A Detailed Lesson Plan in Mathematics 5
A Detailed Lesson Plan in Mathematics 5
A Detailed Lesson Plan in Mathematics 5
I. Objectives
Topic: Dividing simple fractions and whole numbers by a fraction or vice versa.
Content Standard: The learner demonstrates understanding of divisibility, order of
operations, factors and multiples, and the four fundamental operations involving
fractions
Performance Standard: The learner is able to apply divisibility, order of operations,
factors and multiples, and the four fundamental operations involving fractions in
mathematical problems and real-life situations.
Learning Competencies: The learner divides simple fractions and whole numbers by
a fraction and vice versa
Reference: math5_q1_mod16_division-of-simple-fractions-and-whole-numbers.pdf
Materials: Power Point Presentation
Before we start our lesson for today, let us feel (The class President stands in the front and
the presence of the Lord. May I call the class lead the prayer)
President to lead the Prayer?
Dear Lord and Father of all,
Thank you for today. Thank you for ways in
which you provide for us all.
For Your protection and love we thank you.
Help us to focus our hearts and minds now on
what we are about to learn.
Inspire us by Your Holy Spirit as we listen and
write.
Guide us by your eternal light as we discover
more about the world around us.
We ask all this in the name of Jesus.
Amen.
2. Checking of Virtual Classroom Set-up
(Students check their devices.)
3. Checking of Attendance
Class monitor, do we have any absentees? None, Ma’am.
4. Checking of Homework
Do we have any homework? None, Ma’am.
5. Drill/Review
Before we proceed to our lesson, let us have a
short activity about to our topic that we
discussed last time.
4 3 Answers:
1)
7
× = 3
4 1) 7
3
9 2 2) 25
2) 10 × 15 =
8
3) 15
4 2 5
3) ×3= 4) 16
5 7
5) 12
3 5
4) 8 × =
6
7 2
5) × 3
8
6. Motivation
Now, will you please get pen and paper? <Sure, teacher!=
Kindly draw 3 squares. (The learners draw squares)
1 2 3 4 5 6
Are you done? <Yes, teacher=
3
How will you visualize the fraction to the
8 Pupil: Teacher, first, I will divide the rectangle
illustration you draw? into 8 equal parts and I will shade the 3 parts
of a whole rectangle.
3
Excellent! Now, let us divide 8 by 2. How will Pupil: Teacher, we will divide our rectangle
you draw it to your rectangle? horizontally to visualize that we divide 3/8 by
2
Why do you think it became 3/16?? Pupil: Teacher, I think it became 3/16 when
we count first the top shaded part of the
rectangle and then we count the total number
parts of a whole. The shaded parts are
included.
Excellent! We will count first the top shaded
parts of the rectangle. (The learners start to count)
1 2 3
And then we will count the number of units (The learners start to count)
of 2.
1 2 3 4 5 6 7 8
9 10 11 12 13 14 15 16
So, the answer is 3/16.
B. Lesson Proper
1. Presentation
How did you find the activity? Is it hard or Pupil: Teacher, it is easy.
easy?
3 4 5 20 2
4÷ = × = �㕜�㕟 6
5 1 3 3 3
What did you observe in this expression? Pupil: Teacher, I observed that the improper
fraction was replaced to mixed number and
that is the quotient.
Great observation! Who else who wants to Pupil: Teacher, I observed we put 1 as the
share? denominator of the whole number 4.
Very good! Anyone who wants to share their Pupil: Teacher, the division sign was change to
other ideas? multiplication sign.
Okay nice! Any other one? Pupil: Teacher, 3/5 was change to 5/3.
Good job! How about this expression? Will Pupil: Teacher, I observed that we just copy
you please make an observation with this 4/7 even when we change the division into
given? multiplication sign.
4 2 4 3 12 6
÷ = × = �㕜�㕟
7 3 7 2 14 7
Will you please read the definition? (The learners raised their hands)
Will you please apply the next step? Pupil: Teacher, we will change 3/5 to 5/3.
What will happen to the division sign? Pupil: Teacher, we will change it to
multiplication sign.
Exactly! The division sign will become
multiplication.
3 4 5
4÷ = × =
5 1 3
What would be the next step? Pupil: Teacher, we will now multiply
numerators and denominators.
Very good! We will multiply 4 by 5 and 1 by Pupil: Teacher the answer the answer is 20/3.
3. What will be the answer?
3 4 5 20
4÷ = × =
5 1 3 3
The last step, we will simplify 20/3. The Pupil: If our answer is improper fraction, we
answer is improper fraction. What do you will change it to mixed number by dividing
remember if our answer in in the improper numerator to denominator.
fraction?
Great! Now let us divide 20 by 3. What will Pupil: Teacher, the final answer is 6 and 2/3.
be the final answer?
3 4 5 20 2
4÷ = × = �㕜�㕟 6
5 1 3 3 3
How will you solve this? Pupil: Teacher, I will apply the step-by-step
procedure in solving whole numbers by a
fraction.
Great! What is the first step or rule in Pupil: First, we will change whole number into
solving whole number by a fraction? a fraction. We will add 1 as the denominator.
How will you apply the first step in dividing Pupil: Teacher, first, we were going to copy
fraction by another fraction? first the 4/7 and get the reciprocal of 2/3. The
reciprocal of 2/3 is 3/2.
Okay, very good! What will be the next Pupil: Teacher, we will change it to
step? multiplication sign.
Exactly! The division sign will become Pupil: Teacher, we will now multiply
multiplication. What would be the next step? numerators and denominators.
4 2 4 3
÷ = × =
7 3 7 2
Do you know that you can use the cross All: No, teacher.
cancellation in dividing whole numbers?
Now, what numerator and denominator we Pupil: Teacher, we can divide 4 and 2.
can divide?
Now, will you please read and analyze this All: Yes, teacher.
problem?
5 5
Paulo bought a rope with 6 meter long. A 6
meter rope is to be cut into pieces that are
1
12
meter long. How many pieces can be cut
from the rope?
What is asked in the given problem? Pupil: The problem is asking for how many
pieces can be cut from the rope.
Great! What is are given? Pupil: The given information is Paulo bought a
5
rope with 6 meter long and it is to be cut into
1
pieces that are meter long.
12
What operation we were going to use? Pupil: In this problem, we were going to use
Multiplication and division.
What is the number sentence? Pupil: The number sentence in the problem is
5 1
÷ = �㕁
6 12
Very good! Will you please solve the Pupil: First, we were writing the number
problem? sentence.
5 1
6
÷ 12 = �㕁
Second, let us get the reciprocal of the
divisor.
1 12
12 1
1
Each batch of cupcake mix requires 3 of a cup
of milk. According to the recipe, the batch can
make 8 large cupcakes. If Emma makes a
batch of large cupcakes, how much milk is
used for each cupcake?
What is asked in the given problem? Pupil: The problem is asking for how much
milk can be used for each cupcake.
1
Great! How about the given information in Pupil: The given information are 3 of a cup of
our problem? milk and the batch can make 8 large cupcakes.
Great! What operation will be use? Pupil: Teacher, multiplication and division will
be used.
1
Very good! What is our number sentence? Pupil: ÷ 8 = �㕁
3
Will you please solve the problem? Pupil: First, we will write the number sentence.
1
÷ 8 = �㕁
3
Second, we will change the divisor into a
fraction by adding 1 as denominator.
1
So, the answer is cup of milk is used for each
24
1
large cupcake. is in a simplest form so we do
24
not need to get the lowest term of it.
Good job! I am glad because you understand
well our lesson for today.
3. Application
Now, we will have an activity. I will divide
you into 3 groups. Each group will have
assign problem. You will answer the
problem using AGONSA method. Write
your answer in a clean sheet of paper. Later
you will present by the group leader.
Are you ready, class? Yes, teacher!
4. Generalization
Again, class what are the steps in solving Pupil: a) Change the whole number to a
whole numbers by a fraction? fraction with a denominator of 1.
b) Change the divisor to its reciprocal and also
the operation to multiplication.
c) Multiply both the numerator and
denominator.
d) Reduce the answer to the lowest term, if
necessary.
How about dividing fractions to another Pupil: a. to divide simple fractions, copy the
fraction? first fraction and change the divisor to its
reciprocal,
b. changes the division sign to multiplication
sign;
c. multiplies the numerators then multiply the
denominators; and
d. expresses the answer in the lowest term, if
necessary.
To easily remember the steps, use CFM. Pupil: CFM stand for change, flip and
What is CFM again? multiply.
IV. Evaluation
Directions: Read and analyze the given questions. Encircle the letter of the correct answer.
Test I
9 3
1. Find the quotients of ÷4
12
33 33 1
a. 1 b. c. 1 48 d. 1 9
48
2 3
2. Divide 3 by 5
1
a. 35 b. 1 9 c. 37 d.34
5 4
3. What is the quotient of 9 ÷ 5 ?
20 25 9 15
a. 60 b. 36 c. 7 d. 24
2 1
4. Find the answer ÷ =N
9 3
1 2
a. 5 b. 3 c. 3 d. 3
2 1
5. Divide by
10 5
a. 55 b.5 c. 50 d. 1
Test II.
Directions: Match the item in column A with their correct quotient in column B.
Column A Column B
6 2 1
6. 10 ÷ 3 = a. 2
2 4 9
7. 5 ÷ = b. 10
5
2 2 2
8. 6 ÷ 5 = c. 3
5 1 5
9. 6 ÷ 8 = d. 6
ā ÿ 2
10. �㗗 ÷ Ā = e. 6 3
Key to correction
Test I. Test II
1. a 6. b
2. b 7. a
3. b 8. d
4. d 9. e
5. d 10. C
V. Assignment
Create a word problem based on the given illustration below. Analyze the illustration and then
answer the follow-up questions. Kindly write your answers on a clean sheet bond paper.
1 2
1/2
Questions:
Prepared by:
Mary Jane W. Manuel
Pre-service Teacher
Noted by:
Attachments:
Power Point Presentation
Problem 3