aide. He works for 4 hours

including some minutes for lunch break. If he spends 5/6 of an
hour in the library, how long does he stay in the library?

Directions: Multiply the following fractions. Reduce the answer to

lowest terms if possible.
1 1
a. 10 𝑋 2 = 𝑁 d. 5 𝑥 35 = 𝑁

2 7
b. 5 𝑜𝑓 20 = 𝑁 e. 10 𝑜𝑓 30 = 𝑁

2
c. 9 𝑜𝑓 18 = 𝑁

5. Summarizing the Lesson

How do we multiply fractions and a whole number?

To multiply a fraction by a whole number, change the

156

whole number to a fraction with a denominator of 1. Multiply the

numerator, then the denominator. Express fractions in simplest
Page

form or in lowest terms.

 6. Applying to New and Other Situations
Directions: Multiply the following fractions. Reduce the answer to
lowest terms if possible.
2 5
a. 6 𝑥 3 = 𝑁 d. 6 𝑥 4 = 𝑁

3 3
b. 5 𝑥 4 = 𝑁 e. 7 𝑥 8 = 𝑁

3
c. 5 𝑥 6 = 𝑁

III. Assessment

Directions: Multiply the following fractions. Reduce the answer to lowest

terms if possible.
3
a. 10 𝑥 5/6 = 𝑁 d. 12 𝑥 4 = 𝑁

4 6
b. 𝑥5=𝑁 e. 7 𝑥 8 = 𝑁
7

3
c. 𝑥6=𝑁
5

IV. Agreement/Home Activity

A. Remediation
Directions: Find the product. Reduce the answers in their lowest

terms if possible.
3 5
a. 4 𝑥 4 = d. 9 𝑥 12 =

11 10
b. 12 𝑥 8 = e. 40 𝑥 12 =

4
c.12 𝑥 16 =

B. Enrichment

Directions: Answer each question correctly.

5
a. Find the product of 6 𝑥 8. The answer is _______.

5
b. Find the value of N in the equation 𝑥 10 = 𝑁.
12
157

6
c. If you multiply 12 𝑎𝑛𝑑 10, the answer would be ____.

3
Page

d. What is the product of 7?

Week 7

Lesson 3- Multiplying a Fraction and Another Fraction

I. Objective
Multiplies a fraction and another fraction
A. Prerequisite Concepts and Skills
1. Changing Fractions to lowest term
2. Multiplying Fraction and a Whole number
B. Materials
fraction cards, picture, activity sheet, power point presentation
C. References
K to 12 CG M5NS-Ig-90.1 p. 556, Lesson Guides in Math 5
pp.196- 200
D. Value Focus
Develop the value of sharing
II. Instructional Procedure
A. Preliminary Activities
1. Drill
Strategy: “Pass it On”
Materials: Activity Sheet and Flash Cards
Mechanics:
a. Divide the class into 4 groups with 5 pairs as members. Ask
them to fall in line.
b. Distribute 6 envelopes with sheets of exercises, one
envelope per group.
Ex.
5 4 3 6 8
, , , ,
10 12 18 8 12

c. The first pair of from each group writes the lowest term of
the given fraction on the provided sheet of paper for number
one item.
158

d. The player passes the activity sheet to the next pair of

players in his/her group who in turn answers the next
Page

exercise.
 e. Continue this until all the exercises in the activity envelope
are answered.
f. Write the key to correction on the board.
g. The group exchange papers to correct.
h. The group with the most number of correct wins
2. Review
Strategy: “Where’s My Baby?”

Materials: cutouts of animals and their respective baby animals.

Mechanics:

a) This activity will be done by the whole class.

b) Teacher will distribute cutouts of animals with fraction.

c) Cutouts of mother animals with exercises on multiplying

fraction and a whole number will be posted on the board.

3 5 1 2 4
x3 , X 2 , x 4 , x 6 , 8
4 6 7 3 5

d) Pupils in pair will solve the exercises and look for the
cutout of the baby animal which has the correct answer.

e) As they found the baby animal, they will go to the board

and post the baby beside its mother animal.

f) Joker will be provided by having other baby animals with

incorrect answers.
3. Motivation
Show a picture of a whole pizza.
Into how many parts does this pizza divided?
When you have slices of pizza, what do you usually do?
Are you willing to share part of it to someone?
B. Developmental Activities
1. Presentation
Strategy: Problem Opener ( using Concept Development)
1 1
Liza received
3 slice
4 of a pizza5from her friend.
6 She gave3 3
159

2
a. The teacher must
4 her seatmate
of this to first ask some comprehension
10who had no9 money to buy questions
12 food for recess.
9
aboutpart
What the problem.
of the whole pie did Linda share to her seatmate?.
Page

a)

 The first pupil in each group gives the answer in lowest

term.
  What did Lita receive?
 What part of a pie did she receive?
 Why did Lita share her pizza to her seatmate?
 If you were Lita will you do the same? Why?
b. Analyze the problem by asking the following questions:
 What is asked in the problem?
 What are given in the problem?
 What do you think are the operations to be used to solve
the problem?
 How will you solve the problem?
 What equation can you make to solve the problem?
3. Performing the Activities
Group the pupils into five working teams. Ask them to work
cooperatively in finding the answers to the problem. Give them
enough time to think and perform the task.
Group I & II
1
 Ask pupils to draw a whole pizza pie. Let them shade
2
of it that refers to the part of pizza Lita received.
1 1
 From part that is shaded, get of it to show the part
2 3
of the pizza Lita shared to her seatmate.
 Let them write the answer in the problem.

Group III & IV

 Ask pupils to write an equation based on the given
problem. Let pupils discover remember that the phrase of
should be change with a multiplication sign.
 Multiply the two given fractions by multiplying both the
numerators and multiplying both the denominators.
 Write the product? Is it in the lowest term?

160

What does the answer represent?

Page
Expected Answer:

𝟏 𝟏
x =N
𝟐 𝟑
N= 1 The part of the whole
6 pizza Linda shared to her
seatmate
(Provide more exercises)
7. Processing the Activities
How did you find the activity?
How did you find the product of the two fractions?
For solution 1:
 We multiplied both the numerators.
 We multiplied both the denominators.
 We change the answer to lowest term or simplest form if
possible.
8. Reinforcing the Concept and Skills
A. Directions: Find the product. Express the answer in simplest
form if possible.
2 4 3 2 1
a. x = b) x = c) x
3 5 4 3 2
2
=
3
4 3 2 4
d) x = e) x =
7 4 5 7
9. Summarizing the Lesson
Lead the pupils to generalize as follows:

To multiply fraction by another fraction:

 Multiply both the numerators.

 Multiply both the denominators.
 Express or reduce the answer in lowest term if
possible.
161

6. Applying to New and Other Situation

Group Activity:
Page

Directions: Find each product. Express the answer in lowest term

 if possible.
1 2 2 2
a) x = d) X =
4 5 4 4
7 4 1 2
b) x = e) x =
8 5 4 5
2 1
c) x =
3 7
III. Assessment
Directions: Find the product and reduce the answer in lowest term if
possible.
1 2 3 2
a) x = d) X =
3 4 4 6
3 1 4 1
b) x = e) x =
4 5 5 4
5 2
c) x =
6 5
IV. Agreement/Home Activity
Directions: Give the product in simplest form.
2 3 6 2
a) x = d) X =
9 5 9 4
5 3 4 5
b) x = e) x =
8 5 5 9
2 3
c) x =
7 6
A. Remediation
Directions: Solve for N.
5 7 4 7
a) x = N d) X =N
6 8 7 8
6 2 3 5
b) x = e) What is N in x =N ?
8 3 8 6
4 3
c) What is the value of N in x = N
7 8
B. Enrichment
Directions: Understand the equation carefully then write your answer
162

in the blank.
2 1
Page

a) In the equation x = N, What is the value on N?

3 2
 1 2
b) If you multiply and , what will be the product?
4 3
2 3 1
c) Multiply 5
, and . It will give a product of _____.
6 2
2 3 1
d) What is the product of 7, and ? _______
8 2
2 5 3
e) Multiply 3
, and . The answer is _____.
6 4

163
Page
Week 7

Lesson 4- Multiplying a Whole Number and a Fraction

I. Objective
Multiplies a whole number and a fraction
A. Prerequisite Concepts and Skills
1. Basic multiplication and division facts
2. Multiplying similar fractions
B. Materials
show–me-boards, real objects
C. References
K-12 Curriculum Guide in Math 5 pp.56, Lesson Guide in Elem. Math
Grade 5 pp. 187- 191
D. Value Focus
alertness, active participation
II. Instructional Procedure
A. Preliminary Activities
1. Drill
Visualization of fractions
Strategy: drawing on show-me-boards
Directions: Show the following by drawing.
1 1 2 2 2 1
a. x b. x c. x
2 3 3 7 3 4

4 1 1 3
d. x e. x
5 2 5 4
2. Review
Strategy: Group Contest
Mechanics:
1. Divide the class into four groups.
3 2 2 3
2. Flash equations like x =N, x =N etc.
5 3 7 5
164

3. The first player of each group gives the answer to the

equation that is being flashed.
Page
 4. The second player answers the next equation.
5. The group with the most number of points wins.
3. Motivation
Who among you are members of any organization in
school? In what club are you a member? What are the activities that
you and your co-members do?
B. Developmental Activities
1. Presentation
One fifth of the 40 pupils of Miss Ramos are Math club
members. How many pupils are Math club members?

2. Performing the Activities

 Pupils will be divided into 4 teams.
 Each team will be given objects like popsicle sticks, caps or
other real objects.
 They are going to take one- fifth of the 40 objects and
determine how many one-fifth of them is.
 They can use other fraction and record their answers.
 The pupils must also write the number sentences.
1 2
of 40 = 8 of 40 = 16
5 5
1 4
of 40 = 4 of 40 = 32
10 5
3. Processing the Activities
 What is asked in the problem?
 What facts are given?
 What operation are we going to use?
1
N= of 40
5
1
N= x 40
5
 How did you get 8?
 How do you change 40 into a fraction?

165

So, what would be the equation now?

1 40
N= x
5 1
Page

 What do you do with the numerator? Denominator?

  How do you express your product?
1 40
N= x
5 1
40
N=
5
N= 8
4. Reinforcing the Concept and Skill
A. Directions: Find the products of the following. Use cancellation
before multiplying whenever possible.
2
a) 3 x = _____
12
5
b) 8 x = _____
6
5
c) 7x = _____
7
2
d) x 15 = _____
12
1
e) x 14= _____
4
B. Directions: Supply the missing number in the box to make each
equation true.
2
a) 5 x =
3
2
b) 5 x = 4
1
c) x = 6
3
5
d) 2 x =
6
5
e) x8 =
8
5. Summarizing the Lesson
To multiply fraction by a whole number,
 Multiply the whole number by the numerator of the fraction to
get the numerator of the product.
 Copy the denominator of the fraction to get the denominator of
the product.
166

 Express the obtained product in lowest terms.

Page
 6. Applying to New and Other Situations
Directions: Read and solve each problem carefully. Label all
answers.
5
a. Brian has 4 liters of paint. He used 8 of it to paint the

doghouse. How many liters of paint was used for the

doghouse.
4
b. In a class of 48 pupils, 6 were boys. How many were girls?
3
c. During a sale, Joy paid only 4 of the price of the bag. How

much did she pay if the bag had a marked price of Php500?
III. Assessment

Directions: Write each answer in lowest term.

7
a) 5x = N
8

3
b) x 21 = N
7

2
c) 15x = N
3

1
d) What is of 80?
4

2
e) How many is of 14?
7

IV. Agreement/Home Activity

Directions: Find the product. Express the answers in lowest terms.

2 5
a. 4 x 5 = ________ c. x 11 = ________
9

5 4
b. 8 x 7 = ________ d. x 15 = ________
7

A. Remediation
Directions: Find the product. Express the answers in lowest terms.
3
a) 2x = N
7
5
b) x 18 = N
167

9
3
c) 16x = N
4
Page
 2
d) 25x = N
5
5
e) x 42 = N
6
5
f) x 24 = N
6
B. Enrichment
Directions: Find the value of n.
1
a) of 50 = 25
𝑛
6
b) of 48 = n
8
4
c) of 63 = n
9
5
d) of n = 45
8
𝑛
e) of 64= 32
8

168
Page
Week 7
Lesson 5- Multiplying Mentally Proper Fraction with
Denominators Up to 10
I. Objective
Multiplies mentally proper fractions with denominators up to 10
A. Prerequisite Concepts and Skills
Basic Multiplication and Division Facts
Reducing Fractions to Simplest Form
B. Materials
Charts, flash cards
C. References
M5NS – Ig – 91, Page 56 of 109
D. Value Focus
Accuracy
III. Instructional Procedures
A. Preliminary Activities
1. Drill
Directions: Have a drill on basic multiplication and division facts
using flash cards.
8X9 4X6 7X5 42 ÷ 6 32 ÷ 4
2. Review
Strategy : Cooperative Learning
Multiplying Fraction by Whole
Mechanics :
a. Six pupils stand in front as a group.
b. Write on the board: 1/2 , 1/3, 2/3 , 1/6 , 5/6
c. All pupils (including those standing) look at the first fraction
on the board and determine how many pupils would be left
standing if 1/2 of them returned to their seats.
d. Pupils compare and discuss their answers.
e. Ask volunteer pupils to write the equation and the answer
169

on the board.
Page

f. They repeat the activity for the remaining fractions on

 the board.
3. Motivation
We’re done with multiplying whole number and a fraction.
I think you’re now ready for multiplying fraction by a fraction
mentally?
B. Developmental Activities
1. Presentation
Problem
Linda received 2/4 slice of a pizza from her friend. She
gave 2/6 of this to her seatmate who had no money to buy
food for recess. What part of the whole pie did Linda share
to her seatmate?
Who received a slice of pizza from her friend?
What did Linda do with a slice of pizza she received?
What kind of seatmate is Linda?
If you were Linda would you do the same?
2. Performing the Activities
Group the pupils into five learning teams. Let
them answer the given questions mentally.
Expected Answer:
Solution 1: 2/4 X 2/6 = 4/24 Multiply the numerator by
numerator, denominator by the denominator
4/24 ÷ 4/4 = 1/6 Reduce the answer to lowest term
Solution 2 : 2/4 X 2/6 = 1/6 By cross cancellation (use
the GCF ) 4 and 2 by 2 then 2 and 6 by 2, we get
1/6.
3. Processing the Activities
How did you find the activity?
How did you get the product without using paper and
pencil? To what kind of fractions are dealing with?
For solution 1 – we multiply the numerator by numerator,
170

denominator by the denominator and reduce the answer to

simplest form .
Page

For solution 2 - we apply cross cancellation by using the

 the GCF.
4. Reinforcing the Concept and Skill
Directions: Give the products of the following mentally.
a) 1/5 X 2/3
b) 5/6 X 1/2
c) 2/7 X 1/2
d) 2/5 X 1/3
e) 3/4 X 1/5
5. Summarizing the Lesson

 Lead the pupils to give the generalization.

How do you multiply mentally proper fractions?
 To create word problems involving addition or
subtraction of fractions do the following:
 Familiarize yourself with the concept.
 Think of the problem you want to create.
a. Consider the character, cite the situation/setting,
data presented, word problem to be created, and the key
question.
b. Ensure that the word problem is clearly stated and
practical.

6. Applying to New and Other Situations

Directions: Using the data below, create a problem for each of
the following:
a. One-step word problem involving addition of fractions
b. One-step word problem involving subtraction of fractions
c. Two-step word problem involving addition and subtraction
of fractions
Name Fruit Bought Quantity (in kg)
1. Sharon Lanzones ½
2. Tabern Guava ½
171

3. Dick Rambutan ¼
Page
IV. Assessment
Directions: Using the data below, create a one –step word problem
involving (a) addition of fractions and (b) subtraction of
fractions.
Name Fruit bought Quantity ( in kg )
1. Sharon Banana ¼
2. Tamera Guava ¼
3. Dante Lanzones ¾
IV. Agreement/Home Activity
Directions: Give the product:
a. ½ x ¾ = b. 7/8 x 9/10 = c. 4/5 x 7/9 =
A. Remediation
Directions: Create a word problem involving addition and subtraction
of fractions using the data below.
Name Length of Wood Used for the
EPP Project ( jn meter )
1. Chito 2/3 m
2. Tony 1/6 m
3, Sheryl 3/4 m
4. Lorna 1/2 m
5. Dannah 1/3 m
B. Enrichment:
Directions: Create one –step word problem involving (a) addition and
(b) subtraction of fractions in your notebook.
172
Page
Week 8

Lesson 1-Solving Routine and Non-routine Problems

Involving Multiplication without Addition or

Subtraction of Fractions and Whole Numbers

Using Appropriate Problem Solving Strategies

and Tools

I. Objective

Solves routine and non-routine problems involving multiplication without

addition or subtraction of fractions and whole numbers using appropriate

problem solving strategies and tools

A. Prerequisite Concepts and Skills

Multiplying fractions

Changing fractions to lowest terms

B. Materials
metacards, pocket chart

C. References
M5NS-Ih-92.1, page 56 of 109
D. Value Focus
Active participation and cooperation
II. Instructional Procedures
A. Preliminary Activities
1. Drill
Directions: Change these fractions to lowest terms.
5
 15
21
173

 28
80

Page

100
 33
 55
63
 81

2. Review
Directions: Give the product of these fractions.
3 1
 x9
5
7 2
 x3
9
1 4
 x5
6
3 7
 x8
5
1 3
 x9
7

3. Motivation
(Show a different of pictures of a boy selling newspaper)

Class, this is Marlon. He helps his parents earn money by

selling newspaper in their neighborhood during Saturday and

Sunday.

B. Developmental Activities
1. Presentation
Problem

Marlon earns Php150 by selling newspapers. He sets

2
aside of it as his savings. How much does Marlon save from
5
his earnings?

2. Performing Activities
Answer the following questions:

Questions

a. What are given?

174

b. What is being asked?

c. What is the number sentence?
Page

d. How will you solve the problem?

 e. If you were Marlon, what will you do with your
savings?
3. Processing Activities
 What are given in the problem?
𝟐
(Php150 and 𝟓 of it)
 What is being asked?
(The amount of Marlon’s savings.)
 What is the number sentence?
𝟐
(150 x = N)
𝟓
 What is your answer?
(Php 60)
 What can you say about Marlon?
(Industrious helpful, responsible)
4. Reinforcing the Concept and Skill
Let us try another problem.

4
A scout master bought 35 m of rope. He used of the
7
rope for knot tying. How many meter of rope were used for
knot tying?

Directions: Answer the following problems.

5
a. During a three-day camping, a Boy Scout troop consumes 8

of the 50-kg sack of rice. How many kilograms of rice were

consumed?
3
b. Many jogs 5 5 kilometer each day. How many kilometers

does in jog in 3 weeks?

Directions: Solve the following problems.
2
a. A Metro Aide can clean 10 meters of the lawn per hour.
3
1
How many meters of lawn can he clean in 4 3 hours?
5
175

b. A man owned a parcel of land that was 2 8 hectares in area.

2
He used 3 of it for a garden. What fractions of the land is the
Page
 garden?
5. Summarizing the Lesson
Lead the pupils to give the generalization.

To solve routine and non-routine problems involving

factors, multiples and divisibility rules, we are guided by the
following:
Understand
 Know what is asked in the problem
 Know the hidden questions
 Know what are the given facts
Plan
 Determine the operation to be used
 Write the number sentence
Solve
 Show the solution
Check and Look Back
 Check your answers
 State the complete answer

6. Applying to New and Other Situations

Directions: Answer the problem below.
1
Julius sold 3 sacks of rice? Each sack weigh 50
2
kilograms. How many kilograms of rice did Julius sell?

III. Assessment

Directions: Solve the following problems.

a. Jose harvested 15 kilograms of guavas from the orchard. He

2
gave 5 of them to his neighbors. How many kilograms of guavas

were given to the neighbors?

1 1
b. A car travels at a speed of 2 4 kph. How far can it go in 3 3
176

hours?
Page
IV. Agreement/Home Activity

A. Remediation
Directions: Solve the problem below.
1
Nelia sold 5 2 sacks of calamansi. How many kilograms of
1
calamansi did she sell if a sack weighed 4 2kilograms assuming

that the sacks have the same weight?

B. Enrichment
Directions: Answer the problem below.
Two-thirds of the Grade V pupils helped in cleaning the
school ground. One-half of them are Math Club member. How
many are Math Club member if the class is composed of 48
pupils?

177
Page
Week 8

Lesson 2 -Solving Routine or Non-routine Problems

Involving Multiplication with Addition or

Subtraction of Fractions and Whole Numbers

Using Appropriate Problem Solving Strategies

and Tools
I. Objective

Solves routine or non-routine problems involving multiplication with addition

or subtraction of fractions and whole numbers using appropriate problem

solving strategies and tools

A. Prerequisite Concepts and Skills

Steps in solving word problems

Multiplying fractions and whole numbers
Adding and subtracting fractions and whole numbers
B. Materials

flash cards, chart

C. References

M5NS-Ih-92.1, page 54 of 109

D. Value Focus

Active participation

II. Instructional Procedures

A. Preliminary Activities

1. Drill

Directions: Perform the indicated operations. Reduce to lowest

terms if possible.
178

1 4 7 4 1
a. 12 × 2 b. 15 + 8
c. 5 − 3
Page
 4 3 1
d. 9 × 4 e. 4 − 6

2. Review

 What are the steps in solving routine problems? How about non
routine problems?
3. Motivation

 What are the sources of income of your family?

 Do your parents attend livelihood trainings and seminars?
B. Developmental Activities

1. Presentation
Problem

Mrs. Luna gives 4 hours seminar and

3
hours livelihood training to the parents of Barangay
4

Prenza on Mondays and Thursday. How many hours of

seminar and training did she give them at the end of the 4th
week?

What did Mrs, Luna do the parents of Barangay Prenza?

.
What is asked?

What are given?

How will you solve the problem?

2. Performing the Activities

Divide the class into group of 5s. The task of the pupils is
to help each other to solve the problem. Give them enough time to
perform the task.

After all groups have finished, asked them to post their

output on the board and let them discuss their solutions.

3. Processing the Activities

After the activity, ask the pupils to explain their answers.

179

 What is asked? (Understand)

Page

Expected Answer : numbers of hours of seminar and

 training did she give them at the

end of the 4th week

 What are given? (Understand)

3
Expected Answer : 4 hours and 4 hours of seminar and

training on Mondays and Thursdays

 What operations will you use? (Plan)

Expected Answer : addition and multiplication

 What is the number sentence? (Plan)

3
Expected Answer : (4 + 4) × 4 = 𝑁

 How did you solve the problem?

Expected Answer :

3
(4 + ) × 4 = 𝑁
4
3 19 19
4 ×4 = ×4= = 19 ℎ𝑜𝑢𝑟𝑠
4 4 1

 What is the final answer?

Expected Answer : She had given 19 hours of seminar and
and training at the end of the 4th week

4. Reinforcing the Concept and Skill

Group the pupils into five learning teams. Ask the group
to work together in solving for the answer to each problem. Give the
learning teams enough time to do the task.
3 1
a. Lilia spends 4 of her weekly allowance for lunch and 5for

snacks. How much does she save if her weekly allowance

is Php 500.

b. Six- sevenths of a 49-meter long cord was used for the

project. How many meters of cord were not used?

180

5. Summarizing the Lesson

Page

Lead the pupils to give the generalization.

 To solve routine problems involving multiplication with
addition or subtraction of fractions and whole numbers using
appropriate strategies and tools, follow these steps:

Understand

 Know what is asked

 Know the given facts
 If any, determine the hidden questions
Plan

 Determine the operations to be used

 Write the number sentence
Solve

 Use the operation solve

Check and Look Back

 Write the correct answer

Nonroutine problems can be solve without using a

standard procedure. They can be solved by drawing a picture,
using a number line, acting out, making a table and others.

6. Applying to New and Other Situations

Directions: Read, analyze and solve the following problems.

1
a. Irene bought 7 m of cloth. Molly bought 2 less of what

Irene has bought. How many metres of cloth did they buy
altogether?
5
b. Everyday, Jasmine cooks kg of rice while Alice
6

1
cooks 6 kg of rice. How many kg of rice did they cook
together for 3 days?
181
Page
III. Assessment

Directions: Read, analyze and solve the following problems.

1 1
a. Mr. Carino spent 2 of his salary for food, for miscellaneous, and
5

3
for education. How much money was allotted for each item if his
10

monthly salary was Php 46,000.

2 3
b. It takes 5 yards of material to make a skirt and 4 to make a dress.

How many yards will it take to make 6 skirts and 3 dresses?

5
c. During a three-day camping, a Boy Scout troop consumed 8 of the

50- kg sack of rice. How many kilograms of rice were consumed?

How many kilograms were left?

IV. Agreement/Home Activity

A. Remediation
Directions: Read, analyze and solve the following problem.
4
A scoutmaster bought 35 m of rope. He used 7 of the

Roper for knot tying. How many meters of rope were not used for

knot tying?

B. Enrichment
Directions: Read, analyze and solve the following problem.
1
Ceejay has a P400 daily allowance. He spent of his money
4
3
on a food and another of his money on a drink. How much was
10
left to Ceejay?
182
Page
Week 8

Lesson 3 - Creating Problem (With Reasonable Answers)

Involving Multiplication of Fraction

I. Objective
Create Problem (with reasonable answers) involving multiplication of
fraction
A. Prerequisite Concepts and Skills
1. Multiplying fraction by another fraction
2. Solving word problems involving multiplication of fraction and whole
number
B. Materials
fraction cards, picture, activity sheet, power point presentation
C. References
K to 12 CG M5NS-Ih-93.1 p. 56, Lesson Guides in Math 5 pp.196-
200
D. Value Focus
Industry and patience
II. Instructional Procedure
A. Preliminary Activities
1. Drill
Strategy: “Agawan Bola”
Materials: One medium-sized ball, Flash Cards
Mechanics:
 Ask a tall pupil to stand in front at the center. He/She will hold
the ball and toss it up during the game.
 Divide the class into four groups. Ask the first four students of
each group to stand at the center aisle. They are the first
players.

183

Flash an equation. Examples:

3 2 2 1 1 4 2 4 1 3
x = , x = , x = , x =, x =
Page

4 3 6 7 5 6 3 5 6 5
  Pupil who can catches the ball first gives the correct answer
with an equivalent one point for the group. If the answer is
incorrect other group who can first catch the ball can steal the
chance to answer.
 Continue the game until every member of the group has
participated.
2. Review
Strategy: “The Weakest Link”
Solving word problems involving Multiplication of Fractions

Mechanics:

a. Divide the class into 5 groups.

b. Post a strip of cartolina with a written problem.
c. The first five pupils in a line will answer the first problem.
d. Pupil who gives incorrect answer or the one who can’t give
the correct answer within the allotted time will be excluded
from the group.
e. Continue the game until everybody has participated.
f. The group with the most number of remaining members
will be the winner.

Ex.
3
a. A street cleaner can clean 10 of the town per hour. How
4
1
many metres can he clean in 5 hours?
2

3
b. Gino answered of the test correctly. If there is a total
4
of 50 items, how many did he get correctly?

3
c. A painter painted part of the house. If he will
5
184

1
repainted of this part of the house had he painted twice?
2
Page

3 4 5 6 3
4 10 9 12 9
 1 2
d. Jonna had a piece of rope 4 metres long. He used
5 3
of it. How many metres of rope did he use?

2
e. A building has 32 storeys. Each storey is 3 metre
3
high. What is the total height of the building?

3. Motivation
Who can give me some characteristics of a Filipino?
How about you, what positive characteristic do you possess?
B. Developmental Activities
1. Presentation
Problem

3 1
A farmer plowed of his land. He planted rice to
4 2
of the
3 plowed part. What
4 part of
5 his field was6planted with
3
rice?4 10 9 12 9

f)
 Discuss the problem to the class.
3 4 5 6 3
How will you solve the problem?
4 10 9 12 9
 Emphasize
The thatinthe
first pupil problem
each involves
group gives the multiplication
answer in of
g)lowest term.
fraction.
 The group who gives the correct answer will be given a
Can you create problems similar to the problem
point.
presented?
 Continue this activity up to 5th or 6th round.
 The first
the pupil in each group gives the answer in
 The group
2. Performing Activities
with the most number of points will be the
lowest term.
winner.
Group the pupils into four working teams. Ask the groups to
 The group who gives the correct answer will be given a
create apoint.
problem similar to the one given. Give them enough time
 Continue
to perform the task. this activity up to 5th or 6th round.
 The group with the most number of points will be the
3. Processing the Activities
winner.
Let the group present and discuss the problem they have
185

created.
How did you create a problem similar to the ones given?
Page
 Expected Answers:
We familiarized ourselves with the concept and its application
real-life situation.
We thought of the type of problem we wanted to create.
We read some problems similar to the one given and studied
their solution.
4. Reinforcing the Concept and Skills
Directions: Create a problem similar to the one below.

4
Mang Celso caught 50 kilograms of fish. He sold of
5
these to his neighbors. What part of the fish he caught was
sold?

? kg

50 kg. 4
sold
5
Directions: Create a problem based on the information given below.

45
1
2
kg.
5
8
kg visitor ? kg

1 1
2
4
km per hour (speed) ? far in 2
3
hours
186
Page
4. Summarizing the Lesson
How will you create a problem involving Least Common
Multiple (LCM) given the following information?

You can create a problem by following this guide:

 Familiarize yourself with the Multiplication of Fraction
and their application to real-life situation.
 Think of the type of problem you want to create.
 Read the problem and study their solution.

5. Applying to New and Other Situation

(Cooperative learning through Dyads)
Directions: Write a problem involving multiplication of fraction
similar as the problems below.
a. Gwyneth is taking a 60 item test. She knows the correct answer
1
to all excepts of the them. How many correct answers can
5
she get?
1
b. Raquel’s mother worked in an office for 6 a day for 5 days.
2
How many hours did she work in all in a week?

part given
c.
to his
1 1 brother
5 bars of them
2 3

1 part of the oranges

d. 15 4 kls 1
part sold sold
3
oranges
e.
part of the roses
used for
decorations
187

3 1
5 4 bunches 6
part for decorations
Page

oranges
III. Assessment
Directions: Create problems involving multiplication of fraction based on
the information given below.
1.
Mr. Roxas gathered 100 eggs from his poultry. He
4
gave 8 to his friend. How many eggs were given to his
friend?
2.
1 2
. Geward had 2 2 litres of paint. He used 3 of it to
paint their dining room. What part of it did he use?

3.
2
Mrs. Zobel had 4 m of long lace. She gave
1
of it to her pupil for a project. What part of lace was
3
given to her pupil?

IV. Agreement/ Home Activity

Directions: Create problem involving Multiplication of Fraction using the
information given below.

Monthly 2 amount
reserved for
Salary 3 reserved for
1) tuition fee of his son tuition fee of
20,500 php his son

1
2) How far can father go in 8 hours if he travels at an average
2
speed of 15 kilometres an hour?

A. Remediation
Directions: Create your own problem involving Multiplication of Fraction
using the information given below.
1
a) metre of the cloth was left from Aida’s uniform. Her
4
188
Page
 1
classmate asked of it for the blouse. What part was given to
2
her classmate?
1 1
b) of the Grade V pupils helped in cleaning the surroundings.
3 2
of them went inside the classroom. What part of the Grade V
pupils went to the classroom?
B. Enrichment
Directions: Create your own problem similar as the given below.

𝑁
gasoline used
𝐷

4 1
full consumed
5 3

189
Page
Week 8

Lesson 4-Creating Problems (with reasonable answers)

Involving Division or with Any of the Other

Operations of Fractions and Whole Numbers

I. Objective
Create problems (with reasonable answers) involving division or
with any of the other operations of fractions and whole
numbers.
A. Prerequisite Concepts and Skills
1. Four operations on fractions
2. Problem solving
B. Materials
Power point presentation, activity sheets
C. References
K-12 Curriculum Guide in Math 5 pp.57
D. Value Focus
Cooperation, Care for the environment
II. Instructional Procedure
A. Preliminary Activities
1. Drill
Strategy: Show-Me-Game
a. Individual pupil uses his or her own show-me-card.
b. The teacher flashes equation, for example:
3
9÷ =N
5
c. When the teacher gives her signal, the pupils raise their show-
me-cards.
d. This activity continues for 3-5 minutes.
2. Review
190

Strategy: Numbered Heads Together

Mechanics:
Page

1. Divide the class into groups of four.

 2. The members of each group will be assigned a
number.
3 2 2 3
3. Flash equations like ÷ =N, ÷ =N
5 3 7 5
4. The member of each group with the same number gives the
answer to the equation that is being flashed.
5. The next member of the groups with the same number
answers the next equation.
6. The group with the most number of points wins.
3. Motivation
Garbage is one of the most prevalent problems that we
have now.
What are the most common household waste materials?
What can we do with those wastes to lessen our problem
on garbage? (Introduce the 3Rs- Reduce, Reuse and Recycle)
The Grade Five Class initiated a project to minimize the
problem on waste products in their community.
Let us find out what it is.
B. Developmental activities
1. Presentation
2 1
In a newspaper drive, 3 classes collected 20 3 kg, 25 2kg
1
and 353 of newspapers respectively. What was the average
collection per class?

 What was the project initiated by the Grade Five pupils?

 How many classes joined in the newspaper drive?
 How can such project help lessen our widespread
problem on garbage? ( Cite other ways on how pupils like
you can help solve the problems on garbage)
 What facts are given?
 What operations are needed to solve the problem/
191

 What is the number sentence that fits the problem?

 What is the answer to the problem?
Page

Guide the pupils in solving the problem.

 Let them create another problem similar to the given one.
2. Performing the Activities
Group the pupils into four. Let the groups work
cooperatively on station 1 for group 1, station 2 for group 2, station
3 for group 3 and station 4 for group 4. Let them present their
output one at a time.
Direction: Create a 2 to-3-step word problem involving division of
fractions with any of the other operations of fractions and whole
numbers based on the given data.
Station 1-  48 cups of buko salad
2
 Each serving is 3 of a cup
1
 13 3 cups were reserved for the special
guests
 Number of servings made.

Station 2
 4 dressmakers
3
 meter of cloth for a baby dress
4
 12 meters of cloth per dressmaker
 Number of baby dresses made.

Station 3  Marita is making placemats

2
 Each placemat measures 3 meter
 She has 4 meters of linen cloth
2
 She has another 3 3 meters of linen cloth.
 Number of placemats that can be made.
Station 4
 Alma and her classmates are making ribbons
9
 Ribbons are each 10dm long.

 Number of ribbons that can be made from 3

3
spools 25 4 dm long each.

3. Processing the Activities

192

After all the groups have presented their outputs, ask

these questions:
Page

 How did you find the activity?

  How were you able to create a problem?
Expected answers:
We familiarize ourselves with the concept in Math.
We thought of the type of problems we want to create.
We read examples of problems and studied their solutions.
4. Reinforcing the Concept and Skill
Directions: Create a problem involving division of fractions
with any of the other operations of fractions out
of the given situations.
(Let the pupils work by pair)

3
 Using a modern machine a farmer can plow 4
2
hectare of farm in 3 hour.
 Hectares of farm three farmers can plow in 1
hour using 3 machines.

5. Summarizing the Lesson

3
Lead the pupils in giving the generalization below:
4
In creating a problem, we do the following:
 Familiarize ourselves with the concept and its
application to real-life situations.
 Think of the type of problems we want to create
 Read some problems and study their solutions.

6. Applying to New and Other Situations

Directions: Create problems involving division of fractions with any
of the other operations of fractions out of the given
situations. Write your answers on your answer sheet.

 Three boys gathered tomatoes from their

1. school garden.
3 1 1
 They gathered 2 4 kg, 1 3 kg and 2 2 kg of
tomatoes respectively.
1
 They are going to repack them in plastic 2 kg
193

each.
1
 Number of plastics containing 2 kg tomatoes.
Page
 2.  Four boys gathered mangoes from an
orchard.
3 1 1 1
 They gathered 7 4 kg, 8 2 kg, and7 4 kg 6 2 kg
of mangoes respectively.
 Average kilos of mangoes the four boys
gathered.

III. Assessment
Directions: Create a problem involving division of fractions with any
of the other operations of fractions out of the given
situations. Write your answers on your answer sheet.
1.
 Mother gathered eggplants from the
backyard.
3
 They gathered 7 4 kg in the morning and
1
102kg in the afternoon
 To be shared equally among her friends .

2. 1
 25 2 kg of rice
1
 30 2 kg of rice
1
 To be repacked in a small bag with 22 kg
each.
 Number of small bags needed.

IV. Home Activity

A. Remediation
Directions: Write a question for the given situations.
1
1. Allan and his father can repair one desk in 3 hour. They worked for

3 hours.
Problem: _______________________________
Solution: _______________________________
1
2. Rona and her mother can sew one tablecloth In 4 hour. They
194

worked for 5 hours.

Page

Problem: ________________________________
 Solution:_________________________________
B. Enrichment
Directions: Create your own problem involving division of fraction
with any of the other operations on fractions and whole
number. Write your solution to your problem.

195
Page
Week 8
Lesson 5-Showing that Multiplying Fraction by Its
Reciprocal is Equal to 1

I. Objective
Shows that multiplying fraction by its reciprocal is equal to 1
A. Prerequisite Concepts and Skills
Changing Mixed Fractions to Improper Fractions
Basic Addition and Multiplication Facts
B. Materials
Charts, flash cards, activity cards ,
C. References
M5NS – Ih – 94 Page 56 of 109
D. Value Focus
Accuracy
II. Instructional Procedures
A. Preliminary Activities
1. Drill
Directions: Have a drill on basic multiplication and addition facts
using flash cards.
9 X9 4X6 7X5 4 + 9 5+ 8
2. Review

Strategy: Cooperative Learning

Multiplying Fraction by Another Fraction
Find the product. ( Do this as fast as you can)
3 5 4 3
Team 1 - 4
X 6
Team 3 - 7
x 12

5 2 2 3
Team 2 - 10
x 8
Team 4 - 9
x 8

3. Motivation

How many of you already heard the word reciprocal?

Do you have an idea of what is it? Let us see.
196
Page
 B. Developmental Activities

1. Presentation

Study the table of equation given below:

A x B = C
4 5
X = 1
5 4
2 3
X = 1
3 2

4 5
35 X = 1
19

Questions:
a. How many columns of numbers are there?
b. What can you say about the numbers in each column?
c. What kind of numbers are in column A? B? C?
d. Have you seen any pattern in each column?
e. What mathematical term is shown in the equation given?
2. Performing the Activities

Group the pupils into four learning teams. Let them answer the
given questions.
Give them ample time to do the task.
After all groups have finished, let them display their output and
let them explain.
3. Processing the Activities

 How many columns of numbers are there?

(There are three columns of numbers)
 What can you say about the numbers in each column?
(The numbers in each column differ from each other)
 What kind of numbers are in column A? B? C?
(There are proper fractions, whole numbers and improper
fractions in column 1)
 Have you seen any pattern in each column?
(Yes, we have seen a pattern)
 What mathematical term is shown in the equation given?
197

(Reciprocal is the mathematical term shown in the

equation.
Page
 4. Reinforcing the Concept and Skill

Directions: Put a check on the blank if the first number is a

reciprocal of the second column.
3 4
_____ a. 4 3

11 5
_____ b. 5 11

10 5
_____ c. 3 10

3 1
_____ d. 10
33

9 4
_____ e. 4 9

5. Summarizing the Lesson

How will you show that when you multiply a fraction by its
reciprocal is equal to 1?
Using equation, we can show that multiplying a fraction by its
reciprocal is equal to 1. And there is a rule that says that when
product of two numbers is 1, they are reciprocal to each other or
multiplicative inverse.

6. Applying to New and Other Situations

Directions: Write the reciprocal of the following:

a.10 14 b. 15
20
c. 16 34 d. 18 e. 6 34

IV. Assessment
Directions: Match the number in column A with its reciprocal in column B.
Write the answer on the space before the number.
A B
1 5
________a. 9 2 A. 17

7 8
________ b. 8 B. 7

4
________ c. 4 C. 1

2 1
198

_______ d. 3 5 D. 4

4 7
________ e. 5 7 E. 39
Page
IV. Agreement/Home Activity
A. Remediation
Directions: Write YES on the blank if the given numbers are reciprocal
to each other and NO if it is not.
20 30
_____ a. 30 20

2 3
_____ b. 1 3 5

1
_____ c. 15 14

5 8
_____ d. 8 5

5 6
_____ e. 4 6 29

B. Enrichment
Directions: Fill the blank with a number that is reciprocal to the given
number.
3
a. 5 10 _____

b. 17 _____
1
c. 2 8 _____

7
d. 8 9 _____

13
e. 12 _____

199
Page
Week 9

Lesson 1-Visualizing Division of Fractions

I. Objective

Visualizes division of fractions

A. Prerequisite Concepts and Skills

1. Changing fractions to lowest terms
2. Identifying/Naming fractions
B. Materials
metacards, pocket chart, colored paper, acetate film

C. References
M5NS-Ii-95, page 56 of 109

D. Value Focus
Active participation and sharing

II. Instructional Procedures

A. Preliminary Activities
1. Drill
Directions: Answer the following orally.

 How many 5s are there in 45?

 How many 10s are there in 120?
 How many 9s are there in 72?
 How many 12s are there is 60?
 How many 15s are there in 75?
2. Review
Name the following fractions.
200
Page
 3. Motivation
(Show a picture of a mango orchard) Class, this is a mango

orchard. It is owned by Nica’s parents

B. Developmental Activities
1. Presentation
Problem

Nica’s family has a big orchard. Nica’s father waters

¾ hectare of the orchard in 1/3 hour using a machine. How
many hectares could he water un 1 hour using the same
machine?

2. Performing Activities
Answer the following questions:

Questions
a. What are given?
b. What is being asked?
c. What is the number sentence?
d. How will you solve the problem?
e. If you were Nica, what will you do to help you parents?
3. Processing Activities
 What are given in the problem?
(3/4 hectare and 1/3 hour)
 What is being asked?
(The hectare of land Nica’s father can water in 1
hour)
 What is the number sentence?
(3/4 ÷ 1/3 = N)
Let us use this piece of cartolina to visualize the
mango orachrd of Nica’s family.
If this whole cartolina represents 1 hectare, how
201

will you represent the ¾ hectare piece of land?

Let us represent the ¾ hectare of land using this
Page

colored paper.
 ¾ 1/3

This show that ¾ hectare is watered in 1/3 hour.

So we need 3 of this for 3/3 or 1 hour.
3
1/3
4

6/4 2/3

9/4 3/3

This show that Nica’s father can water 9/4 or 2 ¼

hectare of land in 1 hour.
If you were Nica what will you do to help your
family?
4. Reinforcing the Concept and Skill
Directions: Let us try another problem.

An aquarium is to be filled ¾ full of water. It takes 1

minute to fill it ¼ full. How long will it take to fill the aquarium?

Directions: Illustrate the quotient of the following.

3 3 8 1
𝑎). ÷4 𝑒). ÷3
9 12

5 1
𝑏). ÷
10 2

7 4
𝑐). ÷5
8

6 1
𝑑). ÷3
9
202
Page
 Directions: Visualize the product of these fractions using drawing.
3 5
a). ÷7
12

2 3
b). ÷9
5

4 5
c). ÷6
12

9 7
d). ÷ 12
11

6 7
e). ÷ 15
14

5. Summarizing the Lesson

Lead the pupils to give the generalization.

To visualize division of fractions:

 We can use paper folding, drawing and the like.

6. Applying to New and Other Situation

Directions: Answer the problem below.

3
Of the hour that Ely allotted for cleaning his room
5
2
he spent hour for each activity. How many cleaning
8
activities did he have?

III. Assessment

Directions: Visualize the following using drawing.

9 3 7 5
𝑎). ÷7 𝑑). ÷9
10 14

7 2 10 6
b) ÷3 𝑒). ÷8
8 12

4 4
𝑐). ÷5
9

IV. Agreement/Home Activity

203

A. Remediation
Directions: Illustrate the following.
Page
 1 7
𝑎). ÷ 10
8

3 6
𝑏). ÷7
5

9 4
𝑐). ÷ 10
15

5 2
𝑑). ÷3
9

5 3
𝑒). ÷7
11

B. Enrichment
Directions: Answer the problem below.
1
Doring had 2 kilograms of sugar. She used 4 kilogram for

every cake she baked. How many cakes did she bake?

204
Page
Week 9

Lesson 2 - Dividing Simple Fractions

I. Objective
Divides simple fractions
A. Prerequisite Concepts and Skills
1. Changing fractions to lowest terms
2. Multiplying fractions by another fractions
3. Multiplying a fraction by its reciprocal
B. Materials
flashcards, chart
C. References
M5NS-Ii-96.1, page 56 of 109
D. Value Focus
Taking care of our forests, appreciating beauty of nature
II. Instructional Procedures
A. Preliminary Activities
1. Drill
Directions: Answer the following orally
5 1
a. 6 x =
3
1 1
b. 3 x =
4
1 2
c. 4 x =
3
1 1
d. 6 x =
4
3 5
e. 7 x =
6

2. Review
 What are reciprocals?
 What is the product of a number and its reciprocal?
 Give the reciprocals of the following numbers.
5 1
1). 6 6).
205

1 1
2). 3 7). 4
Page
 1 2
3). 4 8). 3

1 1
4). 6 9). 4

3 5
5). 7 10). 6

3. Motivation

 Discuss the value of trees and why we should take care

of them.
 Ask the pupils how they can show appreciation and love
for our natural resources, especially the trees.
B. Developmental Activities

1. Presentation

Problem

2
A bed factory ordered 3 ton of kapok. If each
1
delivery truck can contain 6 ton of kapok, how many trucks
will be needed to load the order.

Analyze the problem:

 What is asked?
 What facts are given?
 What is the needed operation?
2. Performing the Activities
Group Work
Group the class into five teams. Let them solve the
problem for a few minutes.
Guide questions
 What is asked?
 What facts are given?
 What is the needed operation?
3. Processing the Activities
After all the groups have presented their answers, look
back at the given example.
206

In division of simple fractions, we use multiplicative

Page

inverses or reciprocals. Two numbers are reciprocals of each

 other if their product is 1.
Example:
2 1
÷ =𝑁
3 6
2 1 2 6 2
Lead the pupils to see that ÷6=3 𝑥 , hence, dividing by
3 1 3

1 2 1
is the same as multiplying 3 by the reciprocal of 6. The answer
6

is 4.

4. Reinforcing the Concept and Skill

3
Kate found of a big birthday cake in the refrigerator.
4
1
She served piece of the cake to each of her friends. How
4
many of her friends ate the cake?

Directions: Divide the following factions. Reduce to lowest terms

of possible.
1 1 3 5
a. 4 ÷ 5 = d. 4 ÷ 6 =

2 7 2 6
b. 3 ÷ 8 = e. 5 ÷ 8 =

4 1
c.5 ÷ 6 =

5. Summarizing the Lesson

How do we divide simple fractions?

 Change the divisor to its reciprocal.

 Change the division sign to multiplication sign.
 Cancel, if necessary.
 Multiply the numerators then multiply the
denominators.
207

 Express in lowest terms, if necessary.

Page
 6. Applying to New and Other situations
Directions: Read and analyze each question then solve.
4 2
a. What is the quotient of 6 and 9?
3 2
b. If you divide 5 by 10, what is the answer?
4 3
c. What is the quotient of 8 divided by 4?
5
d. How many sixths are there in 12?
1 2
e. If you divide 5 by 10, what is the answer?

III. Assessment
Directions: Divide the following fractions. Reduce to lowest terms, if
possible.
5 2 3 2
a. ÷ = d. ÷ =
6 9 5 9
8 1 3 1
b. 3 ÷ 2 = e. 5 ÷ 2 =
5 2
c.6 ÷ 9 =

IV. Agreement/Home Activity

A. Remediation
Directions: Divide the following fractions. Reduce to lowest terms, if

possible.
3 5 3 5
a. 5 ÷ 6 = d. 5 ÷ 6 =

7 1 5 7
b. 9 ÷ 2 = e. 9 ÷ 15 =

5 5
c.8 ÷ 3 =

B. Enrichment

Directions: Answer each question carefully.

2 8
1. How many 5- meter long pieces can be cut from an 10-meter

ribbon?
1 7
208

2. If 1 7 is the quotient and the divisor is, 10 what is the

dividend?
Page
Week 9

Lesson 3- Dividing Whole Numbers by a Fraction

I. Objective

Divides whole numbers by a fraction

A. Prerequisite Concepts and Skills

1. Reciprocals
2. Division of simple fractions
B. Materials
Number line, activity cards

C. References
K to 12 CG M5NS-Ii-96.1, p. 56, Lesson Guides in Math 6 pp.270-273

D. Value Focus

Taking care of our forests, appreciate the beauty of natural resources

II. Instructional Procedure

A. Preliminary Activities
1. Drill

Group Activity (Giving Reciprocals)

Mechanics:
a) Form four groups with equal number of members to play a
relay by giving a reciprocal of the fraction written on a flash
card.
b) The teacher says: “Name its Reciprocals”
c) At the “GO” signal, pupil “1” goes to the board and writes
his/her answer, taps the next pupil who goes to the board to
write his/her answer. This goes on until every member has
written his/her answers.
d) The groups who finishes within the time limit and gets the most
correct answers wins.
209

Ex.
2 3 2 4 2
, , , ,
5 6 3 8 7
Page
 2. Review

Strategy: Cooperative Learning

Materials:.4 sets of 5 cards with equations involving

multiplication of simple fractions.

1 1 2 1 3 2 2 2 3 2
Ex. x , X , x , x , x
4 8 6 4 7 3 3 5 5 4

Mechanics:

1) Form four groups

2) The leader gets the activity sheet from the teacher
and leads his/her member to work cooperatively.
3) The group answers the activity within 2 minutes and
presents the output on the board as soon as they are
through.
4) The teacher checks the answer.
5) The group with the highest number of correct answers
will be declared as winner.
3. Motivation
Show a picture of a tree and discuss its importance.
Ask the pupils how they can show appreciation our love
for or natural resources especially the tree.
B. Developmental Activities
1. Presentation
Strategy: Problem Opener (Using Concept Development)
2
A bed factory ordered ton of kapok. If each
3
1
delivery truck can contain ton of kapok , how many
3 4 6 5 6 3
,
trucks will be needed to load the order?
4 10 9 12 9
Lead the pupils to analyze the problem by asking the

h) questions:
following

 What is asked in the problem?

210

 What
The arefirstgiven?
pupil in each group gives the answer in
 What
lowestoperation
term. is needed to solve the problem?
Page

 The group who gives the correct answer will be given a

point.
 Continue this activity up to 5th or 6th round.
 The group with the most number of points will be the
winner.
  What is the needed operation?
 Write the equation.
2. Performing the Activities
Group the pupils into four working teams. Ask them to
work cooperatively in finding the answers to the problem. Give
them enough time to think and perform the task.
GROUP I (Visualizing the Problem)

Activity Sheet
a) Paste the rectangular cutout that represents 1 ton of
kapok.
b) Paste grid 1 over the rectangular cutout. Shade the part
that represents the amount of kapok needed.
c) Paste grid 2 over the shaded region that represents the
part of a ton of kapok contain per delivery.
2 1
d) Lead pupils to see/discover that ÷ is equal to
3 6
2 6
x ,
3 1
2 1 2
Hence dividing by is the same as multiplying
3 6 3
1
by the reciprocal of .
6

Expected Output

represents
the number
of trucks
needed to
𝟐 deliver the
𝟑 kapok

𝟐 1
211

represents 1 ton of represents 1

𝟑 6
ton of kapok kapok
Page

ton of kapok
ordered
 (Guided Activity)

Activity Sheet

 Complete the following exercises.

 Express the answer in lowest term.

𝟐 1 𝟐 6
÷ = x =
𝟑 6 𝟑 1

= Number of trucks
(Guided Activity-Simplifying needed to load the order
fractions)

Activity Sheet

 Complete the following exercises.

 Express the answer in lowest term.

𝟐 1 𝟐 6
÷ = x =
𝟑 6 𝟑 1

𝟐 6
= x =
𝟑 1

= Number of trucks needed to load the order

(Provide more exercises)

3. Processing the Activities

How did you find the activity?

How did you did you did fraction by another fraction?

What did you do to the division sign?

Which numbers did you multiply?

212
Page
4. Reinforcing the Concept and Skills

Directions: Find the quotient. Reduce the answer to lowest term if

possible.

2 1 2 2
a. ÷ = d) ÷ =
3 2 4 3

1 3 4 3
b) ÷ = e) ÷ =
5 4 6 8

2 4
c) ÷ =
5 7

5. Summarizing the Lesson

How do we divide a fraction by another fraction?

To divide fraction by another fraction:

 Change the divisor to its reciprocal.

 Change the division sign to multiplication sign.
 Simplify or cancel if necessary.
 Multiply the numerators, then the denominators.
 Express the answer in lowest term if necessary.

6. Applying to New and Other Situation

Group Activity:
Directions: Find each quotient . Express the answer in
lowest term.
2 4
1) What is the quotient of and ?
4 6
3 2
2) If you divide by , what is the answer?
5 10
2
3) What is the quotient of divided by ?
6
213

4
4) How many sixths are there in ?
12
Page
 5 3
5) Divide by . The answer is _____.
6 4

III. Assessment

Directions: Find the quotient. Be sure to express the answer in

lowest term.
1 2 3 2
a) ÷ = d) ÷ =
4 3 4 3

1 2 3 1
b) ÷ = e) ÷ =
3 4 5 6
3 3
c) What is the quotient of and ?
6 5

IV. Agreement/Home Activity

Directions: Give the quotient in simplest form.

1 2 2 2
a) ÷ = d) ÷ =
4 5 4 4

2 3 2 3
b) ÷ = e) ÷ =
8 5 4 5
2 1
c) ÷ =
3 4

A. Remediation

Directions: Solve for the value of N.

5 7
a) ÷ = N
6 8
4 7
b) ÷ =N
7 8

6 2
c) ÷ = N
8 3
1 2
d) What is N in ÷ = N?
8 6
4 2
e) What is the value of N in ÷ = N
5 10
214
Page
B. Enrichment

Directions: Understand the equation carefully then write your

answer in the blank.
2 3
a. In the equation ÷ = N, What is the value on N?
4 9
1 2
b. If you divide and , what will be the quotient?
4 3
4 3
c. Divide 5 by . It will give a quotient of _____.
6
2 1
d. What is the quotient if
7
, will be divided by ? _______
2
1 5
e. Is 2 is the quotient and the divisors is , what is the
4 6
dividend or the original number?

215
Page
Week 9

Lesson 4- Dividing Fraction by a Whole Number

I. Objective
Divides fraction by a whole number.
A. Prerequisite Concepts and Skills:
1. Basic division facts
2. Getting part of a whole
B. Materials
show–me-boards, real objects
C. References
K-12 Curriculum Guide in Math 5 pp.56, Growing Up with Math 4
pp.180
D. Value Focus
health consciousness
II. Instructional Procedure
A. Preliminary Activities
1. Drill
Directions: Answer the following orally.
a). How many 5s are there in 45?
b). How many 10s are there in 120?
c). How many 9s are there in 72?
d). How many 12s are there in 60?
e). How many 15s are there in 75?
2. Review
Strategy: Group Contest
Mechanics:
1. Divide the class into four groups.
2. The first player of each group gives the answer to the
question the teacher will ask.
216

3. The second player answers the next question.

4. The group with the most number of points wins.
Page
 Find the answer to the following questions from the Fraction
Chart.

a. How many halves are there in 1 whole?

1
1÷ =n
2
b. How many eights are there in 1 whole?
1
1÷8=n
1
c. How many sixths are there in 3 ?
1 1
÷6=n
3
2
d. How many twelfths are there in ?
3
2 1
÷ 12 = n
3
8
e. How many sixths are there in 12?
8 1
÷6=n
12

3. Motivation
What is your favorite fruit? Why?
Why are fruits important to our body?
What benefits can we get from eating them?
What vitamins can we get from pineapples?
B. Developmental Activities
1. Presentation
217

2
Jose, Joel and Randy have 3 of a pineapple to be
Page

divided equally among themselves. What fraction of the whole

 pineapple will each get?
 What part of the pineapple is left with the 3 boys?
 How are they going to divide it?
 What facts are given?
 What is the needed operation?
 Write an equation for the problem.
2. Performing the Activities
Guide the pupils in solving the problem.
 We can rewrite the division into a missing factor-sentence:
2 2
÷ 3 = n is equivalent to 3 x n =
3 3
1
 To find n, we can multiply both sides of the sentence by .
3
1 2 1 2
Thus, x3xn= x 1xn=n=
3 3 3 9
2 2
So, ÷ 3÷ =
3 9
1
 Notice that in our solution, we have, 3 x 3 = 1. Numbers
1
like 3 and 3 are called reciprocals. (Give other pairs of reciprocal

numbers. Provide other exercises on dividing fraction by a whole

number)
3. Processing the Activities
How did you find the activity?
How did you divide the fraction by a whole number?
Expected Answers:
 We rewrite the division sentence into a missing factor
sentence.
 To find the missing factor, we multiplied both terms by the
reciprocal of the number on the right side of the number
sentence.
4. Reinforcing the Concept and Skill
Directions: Solve of the following. Use the reciprocal method.
218

1 2
a) ÷ 10 = n d) ÷ 16 = n
5 4
Page
 1 3
b) ÷ 21 = n e) ÷ 25 = n
7 5
3
c) ÷ 40 = n
5
5. Summarizing the Lesson
How do we divide a fraction by a whole number?
To divide fraction by a whole number, multiply the
dividend by the reciprocal of the divisor.

6. Applying to New and Other Situations

Directions: Have the pupils work by group. Each group work
on every station simultaneously. The members of
the group will solve the problems cooperatively.
Station 1
3
What is the quotient when you divide by 7?
5

Station 2
9
What is the answer when you divide by 4?
12

Station 3
5
Angie bought meter of lace and cut it into 4 pieces.
6
What part of a meter is one piece of lace?

Station 4
Tommy is studying for his final exam this week. He will
spend of the weekend studying. What fraction of the
weekend will he spend studying for each of his 4 subjects, if
he spends the same amount of time studying for each
subject?
V. Assessment
Directions: Find each quotient. Reduce the answer to lowest terms if
possible.
7
a) ÷ 6= N
219

8
3
b) ÷21 = N
Page

7
 2
c) 3 ÷ 3= N
3
d) ÷ 4= N
4
8
e) ÷6 = N
9
IV. Agreement/Home Activity
A. Remediation
Directions: Find the quotient. Always express the answers in lowest
terms.
5
a) ÷ 2= N
6
8
b) ÷3=N
9
4
c) ÷ 4= N
6
9
d) ÷ 6= N
12
5
e) ÷14 = N
7
B. Enrichment
Directions: Read each problem carefully. Solve for the correct answer.
7
a. Mrs. Santos brought home 8 of a cake for her children. If she is to

divide the cake equally among her 4 children, what part of the
whole cake will each child get?
2
b. You have 4 of a pizza and you want to share it equally between two

people. How much of the pizza does each person get?

220
Page
 Mathematics 5

Summative Test 2
Directions: Read each question carefully. Encircle the letter of the
correct answer.

1. Janet bought 45 apples and 81 oranges. She wanted to pack them in

plastic bags with the same number of apples and oranges. What
should be asked to create problem (with reasonable answers) involving
GCF.
A. What is the most number of fruits will the plastic bags contain?
Answer: 5 apples and 9 oranges
B. Who bought apples and oranges? Answer: Janet
C. Where did Janet put the fruits? Answer : in plastic bags
D. What fruits did Janet buy? Answer: apples and oranges
2. Sally has 2 pieces of string. One is 15 meter long and the other is 12
meter long. She cuts it in the same length. What is asked to create a
problem(with
reasonable answers) involving GCF?
A. What is the most number of meter does each piece have? Answer :
3 m
B. Who has two pieces of string? Answer : Sally
C. What does Sally have? Answer : pieces of string
D. What is the total length of strings? Answer : 30 meters
3. Aling Susan owns native chickens. She wanted to divide it equally
among her 2 sons and 3 daughters. What should be asked to create a
problem (with reasonable answers) involving LCM.
A. Who owns native chickens? Answer: Aling Susan
B. What did Aling Susan do to her chickens? Answer: divide them to
her sons and daughters
C. What does Aling Susan possess? Answer : native chickens
D. What is the least number of native chickens that Aling Susan have?
Answer: 6 native chickens
4. What is 6 2/3 more than 1/6 ?
A. 6 5/6 B. 6 3/9 C. 6 1/3 D. 6 2/3
5. What is 4 2/8 increased by 1/2 ?
A. 4 4/6 B. 4 3/4 C. 4 3/6 D. 4 ¼
6. Find the sum of 8 3/4 and 2 2/3 ?
A. 10 1/3 B. 10 5/7 C. 11 5/12 D. 11 1/2
7. What is 18 5/7 and 7 2/3 put together?
221

A. 26 8/21 B. 26 7/10 C. 25 7/10 D. 25 8/21

8. In equation, 5 5/6 - 1/3 = N, what is N?
Page

A. 5 1/5 B. 5 1/4 C. 5 1/3 D. 5 1/2

9. What is the difference between 3/8 and 6 1/2 ?
A. 6 1/8 B. 6 2/6 C. 6 4/10 D.6 2/16
10. What is 9/10 less than 18 1/3 ?
A. 17 13/30 B. 15 18/30 C. 14 7/8 D. 14 8/10
11. What is 2 1/4 decreased by 7/8 ?
A. 1 3/8 B. 1 7/8 C. 11 3/8 D. 11 2/5
12. What is 5/6 repeated 3 times ?
A. 3 5/6 B. 2 3/6 C. 2 1/2 D. 2 1/3
13. Which of the number below is a product of 2/5 and 7 ?
A. 2 4/5 B. 2 5/7 C. 2 2/5 D. 2 1/5
14. What is 1/4 0f 9/10 ?
A. 9/40 B. 8/14 C. 7/9 D. 5/9
15. In the equation, 3/8 X 5/9 = N, what is N?
A. 2/17 B. 1/5 C. 5/24 D. 15/7
16. When 15 is multiplied by 1/5, the product is _____?
A. 3 B. 4 C. 5 D. 6
17. What is the product of 12 and ¾?
A. 6 B. 7 C. 8 D. 9
18. Which of the number below is a reciprocal of 2 4/5 ?
A. 11/12 B. 20/12 C. 5/14 D. 4/10

19.Which of the pairs of number given below is not reciprocal to each

other?

A. 3/4, 4/3 B. 5 1/7, 7/36 C. 5, 1/5 D. 2 3/5, 13/5

20. How many fourths are there in 9/12?
A. 3 B. 4 C. 5 D. 6
21. How many millionths are there in 1/1000?
A. 10 000 B. 1 000 C. 100 D. 10
22. In equation 20 / 1/4 = N, what is N ?
A. 90 B. 80 C. 24 D. 5
23. What is the quotient when you divide 15 by 3/4?
A. 18 B. 19 C. 20 D. 5
24. How many two’s are there in 5/6 ?
A. 5/12 B. 5/8 C. 5/7 D. 15
25. What is 9/10 divided by 5 ?
A. 4 5/10 B. 45/10 C. 9/50 D. 18
26. Mario walked 9/10 kilometer while Ron walked 3/5 kilometer. Who
walked longer? By how many kilometers?
A. Mario by 3/10 kilometer C. Mario by 6/10 kilometer
222

B. Ron by 3/10 kilometer D. Ron by 5/6 kilometer

27. Judith has 3/8 meter of ribbon while Joy has 3/4 meter of ribbon. Who
has more ribbon? By how many meter?
Page

A. Judith by 3/8 m of ribbon C. Judith

 B. Joy by 3/8 m of ribbon D. Joy
28. Celso run 7/10 kilometer in going to plaza while Ruben run 3/5
kilometer . What question will be asked to create a problem (with
reasonable answers) involving addition and/or subtraction?
A. Who run 7/10 kilometer? Celso
B. Where did the two boys run? In going to plaza
C. How far did Ruben run? 3/5 kilometer
D. Who run fast and by how many kilometer? Celso by 1/10
kilometer
29. Joan answered 5/6 of the test correctly. If the total test item is 30,
how many items were answered incorrectly?
A. 5 items of the test C. 3 items of the test
B. 4 items of the test D. 1 item of the test
30. Mother plans to buy 1/2 kilogram of chicken and 2/5 kilogram of beef.
What
should be asked to create a one-step word problem involving addition
of fractions?
A. How many kilograms of meat does she plan to buy?
B. Who plans to buy chicken and beef?
C. Where does mother go to buy chicken and beef?
D. What does mother planning to buy

Key to Corrections:

1) A 16) A
2) A 17) D
3) D 18) C
4) A 19) D
5) B 20) A
6) C 21) B
7) A 22) B
8) D 23) C
9) A 24) A
10) A 25) C
11) A 26) A
12) C 27) B
13) A 28) D
14) A 29) A
15) C 30) A
223
Page
Week 10

Lesson 1- Solving Routine or Non-routine Problems

Involving Division Without Any of the Other

Operations of Fractions and Whole Numbers

Using Appropriate Problem Solving Strategies

and Tools
I. Objective

Solves routine or non-routine problems involving division any of the other

operations of fractions and whole numbers using appropriate problem
solving strategies and tools
A. Prerequisite Concepts and Skills
1. Changing fractions to lowest terms
2. Dividing fractions and whole numbers
B. Materials
metacards, pocket chart
C. References
M5NS-Ij-97.1, page 56 of 109
D. Value
Active participation and sharing
II. Instructional Procedures
A. Preliminary Activities
1. Drill
Directions: Simplify the following fractions.
25

30
12
 18
21
 49
24
 36
224

44
 55
Page
 2. Review
Directions: Divide these fractions.
2 2
 ÷5
3
1 5
 ÷8
9
4 3
 ÷4
7
7 2
 ÷8
12
3 3
 ÷5
9

3. Motivation
(Show a picture of a Boy Scout cooking.)
Class, this is Scout Jose. He is preparing the lunch of their
troop.
B. Developmental Activities
1. Presentation
Problem

There are 5 kilograms of rice. Each Boy Scout can

consume 1/5 kilogram of rice per meal. For how many
scouts is Scout Jose preparing for?

2. Performing Activities
Answer the following questions:
a. What are given?
b. What is being asked?
c. What is the number sentence?
d. How will you solve the problem?
e. If you were Scout Jose, what will you do when after the meal
there were left over rice?
3. Processing Activities
 What are given in the problem?
(5 kg of rice and 1/5 kilogram per scout)
 What is being asked?
225

(The number of Boy Scouts Scout Jose is preparing for.)

 What is the number sentence?
Page
 (5 ÷ 1/5 = N)
 What is your answer?
(25 Boy Scouts)
 What can you do with the left over rice?
(Cook it as fried rice for the next meal)
Let us use this piece of cartolina to visualize the
mango orchard of Nica’s family.
4. Reinforcing the Concept and Skill
Directions: Let us try another problem.

Mother has 6 kilogram of boiled peanuts. She

wants to repack these into small plastic bag which weigh
3/8 kg each. How many small plastic bags does she
need?
Directions: Answer the following problems.
a. How many bags of rice can be made out of 225 kilograms of
rice if each bag should contain 3/4 kilogram?
b. Many jogs 5 3/5 kilometer each day. How many kilometers
does in jog in 3 weeks?
5. Summarizing the Lesson
Lead the pupils to give the generalization.
To solve routine and non-routine problems involving factors,
multiples and divisibility rules, we are guided by the following:
Understand
 Know what is asked in the problem
 Know the hidden questions
 Know what are the given facts
Plan
 Determine the operation to be used
 Write the number sentence
Solve
226

 Show the solution

Page
 Check and Look Back
 Check your answers
 State the complete answer

6. Applying to New and Other Situations

Directions: Answer the problem below.

Dennis has 50 m of rope. He will divide it into 3/5 m

each. How many pieces can he cut from the rope?

III. Assessment
Directions: Answer the problems below.
a. Mon is helping his father in their carpentry shop. They have 6
meters of wood which they will use to make frames. If each
frame will be 2/3 meter long, how many frames will they be able
to make?
b. How many 1/4 kilograms of sugar can be repack from a 50-
kilogram sack?
IV. Agreement/Home Activity
Directions: Solve the problems below.
a. Mrs. Reyes had 12 kilograms of lanzones. She plans to pack into
bags of 1/4 kilogram. How many packs can she make?
b. If a blouse requires 1 ½ meter of cloth, how many blouses can be
made from 25 meters of cloth?
A. Remediation
Directions: Solve the following problems.
a. How many 1/2 meter of string can a Boy Scout cut from a 10-
string?
b. Nick and his father can repair one desk in 1/3 hour. How
many desks can they repair in 3 hours?
227
Page
B. Enrichment
Directions: Answer the problems below.
a. A canteen is offering buko salad for desert. They have 48 cups
of buko salad. Each serving us 2/3 of a cup. How many servings
can be made?
b. A dressmaker uses 1 1/2 meters of cloth for a blouse. If she has
10 meters of cloth. How many blouses can she make?

228
Page
Week 10

Lesson 2 -Solves Routine or Non-routine Problems

Involving Division with any of the Other

Operations of Fractions and Whole Numbers

Using Appropriate Problem Solving Strategies

and Tools
I. Objective

Solves routine or non-routine problems involving division with any of the

other operations of fractions and whole numbers using appropriate problem

solving strategies and tools

A. Prerequisite Concepts and Skills

 Steps in solving word problems

 Adding, subtracting, multiplying and dividing of fractions and whole
numbers

B. Materials

flash cards, chart

C. References

M5NS-Ij-97.1, page 56 of 109

D. Value Focus

Sharing

II. Instructional Procedures

A. Preliminary Activities

1. Drill

Directions: Perform the indicated operations. Reduce to lowest

terms if possible.
229

1 3 5 5 2
a. 12 ÷ 2 b. 4 × 6 c. ÷3
Page

6
 2 1 5 1
d. +3 e. 6 − 4
6
2. Review

What are the steps in solving routine problems? How about non

routine problems?

3. Motivation

Have you ever joined in a contest?

How about in raffle draws? What prizes had you won?
How did you feel?

B. Developmental Activities

1. Presentation
Problem

In a school raffle, Cristine and her best friend Blessy won

a square-shaped chocolate cake. Their teacher divided the cake
equally between them. Cristine went home with half of the whole
cake. When her brother and sister arrived, she decided to divide
the cake equally among the three of them.
Anne asked herself, what part of the cake will each of us
receive?

What did Cristine and Blessy receive?

. What is asked?
What are given?
How will you solve the problem?
2. Performing the Activities
Divide the class into group of 5s. The task of the pupils is
to help each other to solve the problem. Give them enough time to
perform the task.
After all groups have finished, asked them to post their
output on the board and let them discuss their solutions.
3. Processing the Activities
230

After the activity, ask the pupils to explain their answers.

 What is asked? (Understand)
Page

Expected Answer : the part of the cake Cristine,

 her brother and sister receive
 What are given? (Understand)
Expected Answer : whole cake of Cristine and Blessy
Cristine’s brother and sister
 What operations will you use? (Plan)
Expected Answer : subtraction and division
 What is the number sentence? (Plan)
1
Expected Answer : (1 − 2) ÷ 3 = 𝑁

 How did you solve the problem?

Expected Answer :
1
(1 − ) ÷ 3 = 𝑁
2
1 1 1 1
÷3= × =
2 2 3 6
 What is the final answer?
Expected Answer : Cristine and her brother and
1
sister got 6
of the whole cake.
4. Reinforcing the Concept and Skill
Directions: Group the pupils into five learning teams. Ask the group
to work together in solving for the answer to each
problem. Give the learning teams enough time to do the
task.
3
a. Lolo Ambo bought 14 4 kg of lanzones, which he divided

equally among his 7 grandchildren. How many kilograms of

3
lanzones did each grandchild get if he set aside the 4 kg?

b. In a town fiesta 140 m of banderitas were used to decorate

every street of the town. If 10 m were used to decorate each
street, how many meters of banderitas were left?
5. Summarizing the Lesson
Lead the pupils to give the generalization.
231

How do you solve routine problems involving division with

any of the other operations of fractions and whole numbers
Page

using appropriate problem solving strategies and tools

 How about non-routine problems?

To solve routine problems involving multiplication with

addition or subtraction of fractions and whole numbers using
appropriate strategies and tools, follow these steps:

Understand

 Know what is asked

 Know the given facts
 If any, determine the hidden questions
Plan

 Determine the operations to be used

 Write the number sentence
Solve

 Use the operation solve

Check and Look Back

 Write the correct answer

Non-routine problems can be solve without using a

standard procedure. They can be solved by drawing a picture,
using a number line, acting out, making a table and others.

6. Applying to New and Other Situations

Directions: Read, analyze and solve the problems
3
Nicole is playing a video game where each round lasts of an
4

hour. He has scheduled 1 hour to play the game on Saturdays

and 2 hours on Sundays. How many rounds can Nicole play?
III. Assessment
Directions: Read, analyze and solve the following problems.
7
a. Shyra is painting statues. She has 8 of a gallon of paint remaining.
1
232

Each statue requires of a gallon paint. How much will she get if
16

one statue costs P500?

Page
 1 1
b. A baker has 5 4 pies in her shop. She set aside the 4 pie in the

refrigerator. She cuts the pies in pieces that are 1/8 of a whole pie.
How many pieces of pie does she have?
6
c. Andrei bought 7kg of chicken meat worth Php 200. He is going to
2
put the meat in bags that hold 7 kg when full. How much will he

earn if he sell the bag for Php 80 each.?

IV. Agreement/Home Activity
Directions: Read, analyze and solve.
4 2
Dennis has 2 ropes, 54 m and 6 9 m long, to be cut into 28
9

pieces of equal sizes. What will be the length of each piece?

A. Remediation
Directions: Read, analyze and solve the problem.
Last week, Angela worked for three days in a charitable
1 1
institution. If she worked 9 3 hours on Monday, 10 2 hours on
3
Wednesday, and 8 4 hours on Saturday, what is her average

hours for 3 days?

B. Enrichment
Directions: Read, analyze and solve.
2
How many 2 3 dm of ribbons can be cut from a spool

containing 40 m of ribbon?

233
Page
Week 10

Lesson 3 - Creating Problem (with reasonable answers)

Involving Division or with Any of the Other

Operations of Fractions and Whole Numbers

I. Objective
Create problem (with reasonable answers) involving division or with any

of the other operations of fractions and whole Numbers

A. Prerequisite Concepts and Skills

1. Division of fraction by another fraction
2. Solving word problems involving division of fraction by a fraction or
whole number
B. Materials
fraction cards, picture, activity sheet, power point presentation
C. References
K to 12 CG M5NS-Ij-98.1 p. 57, Lesson Guides in Math 5 pp.196-
200
D. Value Focus
Sows concern for the members of the family
II. Instructional Procedure

A. Preliminary Activities
1. Drill
Strategy: “Name My Quotient”
Materials: Flash Cards with exercises on division of fractions
Mechanics:

 Form 4 groups.
 The teacher flashes the cards.
 The groups of pupils are given One (1) minute to solve
by pairs or triads.
 A member of each group simultaneously goes to the
234

board and writes the solution and answer within the

allotted time.
Page
  The teacher checks the answer.
 The winner is the group with the most number of correct
answers.
Flash an equation. Ex.

3 2 2 1 4 4 1
÷ = , ÷ = , 5 ÷ = , 3 ÷ =, ÷4
4 3 6 7 6 5 6
=
2. Review

Strategy: Group Activity (Cooperative Learning)

Solving word problems involving Division of Fraction

Mechanics:

 Distribute the activity cards and let the “LB’s” (Learning

Barkada) do them in groups. (shy pupils will be instructed
to the group with the least number of members).

Ex. a) There are16 boys in V- Mabini and 21 boys in V- Recto. If

2
of them are boy scouts, how many boy scouts are
6
there?
2
b) The Yes-O members walked part for their activity.
5
They must cover a distance of 3 km. How many more
kilometers do they still have to walk?
3 3
c) How many of a meter can be cut from 9 meter of
4 4
ribbon?
3 4 5 6 3
1 1
d) 4Mother has 1010 cassava9 cakes. If each 12 serving is91
2 4
cakes, how many servings does she have?
j) 1 1
e) Myra ate part of gallon of ice cream that his father
3 2
bought. What part of the ice cream did Myra eat?
3. Motivation
 The3 first pupil 4in each group
5 gives the answer
6 3
in lowest
4
Who
term. 10 pillow? Do
has a favorite 9 you share12 9
your pillow with
 The group who gives the correct answer will be given a
235

the other members of the family? If you do, what trait did you
k) point.
 Continue
show? How oftenthis
doactivity up to 5th
you change yourorpillow
6th round.
case?
Page

 The group with the most number of points will be the

winner.
 The first pupil in each group gives the answer in lowest
term.
 The group who gives the correct answer will be given a
point.
B. Developmental Activities

1. Presentation

Problem
2
Aling Mona has 6 metres of cloth to sew pillow cases for
5
her daughters who love clean and beautiful pillows. How many
2
pillow cases can she make if she will use m long for each
5
pillow?

Answer the following questions

 Who will sew pillow cases?

 For whom will the pillow cases that Aling Mona sew be?
 How long is the material for the pillow cases?
 If you were Aling Elena, will you do the same? Why?
 How will you solve the problem?
 What does the given problem involve?
(Emphasize that the problem involves multiplication of
fraction.)
 Can you create problems similar to the problem
presented?

2. Performing the Activities

Directions: Group the pupils into four working teams. Ask the
groups to create a problem similar to the one presented . Give
them enough time to perform the task.

3. Processing the Activities

 Let the group present and discuss the problem they have
created.
 How did you create a problem similar to the ones given
Expected Answers:
 We familiarized ourselves with the concept and its application
236

real-life situation.
 We thought of the type of problem we wanted to create.
Page

 We read some problems similar to the one given and studied

their solution.
4. Reinforcing the Concept and Skills

Directions: Create a problem based on the information given.

N of servings
can be made

2
48 glasses cups of fruits per
3
serving

10 m of cloth 1
1 m for a number of
2
blouse can be
blouse
made

average speed in km
1 per hour
1440 km in hour
2

5. Summarizing the Lesson

How will you create a problem involving Division of Fraction?

You can create a problem by following this guide:
 Familiarize yourself with the Division of Fraction and
their application to real-life situation.
 Think of the type of problem you want to create.
237

 Read the problem and study their solution.

Page
6. Applying to New and Other Situation

(Cooperative learning through Dyads)

Directions: Write a problem involving division of fraction.

1
a. One of Mang Jaime’s parcel of land is 3 hectares rice land.
5
3
He gave part of it to is only son. What part of the land was
4
given to his son?
3 2
b. Gemma has bar of chocolates. She share part of it to
5 3
his younger sister. What part of her chocolate was shared to
her younger sister?
3
c. A bus is scheduled to travel a distance of 121 km in 2
4
hours. What average rate of speed must be maintained to
arrive on schedule?

number of
servings can
d. be made
4 1
of a cake of a whole
5 10
cake per serving

number of
towels can be
made

e.

2 m of cloth 2
238

m for each towel

3
Page
III. Assessment

Directions: Create problems involving division of fraction based on the

information given below.

1
Dory had 2 kilograms of sugar. She used
4
1.
kilogram for every cake she baked. How many cakes did she
bake?

3
Of the hour that Elly allotted for cleaning his
4
2
2. room, he spent for each activity. How many cleaning
8
activities did he have?
.

Mon is helping his father in their carpentry shop. They

have 2 metres of wood which they will use to make frames.
3. 2
If each frame will be metres long, how many frames did
3
they able to make?

4. 500 php 2 3 amount of his

saved of his
3 5 savings.

money

5)

3
50 kg. rice Cooked part
5

part of the sack of

239

rice were cooked

Page
IV. Agreement/Home Activity

Directions: Create problem involving Division of Fraction using the

information given below.

Monthly 2 amount
reserved for
Salary 3 reserved for
1)
tuition fee of his son tuition fee of his
20,500 php son

2) 2
offered 1 parts Part of the flowers
3
offered to Mama
3 bouquets
to Mama Mary Mary
of flowers

A. Remediation

Directions: Create your own problem involving of Division of

Fraction
using the information given below.
1 3
1. How many hour in hour ?
5 4
1
2. A red peice of paper is as large as a square. How many
8
3
red pieces are needed to cover of the square?
4
B. Enrichment

Directions: Create your own problem similar as the given below.

3
1) An aquarium is to be filled of water. It takes I minute
4
1
to fill it full. How long will it take to fill the aquarium?
4
2) A cafeteria is offering Buko salad for desert. They have 48
2
cups of buko salad. Each serving is of a cup. How
3
many servings can be made?
240

1
5 kg of sugar repacked 4 kg per No. of small
3)
packs made
Page

plastic bag
Week 10

Lesson 4- Creating Problems (with reasonable answers)

Involving Division or with Any of the Other

Operations of Fractions and whole numbers.

I. Objective
Create problems (with reasonable answers) involving division or with any
of the other operations of fractions and whole numbers.
A. Prerequisite Concepts and Skills
1. Four operations on fractions
2. Problem solving
B. Materials
Power point presentation, activity sheets
C. References
K-12 Curriculum Guide in Math 5 pp.57
D. Value Focus
Cooperation, Care for the environment
II. Instructional Procedure
A. Preliminary Activities
1. Drill
Strategy: “Show-Me-Game”
a. Individual pupil uses his or her own show-me-card.
b. The teacher flashes equation, for example:
3
9÷ =N
5

c. When the teacher gives her signal, the pupils raise their show-
me-cards.
d. This activity continues for 3-5 minutes.

2. Review
Strategy: Numbered Heads Together
Mechanics:
241

1. Divide the class into groups of four.

2. The members of each group will be assigned a number.
Page
 3 2 2 3
4. Flash equations like ÷ =N, ÷ =N
5 3 7 5
5. The member of each group with the same number gives the
answer to the equation that is being flashed.
6. The next member of the groups with the same number
answers the next equation.
7. The group with the most number of points wins.
3. Motivation
Garbage is one of the most prevalent problems that we
have now.
What are the most common household waste
materials?
What can we do with those wastes to lessen our problem
on garbage? (Introduce the 3Rs- Reduce, Reuse and Recycle)
The Grade Five Class initiated a project to minimize the
problem on waste products in their community.
Let us find out what it is.
B. Developmental Activities
1. Presentation
2 1
In a newspaper drive, 3 classes collected 20 3 kg, 25 2kg
1
and 353 of newspapers respectively. What was the average
collection per class?

 What was the project initiated by the Grade Five pupils?

 How many classes joined in the newspaper drive?
 How can such project help lessen our widespread problem
on garbage? ( Cite other ways on how pupils like you can
help solve the problems on garbage)
 What facts are given?
 What operations are needed to solve the problem/
 What is the number sentence that fits the problem?
 What is the answer to the problem?
242

Guide the pupils in solving the problem.

Let them create another problem similar to the given one.
Page
 2. Performing the Activities
Group the pupils into four. Let the groups work
cooperatively on station 1 for group 1, station 2 for group 2, station
3 for group 3 and station 4 for group 4. Let them present their
output one at a time.
Directions: Create a 2 to-3-step word problem involving division of
fractions with any of the other operations of fractions and whole
numbers based on the given data.
Station 1-  48 cups of buko salad
2
 Each serving is 3 of a cup
1
 13 3 cups were reserved for the special
guests
 Number of servings made.

Station 2
 4 dressmakers
3
 meter of cloth for a baby dress
4
 12 meters of cloth per dressmaker
 Number of baby dresses made.

Station 3  Marita is making placemats

2
 Each placemat measures 3 meter
 She has 4 meters of linen cloth
2
 She has another 3 3 meters of linen cloth.
 Number of placemats that can be made.

Station 4
 Alma and her classmates are making ribbons
9
 Ribbons are each dm long.
10

 Number of ribbons that can be made from 3

3
spools 25 4 dm long each.

3. Processing the Activities

243

After all the groups have presented their outputs, ask

these questions:
Page

 How did you find the activity?

  How were you able to create a problem?
Expected answers:
We familiarize ourselves with the concept in Math.
We thought of the type of problems we want to create.
We read examples of problems and studied their solutions.

4. Reinforcing the Concept and Skill

Directions: Create a problem involving division of fractions
with any of the other operations of fractions out
of the given situations.
(Let the pupils work by pair)

3
 Using a modern machine a farmer can plow 4
2
hectare of farm in 3 hour.
 Hectares of farm three farmers can plow in 1
hour using 3 machines.

5. Summarizing the Lesson

3
Lead the pupils in giving the generalization below:
In creating a problem, we do the 4following:
 Familiarize ourselves with the concept and its
application to real-life situations.
 Think of the type of problems we want to create
 Read some problems and study their solutions.

6. Applying to New and Other Situations

Directions: Create problems involving division of fractions with any
of the other operations of fractions out of the given situations. Write
your answers on your answer sheet.

 Three boys gathered tomatoes from their

1.
school garden.
3 1 1
 They gathered 2 4 kg, 1 3 kg and 2 2 kg of
tomatoes respectively.
1
 They are going to repack them in plastic 2 kg
each.
244

1
 Number of plastics containing 2 kg tomatoes.
Page
 2.  Four boys gathered mangoes from an
orchard.
3 1 1 1
 They gathered 7 4 kg, 8 2 kg, and7 4 kg 6 2 kg
of mangoes respectively.
 Average kilos of mangoes the four boys
gathered.

VI. Assessment
Directions: Create a problem involving division of fractions with any
of the other operations of fractions out of the given situations. Write
your answers on your answer sheet.
1.
 Mother gathered eggplants from the backyard.
3 1
 They gathered 7 4 kg in the morning and 102kg
in the afternoon
 To be shared equally among her friends.

1
 25 2 kg of rice
2. 1
 30 2 kg of rice
1
 To be repacked in a small bag with 22 kg each.
 Number of small bags needed.

VII. Home Activity

A. Remediation
Directions: Write a question for the given situations.
1
a. Allan and his father can repair one desk in 3 hour. They

worked for 3 hours.

Problem:

Solution:
1
b. Rona and her mother can sew one tablecloth In 4 hour.

They worked for 5 hours.

Problem:
245

Solution:
Page
B Enrichment
Directions: Create your own problem involving division of fraction
with any of the other operations on fractions and whole number.
Write your solution to your problem.

246
Page
 QUARTERLY TEST
TABLE OF SPECIFICATIONs

Learning Competency No. of % No. of Item

Days Items Placement

Visualizes numbers up to 10 1 2 1 1
000 w/ emphasis on
numbers 100 001 – 10 000
000

Reads and writes numbers 1 2 1 2

up to10 000 000 in symbols
Reads and writes numbers
up to 10 000 000 in words 1 2 2 3
Rounds numbers to the
nearest hundred thousand 2 3 2 4–5
and million

Uses divisibility rules for 2, 1 1

5 and 10 to find the 2 6
common factors of numbers

Uses divisibility rules for 3, 2 3 2 7–8

6 and 9 to find common
factors

Uses divisibility rules for 4, 2 3 2 9 – 10

8, 12 and 11 to find
common factors

Solves routine and non- 1 2 1 11

routine problems involving
factors, multiples and
divisibility rules for 2, 3, 4, 5,
6, 8, 9, 11 and 12

Creates problems (with 1 2 1 12

reasonable answers)
involving factors, multiples
and divisibility rules

States, explains and 2 3 2 13 – 14

interprets Parenthesis,
Multiplication, Division,
Addition, Subtraction
247

(PMDAS)

States, explains and 2 3 2 15 – 16

Page

interprets Grouping,
Multiplication, Division,
Addition, Subtraction
(GMDAS)

Simplifies a series of 1 3 2 17 – 18
operations on whole
numbers involving more
than two operations using
the PMDAS rule

Simplifies a series of 1 3 2 19 – 20
operations on whole
numbers involving more
than two operations using
the GMDAS rule

Finds the common factors 1 3 2 21 – 22

and the GCF of 2 – 4
numbers using continuous
division

Finds the common factors 1 3 2 23 – 24

and the LCM of 2 – 4
numbers using continuous
division

Solves real-life problems 1 2 2 25 – 26

involving GCF and LCM of 2
– 3 given numbers

Creates problems (with 1 3 2 27 – 28

reasonable answers)
involving GCF of 2 – 3 given
numbers

Creates problems (with 1 3 2 29 – 30

reasonable answers)
involving LCM of 2 – 3 given
numbers

Adds fractions and mixed 1 2 1 31

fractions without regrouping

Adds fractions and mixed 2 3 2 32 – 33

fractions with regrouping
248

Subtracts fractions and 2 3 2 34 -35

mixed fractions without
regrouping
Page
Subtracts fractions and 2 3 2 36 – 37
mixed fractions with
regrouping

Solves routine and non- 1 2 1 38

routine problems involving
addition or subtraction of
fractions using appropriate
problem solving strategies

Solves routine and non- 1 2 1 39

routine problems involving
addition and subtraction of
fractions using appropriate
problem solving strategies

Creates problems (with 1 2 1 40

reasonable answers)
involving addition and/or
subtraction of fractions
using appropriate solving
problem strategies

Visualizes multiplication of 1 2 1 41
fractions using models

Multiplies a fraction and a 1 2 1 42

whole number

Multiplies a fraction and 1 2 1 43

another fraction

Multiplies a whole number 1 2 1 44

and a fraction

Solves routine or non- 2 2 1 45

routine problems involving
multiplication without
addition or subtraction of
fractions and whole
numbers using appropriate
problem solving strategies
and tools

Creates problems (with 2 3 2 46 – 47

reasonable answers)
249

involving multiplication of
fractions
Page

Shows that multiplying a 2 3 2 48 – 49

fraction by its reciprocal is
equal to 1

Visualizes division of 1 3 1 50
fractions

Divides simple fractions 1 3 2 51 – 52

Divides whole number by a 1 3 2 53 – 54

fraction

Divides fraction by a whole 1 3 2 55 – 56

number

Solves routine or non- 1 2 1 57

routine problems involving
division without any of the
other operations of fractions
and whole numbers using
appropriate problem solving
strategies and tools

Creates problems (with 1 2 1 58

reasonable answers)
involving division of
fractions and whole
numbers

Creates problems (with 2 3 2 59 – 60

reasonable answers)
involving division or with
any of the other operation of
fractions and whole
numbers

TOTAL 50 100% 60 1 – 60
250
Page
 FIRST QUARTERLY TEST

Directions: Read each item carefully. Encircle the letter of the correct answer.

1) What number is represented by these number discs?

10 10
1 000 10 1 1
000 000
0 0
10 10 1 1
1 000 10
000 000 0
0 1
1
10 10
10 0
000 000
0 1
10 10
10 0
000 000 1
0
10 10 0
000 000 1
0

A. 101 643 B. 102 463 C. 104 263 D. 104 623

2) Which of the following numbers is read as “Nine million forty-eight
thousand, one hundred twelve”?
A. 9 028 112 B. 9 038 102 C. 9 048 112 D. 9 480
112
3) 4 070 610 is read as ______.
A. Four million, seventy thousand six hundred ten.
B. Four million, seven hundred thousand, six hundred ten
C. Five million, seventy thousand, six hundred ten
D. Five million, seven hundred thousand, six hundred
4) Which of the following is rounded to the nearest hundred thousands?
A. 920 000 B. 900 000 C. 401 000 D. 532 000
5) How is 9 643 152 rounded to the nearest millions?
A. 9 000 000 B. 9 600 000 C. 9 640 000 D. 10 000
000
6) Which of these numbers is exactly divisible by 2, 5 and 10?
A. 1 022 B. 1 145 C. 2 152 D. 3 460
7) Which of the numbers below is a multiple of 3 and 6?
A. 1 201 B. 1 404 C. 2 115 D. 6 003
8) Which of the following does not belong to the group?
A. 2 102 B 2 114 C. 3 042 D. 4 132
9) Which number is exactly divisible by 12?
A. 168 B. 124 C. 112 D. 52
10) The following numbers are multiple of 11 except one, which one is not?
A. 1 243 B. 2 387 C. 3 06ten9 D. 2 452
11) What is the missing digit in 7 _43 to make the number divisible by 11?
A. 8 B. 7 C. 6 D. 5

12) Create a problem with the data given below then answer.
Given : 36 cookies, 54 cupcakes
251

Asked : number of packages of cookies and cupcakes

Problem : ____________________
Page

Solution and answer.

 A. Riza baked cookies and cupcakes and packed them.
B. Riza packed cookies and cupcakes as many as she can.
C. Riza baked 36 cookies and 54 cupcakes. She wanted to pack them
with equal Numbers of cookies and cupcakes. How many packages of
cookies and cupcakes did she make? Answer : 9 packages with 4
cookies and 6 cupcakes in each.
D. Riza baked cookies and cupcakes for her birthday. ( 36 and 54
respectively.
13) What is done when evaluating expressions involving two or more
mathematical operations and parenthesis have been used?
A. Follow the MDAS rule C. Follow the GMDAS rule
B. Follow the PMDAS rule D. Nothing to follow
14) In the expression (5+6) + (24÷8) – 3. What are the numbers inside the
parentheses?
A. 5 + 6 and 24 ÷ 8 C. 24 ÷ 8 only
B. 5 + 6 only D. 3
15) What should be done when evaluating expression involving two or
more mathematical operations where groupings are present?
A. Follow the MDAS rule C. Follow the GMDAS rule
B. Follow the PMDAS rule D, Nothing to follow
16) Which of the expressions below uses the GMDAS rule?
A. 8 – 5 + 21 ÷ 7 = N C. 80 + [(40 ÷ 5) – 6] – 4 = N
B. 144 – (72 ÷ 9) + 12 x 5 + 3 = N D. (3 x 5) + (14 ÷ 7) – 8 = N
17) How is the expression (40 ÷ 20 x 6) + (15 + 3 x 3) – 16 simplified?
A. 12+24-16 B. 12+135-16 C. 12+8 D. 30+54-16
36 – 16 147 – 16 20 84 – 16
20 131 68
18) What should be simplified first when parentheses is used in
expressions involving two or more mathematical operations?
A. the numbers inside the parentheses
B. the numbers outside the parentheses
C. the numbers to be added
D. the numbers to be multiplied
19) Which part of the expressions below should be first simplified?
12 + [(45 ÷ 3) + 7] ÷ 2
A. (45 ÷ 3) – 7 B. 12 + (45 ÷ 3) C. (12 + 45) ÷ 3 D. (3 + 7) ÷ 2
20) How is the expressions [(75 ÷ 3) + 25] ÷ 5 = N
A. 50 ÷ 5 = 10 B. 25 ÷ 5 = 5 C. 25 + 30 = 75 D. 25 + 5 = 30
21) Which of the numbers below is the GCF of 12, 20 and 30?
A. 2 B. 3 C. 4 D. 5
22) Which group of numbers has a GCF of 6?
A. 6, 12, 32 B. 12, 18, 32 C. 12, 18, 24 D. 6, 15, 18
23) If you name the LCM of 10, 15, 45, what is the answer?
A. 50 B. 60 C. 80 D. 90
24) Which of the following numbers is the LCM 4, 10 and 8?
A. 80 B. 40 C. 30 D. 20
252

25) Melba baked 70 cupcakes and 63 cookies. If she is going to pack them
on boxes of cupcakes and boxes of cookies, what is the most number
of item will the boxes contain, if these are of the same number?
Page

A. 8 B. 7 C. 10 D. 6
26) What is the least number of mangoes that can be divided equally
among 9, 8, 12 children?
A. 54 B. 72 C. 96 D. 108
27) The letter N represents a number between 50 and 60. The GCF of N
and 16 is 8. Find N.
A. Find N, N =56 B. What is 16? GCF C. Find the GCF
D. Find the LCM, LCM = 56
28) Juvy has two pieces of string. One is 18m long and the other is 12m
long. She cuts the strings in the tenth. What is the key question to
create a problem involving GCF of 2-3 given numbers.
A. 10 B. 8 C. 6 D. 4
29) Roy has 6 love birds, 15 doves, birds in a cage, smallest number of
birds. To form a problem involving LCM, what is the key question to be
made?
A. What will be the least number of love birds and doves that he will
need for cages? 30
B. How many love birds does Roy have? 6 love birds
C. How many love birds are there? 6 love brds
D. Why there are love birds and doves? For cages
30) Aling Sonia is going to sell suman in bundles. Bundles are 3 and 5. To
create a problem, what should be asked?
A. What is Aling Sonia going to sell? suman
B. How is she going to sell the suman? By bundles
C. What is the least number of suman Aling Sonia have? 15 suman
D. Where does Aling Sonia sell her suman? anywhere

31) What is 2 1/3 more than 1/6?

A. 2 1/10 B. 2 1/9 C. 2 2/9 D. 2 ½
32) What is 5/10 and 2 1/5 put together?
A. 2 7/10 B. 2 6/15 C. 2 4/5 D. 2 1/5
33) In equation 4/12 + 3 ¼ = N, what is N?
A. 3 5/16 B. 3 7/12 C. 3 8/12 D. 3 9/12
34) What is ¼ less than 5 1/3?
A. 5 ¾ B. 5 2/3 C. 5 ½ D. 5 1/15
35) What is the difference between 7 2/5 and 3/10?
A. 7 1/10 B. 7 5/15 C. 6 1/10 D. 6 5/15
36) If 5/6 is divided from 10 1/4, what is left?
A. 9 8/12 B. 9 6/12 C. 9 4/10 D. 9 5/12
37) Take away ¾ from 7 1/5.
A. 6 9/20 B. 6 8/20 C. 6 7/20 D. 6 ¼
38) Luz shared 3/9 of her chocolate to Joy. What part was left of Luz’
chocolate if the original size of the chocolate is 15/18?
A. ½ B. 1/3 C. ¼ D. 1/5
39) Jeff jogged 5/6 kilometer while Jun jogged 7/12 kilometer. Who jogged
longer? By how many km?
A. Jeff by 5/10 B. Jun by 4/10 C. Jeff by 3/10 D. Jun by 2/10
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40) Mar walked 5/8 km in going to school while Michael walked 4/16 km.
What question will be asked to create a problem involving addition
and/or subtraction of fractions?
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A. Who walked longer and by how many kilometers? Michael by 3/8

 B. How far did Mar walk? Michael
C. How far did Michael walk? 1/4 kilometer
D. How did the two boys reach the school? By walking
41) How is 1/3 x ¾ illustrated?
A. B. C. D.

42) What is 7/8 repeated 8 times?

A. 5 B. 6 C. 7 D. 8
43) What is the product of 3/5 and 10/15?
A. 2/5 B. 3/5 C. 4/5 D. 6/5
44) In equation 12 x 5/6 = N, Solve for N.
A. 9 B. 10 C. 11 D. 12
45) Percy answered ¾ of the test correctly. If there is a total of 20 test
items, how many items did she get correctly?
A. 9 B. 10 C. 11 D. 12
46) Ricky earned by selling newspapers. He put 2/5 of his money in his
piggy bank. A. What will be asked to create a problem involving
multiplication of fractions?
B. How much did save?2/5 of his money
C. Who earned by selling newspapers? Ricky
D. Where did he put his money? In a piggy bank
47) Mrs. Cruz gathered 50 eggs from her poultry. She gave 4/8 of these to
her co-teachers. To complete the problem, what should be asked?
A. What did Mrs. Cruz gathered?
B. How many did Mrs. Cruz gather?
C. Where did Mrs. ruz gathered eggs?
48) How will you know that a number is a multiplicative inverse or a
reciprocal of another number?
A. When the product of the two numbers is equal to 1.
B. When the sum of the two numbers is equal to 1.
C. When the difference of the two numbers is equal to 1.
D. When the quotient of the two numbers is equal to 1.
49) Which of the numbers below is a reciprocal of 5 3/9?
A. 59/3 B. 53/9 C. 48/9 D. 9/48
50) Which of the models or illustrations below shows how many fourths are
there in 2 wholes?

a. b. c. d.

51) In equation, 3/8 x 1/6 = N, what is N?

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A. 1/16 B. 3/24 C. 2/2 D. 3/2

52) How many thirds are there in 5/12?
A. 18 B. 19 C. 20 D. 21
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53) How many fifths are there in 30?

 A. 15 B. 150 C. 17 D. 180
54) 12 is equal to how many ninths?
A. 72 B. 96 C. 108 D. 120
55) How many tens are there in 5/6?
A. 1/12 B. 1/10 C. 1/8 D. 1/6
56) How many twelve are there in 4/5?
A. 1/18 B. 1/15 C. 1/12 D. 1/8
57) Alex bought a piece of rope 8m long. He cut it into pieces of 4/10m
each. How many pieces did he make?
A. 15 B. 16 C. 18 D. 20
58) A 78/100 hectares of cornfield is divided equally by 3 children of the
farmer. To complete this, what will be asked to create a problem
involving division of fractions?
A. What did farmer do with his cornfield?
B. How many children does a farmer have?
C. What is the total number of hectares of cornfield?
D. How many hectares of cornfield does each children received?
59) Joan bought 1 5/10m of ribbon in the store. She is going to cut it into 5
pieces for her project. To form a problem involving division what should
be asked?
A. How long is the ribbon bought by Joan?
B. How long is its piece?
C. Into how many pieces the ribbon is cut?
D. Why did Joan buy ribbon?
60) Marie’s daily allowance is P40. She spends 3/5 of it for snacks and
saves the rest. What should be asked to form a problem involving
division or with any of the other operations.
A. How much does Marie save?
B. How much is Marie’s allowance?
C. Where does she spend 3/5 of her allowance?
D. What part of her allowance is save and how much is it?

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 KEY TO CORRECTIONS

1) B 21) A 41) A

2) C 22) C 42) C

3) A 23) D 43) A

4) B 24) B 44) B

5) D 25) A 45) D

6) D 26) B 46) B

7) B 27) A 47) D

8) C 28) C 48) A

9) A 29) A 49) D

10) D 30) C 50) A

11) A 31) D 51) A

12) C 32) A 52) C

13) B 33) B 53) B

14) A 34) C 54) C

15) C 35) A 55) A

16) C 36) D 56) B

17) A 37) A 57) D

18) A 38) A 58) A

19) A 39) C 59) B

20) A 40) A 60) A

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