5

Mathematics
Quarter 3 – Module 2:
Percentage of a Number
Mathematics – Grade 5
Alternative Delivery Mode
Quarter 3 – Module 2: Percentage of a Number (M5NS-IIb-139) ; (M5NS-IIb-116.2)
First Edition, 2020

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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer : Roxanne M. Martinez
Editors : Teresa R. Manlapaz, PhD / Edna C. Diaz, PhD
Lilibeth F. Cortes / Jessa DJ. Roque
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Librada M. Rubio, PhD
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Fatima M. Punongbayan
Arnelia R. Trajano, PhD
Salvador B. Lozano

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Telefax: (045) 598-8580 to 89
E-mail Address: [email protected]
 5

Mathematics
Quarter 3 – Module 2:
Percentage of a Number
Introductory Message

This Self-Learning Module (SLM) is prepared so that you, our dear

learners, can continue your studies and learn while at home. Activities,
questions, directions, exercises, and discussions are carefully stated for you
to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you
step-by-step as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure the prior knowledge on lessons in

each SLM. This will tell you if you need to proceed on completing this module
or if you need to ask your facilitator or your teacher’s assistance for better
understanding of the lesson. At the end of each module, you need to answer
the post-test to self-check your learning. Answer keys are provided for each
activity and test. We trust that you will be honest in using these.

In addition to the material in the main text, Notes to the Teacher are
also provided to our facilitators and parents for strategies and reminders on
how they can best help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on
any part of this SLM. Use a separate sheet of paper in answering the exercises
and tests. And read the instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in

answering the tasks in this module, do not hesitate to consult your teacher
or facilitator.

Thank you.

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 What I Need to Know

Numbers play an important role in our lives. Almost all the things we
do involve numbers and Mathematics. Whether we like it or not, our life
revolves in numbers since the day we were born. There are numerous
numbers directly or indirectly connected to our lives.

So, this module will help you to furthermore understand all about
percentage.
After going through this module, you are expected to:
1. find the percentage in a given problem (M5NS-IIb-139);
2. solve routine and non-routine problems involving percentage using
appropriate strategies and tools (M5NS-IIb-116.2).

What I Know

Directions: Select the letter of the correct answers then write them in your in
a sheet of paper.

1. What is 35% of 275?

A. 96.15 C. 96.25
B. 96.20 D. 96.30

2. 90% of 360 is n. What is the value of n?

A. 324 C. 326
B. 325 D. 327

3. What is 62% of 112?

A. 69.40 C. 69.48
B. 69.44 D. 69.52

4. What is 52% of 100?

A. 50 C. 54
B. 52 D. 56

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5. 74% of 84 is n. What is the value of n?
A. 62.16 C. 62.24
B. 62.20 D. 62.26

6. 62 % of 98 is n. What is the value of n?

A. 58.6 C. 58.9
B. 58.8 D. 62

7. My new bag is ₱ 550 plus the 10% tax. How much is added to the cost?
A. ₱33 C. ₱55
B. ₱44 D. ₱66

8. Our takeout dinner was Php 620.00, but we got 20% off because we picked
it up. How much is our discount?
A. ₱124 C. ₱596
B. ₱497 D. ₱597

9. In a class of 30 students there are 40% girls. How many boys are there in
class?
A. 26 C. 20
B. 28 D. 22

10. A small toy car costing ₱350 is reduced by 30% in the sale. How much
is the total amount reduced?
A. ₱195 C. ₱125
B. ₱105 D. ₱185

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 Lesson
Finding the Percentage in a
1 Given Problem

The term ‘percent’ means ‘out of a hundred’. In Mathematics,

percentages are used like fractions and decimals, as ways to describe parts of
a whole. When you are using percentages, the whole is made up of a hundred
equal parts. The symbol % is used to show that a number is a percentage,
and less commonly the abbreviation ‘pct’ may be used.

You will see percentages almost everywhere: in shops, on the internet,

in advertisements and in the media. Being able to understand what
percentages mean is a key skill that will potentially save your time and money
and will also make you more employable.

What’s In

Directions: Identify the base,rate and percentage. Copy the table in a sheet
of paper and write the answers in the respective columns.

Given Base Rate Percentage

1. 30% of 150 is 45
2. 450 is 90% of 500
3. 12.5 is 10% of 125
4. 52.5 is 15% of 350
5. 60% of 60 is 36

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 What’s New

Directions: Read and analyze the story problem. Write your answers in a
sheet of paper.

Christmas season is coming, and

Ana is so excited to do her shopping. In
her list is a pair of shoes that she will wear
for their Christmas party. What made her
more excited was when she saw that her
dream pair of shoes is on sale.

From ₱ 4 295, it is now sold with 20%.

1. What is the thing that Ana is excited to buy?

2. How much is the cost of the pair of shoes?
3. Then, how much will Ana save if she buys the pair of shoes?

To solve the problem we have the steps to follow:

Step 1:
Analyze the price of the pair of shoes,
Original price = ₱ 4 295
Discounted price = 20%
Step 2:
Now, convert 20% to decimal
20% = 0.20
Step 3:
Multiply the original price by the discounted price of the pair of
shoes.
Solve, 4295
x 0.20
0000
8590
+ 0000
859.00

Therefore, ₱ 859 will be deducted from the original price of the pair of
shoes and it will also be the amount that Ana will save.

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 What is It

Percentage is obtained by changing the percent to decimal or fraction

form before multiplying it with the given number.
P=RxB
where
R = rate
P = Percentage
B = Base

Percentage is another way of writing a decimal. Just like decimals, a

percentage is a part of a whole. Basically, it is less than 1 whole thing, but
more than 0. Every percentage has two parts: a number and the percent sign
(%).

Finding Percentage in Each Problem Using Different Strategies

1. Changing Percent to Decimal

Problem 1. Gabby sold 80% of the watermelons in her store. If there were 150
watermelons in the store, how many watermelons did she sell?

Analyze the problem, 80% of 150 pieces of watermelons were sold. It is

referred to as percentage.

The base represents the total quantity which is 150. The percentage is
a portion of the base and that is the missing part. The rate is identified by the
% symbol which is 80%.

Solution:

Step 1. Change the problem as to Mathematical Equation and identify

the missing part.
80% x 150 = N

80% is the Rate

150 is the Base

Percentage is the unknown.

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 Step 2. Since the percentage is the missing term in the problem, use
the formula: P = R x B or R x B = P
P = 80% x 150

Step 3. Change the rate as to decimal by changing percent to decimal

point and move it twice to the left.
80% = 0.80
P = 0.80 x 150

Step 4. Multiply the rate and the base to find the percentage
P = 0.80 x 150
150
x 0.80
000
1200
+ 000
120.00

Answer: 80% of 150 is 120. Therefore, Gabby sold 120 watermelons.

2. Changing Percent to Fraction

Problem 2. There are 40 students in a Grade 5 class. If 90% are present on a

particular day. How many students are present in the class?

Solution:
Step 1. Change the problem as to Mathematical Equation and identify
the missing part.
N = 90% of 40

90% is the Rate

40 is the Base

Percentage is the unknown.

Step 2. Since the percentage is the missing term in the problem, use
the formula: P = R x B or R x B = P

P = 90% x 40

Step 3. Change the rate as fraction by changing percent to per 100.

90% = 90/100
P = 90 x 40
100

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 Step 4. Multiply the rate and the base to find the percentage
R x B=P
90% x 40 = n
90 9 40
x 40 = x = 9 x 4 = 36
100 10 1

You may also change 90% to a simplest-form of fraction when

multiplied.
9
90% = 10
P=RxB
n = 90% x 40 = n
9
n= x 40 = 9 x 4 = 36
10

Answer: 90% of 40 is 36. Therefore, 36 students are present in the

class.

What’s More

Direction: Write your answers in a sheet of paper.

I. Find the percentage of the following number.

A. 45% of 20

B. 40% of 85

C. 70% of 60

D. 35% of 140

E. 5% of 360

II. Solve the following word problems.

1. In school, 20% of the teachers teach basic Mathematics. If there are 60

teachers, how many teachers are teaching basic Mathematics in a
school?

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 2. Forty students in a class took a Mathematics test. If 80% of the students
passed the test, how many students did not pass?

3. A man earns ₱500 a day. He spends 20% of his income for

transportation and food. How much is left from his earnings?

4. The dress that I want is worth ₱450 is on sale 30% discount off. How
much will be the discounted price of the dress?

5. In the quarterly exam, Robert was able to answer 90% of the 150 items.
How many items did he answer?

What I Have Learned

Directions: Choose the correct answer from the words inside the box. Write
your answers in a sheet of paper.

% pct percent percentage whole

(1) A part of a whole is __________; that (2) ___________ or total is the

base and the number with the percent (3)( ___________) symbol is the rate and
it is a constant rate is directly proportional with the base.

The abbreviation of percentage is (4) ___________ and the term (5)

___________ means out of a hundred.

8
 What I Can Do

I. Directions: Match column A with column B. Write the letter of your

answers in a sheet of paper.

A B
1. 90% of 90 A. 1.76
2. 120 x 0.40 B. 2
3. 5% of 60 C. 3
4. 88 x 0.02 D. 48
5. 200 x 0.1 E. 81

II. Directions: Find the missing number. Write your answers in your
notebook.

1. 35% of 120 = _____

2. 50% of 60 = _____
3. 25% of 55 = _____
4. 40% of 90 = _____
5. 20% of 90 = _____

Additional Activities

Directions: Convert the decimals into percent. Write your answers in your
notebook.

1. 0.23 = ____ %
2. 0.99 = ____ %
3. 0.57 = ____ %
4. 0.09 = ____ %
5. 0.02 = ____ %

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 Solving Routine and
Lesson Non-Routine Problems
2 Involving Percentage Using
Appropriate Strategies
and Tools
This lesson shows how to solve routine and non-routine problems
involving percentage using appropriate strategies and tools. It contains
activities that connect the concepts and skills learned in previous lessons with
the concepts and skills being introduced in this lesson.

What’s New

Directions: Read and analyze the problem. Write your answers in a sheet of
paper.

There are 1 200 students in

Malolos Elementary School. 20% of
them are enrolled in the Online
Distance Learning and the rest are in
the Modular Distance Learning.

1. How many students are enrolled in the Online? How many students are
enrolled in the Modular Distance Learning?

2. How will you solve the problem?

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 What is It

To solve the problem, we can categorize it into two basic types: routine
and non-routine. The purposes and the strategies used in solving problems
are different from each type.

What do we mean by routine and non-routine?

Routine Problem is a type of problem in which there is an immediate

solution.
4 Steps in Routine Problem

Step 1. Understand

a. What is asked?
- The number of students in the Online Distance Learning
b. What are the given?
- 1 200 students
- 20% are enrolled in the Online Distance Learning

Step 2. Plan
a. What strategy can you use to solve the problem?
- Solve for the Percentage

b. What is the formula in finding the percentage?

- P=RxB

Step 3. Solve

Solve for the percentage

P=? R = 20% or 0.2
In changing percent to decimal, move the decimal point two places to
the left.

P=? R = 20% or 0.2 B= 1 200

Use the formula:

P=RxB
= 0.2 x 1 200
1 200
x 0.2
240.0

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 Answer: P = 240 students enrolled in Online Distance Learning
Step 4. Check
P= 1 200 R = 20% or 0.2 B=?
P
B= R
= 240 ÷ 0.2
B = 1 200

Non-Routine Problem is a problem that requires analysis and insights into

known principles of Mathematics.

Example:

If Mary scored 90% on a 50-item Mathematics test, how many items did
she miss?

4 Steps in Non-Routine Problem

Step 1. Understand
a. What is asked?
- The number of items she missed

b. What are the given?

- 50-item Mathematics test
- 90%

c. What is the hidden question?

- What is the percent of the missed points?

Step 2. Plan

a. What strategy can you use to solve the problem?

- Solve for the Percentage of the missed item

b. What is the formula in finding the percentage?

- P=RxB

Step 3. Solve

Solve for the percentage of the missed item.

P=? R = 10% or 0.1 B = 50
P=RxB
= 0.1 x 50
Answer: P = 5 missed items

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 Step 4. Check

P= ? R = 90% or 0.9 B = 50

90% of 50 cancel the zero then multiply 9 and 5

= 45 items correctly
= 5 items missed
50 items

What’s More

Directions: Answer the following problems using four steps. Write your
answers in a sheet of paper.

1. An ice cream store has 520 ice creams with chocolate, vanilla, and
strawberry flavors. 45% of the ice cream sold are vanilla, and strawberry.
What percentage is chocolate flavor?

A. Understand
a. What is asked?
_______________________________________________________________
b. What are the given?
_______________________________________________________________

B. Plan
a. What strategy can you use to solve the problem?
_______________________________________________________________
b. What is the formula in finding the percentage?
_______________________________________________________________

C. Solve
a. What is the answer to the problem?
_______________________________________________________________

D. Check
a. Check the answer:
_______________________________________________________________

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2. There are 125 total animals in an animal park consisting of lions, tigers,
and zebras. 60% of animals are lions and zebras. What percentage are
tigers?
a. Understand
a. What is asked?
_______________________________________________________________
b. What are the given?
_______________________________________________________________

b. Plan
a. What strategy can you use to solve the problem?
_______________________________________________________________
b. What is the formula in finding the percentage?
_______________________________________________________________

c. Solve
a. What is the answer to the problem?
_____________________________________________________________________

d. Check
a. Check the answer:
_______________________________________________________________

What I Have Learned

Directions: Choose the correct answer from the words inside the box. Write
your answers in a sheet of paper.

check non-routine plan routine solve understand

We can categorize problem solving into two basic types: (1)_______ and
(2) _______. The purposes and the strategies used for solving problems are
different for each type. We have 4 steps in solving routine and non-routine
problem: (3) _______, (4) _______, (5) _______, and (6) _______.

Routine problem solving involves using at least one of the four

Fundamental operations and/or ratio to solve problems that are practical in
nature while Non-routine problem solving serves a different purpose than
routine problem solving.

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 What I Can Do

Directions: Select the letter of the correct answer. Write them in a sheet of
paper.

1. In a fruit survey, children choose their favorite fruit out of apples, bananas,
and watermelon. 29% chose apples, 41% chose bananas. What percentage
chose watermelon?

A. 30% C. 50%
B. 40% D. 60%

2. There is a 22% chance it will rain tomorrow. What is the chance it will not
rain?

A. 74% C. 78%
B. 76% D. 80%

3. In a traffic survey, some bikes, buses, and cars were recorded. 70% of the
vehicles were cars and 17% were buses. What percentage were bikes?

A. 12% C. 14%
B. 13% D. 15%

4. Ana either walks, cycles, or drives to work. She walks about 15% of the
time and drives about 50% of the time. What percentage of the time does
she cycle?

A. 30% C. 40%
B. 35% D. 45%

5. Out of 250 million cars on the road in the Philippines, about 3% are diesel.
What percentage are not diesel?

A. 95% C. 97%
B. 96% D. 98%

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 Additional Activities

Directions: Choose the correct answer for each item from the box. Write them
in a sheet of paper.

10 48
25 Php 260
34 Php 1 250

1. Sarah bought a pair of shoes at a sale of 20%. If the amount she paid was
₱ 1 000, find the mark price.

2. A test has 50 questions. If Liza gets 80% of the questions correctly, how
many questions did Liza miss?

3. Grace has 68 grapes for the fruit salad, but she only used 50% of them.
How many grapes did she use?

4. John made 5 dozens of chocolate chip cookies. He brought 80% of them to

a school party. How many cookies did he bring?

5. My dress was only ₱250, but I also had to pay the 4% tax. How much did
I pay?

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 Assessment

Directions: True or False. Write T if the statement is correct and F if the

statement is wrong. Write your answers in a sheet of paper.

_______1. Twenty percent of 56 is 11.2

_______2. 14.5% of 90 is n. The value of n is 15.

_______3. 25% of 275 is 68.85

_______4. n% of 670 is 302. The value of n is 46.

_______5. n% of 680 is 156.4. The value of n is 23.

_______6. Seventy percent of three hundred sixty is two hundred fifty-two.

_______7. Ten percent of five hundred twelve is fifty-one point two.

_______8. Thirty percent of 602 is 180.

_______9. Twenty-two percent of 784 is 172

_______10. Eighty percent of four hundred sixty is two hundred.

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 18
Lesson 1
What’s More
A. What I Know
1. 9 1. C
2. 34 2. A
3. 42 3. B
4. 49 4. B
5. 18 5. A
6. B
B. 7. C
1. 12 teachers teaching 8. A
basic Math in a 9. B
school. 10. B
2. 8 students did not
pass.
3. Php 400.00 is left What’s In
from he earned in a Base Rate Percentage
day. 1 150 30% 45
4. Php 315.00 is the 2 500 90% 450
cost of the dress. 3 125 10% 12.5
5. 135 items did Robert 4 350 15% 52.5
answer. 5 60 60% 36
What I have learned
1. percentage
2. whole
3. %
4. pct
5. percent
Answer Key
 19
Lesson 2 Lesson 1
What I can do
What’s More A
1. A 1. E
a. The percentage 2. D
3. C
of chocolate
4. A
b. 520 ice creams 5. B
45% are vanilla B
and strawberry
ice creams 1. 42
2. 30
3. 13.75
4. 30
B 5. 18
a. Solve the
percentage
b. P= R x B Additional Activities
1. 23%
C 2. 99%
a. P= R x B 3. 57%
= 0.45 x 520 4. 9%
= 234 5. 2%
= B – 234
= 520 – 234
= 286 are
chocolate ice
cream
D
P= 234 R=0.45 B=?
B = P/R
= 234/0.45
= 520
OR
234 + 286 = 520
Answer Key
 20
What I have Learned Lesson 2
1. Routine What’s More
2. Non-routine 2. A
3. Understand c. The percentage
4. Plan of tigers
5. Solve d. 125 total of
6. Check animals
60% lions and
What I can do zebras
1. A
2. C B
3. B c. Solve the
4. B percentage
5. C d. P= R x B
Additional Activities C
1. Php 1 250 b. P= R x B
2. 10 = 0.60 x 125
3. 34 = 75
4. 48 = B – 75
5. Php 260 = 125 – 75
= 50 are tigers
Assessment
1. T D
2. F P= 75 R=0.60 B=?
3. T
4. F B = P/R
5. T = 75/0.60
6. T = 125
7. T
8. F OR
9. F
10. F 75 + 50 = 125
Answer Key
References
A. Books

Lumbre, Angelina P., et.al, 21st Century Mathletes 5. Vibal Group, Inc., 2016

B. Electronic Resources

“K-12 MELCS Routine and Non-Routine Percentage”. Accessed December 27,

2020 https://www.youtube.com/watch?v=OJmuo6Ab7mA

“Numeracy skills of percentage”. Accessed December 23, 2020

https://www.skillsyouneed.com/num/percentages.html

“Percentage”. Accessed December 28, 2020 https://edu.gcfglobal.org/en

/percents/introduction-to-percentages/1/

21
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