Mathematics 5

LESSON 1
Quarter 1 Week 8
Day 1

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of
divisibility, order of operations, factors and
multiples, and the four fundamental operations
involving fractions
B. Performance The learner is able to apply divisibility, order of
Standards operations, factors and multiples, and the four
fundamental operations involving fractions in
mathematical problems and real life situations.
C. Learning Solves routine problems involving multiplication
Competencies or without or with addition or subtraction of fractions
Objectives and whole numbers using appropriate problem
solving strategies and tools.( M5NS-Ih92.1)

II. CONTENT Solving routine problems involving

multiplication without or with addition or
subtraction of fractions and whole numbers
using appropriate problem solving strategies
and tools
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Lesson Guide in Elementary Mathematics 5,pp.
215-217
pages
Mathematics Teacher’s Guide 4
2. Learners Materials
pages
3. Textbook pages
4. Additional materials
from Learning

219
 Resource (LR)
Portal
B. Other Learning Realistic Math 5(Scaling Greater Heights)
Number Smart 5( Worktext in Mathematics)
Resources
Soaring 21st Century Mathematics

IV. PROCEDURE
A. Review previous lesson Show your answer using a slate board.
or presenting the new
2 1 3 3 2 1
1. (3 )(3) 2. (8 )(4) 3. (4 )(5)
lesson
1 1 1 3
4. (6 )(3) 5. (5 )(9)

B. Establishing a purpose What do we usually do with our trash?

for the lesson
How about the scarps? How do we recycle?
Show pictures/ real objects of scrap materials such
as newspapers, and empty bottles.

What do you do with them? Are you going to throw

them in trash cans?
(Emphasize the value of recycling, reusing or
selling them at junkshop )

C. Presenting
Marlon earned P150 by selling newspapers and empty
examples/instances of the bottles. If he put
2
new lesson 𝑜𝑓 ℎ𝑖𝑠 𝑚𝑜𝑛𝑒𝑦 𝑖𝑛 ℎ𝑖𝑠 𝑝𝑖𝑔𝑔𝑦 𝑏𝑎𝑛𝑘, ℎ𝑜𝑤 𝑚𝑢𝑐ℎ 𝑑𝑖𝑑 ℎ𝑒 𝑠𝑎𝑣𝑒?
5

D. Discussing new Who earned P150 by selling newspapers and

concepts and practicing empty bottle?
new skills #1 What fractional part of his money put into his piggy
bank?
What is asked in the problem?
What are the given facts?
What is the operation to be used?(Answer:
Multiplication)
What is the word clue if the operation to be used is
multiplication?
What is the mathematical sentence for the
problem?
Who can solve? Explain the answer.
What is the complete answer for problem?
E. Discussing new The above example is a routine word problem.
concepts and practicing (Routine word problems = word problems that are

220
new skills #2 useful for daily living)
How did you solve the word problem?(Answer:
AGONSA Method
How did you find the complete answer in the given
problem? (answer: Use of multiplying )

Aside from Multiplying the given numbers, in what

way are you going to solve the word
problem?(expected answer: through a figure,
through real objects like a string, etc.)
Strategy 2: Figure
Php 150-(one whole)
Php Php Php Php Php
30 30 30 30 30
1 1 1 1 1
5 5 5 5 5
2
= Php 60
5

Strategy 3: String
(Demonstrate solving the word problem using a
real string measuring 150 cm )
Steps:
1. Paste the string on the chalkboard.
2. Write 150 on top of the string.
3. Divide equally the string into 5.
1
4. Mark each part with 5.
1
5. Identify the number mark with 5
2
6. Show 5 parts.
2
7. Get the sum of the numbers under 5
parts.

F. Developing mastery Each group will answer the given problem.

Average Group
Group 1-AGONSA method
3
A Metro aide can clean metre of the lawn per
4
1
hour. How many metre can he clean in 2 hour?

Group 2-Use of plastic bag, 4 equal containers

1
each labelled 4, 50 grams sand or rice
1
Julius sold sack of rice. A one-sack of rice
4
weighs 50 kilograms. How many kilograms of
rice were left unsold?

221
 Group 3-Use of ice cream sticks (20 pieces)
3
Percy answered 4 of the test correctly. If there
is a total of 20 test items, how many items did
she get wrong?

Group 4-Use of cutting of sheet of paper

3
Ricky painted 5 of the side of his bedroom.
1
When he painted it for second coating, only 2
of this part was repainted. What part of the side
of the bedroom which he painted twice?

ADVANCE
Select an appropriate strategy or tool to solve the
given problem.

Group 1-AGONSA METHOD

Tokyo Skytree of Japan, the tallest tower in the
3
world has a height of 2,080 feet. If 5 of its height
was decorated with Christmas lights starting
from the ground floor, what is the height of the
tower decorated by Christmas lights ?

Group 2-Use of cutting of paper

3
Ricky painted of the side of his bedroom.
5
1
When he painted it for second coating, only of
2
this part was repainted.What part of the side of
the bedroom which were not painted twice?

Group 3-Use of illustration/figure

7 2
A farmer has piece of rice field. He gave 7 of
8
the land to his oldest son. How much land
remain to him?

222
 Group 4-Use of cutting of sheet of paper
2
In a graduating class of 164 students, 3
3
decided to take engineering course, wanted
9
education. How many students would like to
take engineering course? How many students
would like to take education course?

G. Finding practical Solve the following word problem with any strategy
applications of concepts or tool that you know.
and skills in daily living 1. Mang Celso caught 50 kilograms of fish. He sold
2
7
of these to his neighbors and brought the rest at

home. How many kilograms of fish were sold to his

neighbor? Brought at home?
4
2. Djannin harvested 6
kg of onion from her
1
garden. She cooked of it for her squash
8

empanada. How many kilogram of onion was used

for her empanada?
H. Making generalizations What are routine word problems?
and abstractions about the
How do you solve routine word problems involving
lesson
multiplication of fractions?
Why is it important to solve routine word problems
Routine word problems are word problems that are
useful for daily living.
The steps in solving routine word problems are:
a. Understand the problem.
b. Plan- (Think of a strategy or tool which will
be used to solve the problem)
c. Solve- Use the strategy or tool to solve the
word problem.
d. Check and look back-Review your answer

Routine word problems develop our mental

ability and boost creative thinking in tackling

223
 daily life experiences.
I. Evaluating learning Read the problems carefully. Solve the problems
with any problem solving strategy or tool that may
apply.
3 1
1. Remy had 4 metre long lace. She gave 3 of it

to her classmate. What part of the lace was given

to her classmate?
1 2 3 3
A. B. C. D.
4 4 4 5

2. Manang Loling collected 50 eggs from her

4
poultry. She used 8
of the eggs in making leche

flan for their breakfast. How many eggs were

used for the leche flan?

A. 20 B. 22 C. 24 D. 25

3. Nelson had different colors of paint in cans

1
which were mixed together and each can had 2
liter. If there were 100 cans, how many liters of
paint were mixed together?
A. 30 B. 50 C. 60 D. 70

4. One-fourth meter of cloth was left from

3
Evelyn’s uniform. Her friend asked 5 of it for
Science project. What part of the cloth did he
friend get?
3 3 3 3
A. B.20 C.25 D. 30
15
5. Jose harvested 18 pieces of guavas from his
2
orchard. He gave 9 of it to his bestfriend as baon.
How many guavas were left to him?
A. 4 B. 10 C. 14 D. 16

J. Additional activities for Write the mathematical equation then solve.

application or remediation 9
1. In a marathon, a runner has to run 10
2
kilometer.Loren jogged only of it. How
5
many kilometer did she jog?
2. Father’s salary every month amounts to

224
 1
Php 20, 500. If he regularly deposits of it
5
in the bank, how much is it in 12 months?

V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional activities
for remediation who scored
below 80%.
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use? Discover which I wish
to share with other
teachers?

225
 Mathematics 5
LESSON 2
Quarter 1 Week 8
Day 2

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of
divisibility, order of operations, factors and
multiples, and the four fundamental operations
involving fractions
B. Performance The learner is able to apply divisibility, order of
Standards operations, factors and multiples, and the four
fundamental operations involving fractions in
mathematical problems and real life situations.
C. Learning solves non-routine problems involving
Competencies or multiplication without or with addition or subtraction
Objectives of fractions and whole numbers using appropriate
problem solving strategies and tools.( M5NS-
Ih92.1)
II. CONTENT “Solving non-routine problems involving
multiplication of fractions and whole numbers
using appropriate problem solving strategies and
tools.”

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Lesson Guide in Elementary Mathematics 5,pp.
pages 215-217

2. Learners Materials
pages
3. Textbook pages
4. Additional materials https://lrmds.deped.gov.ph/pdf-view/7634
from Learning

226
 Resource (LR)
Portal
B. Other Learning Realistic Math 5(Scaling Greater
Resources Heights)
Number Smart 5(Worktext in
Mathematics
Soaring 21st Century Mathematics

IV. PROCEDURE
A. Review previous lesson Using a show-me-board, give the answer for the
or presenting the new following.
lesson 2 1 3 4
1. +3 2. 63 6 − 60 5
3
5 3
3. 8
−8
4 1 3 1
4. (5 )(2) 5. 76 6 − 3

B. Establishing a purpose Who among you have vehicles like motorcycle,

for the lesson
tricycle, car, truck run by gasoline? Are your family
affected by the increasing value of gasoline? How
will you help in order to conserve this form of
energy?

C. Presenting
Gasoline is sold at Php 50 per litre. In the news, the
examples/instances of the 2
price will increase by 5 of its price per liter by next
new lesson week. What will be the new selling price of gasoline
next week?
D. Discussing new How much is the price of gasoline before the
concepts and practicing
news?
new skills #1
What was the fractional increase of the gasoline?
What is asked in the problem?
What are the given facts?
What is the operations to be used?(Answer:

227
 Multiplication & addition)
What is the word clue if the operation to be used is
multiplication?
What is the mathematical sentence for the
problem?
Who can solve? Explain the answer.
What is the complete answer in the problem?
E. Discussing new The above is an example of non-routine word
concepts and practicing
problem.
new skills #2
( A non-routine problem is any complex
problem that needs a higher degree of
creativity to solve. Non-routine problems do
not have an immediate or precise strategy
for solving them. It could be solved in
multiple or different ways.)

How did you solve the word problem?(Answer:

Understand, Plan & Solve)
How did you find the complete answer in the given
problem? (answer: Use of multiplying )
The problem above involves two operation,
multiplication and addition.
We used AGONSA method to solve the given word
problem(Asked, Given, Operation to be used,
Number Sentence & Answer)

Aside from AGONSA method, we can used other

ways to solve the word problem. Examples are
through a figure, through concrete objects, string
method, etc.)

228
 Strategy 2: Figure
Php 50-(one whole)

Php Php Php Php Php

10 10 10 10 10

1 1 1 1 1
5 5 5 5 5

2
= Php 20
5

Php 50 + Php 20 = Php 70(new

price of the gasoline by next week

Strategy 3: String Method

(Demonstrate solving the word problem using a
real string measuring 50 cm)
Steps:
1. Paste the string on the chalkboard.
2. Write 50 on top of the string.
3. Divide equally the string into 5.
1
4. Mark each part with 5 and Php 10.
1
5. Identify the number mark with
5
2
6. Show 5 parts.
2
7. Get the sum of the numbers under 5

parts.

F. Developing mastery Each group will answer the given problem using
the given word problem strategy or tool.

229
 Average Group
Group 1-String method
1
A snail moves cm in every minute.What would be
7
the total distance after 30 minutes if the snail
2
returned by 2 14cm?

Group 2-Use of illustration

To make a dozen of polvoron, it needs ¾ cups of
flour. If 8 dozens of polvoron is to be made and
there were only 4 cups of flour on the table, how
many more cups of flour is needed to complete the
recipe?
Group 3-Use of illustration/figure
7
A square is shaded . Two-thirds of this is cut to
8
1
form into rectangle. If 2
was removed from the
rectangle, what is the new size formed by the
rectangle?
Group 4-Use of AGONSA METHOD
7 1
A piece of land measures 9 hectares. of the land
7
2
is to be donated and of it for business and the
7
rest for farming. How much land remain for
farming?

ADVANCE
Select an appropriate strategy or tool to solve the
given problem.

Group 1
A box contains 138 marbles. One-sixth of them are
3
red, 5 of the remainder are yellow, and the rest are
blue marbles. How many blue marbles are there?

230
 Group 2
3 1
A jar is filled with liter of water. After an hour
4 2
2
liter was used from it. of the remaining water
7
spilled accidentally. How much water was left in the
jar?

Group 3
Five-twelfths of the money was spent, then saved
Php200 at the bank and had Php850 left. How
much money was at first?

Group 4
1,050 votes were casts in a precinct for national
1
election. Candidate A got 5 of the total votes while
Candidate B got twice as much as Candidate A,
1
Candidate C got more than Candidate B. How
3
many votes did each receive?

G. Finding practical Solve the following word problem with any problem
applications of concepts solving strategy or tool.
and skills in daily living AVERAGE GROUP OF PUPILS
1. A car travels 30 mph then increased by 5
4
mph. After 30 minutes, of the speed
9
was reduced due to heavy traffic. What is
the new speed of the car?

ADVANCE GROUP OF PUPILS

2. The circumference of a circle is 5000 cm.
It was then stretched by 200 cm.
3
of the new circumference was colored
10
with red. What is the length of the circle
not colored with red?
H. Making generalizations What is non-routine word problem?
and abstractions about the
How do you solve non-routine word problems
lesson
involving multiplication involving addition or
subtraction of fractions? What are the other
strategies or tools to solve word problems?

231
 A non-routine problem is any complex
problem that needs a higher degree of
creativity to solve.

The steps in solving non-routine word problems are:

a. Understand the problem.

b. Plan- (Think of a strategy or tool which will be
used to solve the problem)
c. Solve- Use the strategy or tool to solve the word
problem.
d. Check and look back-Review your answer
The other strategies or tools to solve a word problem are:

1. Acting out 4. Guess and Check

2. Drawing 5. Making a Table
3. Finding pattern 6. Using Block-
Model
I. Evaluating learning Read the problems carefully. Solve the
problems with any problem solving strategy
or tool that may apply. Read the following
word problems. Use any problem solving
strategy or tool to solve it. Write the letter of
the correct answer.
1. A box contains 200 meters of ribbon. Nine-tenths of it
were used for the decoration while the rest for
costume. How long were used for the costume?
a. 20 m b. 30 m c. 150 d. 180 m
2. Fifteen kilos of noodles were bought for visitors.
Three-fifths of it was cooked to serve for
Americans while 3 kilos for Africans. How much
noodles left uncooked?
a. 2 kilos b. 3 kilos c. 4 kilos d. 9 kilos
3
3. A steel bar has a length of 154 4 m. Ten and three-
5
fourths was used for the corridor fencing while of
12
the remaining was used for the gate. What is the
length of the steel used for the gate?
a. 50 m b. 64 m c. 70 m d. 84 m
4. A shadow casts from a Narra tree. It casts at about 30
3
feet. After an hour, it decreased by 12 feet. This is
6
of the height of the tree. What is the height of the
tree?
a. 4 ft b. 5 ft c. 9 ft d. 18 ft
3
5. There are 25 balls inside the roulette. of the balls
5
were added to start the game. How many balls were

232
 there now in the roulette ?
a. 15 b. 40 c. 45 d. 75
J. Additional activities for Think of a best strategy or tool to solve the
application or remediation
problems below.
1. Thirty-six letters were written on a tablet paper.
2
After a while, 9 of it were erased. How many letters

were still written on a paper?

2. From SM Legazpi to SM Polangui, its distance is
approximately 45 km, while from SM Polangui to
4
SM Naga is of the distance from SM Legazpi To
5

SM Polangui. How long is the distance from SM

Legazpi to SM Naga based from the above
statement?
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional activities
for remediation who scored
below 80%.
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use./discover which I wish
to share with other
teachers?

233
 Mathematics 5
LESSON 3
Quarter 1 Week 8
Day 3

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of
divisibility, order of operations, factors and
multiples, and the four fundamental operations
involving fractions
B. Performance The learner is able to apply divisibility, order of
Standards operations, factors and multiples, and the four
fundamental operations involving fractions in
mathematical problems and real life situations.
C. Learning Solves routine or non-routine problems involving
Competencies or multiplication without or with addition or subtraction
Objectives of fractions and whole numbers using appropriate
problem solving strategies and tools.
M5NS-Ih-92.1

II. CONTENT Solving routine or non-routine problems

involving multiplication without or with addition
or subtraction of fractions and whole numbers
using appropriate problem solving strategies
and tools
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learners Materials
pages
3. Textbook pages

234
 4. Additional materials
from Learning
Resource (LR)
Portal
B. Other Learning Math for Life pages 94 - 103
Resources Soaring 21st Century Mathematics 5 pages234-236

IV. PROCEDURE
A. Review previous lesson Ask: What are the strategies that you know on how
or presenting the new to solve routine or non-routine problems?
lesson Note: Accept any answer of the pupils.

B. Establishing a purpose Have you already tasted guyabano?

for the lesson
What color is its peeling?
How about its meat?
How do you feel when you drink juice?
Lead the pupils in saying drinking juice will freshen
up the warmth that you feel.
Tell them of what the lesson is about: Solving
routine or non-routine problems involving
multiplication without or with addition or subtraction
of fractions and whole numbers using appropriate
problem solving strategies and tools. Focusing on
the strategies.

C. Presenting 1
Mother mixed 2 liters of fresh guyabano juice in a
5
examples/instances of the
jug holding 12liters. How many liters of guyabano
new lesson
can fill the jug? Will the jug be filled? If not how
many more liters are needed to fill the jug?

D. Discussing new Ask:

concepts and practicing
a. What fruit was used in the problem above?
new skills #1

235
 b. How many liters were made by mother?
c. Where did mother place the juice?
d. What do you think should we do to solve the
problem?
e. If you are given the chance to solve the
problem, what strategy will you use?

E. Discussing new Present these two strategies that may be

concepts and practicing
used:
new skills #2
1. Making a model
JUG: 12liters

1 1 1 1 1
2 2 2 2 2
5 5 5 5 5

SOLUTION:
1
25 • 5

a. multiply the whole number

2 • 5 = 10
b. multiply the fraction by 5

1
•5=1
5

c. add the partial product

d. 10+1 = 11
e. subtract 12 by the sum of the partial
products
12 -11 = 1
1
f. complete answer: there are 5 of 2 5 liters in

12liters jug, there is still 1L to make the jug

filled with guyabano juice.
2. Trial and check:
1
a. 12 – (2 5 • N)

236
 1 1 1 1 3
b. Try : 2 5 • 3 = 2 5 + 2 5 2 5 = 6 5 still

not enough for 12L jug

1 1 1 1 1 4
c. 2 5 • 4 = 2 5 + 2 5 2 5 + 2 5 = 8 5 still

not enough for 12L jug

1 1 1 1 1 1
d. 2 5 • 5 = 2 5 + 2 5 2 5 + 2 5 + 2 5 =
5
10 5
5 5
is equal to 1, therefore 10 5 is
5

equal to 11L and can be placed in

a 12L jug.
e. 12L – 11 L = 1L
f. Therefore we still need 1L to fill
the 12L jug.

F. Developing mastery Provide each group with a task card containing

different problems.

AVERAGE:
GROUP 1:
3
Mother bought 2 4 kg of mangoes, she also

bought some bananas. If each kilo of banana

costs 40.00. Together, the mangoes and
1
bananas weighed 4 2kg. How many kilograms

of bananas did she buy? How mch will she

pay for the bananas?(Use the making model
method )
GROUP 2
2
There are 3 as many boys as girls. If there are 30

girls, how many are boys? (Use the making

model method )
GROUP 3
Eleanor bought 24 flowers. Two-thirds of the

237
 flowers are white, how many are white?(Use
writing equation method)
GROUP 4
One-third of the garden plot is planted with
camote tops anode-half of the remainder is
planted with pechay. The rest are malungay.
What part of the garden plot is planted with
malunggay? (Use the making model method )

Reference for the group activity: Math for Life 5

pages 96-98.

ADVANCE
GROUP 1
Janette gathered 40 tomatoes from her garden.
3 1
She gave 8 of the tomatoes to her sisters and 4

to her good neighbors. How many tomtoes

were let to Janette? (Use writing equation
method)
GROUP2
2
In a school election, 5 of the candidates are girls

and the rest are boys. How many candidates

are boys?(Use writing equation method)

Reference for the group activity (1and 2): Math

for Life 5 pages 96-98.

GROUP3
1
The plane ride took 2 2 hours. Thea slept one-

eight of the time from the start of the ride. If

the plane left the airport at 1PM , AT what time
did Thea wake up? (Use writing equation

238
 method)

GROUP4
At midnight, there were about 32 people at the
3
airport. By morning, there were 5 4 times as

many people. How many people were at the

airport by morning? (Use making a model
method)
G. Finding practical Solve the following word problem with any strategic
applications of concepts
tool that you know.
and skills in daily living
5
1. Peter weighs 8kg heavier than Ailen. If 7 of

Peter’ weight is 35kg, what is their total

weight?
2. A box full of pili nuts, weighs 26 kg. when the
1
box is 4 full, it weighs8kg. find the weight of

the nuts when the box is full.

3
3. Atilla bought 1 4 kg of santol, Audrey bought4
1
kg of ripe mangoes. If a kilo of santol cost
4

30.00 and a kilo of mango cost 72.00. How

much will they pay together?
Reference: Soaring 21st Century Mathematics 5
pages234-236

H. Making generalizations How do you solve routine or non-routine problems?

and abstractions about the
lesson  Understand the problem very well to find
out what strategy will be used.
 Try out your solution.
 Always check whether the answer makes
sense.

I. Evaluating learning Read , understand and use any method

to solve the following:

239
1. Each of the 3 vegetable plots in our
garden needs 12L of water a day.
How much water do the vegetable
plots need in all?
1
a. 362h
1
b. 364h
1
c. 372h
1
d. 374h
1
2. Mother bought 62 kg of pineapple at

35.00 a kilo. If she gave the cashier

500.00, How much change will she
receive?
a. 271.50
b. 272.50
c. 273.50
d. 74.50
3. There were 2500 audience in a
1 1
stadium, 5 of them are children, 4are

women, and the rest are men. How

many children and women are there
in the stadium?
a. 1100
b. 1120
c. 1125
d. 1130
4. Rens runs one-fourth of the Bicol
University oval. If the oval is 400m,
how many meters did he run in all?
a. 50m
b. 75m
c. 90m

240
 d. 100
5. Lino has a garden 57 sqm plot, he
decided to plant one-third of it with
malunggay, how many sqm were
planted with malunggay?
a. 19sqm
b. 20sm
c. 21sqm
d. 22sqm
J. Additional activities for Read and understand the problems and
application or remediation
use a strategy that will give you a
meaningful answer.
1. Manny repacked 30 kg of flour into
1
several bags. He put 22kg in each

bag. How many bags will he use?

1
2. Linds has 42 m of string and decided
1
to cut it into 4’s. how many can she

cut from her string?

V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional activities
for remediation who scored
below 80%.
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked well?
Why did these work?

241
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use./discover which I wish
to share with other
teachers?

242
 Mathematics 5
LESSON 4
Quarter 1 Week 8
Day 4

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of
divisibility, order of operations, factors and
multiples, and the four fundamental operations
involving fractions

B. Performance The learner is able to apply divisibility, order of

Standards operations, factors and multiples, and the four
fundamental operations involving fractions in
mathematical problems and real-life situations.
C. Learning Create problems (with reasonable answers)
Competencies or involving multiplication of fractions (M5NS 1h 93.1)
Objectives
II. CONTENT Creating problems (with reasonable answer)
involving multiplication of fractions
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learners Materials
pages
3. Textbook pages 21st Century MATHletes p.74-84
4. Additional materials
from Learning
Resource (LR)
Portal

243
 B. Other Learning Soaring 21st Century Mathematics 5 p. 224
Resources Division Contextualized Curriculum Matrix
ARTCUL-INDMAT-IV-P16 p. 10
Division Local Heritage matrix
IV. PROCEDURE
A. Review previous Show pupils pictures of typical scene in a barrio
lesson or presenting having fiesta
the new lesson
B. Establishing a purpose What do we usually do when we celebrate fiesta?
for the lesson
(expected answers: play parlor games/laro ng lahi)
Do you enjoy when there are games played during
fiesta?
What are the usual laro ng lahi games during
fiesta?
Note: Accept all answers of the children and lead
them to a wide array of events during fiesta.

C. Presenting I have here strips of papers where there are

examples/instances of the phrases and data in it. We are to rearrange them
new lesson for us to create a sensible word problem out of it.
There were 40 players who join the pukpok palayok.

During the San Isidro Labrador fiesta, there was a laro ng

lahi played at the open field of Guyam, Legazpi City.

For every 3 boys there are 2 girls in a group.

2
If the girls represent of the whole, how many boys are
5
there in all?

Expected Answer: During the San Isidro Labrador

fiesta, there was a laro ng lahi played at the open
field of Guyam, Legazpi City. There were 40
players who join the pukpok palayok. For every 3
boys there are 2 girls in a group. If the girls
2
represent of the whole, how many boys are there
5
in all?
D. Discussing new Ask the following questions:

244
concepts and practicing 1. Going back to the problem formed;
new skills #1
a. What does the problem ask you to find?
b. What information are needed to solve the
problem?
c. How will you solve the problem?
d. What operation/s are we to use to solve the
problem?
e. What trait do we develop in having this kind
of game in our barangay?
2. How did we create the problem given the
data?
Expected answer: we arrange the data given.
3. What were the things that we observe in
creating sensible problem?
Expected answer: You also have to consider the
data given and the key question. Identify the
needed information and ask yourself if the data is
complete to form a problem.
E. Discussing new Present another strips of word problem and have
concepts and practicing
them work in pair to create a sensible word
new skills #2
problem.

F. Developing mastery AVERAGE

Directions: Create a sensible word problem by
rearranging the data and phrases below.

Group 1
a. How many flowers are white?
b. Dina bought 24 flowers in Putting daga,
Legazpi.
c. Two-thirds of the flowers are yellow.
Answer: Dina bought 24 flowers in Puting Daga,
Legazpi. Two-thirds of the flowers are yellow.
How many flowers are white?
Group 2
a. Linda asked Domingo to fetch water for
the tapayan.
𝟏
b. Domingo used a pail that contains 1 liter
𝟐
of water.

245
 c. The tapayan needs 30 liters of water for it
to be filled.
d. How many times will Domingo fetch
water to fill the tapayan using the pail he
has?
Answer: Linda asked Domingo to fetch water
for the tapayan. The tapayan needs 30 liters of
water for it to be filled. Domingo used a pail that
1
contains 1 2liter of water. How many times will
Domingo fetch water to fill the tapayan using
the pail he has?

Group 3
𝟑
a. of the suman was eaten.
𝟒
b. The Lopo family prepared for the fiesta at
Barangay Pawa.
c. They made suman and ibos for their
visitors.
d. There were 120 suman and 200 ibos
prepared for their family visitors.
e. How many suman were left for the
family?
Answer: The Lopo family prepared for the fiesta at
Barangay Pawa. They made suman and ibos for
their visitors. There were 120 suman and 200 ibos
3
prepared for their family visitors. 4 of the suman
were eaten. How many suman were left for the
family?
Group 4
a. If there are 30 baduya
2
b. There are 3 as many suman as baduya.
c. How many suman are there?
2
Answer: There are as many suman as baduya.
3
If there are 30 baduya. How many suman are
there?

Group 5
a. He had 20 ampalaya left.
𝟏
b. He gave 𝟐 of the remainder to his friends.
𝟏
c. He sold 𝟐 of the ampalaya at the Legazpi
City Market.
d. Roberto gathered ampalaya at his
backyard garden.
e. How many amapalya had he at the
beginning?
Answer: Roberto gathered ampalaya at his

246
 1
backyard garden. He sold of the ampalaya at
2
1
the Legazpi City Market. He gave 2 of the
remainder to his friends. How many amapalya
had he at the beginning?

ADVANCE
Directions: Create a sensible word problem using
the data and presentation/pictures below.

Group 1

𝟐
𝟑

biniribid

2
Expected Answer: There were 6 biniribid, 3 of it
was eaten by the visitors, how many were left?

Group 2

Skirt
650.00
blouse

Reference: Soaring 21st Mathemetics 5 p. 224

Expected Answer: the total coast of the skirt and

𝟐
blouse is 650.00 PhP. The cost of the blouse is
𝟑
of the cost of the skirt. How much does the skirt
cost?

Group 3

40 pupils in a class

boys

𝟐
Expected Answer: A class has 40 pupils. of
𝟓

247
 them are boys. How many are girls?
Group 4

30 bayukbok
2 parts to Maria
Elisa

Expected Answer: Elisa has 24 bayukbok. She

gave 2 parts of them to Maria. How many
bayukbok now are left to Elisa?
Group 5

40 sumans of Juanito

𝟑
to Imang
𝟖

𝟏
to Manoy
𝟒

Expected Answer: Juanito has 40 sumans, he

3 1
gave 8 of the suman to Imang and 4 to Manoy, how
many suman were left to Juanito?

G. Finding practical Directions: Use the block model/data presented

applications of concepts below to create word problems.
and skills in daily living
1.
a. How many kg did Ferdie increase in weight?
b. Last year, Ferdie weighed 60 kg.
1
c. This year, he gained more.
8
Reference: 21st Century Mathletes p. 82 (Evaluate
B, No. 3)
2.
a. One fifth of the pupils are absent
b. There are 40 pupils in Mrs. Santos Grade 5
class.
c. How many pupils are present?

36 roses
3.

248
 4. 270.00 PhP

spent

5. 320 marbles,
1
given away
4
1
Larry had 3 left

H. Making generalizations How do we create word problem?

and abstractions about the Expected answer: Analyze first the data given and
lesson arrange the facts. Then, read again the word
problem if it is sensible. Check if your problem is
solving the word problem.
I. Evaluating learning Choose the correct word problem based on the
data/pictures given.
1.
ibus

eaten
3
a. The family sold ibus for 720.00. If was
10
sold. How many were not sold?
b. The family made ibus for the fiesta, if there
3
were 10 left out of 200 ibus made, how many ibus
were eaten?
c. The family ate ibus at the fiesta, there
3
were10 left, how many were eaten?
d. The remaining ibus is left for the family of
10. How many were eaten?

249
 2. pinangat

SOLD

1
a. There were 8 packs of 5 pinangat, if of it
2
was sold, how many pinangat was there at the
start?
1
b. There were 8 pinangat, of it was sold, how
2
many pinangat was there at the start?
1
c. 2
of pinangat was sold, there were 8
pinangat, how many was at the start?
1
d. of the pinangat was sold, there were
2
another half left. How many pinangat was sold?
3.
520 kg

2
a. of the bin of malagkit rice, if the bin
3
contained 520 kg. What is the original content of
the bin?
1
b. 2
of the bin was filled up, if the bin contains
520 kg, how many kg was left?
2
c. If the bin contains 520 kg of malagkit rice, 3
of the bin was filled, how many more kg of
malagkit rice is needed to fill the bin?
2
d. If the bin contains kg of malagkit rice and
3
there is 520 kg in the bin, how many kg is left in
the bin?
2
e. of the bin has 520 kg, how many kg of
3
malagkit rice is needed to fill the bin?

J. Additional activities for Create sensible problem out of the data

application or remediation given below.

250
 1.
20 prizes in a raffle
One half for the relay

2. 24 skirts
Three-fourths were sold

3.
50 pupils
One-fifth were absent

V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional activities
for remediation who scored
below 80%.
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use./discover which I wish
to share with other
teachers?

251
 Mathematcs 5
LESSON 5
Quarter 1 Week 8
Day 5

I. OBJECTIVES
A. Content Standards demonstrates understanding of divisibility, order of
operations, factors and multiples, and the four
fundamental operations involving fractions
B. Performance is able to apply divisibility, order of operations,
Standards factors and multiples, and the four fundamental
operations involving fractions in mathematical
problems and real-life situations.

C. Learning Shows that multiplying a fraction with its reciprocal

Competencies or is equal to 1 (M5NS 1h.94)
Objectives
II. CONTENT Showing that multiplying a fraction with its
reciprocal is equal to 1
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learners Materials
pages
3. Textbook pages
4. Additional materials lrmds.deped.gov.ph/detail/7280
from Learning
Resource (LR)
Portal
B. Other Learning Division Contextualized Curriculum Matrix

252
 Resources ARTCUL-INDMAT-IV-P16 p. 10
Division Local Heritage matrix

IV. PROCEDURE
A. Review previous Do you enjoy eating alone?
lesson or presenting When you have plenty of fruits at
the new lesson hand, what do you usually do with
it?
(You share them with friends).
Note to teacher: you may now
infuse values.

B. Establishing a purpose Today, we will be having a lesson on how to share

for the lesson
and how to make a get the reciprocal of any
number.

C. Presenting Audrey has 10 bibingka divided into 10 slices. She

examples/instances of the gave one slice to her friends. What part did each of
new lesson her friends receive?
D. Discussing new Ask:
concepts and practicing
1. What was asked in the problem?
new skills #1
2. What were the facts given?
3. What will you do to solve the problem?
4. What is the answer for the problem?
5. Do you think we can go back to the number
that of bibingkas that Audrey originally
have? How?

E. Discussing new Note to teacher: Show them this:

concepts and practicing
10 slices of bibingka, each friend will receive 1
new skills #2
slice. Represents the slice of bibingka that
10 1 each friend will receive.
• =1
1 10

Represents one of the friends of Audrey.

253
 What do you call the 10 and the fraction one-
tenth?
What happened to 10?

Using the problem above lead them in the

reciprocals of numbers.
Unlock the word reciprocal:
The reciprocal of a fraction is a fraction where
the numerator and denominator swap or
exchange places. This swapping is called
inverting a fraction. Reciprocals are pair of
numbers whose product is 1.
10 1
• =1
1 10
1
What is now the reciprocal of 10? How about 10
?

What do you observe with the product?

Do you think that will be true for all numbers?
Let us explore:

F. Developing mastery AVERAGE

Group 1
Directions: Write the reciprocal of the following
whole numbers and multiply them.
1. 12
2. 20
3. 15
4. 19
5. 27

Group 2
Directions: Give the reciprocal of the following
fractions and multiply them.
1
1. 10

14
2. 11

17
3. 25

254
 35
4. 10

3
5. 19

Group 3
Directions: Give 5 numbers and give their
reciprocals then find their product.
Group 4
Directions: Give the reciprocals of the first 10
even numbers and find their products.

ADVANCE
Group 1
Directions: Find the missing terms.
7
1. 3 3 • = __
4
2. • =1
1
5 1
3. • =1
1 5
9
4. • =1
11
13 12
5. • =1
10

Group 2
Directions: Give the numbers asked for in the
following statement.
1. I am an even whole number, whose
reciprocal is half of one. What number
am I?
2. Give the product reciprocal of the sum of
the first 5 prime numbers.
3. What fraction has a reciprocal of the first
two consecutive prime numbers?

Group 2
Directions: Give the numbers asked for in the
following statement.
1. An odd number whose reciprocal when
multiplied to 20 gives 4 as answer. What
is the odd number?
2. Give the reciprocal of the number that is
one-fourth of 36.
3. What fraction gives a reciprocal of half of
ten?

Group 4

255
 Directions: Give the reciprocal of the first 10
prime numbers then find their product.

G. Finding practical a. Application

applications of concepts Directions: Give the reciprocal of
and skills in daily living the numbers and then multiply.
15
1. 23

7
2. 19

3. 45

4. 32

3
5. 3 19

H. Making generalizations a. Generalization

and abstractions about the
lesson What is the product of multiplying a fraction and its
reciprocal?
I. Evaluating learning Directions: Find the missing term
and multiply.

1. • = ___
13

8
2. • = ___
3

1
3. 1 2 • = ___

6
4. • = ___
5

8
5. 3
• = ___

J. Additional activities for Directions: Find the missing term and

application or remediation multiply.

2
1. 2 3 • = ___

5
2. 8 6 • = ___

9
3 • = ___
11

256
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional activities
for remediation who scored
below 80%.
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use? Discover which I wish
to share with other
teachers?

257