1

LESSON PLAN IN MATHEMATICS V

Date :_____________________________

I. Objective: Visualizes numbers up to 10 000 000 with emphasis on numbers

100 001 – 10 000 000. (M5NS-Ia-1.5)

II. Subject Matter

A. Lesson 1: Visualizing numbers up to 10 000 000 with emphasis on numbers 100 001 – 10
000 000.
B. References: DLP Gr. 3 Module 1, Grade 4 Module 1; BEAM LG Grade 4 Module 1-Whole
Numbers; Lesson Guide in Elem. Math Grade 4 p.1; MISOSA Grade 4 Module – Numbers
through Billions
C. Materials: Flats, longs, and units or ones. Cut out of number cards (10 000 000s, 100
000s, 10 000s, 1 000s, 100s, 10s, and 1s)
D. Prerequisite Concepts and Skills:
Visualizing numbers from 10 001 to 100 000.
Associating numbers with sets having 10 001 to 100 000.
E. Value Focus: Accuracy

III. Instructional Procedure:

A. Preliminary Activities
1. Drill
Ask the pupils to write a number between 10 001 and 100 000 on their “show me
board.”
Then read it to the class. The first one to do it gain points.
Do it for several times.

2. Review
Associating numbers with sets having 10 000 to 100 000 objects.
Let the pupils answer the exercises below.
Write the number represented by each set of number discs.

10,000 10,000 1,000 1,000 100

1.
10,000
10 10 10 1 1

100,000 10,000 10,000 1,000 1,000

2.

1,000 1,000

100 100 100 10 10 10 10 10

1 1 1 1 1
 2

3. Motivation
Have you tried counting sugarcane stem cuttings in a sugar cane field? In a hectare of
land planted with sugarcanes how many sugarcane stem cuttings can you get?

B. Developmental Activities

1. Presentation
In a sugarcane field Allan can produce sugarcane stem cuttings up to 2 850 342
to be planted for the next cropping. Because of the good harvest this year he was able
to reach his quota of 4 524 020 stem cuttings. He decided to sell 1 637 668 to his friend.
Ask these questions:
What will happen if a farmer care and attend to his sugarcane field very well? Is
it good to have a good or plentiful harvest? Why?
Who planted sugarcanes? How many sugarcane stem cuttings did he produce in
a hectare of land? How many sugarcane stem cuttings did Allan sold?

2. Performing the activities

*Group your class into 5 groups.
*Setting of Standards in doing group work

Activity 1
Using blocks, flats, longs and units or ones guide the pupils to visualize 1 637 668.
Blocks of Blocks of Blocks of ten Flats of 1 Flats of 1 Longs Units
millions 100 thousands thousands hundreds
thousands

Activity 2
Using cutouts of numbers.
Lead the pupils to use cutouts of numbers to visualize 1 637 668.

Ask: How many 1 000 000 do we have? (1)

 3

How many 100 000 do we have? (6)

How many 10 000 do we have? (3)
How many 1000 do we have? (7)
How many 100 do we have? (6)
How many 10 do we have? (6)
How many 1 do we have? (8)

Say: “1 637 668 means 1 one million, 6 one hundred thousands, 3 ten thousands, 7 one
thousands, 6 one hundreds, 6 tens and 8 ones.

3. Processing the activities

After all pairs of pupils have presented their answers, ask: Which pair/s was/were able
to give all correct answer? Which pair missed an answer? Why? What should one do in
order to get the correct answer?
Provide immediate feedback/remedial measures to those incorrect answers.
Ask: How did you find the activity? Was using blocks, flats, longs and units or number
cut-outs helpful to you in visualizing numbers 100 001 to 10 000 000?

4. Reinforcing the Concept and Skills

Write the numbers represented by these illustrations. Write your answer in your notebook.

1.

2.
 4

6. Summarizing the Lesson

Lead the pupils to generalize that:

To visualize numbers from 100 001 to 10 000 000, we use blocks,

flats, longs, and units or number cut-outs such as 10 000 000s, 1 000
000s, 100 00s, 10 000s, 1 000s, 100s, 10s and 1s.

7. Applying to
New and Other Situations
Use number cutouts to show these numbers.
a. There were 3 450 252 went to Boracay.
b. There were 2 367 114 mangrove seedlings were planted along the seashore.
c. About 1 289 410 seedlings grew after a month

IV. Assessment
Draw number cutouts to show these numbers.
1. 2 783 345
2. 5 672 093
3. 31 452
4. 253 783
5. 98 864

V. Home Activity
Remediation
Draw number cutouts to show these numbers.
1. 3 567 845
2. 2 784 301
3. 562 209
4. 34 671
5. 6 781 121

Enrichment

Do what each item tells you to do.

1. Write the number that is 2 456 731 more than 234 563.
2. Write the number that is 234 538 less than 567 890.
3. Write the number that is 5 754 243 more than 1 452 470.
 5

Date :_______________________________

I. Objective:
Reads and writes numbers up to 10 000 000 in symbol and in words. (M5NS-Ia-9.5)

II. Subject Matter

A. Lesson 2: Reading and writing numbers up to 10 000 000 in symbol and in words.
B. References: K to 12 Grade 5 Curriculum Guide M5NS-Ia-9.5, DLP Gr. 3 Module 3; Gr. 4 Module 3;
BEAM LG Gr. 4 , Module I – Whole Numbers, Gr 5 Module 1;LG in Elem. Math Gr. 4 p 7, Gr 5 –p 1
C. Materials: Flashcards, show me board, flower cut outs, cartolina tree
D. Prerequisite Concepts and Skills:
Reading numbers from 100 000 to 1 000 000.
Place Value of whole numbers.

E. Value Focus: Trustworthy/ Honesty

III. Instructional Procedure

A. Preliminary Activities
1. Drill
Strategy: Forming Numbers (Game)
Mechanics:
a. One group of 10 boys and 1 group of 10 girls will be given number cards 0-9.
b. As the teacher flash the card of a number (ex. 123 750) the boys' and the girls'
groups will form the said number as fast as they could by standing in front of the
class.
c. The group that is able to form the correct number first gets the point.
d. The game will go on until all the numbers prepared by the teacher had been
shown.
e. The group with the highest points win.

2. Review
Reading numbers written on a flashcards and identifying the place value of the
digit given by the teacher.
245 000 150 450 512 090
1 200 001 999 999 2 567 121

3. Motivation
Do you know the total population of your school? How many pupils are there in
your school from kinder to grade VI ?

B. Developmental Activities:

1. Presentation:
The total students’ population in the Philippines according to the Philippine Yearbook
1999 is sixteen million, three hundred nine thousand, five hundred fifty-six.
Ask the following questions:
a. How is this number written in symbol?
b. How are the digits grouped?
c. Where do we start grouping the number by 3’s?
d. How are the groups of digits separated from the other?

2. Performing the Activities:

Strategy: Picking Flowers Relay (Game)
Materials: Paper flowers clipped on a cartolina tree
Mechanics:
1. Divide the class into 4 groups.
2. Post on the board a cartolina with the drawing of a tree on which flowers with
 6

numbers are attached.

3. Each group will pick at least 3 flowers. They will write them in words on the Manila
paper provided.

3. Processing Activities:
How are you able to do your task?
How many digits do numbers (in flower 1 ) 13, 234, 567 , (flower 2) 9, 546 780 etc. have?
What is the highest place value of the number?
How did you write the number in symbols?
How did you separate the million, the thousand, and the unit period ?
How did you write the numbers in words?
Do you still need to write zero when writing in words? Why?

4. Reinforcing the concept and skills:

Write the following in symbol .
1. Three million, seven hundred twenty three thousand, one hundred twenty
2. Ninety- four million, Five hundred thirty five million two hundred forty four
3. Six million, seven hundred eighty thousand eight hundred two

4. Write the following in words:

2 564 453
3 457 321
5 641 235
,
5. Summarizing the lesson:
Guide the pupils to give the generalization by asking:
How do we read numbers up to 10 000 000?
How do we write numbers up to 10 000 000?

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 unit period.
To write numbers up to 10 000 000, the periods are
separated by a comma ( in words ) or a space ( in figures )
starting from the right.
6. Applying to New
and Other Situations:
Mayor Rudy Duterte won the 2016 election with a vote of fifteen million, nine hundred
thousand, sixty- four out of 5 candidates.
Ask: How do we write this number in symbol ?
Valuing: If you were to vote, what kind of candidate will you choose?

IV. Assessment:
A. Read and write each numerals in words:
1. 3 423 000
2. 9 287 600
3. 75 010 051
B. Read and write each numerals in symbols:
4. Thirty-four million, one hundred twenty-six thousand, one hundred forty-three.
5. Forty-seven million, eighty thousand, nine hundred twenty-five
 7

V. Home Activity:
Remediation:
A. Write the following numbers in words.
1. 3 123 456
2. 200 321 345
3. 245 062 556

B. Write the following numbers in symbols.

1. Eight million, five hundred thirty thousand, nine
2. Seventeen million, forty thousand, six hundred twenty-two

VI. Enrichment:
Answer the following questions:
1.What is the largest 8- digit number without repeating the digits?
2.What is the smallest 8- digit number without repeating the digits?
3. What new number will be formed if the millions digit of the number 13 453 623 is
increased by 5 and the hundred thousand’s digit is decreased by 1?

M.L.___________
I.D.____________

Note : Assignment for teacher.

Assign a group to present the dialogue for the next lesson (see presentation in lesson 3 )
 8

Date :_______________________________

I. Objective:
Rounds off numbers to the nearest hundred thousand and million. (M5N5-1a-15.3)
II. Subject Matter
A. Lesson 3: Rounding off numbers to the nearest hundred thousand and million.
B. References: DLP Gr.3 Module 6, Grade 5 Module 4; BEAM LG Gr.4 Module –
Rounding Off Numbers; Lesson Guide in Elem. Math Gr.4 p.13; MISOSA Gr. 4
Module – Rounding Numbers
C. Materials: flashcards, charts, activity cards, cut outs
D. Prerequisite Concepts and Skills:
Reading numbers
Identifying the place value
Rounding off numbers

E. Value Focus: Consciousness of too much food

wasted

III. Instructional Procedure:

A. Preliminary Activities
1. Drill
Reading numbers through millions using flashcards and give the place value of the
underlined digits.
Example: 35 782 109, 371 826 597, 408 729 615, 82 739 625, 103 654 002
2. Review
Encircle the number in column B that is closer to the number in column A.
A B
1. 29 30 20 10
2. 390 400 300 200
3. 4 360 4 000 3000 2 000
4. 17 831 20 000 10 000 30 000
5. 143 212 300 000 200 000 100 000

3. Motivation
Showing picture of a family where the father is reading newspaper while the
other members are having their breakfast.
Ask : What is the family doing in the picture ?In your own family , do you usually
eat together? What do you feel when you are together with your family doing
something?

B. Developmental Activities
1. Presentation
Observe while some of your classmates are acting out
Father: (Reading a newspaper while other members are eating breakfast) It says here
that Php 56 372 850 will be spent for housing projects this year.
Mother: Wow! That’s about Php 56 400 000.
Luis: I’d say that’s about Php 56 000 000.
Angel: How did they figure that out?

Ask : Who are the characters in the dialogue

What’s father reading in the newspaper ?
What is the topic they are discussing?
What did mother say about the budget ?
How about Luis ?

2. Performing the activities

 9

a. Setting of standard in doing group work

b. Basing from the problem, round off Php 56 372 850 to the nearest hundred
thousands and millions by :
c. Identifying the digit in the hundred thousands place
e. Round up ( + 1 if the digit at its right is 5 or more )
f. Round down ( retain the digit if the digit at its right is below 5 )
g. Change all the digits at its right to zero. Same as true with millions place , etc.
 Distribution of activity cards
 Group Work
 Publishing of work

3. Processing the Activities

How much will be spent for the housing project?
Why is it that 56 372 850 becomes 56 400 000 as what mother said? (round off )
What is the place value of a number replaced by 4? (hundred thousands)
Why is 3 became 4? ( add 1 to it because the digit on its right is 5 )
If a number on the right of a rounding digit is 5 or above, what are you going to do?
(round up)
What about in 56 372 850 becomes 56 000 000? (round off to the nearest millions)
In what place value did you round off 56 000 000? (millions place)
Why is it that 6 remain as 6? (because the digit on its right is 3 )
How do round off numbers to nearest hundred thousands? Millions ?

4. Reinforcing the concepts and skills

Round off to the nearest hundred thousands
1. 550 012
2. 26 023 173
3. 8 391 247
4. 79 499 086
Round off to the nearest millions
1. 5 382 641
2. 61 782 349
3. 123 467 903
4. 576 408 113

5. Summarizing the Lesson

How do you round off numbers to the nearest hundred thousands? Millions?

In rounding off numbers to the nearest hundred thousands or

millions, look at the digit at the right of the digit to be rounded off. If
it is 1, 2, 3, or 4, retain the digit, round up (plus 1) if the digit at its
right is 5 or more.
Replace with zero all the digits at its right.

6. Applying to New and Other Situations

There are 2 396 039 residents in Negros Occidental and 2 168 145 residents in Negros
Oriental who are benefitting from the Clean and Green Program of the government. How are
the numbers 2 396 039 and 2 168 145 be rounded off to the nearest hundred thousands ?
nearest millions ?

IV. Assessment
Round off the following to numbers to its underlined digit.
1. 2 372 148
2. 95 428 112
3. 621 593 146
4. 30 592 146
 10

V. Home Activity
Answer the following questions
1. To what place value is 6 700 000 rounded off?
2. What is the greatest number that can be rounded to the nearest millions?
3. Give the least number that can be rounded to the nearest millions?
4.Give the greatest number that can be rounded to the nearest hundred thousands?
 11

Date:________________________

I. Objective:
Uses divisibility rules for 2, 5 and 10 to find the common factors of numbers. (M5NS-Ib-
58.1)

II. Subject Matter

F. Lesson 4: Using divisibility rules for 2,5, and 10 to find the common factors of
numbers.
G. References: DLP Gr.4 Module 4, Gr.5 Module 1, 12; Lesson Guide in Math Gr.5 p.48
H. Materials: flashcards, charts, activity cards
I. Prerequisite Concepts and Skills:
Divisibility rules of 2,5 and 10
Dividing numbers by 2,5 and 10
Identifying common factors of numbers

J. Value Focus: Active

III. Instructional Procedure:

A. Preliminary Activities
1. Drill
Have a drill on basic division facts using flashcards.
Example: 25 ÷ 5 36 ÷ 2 40 ÷ 10 16 ÷ 2 40 ÷ 5
24 ÷ 2 18 ÷ 2 36 ÷ 2 30 ÷ 5 50 ÷ 10

2. Review
Give the factors of the following numbers.
20 5 12 30

3. Motivation
Play: “The Boat is Sinking”
“The boat is sinking, group yourselves into (a particular number…. 2, 5, 10)
Pupils will then group themselves according to the number called out by the teacher.
Pupils who failed to group themselves according to the given number sit down and will
be out of the game.
While the game is in progress, the teacher will write the data on the board.
Example:
Number of students Grouping Possible
37 5 there were 2 without a group

B. Developmental Activities
1. Presentation
Present the situation to the class
The grade VI pupils are setting up the covered court for the graduation practice.
There are 3 different colors of mono-block chairs, 20 red chairs, 40 blue chairs and 30 green
chairs. In how many ways can we arrange the chairs with no extra chairs left?
Ask: What are the numbers that can divide 20, 40 and 30
If you were one of those who have to set up the covered court what would you
do? (Participate actively)

2. Performing the activities

*Setting of standard in doing group work
*Based on the situation presented create a Venn Diagram. Tell the pupils that
the circles represent factors of 20, 40 and 30.
 12

3. Processing the Activities

*What are the factors of 20 ?of 40 ? of 30 ?

*What factors are common to 20, 40 and 30 ?
*Are 20, 40, 30 divisible by 2? by 5 ? by 10?
*How do you know that they are divisible by 2? By 5 ? by 10? (it ends with 0)
* Are 2, 5 and 10 factors of 20, 40 and 30?
*What do you call a number/numbers which is/are factors of the given numbers? (Common
factors)
*What did you do to find the common factors of 20, 40 and 30? (Use the listing method and
prime factorization .Identify the factors that are common to the given numbers.)
So, in how many ways can they arrange the chairs with no chairs left?

4. Reinforcing the concept and skill

Using the divisibility rule of 2, 5 and 10 find the common factors of the following:
a. 50 & 80
b. 25 & 60
c. 100 & 70

5. Summarizing the Lesson

How do you find the common factors of the given numbers using the divisibility rules of
2, 5 and 10? To find the common factors of the given numbers using the divisibility rules
of 2, 5 and 10, use the listing method and prime factorization.

6. Applying to New and Other Situations

Arnold and Lito started running at the same point in plaza. Arnold took exactly 1minutes
to go around the plaza. Lito took 60 minutes. How long would it take the runners to be
at the starting point together again?

IV. Assessment
Using the divisibility rules of 2, 5 and 10 find the common factors of the following:

1. 120 and 80
2. 90 and 45
3. 70 and 130
4. 110 and 80

V. Home Activity
Find the common factors of the following using divisibility rules of 2, 5 and 10.
1. 54 and 30
2. 810 and 45
3. 18 and 36
4. 220 and 60
5. I am thinking of a number that lies between 75 and 100. The number is divisible by 2,
5 and 10. The sum of the digits is not 15. What is the number?
 13

Date:___________________________

I. Objective:
Use divisibility rules for 3, 6, and 9 to find the common factors. (M5NS-Ib-58.2)

II. Subject Matter

A. Lesson 5: Using Divisibility rules for 3, 6, and 9 to find the common factors.
B. References: DLP Gr. 5 Module 1, 12; Lesson Guide in Elem. Math Gr 5 p. 51, 57
C. Materials: SIM’s: Flashcards, Show- me- board, Charts, Activity cards
D. Prerequisite Concepts and Skills:
Dividing whole numbers.
Divisibility rules for 3,6and 9.
Concept of listing method and prime factorization.
Common factors

E. Value Focus: Active Participation/ Teamwork

III. Instructional Procedure:

A. Preliminary Activities:
a. Drill:
Division Facts

24÷ 3 18 ÷ 6 27 ÷ 9 120 ÷ 6

b. Review:
Divisibility Rules
Play “Sa Pula, Sa Puti “
*Teacher will give statement regarding application of the divisibility rules.
*Pupils are given 10-15 seconds to determine if the statement is true or false.
*They are to stand in line, either in the “Pula or Puti”.
Example: 51 is divisible by 3

162 is divisible 9
18 is divisible by 6

c. Motivation
Have you gone to an orchard?
What are planted there?
B. Developmental Activities:

1. Presentation:
Marvin harvested 72 mangoes while Carlo harvested 36 mangoes in an orchard
to be sold in the market. They want to put them in plastic bags in different ways. Can
72 and 36 mangoes be put equally in the plastic bags without an extra mango left?
How many plastic bags can they used? How many mangoes are there in each bag?

Who harvested mangoes? What are they going to do with the mangoes? What do
you think will they do with the money after selling them? Why? Is it good to save
some extra money?

2. Performing Activities:

* Setting of standards in doing group Work.

Using the listing method find the common factors of 36 and 72?
36 =
 14

72 =

3. Processing the Activities:

How do you find the activity? How did you arrive to the correct answer? (Teamwork)
What are the factors of 36? of 72?
What factors are common to 36 and 72?
What do we call them?
What did you use to find the common factors of a number? (using divisibility rules
through listing method or prime factorization)
So, how many plastic bags can they use?
How many mangoes are there in each bag?

4. Summarizing the Lesson:

How do you find the common factors of the given numbers using the divisibility rules for
3,6 and 9 ?

To find the common factor of the given number using the

divisibility rules for 3, 6 and 9, use listing method, or prime
factorization.

5. Applying to New and Other Situations:

Using the divisibility rule for 3, 6 and 9 find the common factors of the following
number? (You can use listing method or prime factorization)

1.) 12 and 18
2.) 27, 36 and 63
3.) 42 and 90

Chartered Problem.
Bernie and Michael went fishing. Bernie caught 36 fishes and Michael
caught 45 fishes. What is the greatest number of fish each could catch per
hour, if they caught the same number of fish per hour?

IV. Assessment:

Using the divisibility rules for 3, 6 and 9 find the common factors of the
following numbers.

1.) 12 and 45
2.) 45 and 54
3.) 6 and 18
4.) 45 and 81

V. Home Activity:

Answer the following:

1. What is the common factor of 12, 18 and 30 greater than 3?
2. The common factor of 18, 24 and 48 greater than 3.
3. The common factor of 21 and 9.
 15

4. The factor of 6, 9 and 12.

5. The common factor of 9 and 27.

ML. _____
ID_______

Date :__________________________

I. Objective:
Uses divisibility rules for 4, 8, 12, and 11 to find the common factor (M5NS-Ib-58.3)

II. Subject Matter

A. Lesson 6: Using divisibility rules for 4, 8, 12, and 11 to find common factors.
B.References: DLP Gr. 5 Module 1,12
C. Materials: Flashcards, strings
D. Prerequisite Concepts and Skills
Uses divisibility rules for 4,8,12 and 11
Finding the common factors

E. Value Focus: Active Participation

III. Instructional Procedure:

A. Preliminary Activities:
1. Drill
Flash Card Drill
Give at least one common factor for the sets of numbers
18 and 24 8 and 12 16 and 30 12 and 36

2. Review:
Divisibility rules for 4,8,12 and 11

3. Motivation:
Show some strings to the class.
Ask. When do we usually use strings?
In what subject? (Collect pupils answer and relate it to their own problem )

B. Developmental Activities:
1. Presentation
Sally has 2 pieces of strings 216 cm long and 132 cm long. She wanted to divide each of
the strings into 4 meters, 8 meters, 11 meters and 12 meters to use in her EPP project.
Can he divide them equally without any meters left ?

Ask: What does Sally have? What did she wanted to do with the strings? Why?
Let’s help Sally divide the strings through your group activity .

2. Performing the Activities:

*Guide pupils in planning what to do to solve problem.

*Fill up the table below by dividing the numbers at the left by the numbers given
above

4 8 11 12 Remainder
132
216
 16

3. Processing the Activities:

After you divide the stings into 4 meters is there strings left ? How about 8? 11 ? 12?
Is 132 divisible by 4, 8, 12 and 11 ?
How about 216, is it divisible by 4 ,by 8, by 12 and by 11 ?

What are the factors of 132 which are common to 216? What do you call them ?is the
inverse of division?
So what are the common factors of 132 and 216? What did you do to find the
common factors?

4. Reinforcing the concepts and skills:

Find the common factors of the following using the divisibility rules for 4, 8, 11
and12.
1. 384 and 192
2. 48 and 96

5. Summarizing the lesson:

How will you find the common factors of the given numbers using divisibility rules of
4, 8, 11, and 12?

We can find the common factors of a given number by using listing

methods or continuous division

6.Applying to New and other Situations:

Eliza has 264 grams of salted peanuts and 132 grams of baked peanuts. She wanted to
pack them equally into 4 grams, 8 grams, 11 grams and 12 grams respectively. Could
they be possible? What packs are common to them?

IV. Assessment:
Give all the factors of each number using the divisibility rules of 4, 8, 11 and 12 then box
the common factor:

1. 154 = 3. 352 =
286 = 792 =

2. 264 = 4. 242 =
682 = 198 =

V. Assignment

Give all the factors of each number using the divisibility rules of 4, 8, 11 and 12 then
box the common factor.

A. 638 =
572 =

B. 374 =
726 =

M. L. _________________

I. D. __________________
 17

Date: _______________________________

I. Objective:
Solve routine and non-routine problems involving factors, multiples and divisibility rules for
2, 3, 4, 5, 6, 8, 9, 10, 11, and 12. (M5NS-Ic-59)

II. Subject Matter

A. Lesson 7: Solving routine and non-routine problems involving factors, multiples and
divisibility rules for 2, 3, 4, 5, 6, 8, 9, 10, 11, and 12.
B. References: Lesson Guide in Elementary Mathematics Grade 5 p. 57
C. Materials: problem charts, drill cards
D. Prerequisite Concepts and Skills:
Finding the least common multiple
Common factors
Prime factorization.
Divisibility rules for 2, 3, 4, 5, 6, 8, 9, 10, 11, and 12.
Steps in problem solving
Value Focus: Cleanliness and Orderliness
E.

III. Instructional Procedure:

A. Preliminary Activities
1. Drill
Use drill cards of numbers and ask pupils to give its multiples.
Examples: 4, 6, 7, 10, 11, 12, 18, 24,

2. Review
Divisibility rules for 2, 3, 4, 5, 6, 8, 9, 10, 11, and 12.
What are the common factors of 18 and 36? 6 and 9. 4 and 10
Give the prime factors of 8, 4, 6, and 12.
What are the steps in problem solving?
3. Motivation
Have you experienced of having party at home? What was your feeling? What was
expected at the venue after the party? What are you going to do with the place
used? Why? Is it good to have a clean and orderly place?

B. Developmental Activities
1. Presentation
Problem A

Giselle was able to clean and collect 120 bottle cups scattered in their backyard
after the party last night. She wanted to share it evenly with the children playing
in the nearby plaza. How many possible numbers of children can be given by the
bottle cups?
Ask: - Who cleans the back yard?
 18

- How many bottle cups did Giselle able to collect?

- What kind of a girl is Giselle? (Emphasize the value of cleanliness.)
- What is asked in the problem?
- What is/are given?
- What is the number sentene?
- Solve the problem.
Say:
Use prime factorization in solving the problem.

2. Performing the Activities

Set standard in Group Work Activity

Use prime factorization in finding the divisible numbers by 120

2 120 120 is divisible by 2, 3, 5 and 10.

2 60 Since 120 is divisible by 2 and 3 it is divisible by 6.
3 30 and 120 ends in 0 so it is divisible by 10.
5 10
2 2
1
Say: Giselle can distribute the 120 bottle cups equally among 2, 3, 5, 6, or 10
children.

3. Processing the activities

After all groups of pupils have presented their answers, ask: Which group/s was/were
able to give all correct answer? Which group missed an answer?
Provide immediate feedback/remedial measures to those incorrect answers.

Ask: How did you find the activity? Did you work cooperatively during the group work?
What are the factors of 120?
How many possible number of children can be given equally with bottle cups?
What process did you use to find the answer? (divisibility rules through prime factorization)

4. Reinforcing the Concept and Skills

A dish company needs to ship an order of 36 glass bowls. The company will put
the bowls into several boxes. Each box must contain the same number of bowls.
How many boxes could the company use for the order?

Edgar is arranging 56 pictures in a scrapbook. He wants to put the same number

of pictures on each page. How many pictures could Edgar put on each page of the
scrapbook?

There were 7,506 people voted in the Winchester City Council election. Each
candidate received the exact same number of votes. How many city council
candidates could there have been?

5. Summarizing the Lesson

Lead the pupils to generalize that:
 19

Solving routine and non-routine word problems involving factors, multiples

and divisibility rules for 2, 3, 4, 5, 6, 8, 9, 10, 11, and 12 follow these steps:
Understand
- Know what is asked
- Know the given facts
- Determine the hidden question if any.
Plan
- Determine the operation to be used.
- Write the number sentence.
Solve
- Use the operation to solve.
Check and look back
- Write the correct answer.

Non routine problems can be solved 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

Read the problem and answer the questions that follow. Identify whether the problem is
routine or non routine.
The school helpers are setting up the auditorium for the students’
council meeting. There are a total of 168 mono-block chairs which they have to
set up in either rows of 3, 6 or 9 set ups. Which are the possible set ups?

1. Ask: What are given? What is being asked? How we may solve the problem?
2. Ask: If you were one of those who have to set up the auditorium, what would you do?
3. Have students solve the problem by actual division.
4. Tell the students that using the divisibility rules will help in identifying if a number is
divisible by another number without actual division.

IV. Assessment

Solve the problem by answering the questions that follow and identify whether it is
routine or non-routine problem.
The boy scouts are setting up the gymnasium for the Pupil Government’s Meeting.
There are 279 mono-block chairs which they have to set up in rows of either 3, 6, or 9. Which
are the possible set ups?

1. What are given?

2. What is being asked?
3. How do we solve the problem?
4. If you were one of those who have to set up the auditorium, what would you do?
5. What kind of problem is it?

V. Home Activity
Read and answer the problem.
The young artist Club Members gathered 54 art materials as door prizes in their
art exhibit. The members want to give each guest the same number of prizes. How
possible guests could they invite?
 20

1. What is asked?
2. What are given?
3. How do you solve the problem?
4. Show your solution.
5. Give the correct answer.

VI. Remediation
Solve the following problems and identify whether it is a routine or non- routine
problem.
1. Liza bought home 14 guavas for her 3 sons. To whom should the extra share be
given?
2. A farmer wanted to share his 84 ripe mangoes to his helpers equally? How many
possible numbers of helper can receive the mangoes?

M. L. _____________________
I.D. ______________________
 21

Date: ________________________

I. Objective:
Creates routine and non-routine problems involving factors, multiples and divisibility rules
for 2, 3, 4, 5, 6, 8, 9, 10, 11, and 12. (M5NS-Ic-60)

II. Subject Matter

A. Lesson 8: Creating problems (with reasonable answers) involving factors, multiples,
and divisibility rules.
B. References: Lesson Guide in Elementary Mathematics Grade 5 p. 33 – 57
C. Materials: strips of cartolina with data written on it, charts and pictures
D. Prerequisite Concepts and Skills:
Finding the LCM, GCF, and Divisibility Rules.
Prime factorization.
Concept in creating word problems involving factors, multiples and divisibility rules.

E. Value Focus: Cleanliness and

III. Instructional Procedure:Orderliness
A. Preliminary Activities
1. Drill
Give the factors of 36, 42, 12, 27
2. Review
Give the LCM and the GCF of the given sets of numbers.2, 4, 8 & 3, 4, 9
Divisibility rules for 2, 3, 4, 5, 6, 8, 9, 10, 11, and 12.
What are the things that we should consider in creating word problem?

3. Motivation
Show pictures of ribbons of different colors.
Ask: What color of ribbons do you like?
When can we possibly use ribbons in our daily living?
After using them, what are you going to do with the scattered ribbons?
Why? Is it good to be clean and orderly?

B. Developmental Activities
1. Presentation
Problem A
Show the illustrations:
Ask: What names can you give to the three girls?
What are the colors of ribbons beside them?
Can you create a problem based from the illustration?

Margie Pia

40m
 22

18m
Gloria 12m

Create a problem using factors, multiples and divisibility rules from the
illustration shown above.

Possible answer:
Gloria, Margie and Pia has three pieces of ribbons which measures 40 meters,
18 meters, and 12 meters respectively. They want to fold the ribbons in the
same length. What are the possible meters of ribbon can be folded together?
Ask: How will you create a problem?
What are the things that you are going to consider?

2. Performing the Activities

Group the pupils into five groups. Ask the group to create a problem similar to
the one given. Let them remember the things to be consider in creating a word
problem. Enough time will be given to perform the group activity.

3. Processing the activities

Ask each group to present their finished created problem on the board.
Ask: How did you create a problem similar to the given one?
What did you consider in creating a problem based from the given data?
Did you familiarize yourself with the concept? Did you determine what
descriptive adjective that can enhance the problem? Did you read the
problem over carefully? Did you solve your created problem?

4. Reinforcing the Concept and Skills

Create a problem using factors, multiples, and divisibility rules to solve it using
the data inside the box.

22 glasses 36 plates spoons 20 forks 20 equal number of

glasses plates, spoons and forks

45 balls 80 players biggest number of balls and players inside the gym

5. Summarizing the Lesson

Ask: How do we create problems involving factors, multiples and divisibility rules.

 Familiarize oneself with the concept, and its application in real life situations.
 Think of the type of the problem you want to create.
 Read some problems and study their solutions.
 Start constructing a rough sentence or paragraph.
 Determine what descriptive adjective and details that can enhance the problem.
 Read the problem over carefully.
 Prove the word problem by solving it yourself.
 23

6. Applying to New and Other Situations

Create a problem out of the given data using finding factors of a number in solving it.
1. 12 tables 34 chairs

Create a problem out of the given data using finding multiples of a number in solving it.

2. 105 tickets 35 persons

Create a problem out of the given data using divisibility of a number in solving it.

3. 72 red tiles 384 blue tiles 192 ecru tiles

IV. Assessment

Create a word problem out of the given data involving factors, multiples or divisibility
rules.
1. 30 ballpens 120 pad papers 85 notebooks
2. 35 40 62 vegetables
3. 48 32 80 partners
4. 16 60 kind of birds
5. 55 125 popsicle sticks and straws

V. Home Activity

Create a word problem using factors, multiples and divisibility rules.

1. 24 tables 84 chairs
2. 56 boys 38 girls
3. 21 bicycles 28 motorcycles
 24

Date: _______________________________

I. Objective:
States, explains, and interprets parenthesis, multiplication, division, addition, subtraction
(PMDAS) or grouping multiplication, addition, and subtraction (GMDAS) rule. (M5NS-Ic-61.2)

II. Subject Matter

A. Lesson 9: Stating, explaining and interpreting parenthesis, multiplication, division, addition
and subtraction (PMDAS) or grouping , multiplication, division, addition and subtraction
(GMDAS) rule.
B. References: Lesson Guide in Elem. Math 6 pp 13 to 28, Math-Aids.Com
C. Materials: flashcards, charts, activity cards
D. Prerequisite Concepts and Skills:
Explaining PMDAS or GMDAS rule
Interpreting PMDAS or GMDAS rule
Value Focus: Wise Use of
E.
Money
III. Instructional Procedure:
A. Preliminary Activities
1. Drill
Drill on basic facts involving two operations. Addition and Subtraction
12 + 7 – 5 = 11 + 7 – 3 = 18 + 6 – 4 = 15 + 2 – 6 =
10 – 5 + 7 = 18 – 8 + 5 = 16 – 4 + 9 = 17 – 6 + 9 =

2. Review
Use any of the four fundamental operations in giving the possible equation.
Example: 20
Possible Answer: 20 = 4 x 5, 20 = 1 x 20, 20 = 2 x 10, 20 = 40 ÷ 2, 20 = 100 ÷ 20,
20 = 15 + 20 = 10 + 10, 20 = 17 + 3, 20 = 25 – 5, 20 = 21 – 1
36 =
15 =

3. Motivation
Do you like to go hunting? Let’s have a word hunting game.
Encircle any mathematical words found diagonally, horizontally, or vertically in the puzzle.
D I F F E R E N C E
T S T A D D E N D S
W U H L E S S S R M
I M R U T I M E S A
C R I S D I V I D E
 25

E M I N U S E O U A
Q U O T I E N T R E
A D D I T I O N N T

B. Developmental Activities
1. Presentation

Read the story problem and analyze.

Mario bought a new pair of school shoes for Php350. He gave the cashier Php110
1
and received a student discount of Php30. His Ninang gave him of the balance as his
2
birthday gift. How much is the remaining balance to be paid by his mother?

Ask : What did Mario buy?

Who paid ½ of the balance? Why?
What are given in the problem?
What are you going to do with the given to solve the problem?
How many operations are involved in the problem?

2. Performing the activities

* Setting of standard in doing group work

Solve the problem by interpreting the expressions below.
(Follow the PMDAS or GMDAS to solve the equation
{[ Php 350 - ( Php 110 + Php 30) ] x ( ½ ) }
*Group Work
*Reporting/Publishing of work

3. Processing the Activities

* How much is the cost of the school shoes?

*How much money he gave the cashier?
*How much is the student discount given to him?
* What will you do to the student discount and to the money given to the cashier?
* How much his Ninang gave him?
*Since there are more than 2 operations involved, do we need to use symbols in
grouping?
* What are the operations and the symbols used to write the expression?
*What will be the operation to be performed first? Why?
*Next operation to be simplify? Why?
* The last to simplify and why?

Value: If you were Mario would you also buy a shoes which is cheaper or expensive?

4. Reinforcing the concepts and skills

Study the given expressions, simplify following the rules of PMDAS/GMDAS then explain
how do you simplify it?

GROUP 1 GROUP 2 GROUP 3

* ( 14 + 40 – 6 ) ÷ 4 *( 3 + 7 ) x ( 9 + 36 ÷ 2) *3 x [ 5 + 9 ÷ ( 10 – 3 )

5. Summarizing the Lesson

How do you state, explain or interpret PMDAS/GMDAS rules?

In stating or interpreting PMDAS/GMDAS rules, first perform the

operations within each pair of grouping symbols such as braces, brackets
or parenthesis beginning with the innermost pair. Perform multiplication
and division as they occur from left to right. Lastly, perform addition and
subtraction as they occur from left to right.{{ (Just remember the order
Please Excuse My Dear Aunt Sally or (PEMDAS) or Great Mom & Dad Are
Special or ( GMDAS ) }
 26

6. Applying to New and Other Situations

Write an expression for the problem and state the rules in simplifying it. Robert bought
3 tickets for Php 30 each, Pedro his friend bought 3 packs of popcorn for Php 65 each.
Marlon his brother bought 2 drinks for Php25 each. How much is the total amount they
spent?

IV. Assessment
State or explain PMDAS/GMDAS rules after simplifying:
1. ( 36 – 6 ) + [ (3 x 42) ÷ 7 ]
2. ( 12 + 8 ) + 18 /2
3. 6 X 3 + 5 (7 – 4 )

V. Home Activity
Simplify the following expressions, then explain.
1. 3 x [ ( 4 x 9 ) ÷ 12]
2. 6 x ( 2 x 7 + 5 )
3. 5 x [ 32 ÷ 2 x ( 10 – 8 ) ] ÷ 4
4. 4 x ( 15 – 12 ) + 16
5. [( 144 ÷ 12 ) + 2 x 3] ÷ 3 x 6
 27

Date: _________________________

I. Objective:
Simplifies a series of operations on whole numbers involving more than two operations using
the PEMDAS or GMDAS rule.(M5NS-Id-62.2)

II. Subject Matter

A. Lesson 10: Simplifying a series of operations on whole numbers involving more than two
operations using the PEMDAS or GMDAS rule.
B. References: Lesson Guide in Elem. Math 6 pp. 13 to 28
C. Materials: flashcards, charts, activity cards
D. Prerequisite Concepts and Skills:
Simplifying series of operations using PEMDAS or GMDAS
Solving series of operations using PEMDAS or GMDAS
E. Value Focus: Thriftiness

III. Instructional Procedure:

A. Preliminary Activities
1. Drill
Drill on basic facts involving two operations. Addition and Subtraction
6 x 8 ÷ 12 = 9 x 5÷3= 8 x 9– 6= 15 x 4 ÷ 6 =
10 x 15 ÷ 50 = 18 ÷ 3 x 7 = 25 ÷ 5 x 9 = 27 ÷ 3 x 9 =

2. Review
Place parenthesis in the equation to make the statement true.
1. 16 – 7 + 8 = 1
2. 3 x 5 – 4 = 3
3. 18 ÷ 6 x 3 = 1
4. 16 – 7 + 8 = 17

3.Motivation
Show some boxes of colored chalk.
Ask : What do I have here?
Do you know what is inside this box?
Would you like to use them ?

B. Developmental Activities
1. Presentation
Read the story problem and analyze.
 28

Manuel has 6 boxes of chalk having 100 pieces each and 7 boxes of colored
chalk having 20 pieces each. He shared equally the colored chalk among his 4 friends..
How many pieces of chalk does he have? How many pieces of chalk will each of his
friend received ?

Ask: How do you solve the problem?

How many operations are involved to solve the problem?

2. Performing the activities

Setting of standard in doing group work
Distribution of activity cards

Simplify the following series of operations

[ ( 6 x 100 )+ ( 7 x 20 ) ] / 4

Group Work
Reporting/Publishing of work

3. Processing the Activities

What is asked in the problem?

What are the given?
What are the operations used?
What equation did you solve first? Why?
What did you solve next? Why?
How do you formulate an expression?
Is using the PEMDAS or GMDAS rule, help you simplify the expression?

4. Reinforcing the concepts and skills

Study the given expressions, simplify following the rules of PEMDAS/GMDAS .

GROUP 1 GROUP 2 GROUP 3

* ( 18 + 32 – 6 ) ÷ 4 *( 12 + 8 ) x ( 6 + 36 ÷ 2) *3 x [ 8 + 24 ÷ ( 12 – 8 ) ]
5. Summarizing the Lesson
How do you simplify a series of operations?
In simplifying series of operations, use the PMDAS rule or Just
remember the order Please Excuse My Dear Aunt Sally and GMDAS or
Great Mom & Dad Are Special.
PEMDAS or /GMDAS rules, first simplify groupings symbol such as
braces, brackets or parenthesis starting from the innermost pair.
Simplify multiplication and division whenever comes first. Lastly, simplify
addition and subtraction as they occur from left to right.

6. Applying to New and Other Situations

Simplify the following expressions.

1. [ ( 24 / 4 ) + 3 X 8 ) ] / 5
 29

2. 4 x ( 15 – 12 ) + 16
3. [( 144 ÷ 12 ) + 2 x 3] ÷ 3 x 6

IV. Assessment
Simplifying the following expressions using PEMDAS or GMDAS
1. ( 36 – 6 ) + [ (3 x 42) ÷ 7 ]
2. (15+9)- 2 X 3 / 2
3. 9 X 8 X ( 2+5 )
4. 6 X [ (8 X 4 – (3 + 5 ) ]

V. Home Activity
Simplify the following expressions.
1. 3 x [ ( 4 x 9 ) ÷ 12]
2. 6 x ( 2 x 7 + 5 )
3. 5 x [ 32 ÷ 2 x ( 10 – 8 ) ] ÷ 4

M.L. __________________
I.D. ___________________

Date: _______________________

I. Objective:
Finds the common factors and the GCF of 2 – 4 numbers using continuous division. (M5N5-
1d-68.2)

II. Subject Matter

A. Lesson 11: Finding the common factors and the GCF of 2 – 4 numbers using continuous
division.
B. References: DLP Gr.5 Module 9, BEAM LG Gr.6-Number Theory, Lesson Guide in Elem
Math Gr.5 p.33, Gr.6 p 148
C. Materials: flashcards, charts, activity cards
D. Prerequisite Concepts and Skills:
Prime factorization
Identifying common factors and GCF
E. Value Focus: Health consciousness

III. Instructional Procedure

A. Preliminary Activities
1. Drill
Have a drill on basic division facts using flashcards.
Example: 28 ÷ 7 54 ÷ 9 24 ÷ 4 42 ÷ 6

2. Review
Find the GCF of the following using listing or prime factorization
16 and 24 28 and 42 12 and 48

3. Motivation
Do you always eat candies or chocolates? Is it good to have it always? What will
happen to our teeth or health if we are always eating them?
Show 3 different kinds of candies in a bag.
How many candies do you think are here inside the bag?
 30

B. Developmental Activities
1. Presentation
Present the situation to the class
Three different kinds of candies are to be put into candy bags. There are 180 white
rabbits, 240 butter balls and 300 snow bears. All the bags should contain equal amount
of the 3 kinds of candies. How many candy bags could be filled with the same number of
candies? How many candies will there be in each bag? Ask: How many kinds of candies
are there?
What are the different kinds of candies?
What is asked in the problem?
Let’s find out through our group activities

2. Performing the activities

Setting of standard in doing group work
Using continuous division, find the factors of 180, 240, and 300. Then find the
GCF.
Distribution of activity cards
Group Work
Reporting/Publishing of work

3. Processing the Activities

How many different kinds of candies are to be put into candy bags?
What are the 3 different kinds of candies?
How many white rabbits/ butter balls/ snow bears?
What is the GCF of 180, 240 and 300?
How many candy bags could be filled? (12 candy bags)
How many candies will there be in each bag? (60 candies in each bag)
How do you get the number of candies in each bag? (finding he GCF)
What process did you use? (continuous division)

4. Reinforcing the concept and skill

Find the GCF of the following using continuous division.
a. 210 and 231
b.1 420 and 2504
c. 105 and 165

5. Summarizing the Lesson

How do you find the GCF of a given number using continuous division

To find the GCF of set of numbers using continuous division first

write the number horizontally, find a prime number that can divide
the given set of numbers, divide the numbers by the prime number,
write the quotient below, continue the process until no more other
prime divisor. Then multiply all the prime divisors.
 31

6. Applying to New and Other Situations

Solve the problem using continuous division.
Elsa has 135 violet marbles, 225 blue marbles and 375 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?

IV. Assessment
Find the GCF of the following using continuous division.

1. 120 and 180

2. 468 and 848
3.270 and 130
4. 110 and 2 280

V. Home Activity
Find the GCF of the following
1. 2896 and 1524
2. 4826 and 3696
3. 1684 and 2956
4.3682 and 1948

M.L. ___________________
I.D. ___________________

Date: _____________________

I. Objective:
Finds the common multiples and LCM of 2-4 numbers using continuous division. (M5NS-Id-
69.2)

II. Subject Matter

A. Lesson 12: Finding the common multiples and LCM of 2-4 numbers using continuous
division.
B. References: DLP Gr. 5 Module 11, Lesson Guide in Elementary Math Grade 5 p. 44,
Grade 6 p. 141, TG Math Grade 4 pp. 122 – 125
C. Materials: flash cards, chart
D. Prerequisite Concepts and Skills:
Skip counting
Writing a given number as a product of its prime factors.
Prime Factorization
E. Value Focus: Perseverance

III. Instructional Procedure:

A. Preliminary Activities
1. Drill
a. Let the pupils do the skip counting activity orally
b. Skip counting exercises for 2, 3, 4, 5, 6, 7, 8, 9, 10, etc.
 32

2. Review
Writing numbers as a product of its prime factors.
Examples:
Give the product of the following:
2x3x5x7
2x2x3x3x5
Write the prime factors of the following numbers using continuous division.
1. 80
2. 24
3. 57
4. 34
5. 25

3. Motivation
What is your favorite hobby? Who of you is fund of reading books? Do you read books
during your free time?
Is reading a hobby? Why? It is good to read books always? Why?

B. Developmental Activities
1. Presentation
Grace reads 12 pages of books in a day, while Julia reads 10 pages. How many
pages of books do they have to read to be able to reach the same number of
pages?
Ask: Who are reading books?
How many pages of books does Grace read in a day? How about Julia?
What does the problem ask for? How will you solve for the answer to
the problem? What are the ways to solve it?

2. Performing the Activities

*Group the class into 5 groups
*”Setting of Standards in doing group work

Group activity 1:
Using the Continuous Division method, find the multiples of 12 and 10

2 12 10
2 6 5
3 3 5
5 1 5
1 1 LCM = 2 x 2 x 3 x 5 = 60

3. Processing the Activities

Ask: How did you solve for the correct answer? (by using continuous division method.)
What did you do with the numbers that can’t be divided by the given prime numbers at the
left?(copy )What did you do with all the prime numbers at the left after continuing dividing
it? (multiply) What multiple is common to 12 and 10? (60). So, how many pages of books do
they have to read to be able to reach the same number of pages?

4. Reinforcing the Concept and Skills

Find the least common multiple of the following.
1. 4 and 9
2. 9, 8 and 12
3. 7, 6, 9 and 5
4. 15 and 20
5. 12 and 18

5. Summarizing the Lesson

 33

Ask: How do you get the least common multiple or LCM of numbers using continuous
division?

 Write the numbers horizontally and find the prime numbers that will divide both the
given numbers, if possible.
 Divide each by that prime number at the left and write the quotient below each
dividend. Copy the number below it if it can’t be divided by the given prime number
 Continue the process until each of the quotient is 1.
 Multiply all the prime divisors at the left and the last set of quotients to get the
LCM.

6. Applying to New and Other Situations

Find the LCM of the following numbers.
1. 9, 12 and 10
2. 8 and 5
3. 2, 6 and 7
4. 12, 8 and 4
5. 14 and 9

IV. Assessment

Give the Least Common Multiple

1. 10 and 4
2. 9, 4 and 5
3. 6, 15 and 7
4. 4, 2, 7 and 3
5. 5 and 15

V. Home Activity
Find the LCM of these set of numbers.
1. 8, 12, 30
2. 9, 12, 18
3. 12, 30
4. 18, 20
5. 4, 10, 8

VI. Enrichment
Give the LCM of the following set of numbers.
1. 9, 16, 3
2. 5, 10, 18
3. 2, 5, 8, 10
4. 18, 15
5. 22, 20

M.L. ________________
I.D. _________________
 34

Date:

I. Objective:
Solves real -life problems involving GCF and LCM of 2-3 given numbers. (M5NS-Ie - 70.2)

II. Subject Matter

A. Lesson 13: Solving real -life problems involving GCF and LCM of 2-3 given numbers.
B. References: Mathematics for A Changing World 5 pp 82-84, Math for better life
Think and Apply p. 33, www.k5learning.com Grade 5 Math Word Problems
Worksheet GCF & LCM Word problem #2 21st Century Mathematics 6 pp.115-116
C. Materials: Flashcards, Show- me- board , Charts , Activity cards, picture
D. Prerequisite Concepts and Skills:
Steps in solving word problems
Finding the GCF and LCM of 2-4 numbers.
Basic Multiplication facts
E. Value Focus: Cooperation

III. Instructional Procedure:

A. Preliminary Activities:
1. Drill
Give the GCF of the following numbers.
20 and 16 9 and 12
 35

14 and 21 18 and 27

2. Review
What are the different methods used in finding the GCF/ LCM of the sets of numbers
What are the steps in problem solving ?

3. Motivation
Show picture of a garden. What can you say about the picture? What makes the house
beautiful? Do you love to plant flowers too? Why? What are you going to do with your plants at
home or in school? Why should we take good care of our plants?

B. Developmental Activities
1. Presentation:
Myra bought 16 potted begonias and 24 potted African violets. She wants to arrange
them in rows with equal numbers of each kind of plant. What is the greatest number of plants
she can put in a row?

What is asked in the problem?

Let’s help Myra know what is the greatest number of plants that she can put in a row?

2. Performing Activities

* Setting of standards in doing group Work.

Find the common factors of 16 and 24 by using continuous division.
* Publishing of group work.

3. Processing the Activities

How do you find the activity? Where you able to solve the problems? How?
What did you do with 16? with 26 ? (find the common factors using continuous
division. )
What is the GCF of 16 and 24?
How did you get 8 as the GCF? (multiplying all the prime divisors of 16 and 24 )
So, what is the greatest number of plants that she can put in a row?

4. Reinforcing the Concept and Skills:

Read and Solve :

1. A certain number of chairs can be grouped by 6, 8, or 12 without any left over.

What could be the least number of chairs ?

2. Magellan has decided to make party baskets for the fund raising. Balloons are
sold in bags of 20, party horns are sold in bags of 10, and there are 8 candy bars
in a package. How many of each should he buy so that there are an equal
number of balloons, horns and candy bars in each basket?

3. Mei has 15 oranges, 9 peaches and 18 pears. She wants to put all of the
fruits in the baskets having the same number of pieces of fruit in it.
Without mixing the fruit, what is the greatest number of pieces of fruit Mei
can put in each basket?

5. How do you solve real life problems involving GCF and LCM of 2-3 given
numbers? In solving real life word problems involving GCF and LCM. We are
guided by the following:

First know what is being asked? What are given? Know the process to be used
in finding the GCF and the LCM and write the complete answer.
 36

5.Summarizing the Lesson:

6. Applying the new and Other Situations: Chartered Problem.

1. There are 48 glasses of mango juice and 72 glasses of orange juice to be arranged in
equal rows. Each row should have only one kind of juice. What is the greatest number of
glasses that can be placed in one row?

2. A man has 152 grams of dried corn and 140 grams of peanuts which he wishes to put in
boxes. Each box should hold the same number of grams of dried corn and peanuts. What is
the largest number possible? How many grams of dried corn and peanuts can he put into
each box?

IV. Assessment:

Solve the following problems. Show the solutions and answer on your paper.

1.A bell consistently rings every 15 minutes while another bell, every 45 minutes. If both bell rings
together at 12 noon, at what time will they both ring together again?

2. Ms Jane wants to group her class of 24 girls and 18 boys for a group work. What is the
greatest number of members each group can have which would have an equal number of boys
and girls?

V. Home Activity:

1. Bernard and Amy work as part-time service crew. Bernard has every sixth day off while Amy has
every eight day off. If they are both off on Saturday, when will their next day off together be?

2. White roses come in bouquets of 8. Red roses come in bouquets of 6. What is the least number
of bouquets of each kind of roses that you can buy to get an equal number of white and red roses?

2.The GCF of two numbers is 3 and their LCM is 180. If one of the numbers is 45, find the other
number.

4. A radio station is having a promotion in which every 12 th caller receives a free concert ticket and
every 15th caller receives a limo ride. Which caller will be the first one to win both?

M.L. _______________________

I.D. ________________________
 37

Date:

I. Objective:
Creates problems (with reasonable answers) involving GCF and LCM of 2-3 given numbers.
(M5NS-Ie-71.2)

II. Subject Matter

A. Lesson 14: Creating problems (with reasonable answers) involving GCF and LCM
of 2-3 given numbers.
B. References: K to 12 Grade 4 Curriculum, LM Math Grade 4 pages 99 – 101
C. Materials: flash cards, chart
D. Prerequisite Concepts and Skills
Knowledge on finding the GCF and LCM of two given numbers
Ways in creating problem
E. Value Focus: Using Spare Time for Hobbies

III. Instructional Procedure:

A. Preliminary Activities
1. Drill
Have a flashcard drill on the GCF and LCM.
Give the LCM and GCF as fast as you can:
3 and 4 4 and 5 6 and 9 12 and 8 4 and 16

2. Review
What are the things that should be considered in creating problems?

3. Motivation:
Talk about collection
 38

Ask: Do you have a favorite collection?

What do you collect as your hobby?
Instill the value of using spare time productively:
B. Developmental Activities
1. Presentation:
Present these problems to the class. Ask the pupils to say or ask about the problem.

Problem A
Alice and Marga is fund of collecting stamps. Alice collected 60 Philippine stamps,
and Marga collected 48 foreign stamps. What was the greatest number of stamps
they collected?

Problem B
Jason and Jerry are going to pack old books with 6 Mathematics books and 8 English
books in a box. What will be the smallest number of Math and English books that
they can pack if they are of the same number?

Discuss with the class each problem.

Ask: How will you solve the first problem?
Emphasize that the first problem involves finding CGF, while the second problem
involves finding the LCM.

2. Performing the Activities

Group the pupils into four working teams. Ask groups to create a problem
similar to the ones given which also involves in collecting favorite item which
involves GCF or LCM following the ways on how to create a problem:
*Familiarize yourselves with the concept and its application to real-life situation.
*Think of the type of problem you want to create.
*Read some problems similar to the one given and studied their solution.
*Determine the type of descriptive adjective and details to enhance the problem.
*Read your problem over carefully.
*Solve your created problems.

3. Processing the Activities:

Ask: How did you create a problem similar to the one given?

Did you familiarize yourselves with the concept and its application to real-life
situation?
Did you think of the type of problem you want to create?
Did you read some problems similar to the one given and studied their solution?
Did you determine the type of descriptive adjective and details to enhance the
problem?
Did you read your problem over carefully?
Did you solve your created problems?

4. Reinforcing the Concept and Skill

Have the pupils create a problem similar to the one below:

Mrs. Rosal and Mrs. Cerna will bring 30 boys and 42 girls to the Boy Scout and Girl
Scout District Encampment. The scouters will be grouped into teams of Boys and
teams of Girls. What is the largest number of pupils in a group has the same number
of pupils? How many groups of boys will be formed? How many groups of girls will
be there?

5. Summarizing the Lesson

Summarize the lesson by asking: How do we create problems involving GCF and
LCM?

*Familiarize yourselves with the concept and its application to real-life

situation.
*Think of the type of problem you want to create.
*Read some problems similar to the one given and studied their solution.
*Determine the type of descriptive adjective and details to enhance the
problem.
 39

6. Applying to New and Other Situations

Have the pupils do the exercises:

A bell consistently rings every 15 minutes while another bell, every 45 minutes.

If both bells ring together at 12 noon at what time will they both ring together
again?

Create a problem similar to the given.

IV. Assessment
Create a problem involving CGF and LCM for each set of information given below.

1. 48 cookies, 64 cupcakes, packages of cookies and cupcakes, biggest number of cookies and
cupcakes in a box.

2. 6 love birds, 15 doves, birds in a cage, smallest number of birds

V. Home Activity

Complete the problems by making a question.

1. During the Home Economics class, Mina gathered 40 pieces of ampalaya and Abdul
gathered 48 pieces of eggplant. They want to bundle them with the same number of each
vegetable in each bundle.
2. Andre wants to donate 140 pieces of ball pens and 80 notebooks to the pupils of Rosario
Elementary School. He wants to pack them in boxes.

VII. Enrichment:
Create 2 problems involving finding GCF and LCM.

M.L. _________________

I. D. _________________
 40

Date:

I. Objective:
Adds fractions and mixed fractions without regrouping. (M5NS-1e-84)

II. Subject Matter

A. Lesson 15a: Adding fractions and mixed fractions without regrouping.
B. References: DLP Gr.5 Module 16, 22; Lesson Guide in Elem Math Gr.5 p.99 – 107;
MISOSA Gr. 5 Modules on Addition of Fractions and Mixed Forms
C. Materials: flashcards, show me board, chart, activity cards,
D. Prerequisite Concepts and Skills:
Adding similar fractions.
Finding the LCM of two numbers.
Changing dissimilar fractions to similar fractions
E. Value Focus: Accuracy, Caring for Parents

III. Instructional Procedure:

A. Preliminary Activities
1 .Drill
Conduct a drill on adding similar fractions.
Ask: How do you add similar fractions?

Add the following:

3 1 4 2
1. + =¿ N 3. + =¿ N
5 5 8 8

3 1 2 1
2. + =¿ N 4. + =¿ N
6 6 4 4
2. Review
Change the following fractions to similar fractions.

2 1 3 1 2 1
1. and 3. and 5. and
6 3 8 4 3 2

3 1 5 2
2. and 4. and
4 2 6 3

3. Motivation
 41

Show a Christmas gift.

Ask: What do you see in a Christmas gift? Do you see a ribbon? How many
meters of ribbon do you think does the gift has?

B. Developmental Activities
1. Presentation
Present the problem to the children.
1
Sally uses 2 meters of red ribbon to decorate a Christmas gift for her
2
1
mother and meter of blue ribbon to decorate her gift for her father. How much
4
ribbon did she use altogether?
Ask: Who uses the red ribbon to decorate the gift? For whom are the two
Christmas gifts be given?
What is asked in the problem?
What are given?

Do you also give your parents gifts during special occasions like Christmas?
What else do you do to show your love and concern for them?
Going back to the problem, how much ribbon did Sally uses altogether?
What does the problem ask you to find? How will you solve for the answer?

2. Performing the activities

Group the children into 4 working teams.
Set standards for group activity.
Ask the groups to work cooperatively in finding the answers to the problem.
Say: Plan how to solve the problem.
Ask: What is the number sentence? What operation is to be used?
What will you do first with the fractions? How will you add now the similar
fractions?

Expected answers:
Solution: 1. By changing to similar fractions.
1 1
2 + =¿ N
2 4

2. Add the similar fractions; add the numerators and retain the denominators;
1 2 2 1 3
= , + = Where 4 is the LCD of 2 and 4.
2 4 4 4 4

1 1
=
4 4

3. Add the whole numbers.

1 2
So: 2 =2
2 4
+1 1
=
4 4. .

2¾
After all the groups have finished, ask them to display their output on the
board and ask them to discuss their answers.

3. Processing the Activities

After all the groups have presented their answers, ask: How did you find the
activity?
How were you able to add the fraction and mixed fractions without regrouping?
 42

What did you do?

Expected answers:
We changed the dissimilar fractions to similar fractions by first finding the
LCM or LCD.
 Then, we add as we do with similar fractions. Then add the whole number and
express the answer to lowest term. There is no regrouping because the fractions that
are added is less than one.

Discuss the ways on how to add fractions and mixed fractions without regrouping.
Let them see that they must first change the fractions to similar fractions by looking
for LCM or LCD of the fractions.

4. Reinforcing the concept and skill

A. Ask the pupils to add the following:
1 2 1 1
1. 2 + =¿ 4. 5 + =¿
5 10 4 2
3 1
2. 5 + =¿
8 4
1 1
3. +1 =¿
3 6

5. Summarizing the Lesson

How do you add fractions and mixed fractions without regrouping?

To add similar fractions and mixed forms without regrouping,

add the numerator and write the common denominator. Copy the
whole number or add also the whole number
How do
you add dissimilar
fractions and mixed fractions without regrouping?

To add dissimilar fractions and mixed numbers, find the LCD first
then rename to similar fractions. Add as we do with similar
fractions. Add the whole numbers.
Express the answer in simplest form if possible.

6. Applying to New and Other Situations

2 1 1
Angelo and RJ planted of their garden with tomatoes, with cabbage and 1
6 6 4
with egg plant. What part of the garden has been planted?

IV. Assessment
Add the following:

2 5
1. + =N
10 10
3 4
2. 7 + = N
9 9
8 3
3. 4 + =N
10 4
2 2
4. + = N
7 4
 43

V. Home Activity
Add the following and reduce to lowest terms if necessary
2 2
1. +
9 3
3 1
2. +
10 5
4 5
3. 6 +
15 15
2 4
4. 7 + 3
7 7
3 2
5. 4 + 5
4 5

M.L. __________________
I.D. ___________________

Date:

I. Objective:
Adds fractions and mixed fractions with regrouping. (M5NS-1e-84)

II. Subject Matter

A. Lesson 15b: Adding fractions and mixed fractions with regrouping.
B. References: DLP Gr.5 Module 16,22, Lesson Guide in Elem Math Gr.5 p.99 – 107;
MISOSA Gr. 5 Modules on Addition of Fractions and Mixed Forms; Mathematics for
Better Life Gr 5 pp. 64-65 & 68-69
C. Materials: flashcards, charts, activity cards, cut outs
D. Prerequisite Concepts and Skills:
Adding similar fractions
Finding the LCM of two or more numbers
E. Value Focus: Accuracy, Helpfulness

III. Instructional Procedure:

A. Preliminary Activities
1. Drill
Conduct a drill on adding two or more similar fractions.
 44

Ask: How do you add two or more similar fractions? Do you need to regroup
your answers if needed?

Add the following:

2 1 6 5 6 2
1. + + =N 3. + + =¿ N
8 8 8 10 10 10

3 2 3 2 3
2. + =¿ N 4. + + =N
4 4 6 6 6

2. Review
Review finding the Least Common Multiple (LCM) or Least Common
Denominator (LCD) of two or more fractions. Encourage speed and accuracy.
5 3 1 2 3
1. , 3. , ,
6 4 2 3 4

5 2 1 1 4 3
2. , , 4. , ,
8 4 2 3 5 10

3. Motivation
Show picture of a child holding and selling chickens at the market.
Ask: What does the child do?
What do you think is the weight of the chicken he holds?
If he’s going to sell all his chickens, how many kilograms do you think are there in all?

B. Developmental Activities
1. Presentation
Present the story problem.
Amir helped his mother sell chickens in the market. One Saturday, he sold
3 2
three chickens. One chicken weighed kg, the other one weighed 1 kg and the
4 4
3
other is kg. How many kg of chickens were sold?
8
Ask: Who helped his mother sell chicken?
How many chickens were sold?
What is asked in the problem?

What are given?

Do you also help your mother? Do you think it is good to help your parents?
Going back to the problem, how many kg of chickens were sold? What does
the problem ask you to find? How will you solve for the answer?

2. Performing the activities

1. Group the children into 5 working teams.
2. Set standards for group activity.
3. Ask the groups to work cooperatively in finding the answers to the problem.
4. Give them enough time to think and perform the task.
5. Guide the groups by answering the following questions:
What is the correct equation?
What should be done first with the dissimilar
fractions?
How will you add the fractions?

Expected answers:
3 2 3
Equation: +1 + =N
4 4 8
Solution : 1. Change the dissimilar fractions to similar fractions.
 45

3 3 3 4 3 10
= , + + = , where the LCD of 4 and 8 is 8.
4 8 8 8 8 8
2 4
=
4 8
3 3
=
8 8

2. Then add the similar fractions by adding the numerator and retain the
denominator.
3. Then add the whole number.
3 3
So, =
4 8
2 4
+1 =1
4 8
3 3
=¿
8 8
.

10
1
8

4. Then regroup the answer and reduce to lowest term.

10 2 1
So, 1 =2 ∨2
8 8 4
After all the groups have finished, ask them to display their output on the board and
ask them to discuss their answers.

3. Processing the Activities

After all the groups have presented their answers,
ask: How did you find the activity? How were you able to add the fractions and mixed
fractions with regrouping? What did you do?

Expected answers:
 First, we rename the fractions into similar fractions.
 Then, we add as we do with similar fractions.
 Then, we add the whole numbers and regroup the fractions that are more than
one whole.
 And express the answer in simplest form, if possible.

4. Reinforcing the concept and skill

Add the following:
7 5
a. + =N
10 10
3 4
b. + =N
4 5
1 4
c. 2 + =N
5 5
5 2
d. 5 + =N
7 3
8 5
e. +4 =N
12 8

5. Summarizing the Lesson

How do you add similar and dissimilar fractions and mixed fractions with regrouping?

To add similar fractions and mixed forms with regrouping, first add the
fractions by adding numerator of the fractions and write the common
denominator. Then add the whole numbers. Then regroup the answer by changing
the improper fraction to mixed form and add with whole number of the answer.
To add fractions and mixed form with dissimilar fractions, first change the
 46

6. Applying to New and Other Situations

Read and answer.
8
Joel earns money by selling tomatoes during market day on weekends. If he works 2
12
3 5
hours on Saturday morning, and hour on Sunday, what is his total working time?
8 8

IV. Assessment
Add the following fractions and mixed forms with regrouping.

5 2
1. + =N
6 6
5 2
2. 2 + = N
7 3
4 5
3. + =N
9 6
5 7
4. 5 + = N
8 8

M.L. __________________
I.D. ___________________

V. Home Activity
Add.
5 2
1. 3 + =
7 3
8 3
2. 4 + =
10 4
9 3
3. 9 + =
16 4
5 3
4. 7 + =
12 8
3 5
5. 17 +
6 8
 47

Date:

I. Objective:
Subtracts fractions and mixed fractions without and with regrouping. (M5NS-If-85)

II. Subject Matter

A. Lesson 16: Subtracting fractions and mixed fractions without and with regrouping.
B. References: BEAM LG Gr 5 Module 4Lesson Guide in Elementary Mathematics Grade 5
p. 140-166
C. Materials: board, cutouts, fraction cards
D. Prerequisite Concepts and Skills:
Finding the LCD.
Reducing fractions to lowest term.
Subtracting fractions and mixed forms.
E. Value Focus: Sharing

III. Instructional Procedure:

A. Preliminary Activities
1. Drill
Conduct a drill on finding the LCD of fractions.
2 2
Example: and
3 6

3 2 2 2
1. and 3. and
5 10 3 6

1 3 3 2
2. and 4. and
2 4 4 8

2. Review
Add the following and reduce the answer to lowest term if possible.

2 1 3 2 1 2
1. + 2. + 3. 1 +2
3 3 4 8 4 3

3. Motivation
Show real or picture of a pie.
Ask: Have you tried eaten this pie?
What did you feel after eating it?

Say: What we are doing everyday involves subtraction of fractions and mixed forms
which we are going to learn today.

B. Developmental Activities
1. Presentation
Problem A
3 1
Wilma has 1 buko pies. She gave of it to her friend, Eliza. What part of the
4 2
buko pies were left?

If you have the buko pies, will you also share it with your friend? What trait have
you shown them?

Let us analyze the problem.

Ask: What is asked? What are given?
 48

What operation should be used to solve the problem?

Looking back to the problem, what part of the buko pie were left? How will you
solve for the answer?
2. Performing the Activities
Group the children in 5 working groups.
Set standard in Group Work Activity.

Group Activity
Find the value of N

3 1
1 - =N
4 2

1. Change the fractions to similar fractions.

2. Subtract the numerator of the fraction and retain the denominators.
3. Subtract or copy the whole number.
4. Reduce the answer to lowest term.

3. Processing the activities

After all groups have presented their answers, ask: Which group/s was/were
able to give all correct answer? Which group missed an answer?

Guide the pupils in answering the problems.

Ask: How did you find the activity?
Did you cooperate with your group?
What did you do with the dissimilar fraction? (change to similar fractions)
What did you do with the numerators and denominators? (subtract the
numerators and copy the common denominators)
How about the whole number? What did you do with the answer if not in
lowest term (reduce to lowest term)

4. Reinforcing the Concept and Skills

Subtract the following fraction or mixed form:
4 1 9 2 3 2 5 2
1. - = N 2. - =N 3. 5 - =N 4. 5 –2 =N
5 6 10 5 4 8 8 6

5. Summarizing the Lesson

How do you subtract fractions and mixed fractions without regrouping?

First, change the dissimilar fraction to similar fraction. Then, subtract

the numerators and copy the common denominators. Subtract the
whole numbers. Finally, reduce the answer to lowest term if possible.

6. Applying to New and Other Situations

Read and solve for the correct answer.
2 1
Elmer bought 4 kilograms of rice and cook 1 for the fiesta. How many
3 4
kilograms of rice were uncooked?

IV. Assessment
Subtract the following fractions or mixed fractions without regrouping.
 49

11 2
1. - =N
12 6
5 1
2. - =N
8 4
5 2
3. 5 -1 =N
6 3
3 2
4. 6 -1 =N
5 10
4 2
5. 10 - 8 = N
5 7

M.L:____________
I.D: ____________

V. Home Activity

Subtract.

6 3 8 2 2 1
1. - =N 2. 5 -2 =N 3. 3 -1 =N
7 5 10 5 3 6

VI. Remediation

Subtract.
11 2
1. - =N
12 6
3 1
2. - =N
4 8
3 1
3. 5 - 1 = N
4 8
8 2
4. 4 -1 =N
10 5

Enrichment

Subtract the following fractions.

2 10
1. Subtract from
5 15
4 21
2. If is subtracted from what is the difference?
10 30
10 1
3. What is the difference of and .
12 4
5 1
4. 9 - 3 = N
8 4
 50

Date:

I. Objective:
Subtracts fractions and mixed fractions without and with regrouping. (M5NS-If-85)

II. Subject Matter

A. Lesson 16: Subtracting fractions and mixed fractions without and with
regrouping.
B. References: BEAM LG Gr 5 Module 4Lesson Guide in Elementary
Mathematics Grade 5 p. 140-166
C. Materials: board, cutouts, fraction cards
D. Prerequisite Concepts and Skills:
Finding the LCD.
Reducing fractions to lowest term.
Subtracting fractions and mixed forms.
E. Value Focus: Sharing

III. Instructional Procedure:

A. Preliminary Activities
1. Drill
Conduct a drill on finding the LCD of fractions.
2 2
Example: and
3 6

3 2 2 2
1. and 3. and
5 10 3 6

1 3 3 2
2. and 4. and
2 4 4 8

2. Review
Add the following and reduce the answer to lowest term if possible.

2 1 3 2 1 2
1. + 2. + 3. 1 +2
3 3 4 8 4 3

3. Motivation
 51

Show real or picture of a pie.

Ask: Have you tried eaten this pie?
What did you feel after eating it?

Say: What we are doing everyday involves subtraction of fractions and mixed forms
which we are going to learn today.

B. Developmental Activities
1. Presentation
Problem A
3 1
Wilma has 1 buko pies. She gave of it to her friend, Eliza. What part of the
4 2
buko pies were left?

If you have the buko pies, will you also share it with your friend? What trait have
you shown them?

Let us analyze the problem.

Ask: What is asked? What are given?
What operation should be used to solve the problem?

Looking back to the problem, what part of the buko pie were left? How will you
solve for the answer
2. Performing the Activities
Group the children in 5 working groups.
Set standard in Group Work Activity.

Group Activity
Find the value of N

3 1
1 - =N
4 2

5. Change the fractions to similar fractions.

6. Subtract the numerator of the fraction and retain the denominators.
7. Subtract or copy the whole number.
8. Reduce the answer to lowest term.

3. Processing the activities

After all groups have presented their answers, ask: Which group/s was/were
able to give all correct answer? Which group missed an answer?

Guide the pupils in answering the problems.

Ask: How did you find the activity?
Did you cooperate with your group?
What did you do with the dissimilar fraction? (change to similar fractions)
What did you do with the numerators and denominators? (subtract the
numerators and copy the common denominators)
How about the whole number? What did you do with the answer if not in
lowest term (reduce to lowest term)

4. Reinforcing the Concept and Skills

Subtract the following fraction or mixed form:
4 1 9 2 3 2 5 2
2. - = N 2. - =N 3. 5 - =N 4. 5 –2 =N
5 6 10 5 4 8 8 6

5. Summarizing the Lesson

 52

How do you subtract fractions and mixed fractions without regrouping?

First, change the dissimilar fraction to similar fraction. Then, subtract

the numerators and copy the common denominators. Subtract the
whole numbers. Finally, reduce the answer to lowest term if possible.

6. Applying to New and Other Situations

Read and solve for the correct answer.
2 1
Elmer bought 4 kilograms of rice and cook 1 for the fiesta. How many
3 4
kilograms of rice were uncooked?

IV. Assessment
Subtract the following fractions or mixed fractions without regrouping.
11 2
6. - =N
12 6
5 1
7. - =N
8 4
5 2
8. 5 -1 =N
6 3
3 2
9. 6 -1 =N
5 10
4 2
10. 10 - 8 = N
5 7

V. Home Activity

Subtract.

6 3 8 2 2 1
1. - =N 2. 5 -2 =N 3. 3 -1 =N
7 5 10 5 3 6

Remediation

Subtract.
11 2
5. - =N
12 6
3 1
6. - =N
4 8
3 1
7. 5 - 1 = N
4 8
8 2
8. 4 -1 =N
10 5

Enrichment
Subtract the following fractions.
2 10
5. Subtract from
5 15
4 21
6. If is subtracted from what is the difference?
10 30
 53

10 1
7. What is the difference of and .
12 4
5 1
8. 9 -3 =N
8 4

Date:

I. Objective:
Solves routine and non-routine problems involving addition and/or subtraction of fractions
using appropriate problem solving strategies and tools. (M5NS-If-87.2)

II. Subject Matter

A. Lesson 17: Solving routine and non-routine problems involving addition and/or
subtraction of fractions using appropriate problem solving strategies and tools.
B. References: Lesson Guide in Elementary Mathematics Grade 5 p. 119, 172, 176
C. Materials: chart on the steps in solving word problems, chart showing word problems,
drill cards, activity cards
D. Prerequisite Concepts and Skills:
Addition of fractions and mixed fractions.
Subtraction of fraction and mixed fractions.
Changing fractions to similar terms.
E. Value Focus: Hard Work
 54

III. Instructional Procedure:

A. Preliminary Activities
1. Drill
Conduct a drill on adding and subtracting similar and dissimilar fractions.
Add the following similar and dissimilar fractions:
1. 5/8 + 2/4 = N 3. 9/10 – 2/5 = N
2. ¾ + 2/8 = N 4. 7/8 – ½ = N

2. Review
Review on changing dissimilar fractions to similar fractions.
Change the ff. dissimilar fractions to similar fractions:
1. 4/5 and ½ 3. 5/6 and 2/3
2. 8/10 and 3/5

3. Motivation
Ask: Do you know how to make flowers using ribbons?

B. Developmental Activities
1. Presentation
Present this problem:
Liza bought 5 ½ meters of white ribbon and 6 ½ meters of yellow
ribbon to make flowers. After making 5 flowers, she found out she had 1 ¾
meters of ribbons left. How many meters of ribbon did she use for the
flowers?

Ask: Who bought the ribbons? Why did Liza buy it?
What is asked in the problem?
What are given?

Say: If you know how to make your own flowers, is it wiser to make your
own rather than buy expensive ones? Can you give other ways of spending
one’s money wisely?
Going back to the problem, how many meters did Liza use for the flowers?
What does the problem ask you to find? How will you solve for the answer?

2. Performing the Activities

Group the children into 5 working teams.
Set standards for group activity.
Ask the groups to work cooperatively in finding the answers to the problem.
Say: What is the correct equation for the problem? Is there a hidden
question to solve? What is it? How are you going to solve the hidden
question? What is the answer to the hidden question? What is the final
answer? What strategy are you going to use in order to solve the
problem?

Expected Answers:
Solution 1: Hidden question
The total meters of ribbon bought.
Strategy: Using diagram or drawing.
Drawing or diagram of flowers bought.
White ribbon 5½

Yellow ribbon 6¼

Number sentence for the hidden question: 5 ½ + 6 ¼ = 11 ¾

 55

To get the total meters of ribbon used:

Number sentence: (5 ½ + 6 ¼) – 1 ¾ = N
To solve:
1. Add first the number inside the parenthesis.
2. From the total subtract 1 ¾.
Solution 2 : By changing to similar fractions:
(5 ½ + 6 ¼) – 1 ¾ = N
Steps: 1. Add first the number inside the parenthesis.
5½ = 5 2/4
+6¼ = 6¼
11 ¾
2. From the total, subtract 1 ¾.
11 ¾
- 1¾
10
Liza used 10 meters of ribbon for the flowers. After all the
groups have finished, ask them to display their output on the board and
ask them to discuss their answers.
3. Processing the activities
After all the groups have presented their answers,
Ask: How did you find the activity? How were you able to solve the problem? Is
there a hidden question? What are the steps in solving word problem?

Expected Answers:

1. First, we followed the steps in solving the problem.

We read and understand the problem.
We knew what the problem ask for and we wrote the given facts.
2. Next, we plan how to solve the problem.
We determine the operation to use.
We thought the solution.

3. Then, we solve.
We solve by adding and subtracting the fractions and mixed fractions.
4. Lastly, we check and look back.
We check the answers.
We stated the correct answer:

Discuss the steps in solving routine and non- routine and problem.
Ask: Are your answers possible?

4. Reinforcing the Concept and Skills

Read the problem and solve the problem using the steps in solving problem.
1. Eden bought 1 kilograms of chicken and her brother bought more. They used
kilogram to cook menudo. How many kilograms of meat were left for the other
dishes they will cook?
2. Josephine plans to make a table cloth. She already had meters of cloth. She used
meter for the table cloth. How many meters were left of her cloth?

5. Summarizing the Lesson

Lead the pupils to generalize as follows:

In solving problems, we follow these steps:

Understand
 56

 Know what the problem asked

 Know the given facts
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 Situations

Solve each word problem.

1. Mrs. Dela Fuente had meters of red cloth. Judith asked for meter of it for her
EPP project. How many meters of cloth were left?

2. Sara baked trays of cassava cakes for her daughter’s birthday party. There

were left after the party. What part of the cakes was eaten during the party?

3. Francis walked kilometers yesterday morning, while Dan walked kilometers.

How much more does Francis walked than Dan?

IV. Assessment

Read and solve the problems using the steps in problem solving.

1. Dianna can finish sewing a dress in hours. Lory can finish the same style of dress in only
hours. How much faster can Lory sew?

2. Two groups of grade five pupils demonstrate on how to bake a buko pie. One group finished in

hours while the other group finished hours. How much faster did one group work than the other.

3. A kilo of pork can be boiled until soften in hours while chicken meat can be boiled until it became

soft for only hours. What is the difference in hours of boiling pork than chicken meat?

4. Evelyn was able to collect packs of mongo seeds while her sister Evangeline collected
plastics only. If they combine it together and share of it to their mother how much mongo seeds left to
both of them?

5. Grace finished her Math Periodical Test for minutes while Jane finished the same test in
minutes. How many minutes ahead was Jane?
 57

V. Home Activity
Read and solve.

1. To travel from Bacolod to Sipalay it takes hours, while it only takes hours
from Bacolod to Hinigaran. What is the difference of hours in travelling from Bacolod to
the two towns?

2. Mother finished washing clothes hours while Danica finished fixing her room for

hours. What is the total number of hours did they worked together?

3. It takes Ella to finish writing a short story for hours while hours answering her
math assignment. She was given 5 hours to do both. How long is her free time?
VI. Remediation
Read and solve the following problems.

1. Romulo walked kilometer in going to church while Ruby walked kilometer. By

how many kilometer do one of them walked longer?

2. Carmen went to market and bought kilos of cake flour and 1st class flour

for their bakery. The baker used flour to bake a cake. How many kilos of flour
left?
M.L: __________

I.D: ___________

Date:

I. Objective:
Creates problems (with reasonable answers) involving addition and/or subtraction of
fractions using appropriate problem solving strategies. (M5NS-If-88.2)

II. Subject Matter

A. Lesson 18: Creating problems (with reasonable answers) involving addition and/or
subtraction of fractions using appropriate problem solving strategies.
B. References: Grade 4 K-12 Curriculum Teachers Guide page 164 – 167
C. Materials: flash cards, activity cards, chart
D. Prerequisite Concepts and Skills:
Adding and subtracting fractions
Reducing fractions to lowest terms
Steps in Solving Word Problems
E. Value Focus: Health Consciousness
 58

III. Instructional Procedure:

A. Preliminary Activities
1. Drill
Solve the following:

, , ,

2. Review
Review the steps on solving word problem.
Ask: What do you understand about the following questions in solving
word problems:
 What is asked in the problem?
 What are given?
 How will you solve the problem?
 What operation(s) will be used?
 What is the number sentence?
 Is the solution or process correct?
 What is the answer?

Read the problem and solve for the correct answer.

An example is given below.
Mari Vic went to a grocery store to buy 6/10 kilos of pancit canton
and 5/12 kilos of mixed vegetables for her to be able to cook her favorite dish.
How many kilograms of pancit canton and mixed vegetables did Mari Vic buy in
all? Which is heavier? By how much?

3. Motivation
Show picture of fishes in a fish stall.
What can you see in the picture?
Do you always take fish as your viand? Why?
What will happen if you are not fond of eating fish?
Is eating fish food for your health? From now on, what will you usually take as
your viand?

B. Developmental Activities
1. Presentation
Present the recorded kilograms of fishes sold by Nelson and Allan in a day:

Fishes Allan Nelson

Tilapia 8 2/6
Bangus 12 5/8
Bisugo 5 1/2 7 1/4

What are the fishes sold by Nelson and Allan?

How many kilograms of tilapia are there? of Bangus? of Bisugo?

Based on the chart presented, how will you create problems involving addition,
subtraction, or addition and subtraction of fractions?

2. Performing the Activities

Group the pupils into two working groups. Let them have their leader and a reporter.
 59

Create a problem using the given data following the ways on how to create a
problem. Given below:

1. - kilos of tilapia Allan sold

- kilos of bangus Nelson sold
- Kilos of fishes sold

2. - kilos of bisugo Allan sold

- Kilos of bisugo Nelson sold
- Difference of kilos of bisugo Allan and Nelson sold

3. Processing the activities

After the 2 groups have presented their answers.
Ask: How did you find the activity? How did you create problems involving
addition, subtraction, or addition and subtraction of fractions?

Expected answers:
 We familiarized ourselves with the concept of addition subtraction of
fractions.
 We thought of the problem we want to create.
 We read sample problem and studied their solutions.
 We determine the type of descriptive adjective and details to enhance the
problem.
 We read the problem over carefully
 We solve our created proble

4. Reinforcing the Concept and Skills

Create a problem using the following data given below.
1. ground beef, kilo sliced potato, kilo boiled green peas beans, total number
of kilos of ingredients in cooking
2. water melon left, of the water melon, water melon left for the next day
3. kilograms lanzones, kilogram banana, difference of kilos of the fruits

5. Summarizing the Lesson

Lead the pupils to give the following generalizations:
Ask: How do you create problems involving addition and subtraction of
fractions?
To create word problems involving addition and subtraction of fraction 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.
 Read sample problems and study the solutions.
 Determine the type of descriptive adjective and details to enhance the
problem.
 Read the problem over carefully.
 Solve your created problem.

6. Applying to New and Other Situations

Create a problem out of the given data using subtraction of fractions.

1. - yellow cloth
- was cut off
- cloth left
 60

2. - kg lean meat
- boiled meat
- difference of kg of meat after boiling
3. m kite string
- String left
- m slashed during strong wind

IV. Assessment

Create a problem using addition and subtraction of fractions using the following data
presented inside the box.

played basketball hours how much more

Danilo Charlie combine yard
Yellow ribbon red ribbon

V. Home Activity
Create your own problem using addition and subtraction of fractions based on your
experiences or observations daily.
VI. Remediation
Look at the pictures below and create a problem out of the pictures shown.

M.L: _____________
I.D.: _____________

Date:

I. Objective:
Visualizes multiplication of fractions using models. (M5NS-Ig- 89)

II. Subject Matter

A. Lesson 19: Visualizing multiplication of fractions using models.
B. References: Lesson Guide in Mathematics 5 pp 181-186, Skills Enhancer in Mathematics
4 236-239, MISOSA GR 5 Module - Visualization of Multiplication of Fractions
C. Materials: Flashcards, fractional cut-outs, charts, activity cards, strips of paper
Prerequisite Concepts and Skills:
Identifying fractions/ fractional part.
Identifying the fractional part of a number
D. Value Focus: Accuracy/Helpfulness
 61

III. Instructional Procedure:

A. Preliminary Activities:
1. Drill:
Name the fraction for the shaded part.

______

2. Review: Review on naming and identifying fraction parts using the

fraction strips.
A. Paper folding Game
Materials: Strips of paper
a. Divide the class into 2 groups.
b. Flash the fraction names on a show-me -board
c. The first group to show the correct fold earns the point.
d. The first group to get a score of 5 will be the winner.

3. Motivation:
Ask: What is 1 of a whole? Show it through your piece of pad paper.
2
IF you find 1 of that part again, what answer will you get?
2
(Let them fold the paper once more in half and shade that part.)
How is the result compared with 1/2?

B. Developmental Activities:
1. Presentation: Present this problem.
Father owns a 3/4 hectare piece of land. He planted 1/3 of it with sweet corn.
What part of his land was planted with sweet corn?
Ask:
How big is fathers land? What part of it was planted with sweet
corn? What is 1/3 of 3/4?
Say: Let us analyze the problem and answer the ff. questions:
What is asked in the problem?
What are given in the problem?
Say: If your father also owns a piece of land, and also plant sweet corn,
will you also help him? Why?

Going back to the problem, what is ¼ of ¾? What does the problem ask you to
find? How will you solve for the answer?

2. Performing Activities:
Group the children into 5 working teams.
Ask the group to work cooperatively in finding the answer to the problem.
Say: What is 1/3 of ¾? What is the number sentence?
Visualize the problem by representing one hectare by a whole piece of paper.
Say: If this is 1 hectare, how will you represent ¾ hectare piece of land owned by
father?
 62

Expected answer:
Solution 1 for the question on part of land planted with sweet corn. Use a problem
opener and visual representative.
Pupils may fold the piece into 4 equal parts and shade ¾.

Then they shade the paper using the opposing lines/different

Shades as shown:

The fraction 3/12 represents the double shaded part.

So the value of N in: 1/3 x ¾ = N is 3/12 or ¼

After all the groups have finished, ask them to display their output
on the board and ask them to discuss their answer.

3. Processing the Activities:

After all the groups have presented their answers,
Ask: How did you find the activity? How were you able to solve the
Problem? How do you visualize multiplication of fractions?

Expected answer:
1. To visualize for 1/3 of ¾ = N
 First, we represent ¾ with the horizontal line in a piece of paper and shade
it horizontally.
 Then, we also shade 1/3 with vertical lines.
 The double shaded part represent the answer to the question.
In short, we use illustrations to visualize the multiplications of
fractions.

4. Reinforcing the Concept and Skills:

Visualize and illustrate the product of the following:

1.) 1/2 X 1/3

X

2.) 3/4 of 3/5

X
 63

Illustrate and find the product:

3.) 4/8 X 1/2 =

4.) 1/2 or 2 2/3 =

5. Summarizing the Lesson:

How do we visualize multiplication of factions?

* Multiplication of fractions can be visualized by

representing each fraction with horizontal and vertical lines
placed over the other and the resulting double shade part
represent the answer to the equation.
* We use illustrations to visualize multiplication of
fractions.

6. Applying the new and Other Situations: Chartered Problem.

Visualize by writing a multiplication equation for each illustration
and find the answer:

1.) X =

2.)

X =

3.Visualize by shading the fraction it represent .Then give the

answer.

1/3 x 5/6 =

2/ 3 X 2/3 =

IV. Assessment:
A. Write the multiplication equation for each illustration and find the
 64

answer:

1.)
=
X

2.)
X =

B. Illustrate and then give the product.

1.) 2/ 3 X 4/5 =

2.) 3/5 x 1 / 4 =

V.Home Activity:
Prepare an Album showing the following equations. Use paper folding method.

1.) 2 1 /6 X 2/3 = 2.) 3/5 x 5 /8

3.) 5 1/10 X 2/4 = 4.) 2/3 X 1/2=

ML. _______
ID_________

Date:

I. Objective:
Multiplies a fraction and a whole number and another fraction. (M5NS-Ig-90.1)

II. Subject Matter

A. Lesson 20: Multiplying fraction and a whole number and another fraction.
B. References: Lesson Guide Elem. Math p. 187, 196, Mathematics for Better Life p.
127
C. Materials: flashcards, activity cards, illustration, picture
D. Prerequisite Concept and Skills:
Finding the fractional part of a number or numbers.
Visualizing multiplication of fractions.
E. Value Focus: Perseverance
 65

III. Instructional Procedure:

A. Preliminary Activities:
1. Drill:
Conduct a drill on finding the fractional part of a number.
Find the fractional part of a number:
1
1. What is of 10?
2
1
2. What is of one whole?
3
3
3. Of 20 is equal to what?
4
5
4. What is of 30?
6
2. Review:
Review on visualizing multiplication of fractions. Translate the following to an equation
and write the answer.
1.

1
Of 15 is what number?
5
1
( ×15=3)
5
2.

3
Of 8 is what number?
4
3
( ×8=6)
4

3.

1
Of 12 is what number?
2
4.
 66

1 3 1
(3 × = =1 )
2 2 2

3. Motivation:
Show picture of children going to school.
Ask: Children, why do you think the children go to school?

B. Developmental Activities:
1. Presentation: Present this problem.
3
Joel spent 16 years of his life studying. of this time was spent for his High School
4
3 1
and College life. Out of this time was spent only for his college education. How much
4 3
time was spent for his college education?
Ask: Who spent 16 years of his life in studying? What part was spent for his high
school and college life?
How about you children? How many years of your life have you already spent
studying?
Is it important to finish college? Why? What trait should you possess in order to
make it in college?
Ask: What is ask in the problem?
What are the given facts?
What is the number sentence for the problem?
Let’s go back to the problem, how much time was spent for his education?
What does the problem ask you to find? How will you solve for the answer?

2. Performing the activities

Group the children into 5 working groups. Ask the group to work cooperatively and find
out the amount of time spent for college education.
Ask: What is the correct equation for the problem? How do we multiply fraction by a whole
number and by a fraction?

Expected Answer:
3 1
Equation: (16 x ¿ × =N
4 3
3 16 x 3 48
16 × = = =12
4 4 4

( 3 1
So 16 × × =N
4 3 )
1
12 × =N
3
12
N= ∨4
3
4 years was spent for his college education.

3. Processing the activities

After all the groups have presented their answers,
Ask: How did you find the activity? What did you do in order to multiply a fraction and a
whole number by another fraction?
 67

Expected answer:
1. First multiply the whole number by the numerator and copy the denominator,
then simplify.
2. Then, multiply the simplified answer by the other fractions. Then get the
product.

4. Reinforcing the Concept and Skills:

Multiply the following:
1 2 5 4
1. x 6 x =¿ N 3. x =N
4 3 8 7
3 1 3 6
2. x 7 x =¿ N 4. 12 x x =¿ N
4 3 7 8
5. Summarizing the lesson:
How did you multiply a fraction and a whole number by another fraction?

To multiply fraction by whole number multiply the whole

number by numerator and copy the denominator. Simplify the
answer. Then multiply the answer by the other fraction.

6. Applying to the new and other situations:

Multiply by solving the problem below:

1
Liza baked 7 cookies. When Ada came home, Liza gave her 1 cookie and of what was left.
3
Then Liza got what was left. How many cookies did each girl get?

IV. Assessment:
Multiply:
4 5 2 7
1. x x 9=N 3. 11 x x =N
5 6 3 8
1 2 2 2
2. x 16 x =N 4. x 20 x =N
2 3 9 5

V. Home Activity:

Multiply:
3 6 5 3
1. x x 7=N 3. x 15 x =N
8 7 6 9
1 1 3 3
2. x x 18=N 4. x 9 x =N
8 2 4 12

VI. Enrichment:
1 1 1
Alvin gives of his marbles to Mark. Mark gives of these to Anthony. Anthony gives of
2 2 2
these to Regie. If Regie has six marbles, how many marbles did Alvin have originally?

M.L: ______________
I.D: _______________
 68

Date:

I. Objective:
Multiplies mentally proper fractions with denominators up to 10. (M5NS-Ig-91)

II. Subject Matter

A. Lesson 21: Multiplying mentally proper fractions with denominators up to 10.
B. Reference: K to 12 Grade 5 Curriculum, Guide, Mathematics for a changing World p 117,
Mathematics for a Better life 5 pp. 114-115
C. Materials: Drill cards, Activity charts, show -me-board
D. Prerequisite Concepts and Skills:
Finding part of a whole.
Multiplying whole numbers by a fraction, vice- versa.
E. Value Focus: Health Consciousness

III. Instructional Procedure:

A. Preliminary Activities:
1. Drill:
Answer the following mentally:
1. What is ½ of 10?
2. What is 1/3 of 3?
3. What is ¼ of 20?

2. Review:
Multiply the following. Use the show-me -board.
4 X 1/2 3 X 3/5 2X 1/4 5 X 2/3
6 X 2/4 4 X3/7 7 X 1/5 8 X 1/7

3. Motivation:
Who among you love to eat fruits for dessert? Why is there a need to eat fruits?

B. Developmental Activities:
1. Presentation: Present this problem.
Mrs Palma served 3/4 papaya for breakfast. Her children ate 1/2 of it. How
much papaya was eaten?
Ask: Who served the papaya for breakfast?
What part of the papaya was eaten by the children?
Say: Is eating papaya good for the health? What do you call a person
who takes care of his health?
Say: Let’s analyze the problem.
What is asked? What are given? What operation should be used to solve
the problem?
Going back to the problem, how much papaya was eaten? What does the
problem ask you to find? How can you solve the problem mentally?

2. Performing the Activities

Group the children into 5 working teams.
Ask the groups to work cooperatively in answering the problem mentally.
Say: How much papaya was eaten? How do you multiply mentally the fractions?

Expected answer:
Solution:
Solve for ½ of ¾ mentally by following these steps:
 Multiply the numerator by the numerator of the proper fractions
 69

mentally.
 Multiply the denominator by the denominator of the proper fractions
mentally to get the denominator of the product.
 Reduce to simplest form when necessary.

After the groups have finished, ask them to display their output on the board and ask
them to discuss their answers.

3. Processing the Activities.

After all groups have presented their answers,
Ask: How did you find the activity?
How did you multiply the fractions mentally? Did you give the number
sentence first? What did you do with the numerators? The
denominators?

Expected answer:
1. First, we give the number sentence mentally.
2. Then, we multiply the numerator by the numerator then the denominator by
the denominator of the proper fractions mentally.
3. And we get the product and reduce to lowest term.

Discuss the steps in multiplying mentally proper fractions with denominator

up to 10.

4. Reinforcing the Concept and Skills:

Contest:
Give the product mentally .The first group to give the answer wins.

2 1.
1
1.
5 X 8 =N

2. 3 2
5 X 9 =N

3.
4 2
6 X 7 =N

4. 1 7
3 X 8 =N

5. 7 1
9 X 2 =N

5. Summarizing the Lesson:

How do you multiply mentally proper fractions with denominator up
to 10?

To multiply proper fractions mentally multiply the numerator by the numerator and
denominator by the denominator to get the product and reduce when necessary.
 70

You can also use cancellation method if possible.

6. Applying to new and Other Situations:

Listen to the problem and solve mentally.
7 1
1. Mr Canja has 9
hectare of land , he planted 5 of it with corn. How
many hectare was planted with corn?

IV. Assessment:
Multiply mentally:

1.) 3.)
1 2 3 1
4 X 9 5 X 2

2.)
1 3 4.) 4 5
3 X 7 8 X 6

5.) 1 3
5 X 6

V. Home Activity:
Remediation:
Solve these problem mentally.
3 1
1. Ron has 4
hour to practice baseball. He uses 2
of that time to do
some push -up. What part of the hour does he uses to do push-ups?
9
2. The coach allows the boys to have 10
hour to play basketball. One -third of
that time is used for warm-up. What part of the hour is used for warm-up?

M.L. ___________________
I.D. ___________________
 71

Date:

I. Objective:
Solves routine or non - routine problems involving multiplication without or with addition or
subtraction of fraction and whole numbers using appropriate problem solving strategic as tools.
(M5NS-Ih-92.1)

II. Subject Matter

A. Lesson 22: 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.
B. References: K to 12 Grade 5 Curriculum, Realistic Math 5 p 188, LG 6 p 260-261, LG in Math
Grade 4-pp.
C. Materials: Drill cards, Charts, Activity charts, show -me-board
D. Prerequisite Concepts and Skills:
Multiply fractions by another fraction.
Steps in solving one step word problems.
Steps in solving multistep word problems.
E. Value Focus: Helpfulness / Thriftiness

III. Instructional Procedure:

A. Preliminary Activities:
1. Drill:
Conduct a drill on multiplying fractions:
Multiply the following fractions by another fractions:
1x2 2x4 4x2 6x1 1x1
2 3 3 5 6 3 7 3 4 2

2. Review:
Review the steps in solving one- step and multi- step word problem.
What are the steps used in solving one- step word problem? How do you analyze
the problem?
 What is asked in the problem?
 What are given?
 What operation will be used?
 What is the hidden question?
 What is the no. sentence?
 What is the complete answer?

3. Motivation:
Who among you love scouting? Are you a registered boy / girl scouts? What activity do
like best to play/perform? What characteristic of a scout should you practise so that people will
know that you are a boy/girl scout even though you’re not in uniform?

B. Developmental Activities:
1. Presentation:

A scoutmaster bought 35 m of rope. He used 4/7 of the rope for

knot tying. How many m of rope were used for knot tying?

Asked: Who bought the rope? What part of the rope is used for knot tying?
Say: Do you also help your scoutmaster especially during encampment?
 72

What trait have you shown when you are helping your scoutmaster?
Say: Let us analyse the problem.
What is asked? What are given? What operation should be used?
Going back to the problem, how many m of rope were used for
knot tying? What does the problem ask you to find? How can you
solve the problem?

2. Performing the Activities:

Group the children into 4 working teams.
Set standards for group activity.

Ask the groups to work cooperatively in solving the problem.

Say: How many m of rope were used for knot tying? What are the steps are you
going to use in order to solve the problem involving multiplication of fractions?

Expected answer:
To solve the number of m of rope used for knot tying, the following steps for
solving word problem should be used:
1. Analyze the problem.
Ask: What is asked? Given? The operation to be used?
2. Transform the problem to a number sentence or equation.
3. Solve for the answer with the correct label.
After the groups have finished, ask them to display their output on the board
and ask them to discuss their answer.

3. Processing the Activities:

After all the groups have presented their answer,
ask: how did you find the activity? How did you solve routine or non- routine
problems involving multiplication? What steps are to be used in solving word problems
involving multiplication of fractions?

Expected answer:
1. First, we analyze the problem by answering what is asked, what
are given and the operation to be use.
2. Then, we transform the problem to a number sentence or equation.
3. Then, we solve for the correct answer using the number sentence.
Discuss the steps in solving routine or non- routine problem involving
multiplication.

4. Reinforcing the Concept and Skills:

Read and Solve:
1. During a three - day camping, a Boy Scout troop consumed 5/8 of the 50 - kg sack of rice.
How many kilogram of rice were consumed? Kilograms of rice left? Write the correct
equation and complete answer.

2. Mrs Marcel took 24 bottles of soft drinks to the picnic. Mrs. Marcel accidentally knocked
the bottles over and broke 1/8 of them. How many bottles did not break?

3. Eric worked in his father’s office for 4/5 hours each day for 2 weeks. How many hours did
he work in all?
 73

5. Summarizing the Lesson: Lead the pupils to give the generalization.

To solve 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, the following steps are to be

used:

Steps:

1. Analyze the problem

Know what is asked, what are given and the
operation to be used.

6. Applying the new and Other Situations: Chartered Problem.

Solve:
1. A vendor had 108 balloons .He sold 1/2 of them in the morning and 1/3 of the
remaining in the afternoon. How many balloons were unsold?

2. Mang Nestor and his son caught 54 tuna fish. They sold 5/6 of them and kept the rest
for food. How many fish were sold?

IV. Assessment:
Solve the following problems. Show the solutions and answer on your paper.
1. Mrs Robles served 1/2 of a papaya for breakfast. Her children ate 1/4
of it .How much papaya was eaten?
2. Mother bought 2 kg of brown sugar. She used 3/4 of sugar for cooking
banana cue. How many kilograms of sugar were used for cooking banana
cue?
3. In a boat, 1/4 of the passengers took first class, 3/8 had second
class, and the rest traveled third class. If 400 passengers were in a boat,
how many people took the third class?

V. Home Activity:
Solve the following problems. Show your solution:
1. Mr Jose had 2 1/4 liters of paint. He used 1/2 of it to paint their fence. How much paint
did he use?
 74

2. It takes Randy 5 3/4 hours to clean his room. It takes Renee 1/3 of the time .How long
does it take Renee to clean his room?

3. Henry practices rondalla for 1 1/4 hours each day. How many hours does he practice in 6
days?

4. There were 1 1/2 liters of milk in the refrigerator. Anne drank 1/4 of
It. What part of a liter did she drink?

ML:_________________
ID:__________________

Date:

I. Objective:
Creates problems (with reasonable answers) involving multiplication of fractions. (M5NS -Ih
93.1)

II. Subject Matter

A. Lesson 23: Creating problems (with reasonable answers) involving multiplication of fractions.
B. References: K to 12 Grade 5 Curriculum. LG 4 pp. 269-271, Building New Horizon in Math
pp.163 Mathematics for a Better life 5 pp. 128- 129
C. Materials: Drill cards, Charts, Activity charts, show-me-board
D. Prerequisite Concepts and Skills:
Changing mixed number to improper fractions.
Multiplying fraction.
Steps in solving one- step word problems.
E. Value Focus: Cooperation, Industry

III. Instructional Procedure:

A. Preliminary Activities:
1. Drill:
Change the following mixed number to improper fraction:

2 1/2 5 1/3 3 1/3

1 2/3 1 1/4
2. Review:
Review on solving one- step word problem.
Ask:
 What are the steps in solving problem?
 What is asked in the problem?
 What are given?
 How will you solve the problem?
 What operation/s will be used?
 What is the number sentence?
 What is the answer?
 75

3. Motivation:
Talk about vegetables grown in the farm.
Ask: Have you been to a farm? What did you see? What are grown there? Let the pupils
share their experiences in the farm.

C. Developmental Activities:

1. Presentation:

A. Show a picture and present the the class.

Pedro the farmer

10 -Garden plots
2/5 - Planted with pechay

Based on the data presented, create a problem involving multiplication of fraction?

Asked:
Who is the farmer in the picture? How many garden plots does he have?
What part is planted with pechay?
Say: What can you say about our farmers nowadays?
Can we also considered them as heroes? Why? Why not? When one of you
become a farmer, will you also be an industrious one?
Let’s go back to the data. How will you create a problem for it? What will be your
guide?

2. Performing the Activities

Group the children into 5 working groups.
Set standards for group activity.
Say: Work cooperatively with your group.
Ask: What problem have you created for the data? What are your guides in
creating the problem? Are you going to study the data? Familiarize and
organize it?

Expected answer:
Problem created:
Pedro is the farmer who has 10 garden plots. He planted 2/5 of it
with pechay. What part of it is planted with pechay?
Guide to follow:
1. Study the data and familiarize with the concept.
2. Organize and create the problem.
After the groups have finished, let the groups display their output
on the board and ask them to discuss their answers.

3. Processing the Activities.

After all the groups have presented their answers,
ask: How did you find the activity? How did you create the problem for the
data given? What is your guide?

Expected answer:
To create word problem involving multiplication of fractions.
The following will serve as a guide.
 76

1. Study the given data.

2. Familiarize with the concept and its application to real life situation.
3. Organize the data.
4. Create the problem.

Discuss the steps or the guideposts in creating problems involving

Multiplication of fractions.

4. Reinforcing the Concept and Skills:

Read and study given data. Then create the problem involving
multiplication of fraction.

Joy’s birthday Party

48 cupcakes
3/4 cupcakes were served
Number of cupcakes served

Ador a poultry man

5 1/4 dozen chicks
2/7 of this died
Number of dozen chicks died.

5. Summarizing the Lesson:

How do we create word problem involving multiplication of
fraction?
To create word problem involving multiplication of fraction.
The following will serve as a guide:

1. Study the given data.

2. Familiarize with the concept and its application to real life

situation.

6. Applying the new and Other Situations:

Create a problem based on given data.
 77

Aling Grace buy tomatoes

₱ 40.00 a kilo
2 3/4 kg tomatoes bought
Amount paid to the vendor.

Create?

A car travels.
22 1/2 km in one hour
3 2/3 hours
Distance a car travels

IV. Assessment:
Create a problem using the given information.

1.)

Elena drinks milk everyday

1 1/2 Litres of milk in the refrigerator
1/4 of the milk was drank
Part of the milk Elela drink

2.)

Mother prepared buko juice.

buko juice in each glass.

25 glasses of buko juice
Pieces of buko were used

V. Home Activity:
Remediation:
Write a question for a given problem.
1. A garden plot is 7/8 meter wide, and 40 1/4 decimeters long.
2. One rainy day, 1/5 of the 40 pupils in Ms Lina’s class were absent.

VI. Enrichment:
Create 2 word problems out of the situation and experiences you have at home or in
school.
 78

M.L. _____
I.D. ______

Date:

I. Objective:
Shows that multiplying a fraction by its reciprocal is equal to 1. (M5NS-Ih-94)

II. Subject Matter

A. Lesson 24: Show that multiplying a fraction by its reciprocal is equal to 1.
B. References: K to 12 Grade 5 Curriculum Guide M5NS-Ih-93.1, Grade VI LG- p. 253-254.
C. Materials: strips of paper, activity cards, “show-me-board”
D. Prerequisite Concepts and Skills:
Renaming mixed fraction to improper fractions
Identifying proper and improper fractions.
Multiplying mixed forms.
E. Value Focus: Safety & Precautions in Working with Tricycle

III. Instructional Procedure:

A. Preliminary Activities:
1. Drill:
a.1. Rename the following as improper fraction:
Use flash cards. Pupils write answer on their “show-me-board”.

1) 1 1 4) 4 5
2 6
2) 2 2
3
3) 8 2 5) 9 1
6 2
a.2. Identify proper fraction and improper fraction.

1. 3.
 79

2. 4.

b. Review:
Find the product:
1) 3 × 7 2= N
8 3
2) 1
5 × 16 = N
4
3) 12 1× 4 = N
2 5
4) 4 2× 5 = N
5
5) 22 × 41 = N
3 2
c. Motivation:
a. Show a picture of a tricycle driver repairing his tricycle.

Juan repaired two tricycles in 2 ½ hours. He spent 2/5 hours of the time
greasing the wheels and cleaning the engine. How many hours did it take him to
grease and clean the engine? Who among you here have a tricycle at home? A car?
Why do you think Juan clean and repair his tricycles? (Infuse the value of Safety &
Precautions)

B. Developmental Activities
1. Presentation:
Present the problem again to the children.
1
Ask: How many hours does Juan spend in repairing the 2 tricycles? 2
2

How many hours does he spend in greasing the wheels and in cleaning the
engine? 2
5
What is asked in the problem? (The numbers of hours spend in greasing the
wheels and cleaning the engine) How will we find the answer? What will be
our number sentence? 1 X 2 2= N
2 5
Let’s go back to the problem.
“How many hours did it take him to grease and clean the engine.”
What does the problem ask you to find? How will you solve for the answer?

2. Performing the Activity:

Group the children into 5 working teams.
Set standards for group activity.
Ask the groups to work cooperatively among themselves.
Ask: How many hours did it take him to grease and clean the engine? Is
 80

2/5 a multiplicative inverse of 2 ½? If you multiply 2/5 and 2 ½ what is the

product? How will you show that multiplying a fraction by its reciprocal is
equal to one?

Expected answer:
To solve for total number of hours taken to grease the engine:
2 1
x 2 =N
5 2
2 5 10
x = ∨1
5 2 10
It took 1 hour for Juan to grease and clean the engine.
After changing 2 ½ to an improper fraction and multiplied it by 2/5, the
Product shows that it is 10/10 or 1.
After the groups have finished, ask them to display their output on the
board and ask them to discuss their answer.

3. Processing the Activity:

After all the groups have presented their answers,
ask: How did you find the activity? How did you show that multiplying a
fractions by its reciprocal is equal to one?
Expected answer:
 First, change mixed fraction to improper fraction.
 Then multiply the improper fraction by its reciprocal or multiplicative
inverse.
 Then get the product and reduce to get the product of one.
Discuss on how to show that multiplying a fraction by its reciprocal is equal to one.
4. Reinforcing the Concept and Skills:
Give the reciprocal of each of the following:
1) 8
1
2)
5
3) 3
7
4) 8
10
5) 11
4
5. Summarizing:
What is multiplicative inverse? (Reciprocal)
How will you know that a number is a multiplicative inverse or a reciprocal of
another number?
When we multiply fraction by its reciprocal, what will be the result?

6. Applying to New and Other Concept:

Which pairs of fraction are reciprocals? If they are not, explain why.

1. What is the product of and ? (1)

2. What is the reciprocal of multiplied ? ( )

IV. Assessment:
Make sentence true.

❑
❑
 81

1) 5 × =1

2) 3 × ❑ = 1
5 ❑
3) 6 × ❑ = 1
❑
1
4) 8 ×❑= 1
10 ❑
5) 3 × ❑ = 1
100 ❑

V. Home Remediation:
Answer the following
1) Find the product of 2 and 6 , then give its reciprocal.
4 8
2) What is the reciprocal of the difference between 5and 1 ?
6 2
3) Multiply 1 1 by 4, then give the multiplicative inverse of the product.
2
4) The sum of 2 1 and 3 1 is ____. What is its reciprocal? ____
5 4
5) Give the reciprocal of 5 1 _________
6

M.L: ___________________
I.D.:____________________

Date:

I. Objective:
Visualizes division of a whole number by a fraction, a fraction by another fraction. (M5NS-Ii-95)

II. Subject Matter

A. Lesson 25: Visualizes division of fractions.
B. References: K to 12 Grade 5 Curriculum Guide M5NS-Ii-95,LG in Elem. Math Gr. 6 p 260 – 270
C. Materials: Geometric figures, fraction chart, flashcards
D. Prerequisite Concepts and Skills:
Renaming a whole number as a fraction.
Changing improper fraction to mixed form and vice versa.
E. Value Focus: Sharing

III. Instructional Procedure:

A. Preliminary Activities:
1. Drill:
a. Rename the following whole number as a fraction with the given denominator.
1. 10 = ____ 3. 5 = ____
5 8
2. 8 = ____ 4. 6 = ____
3 4
2. Review:
Change to following improper fractions to mixed number:
3 15 19 12 15
=¿ =¿ =¿ =¿ =¿
2 4 5 10 12
3. Motivation:
 82

Ask: What are some of your EPP projects? Can you name some of them? Did you work on
your project diligently?

B. Developmental Activities:
1. Presentation:
Present the problem below.
Mica has 2 meters of cloth. She wants to make hand towels for her EPP project. How
1
many hand towels can she make if each hand towels measures meter?
4
Ask: Who has the 2 meters of cloth? What does she want for do for the cloth?
Analyze the problem:
What is asked? What are the given facts? What operation is to be used?
Going back to the problem, how many hand towels can Mica make if each hand towels
measures ¼ meter?
What does the problem ask you to find? How will you solve for the answer?

2. Performing the activity:

Group the class into 6 groups:
Recall standards for group activity.
Ask the groups to work cooperatively among themselves.
Ask: How many hand towels can she make if each hand towels measures ¼ meter?
Visualize the division using 2 whole strips of paper of the same length.
Let them answer the following questions by groups for the strips of paper.

1 1 1 1 Strip 1
4 4 4 4 Strip 2
1 1 1 1 How many fourths are there in 1 whole strip? (4)
How many fourths are there in 2 whole strips? (8)
4 4 4 4
How many hand towels can Nica make? (8)
Expected Answer:
Solution to visually divide the whole number by a fraction using the strips.
There are 4 one- fourths in 1 whole.

There are 8 one- fourths in 2 whole.

1
Therefore: 2 ÷ = 8 pieces of ¼ meter in 2 meters.
4
There are 8 pieces of ¼ in 2 meters.

After the groups have finished, ask them to display their outputs on the board and ask them
to discuss their answer.

3. Processing the Activities:

After all the groups have presented their answers, ask:
How did you find the activity?
How do you visualize division of a whole number by a fraction? A fraction by another
fraction?

Expected answer:
Visualization of division of a whole number by a fraction can be done by using a fraction
strips or fraction chart. A number line can also be used to visualize division of a fraction by
another fraction.

4. Reinforcing the concept and skills:

Use a number line or a fraction chart to show:
1 1 4 6 1 8 1
a) 3 ÷ = b) 10 ÷ = c) 8 ÷ = d) ÷ = e) ÷ =
3 2 5 9 3 12 3

5. Summarizing the Lesson:

 83

How do we visualize division of a whole number by a fraction? A fraction by another

fraction?

By using a fraction chart, fraction strips and number line.

6. Applying and New Other Situations:

Visualize division on the following problems using a drawing/strips.
1) 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?
1
2) Doring had 2 kilograms of sugar. She used kilogram for every cake she baked. How
4
many cakes did she bake?
3 2
3) Of the hour that Ely allotted for cleaning his room, he spent hour for each activity.
4 8
How many cleaning activities did he have?

IV. Assessment
Visualize division of the following using a number line or fraction chart:
1
1. 2 ÷ =N
5
1
2. 5÷ =N
3
1
3. 4÷ =N
6
1
4. 9÷ =N
9
1
5. 10 ÷ = N
5

V. Home Activity
Visualize the following division problems.
(Use geometric figures or the number line)
1 1
1. ÷ =N
2 4
1 1
2. ÷ =N
3 6
1 1
3. ÷ =N
5 10
1 1
4. ÷ =N
4 8
1 1
5. ÷ =N
2 6

M.D.________________

I.D ________________
 84

Date:

I. Objective:
Divides simple fractions and whole number by a fraction. (M5NS-Ii-96.1).

II. Subject Matter

A. Lesson 26: Dividing simple fractions and whole numbers by a fraction & vice versa
B. References: K to 12 Grade 5 Curriculum Guide M5NS-Ii-96.1, DLP Gr 6 Module 38, MISOSA
Modules Gr. 6 Division of Fractions PELC VI, UNIT II J.2, Grade VI LG- p. 270- 273.
C. Materials: Number line, activity cards, show me board
D. Prerequisite Concepts and Skills:
Multiplying whole number by a fraction; a fraction by another fraction.
Identifying the reciprocal of number/ fraction
E. Value Focus: Helpfulness

III. Instructional Procedure:

A. Preliminary Activities:
1. Drill:
 85

Conduct a drill on multiplying fractions. Multiply the following and write your answer on the
“Show-me-board.”
2 2 2 1 5 2 4
9× =n 5× =n 14 × =n × =n × =n
3 5 7 5 6 3 5

2. Review:
Ask: What are reciprocals? What is the product of a number and it’s reciprocal? What is
the other name of reciprocal?
Give the reciprocals of the following numbers:
2 12 7 1
9 1
3 7 8 2

3. Motivation:
Ask: What do you do during weekends?
Who among you here help your parents at home especially during weekends?
Is it good to help your parents? Why?
Explain the value of helpfulness.

B. Developmental Activities:
1. Presentation:
Mon is helping his father in their carpentry shop. They have 2 meters of wood which
2
they will use to make frames. If each frame will be m long, how many frames will
3
they be able to make?
Ask: Who helped his father in the carpentry shop? How many meters of wood do
they have to make frames?
Say: Let us analyze the problem.
What is asked in the problem? What are the given facts? What operation
is to be used?
Let us read again the question.
2
If each frame will be m long, how many frames will they be able to
3
make?
Ask: What does the problem ask you to find? How will you solve for the answer?

2. Performing the activity:

Divide the class into 6 groups.
Recall standards for group activity.
Ask the group to work cooperatively among themselves.
2
Ask: If each frame will be m long, how many frames will they be able to make?
3
What is the equation for the problem? What is the reciprocal of the divisor?
If you multiply the reciprocal of the divisor by the dividend, what is the
Answer?

Expected Answer:
Equation: 2 ÷ 2/3 =N
Reciprocal of the divisor 2/3 is 3/2. Multiplying 3/2 by the dividend 2, the
Answer is 2 × 3/2 = 6/2 or 3
There are 3 farmers that can be made for 2 meters of wood.
After the groups have finished, ask them to display their outputs on the board and ask
them to discuss their answer.

3. Processing the Activities:

After the groups have presented their answers,
Ask: How did you find the activity? How were you able to solve the problem?
What are the steps involved in dividing the fractions and whole number?
 86

Expected answer:
1. First, get the reciprocal of the divisor.
2. Then, multiply the reciprocal by the dividend.
3. Lastly, give the quotient.

4. Reinforcing the concept and skills:

“Lecturette Method”.
1. Using the Common Denominator Method
Recall the division equations in the problem.
2
2÷ =n
3
Teacher explain another solution to the problem.
2
Step no. 1 2÷ =n
3
Express 2 as a fraction. (Common Denominator is 3)
6
2 x 3 = 6 (and copy the denominator) you will have 2 =
3
6 2
Step no. 2 ÷ =n
3 3
6÷2=3 Divide the numerators
3÷3=1 Divide the denominators
6 2 3
÷ = = 3 Express the quotient in lowest terms
3 3 1

2. Let the pupils make a multiplication equation which will give the same answer as the
division equation.
2 3
1) 2 ÷ =3 2× =3
3 2
3 4
2) 6 ÷ = 8 6× =8
4 3
3 2
In 1, what do you call in relation to ? (Reciprocal)
2 3
4 3
In 2, what do you call in relation to ? (Reciprocal)
3 4
2 2
In 2 ÷ , is called____?
3 3
3 3
In 6 ÷ , is called____?
4 4

5. Summarizing the Lesson:

Ask: “How do we divide a whole number by a fraction?

How do we divide a fraction by another fraction? What possible
methods we can use in dividing whole numbers and fractions?
When we divide whole number by a fraction, why is the quotient
bigger than the dividend? (Dividing a number by a fraction is the
same as multiplying by the reciprocal.)

6. Applying and New Other Situations:

Divide:
1. What is the value of N in 6 ÷ 3 = N?
2. If you divide 8 by 1 times, what
4 is the result?
4
3. Divide 10 by 2 1times.
55
 87

1 3
4. How many hours in hour?
5 4
5 5
5. ÷ =N
9 6

IV. Assessment :
Divide the following by completing the process:
1. 5 ÷ 1 = 5 x ❑ = __
4 1 ❑
2. 8 ÷ 2 = 8 x ❑ = __
5 1 ❑
3. 5 ÷ 2 = 5 x ❑ = __
7 3 7 ❑
4. Mother has 6 kg of peanuts. She wants to repack these into small plastic bags which weigh
3/8 kg each. How many plastic bags does she need?

5. Josie has 5 bottle of blank ink for her printer. She uses 1 bottle each time she refills. How
many times8 can she refill her printer? 16

V. Home Activity
Divide.
1. 12 ÷ 5 = 12 x 6 = n
6 1 5
2. 10 ÷ 8 = 10 x 12 = n
12 1 8
3. 9 ÷ 6 = 9 x 3 =n
3 1 6
4. How many fifths are there in 15?

5. How many 5 are there in 40?

8

M.L._________________

I.D. _________________

Date:

I. Objective:
 88

Solves routine or non- routine problems involving division without or with any of the other
operations of fractions and whole numbers using appropriate problem solving strategies and
tools. (M5NS-Ij-97.1).

II. Subject Matter

A. Lesson 27: Solving routine or non- routine problems involving division without or with any of the
other operations of fractions and whole numbers using appropriate problem solving strategies
and tools. (M5NS-Ij-97.1).
B. References: Grade VI LG- p. 286- 289.
C. Materials: Activity cards, Flashcards
D. Prerequisite Concepts and Skills:
Concept of four basic operations using fractions
E. Value Focus: Keeping Oneself Healthy / Concern for the Members of the Family

III. Instructional Procedure:

A. Preliminary Activities:
1. Drill:
Mental Computation:
Answer this number puzzle.
a a) b) c)ACROSS: DOWN:
b) 1
d) e) n= 6
4
f) i) d) what is 1 of 62
2
g) j) k)
1
h) n= 6
4

2. Review:
Read the sentences written in flashcards. Answer using the show-me-board.
Sample:
a) A number divided by 1 is equal to 5 (2 1 )
2 2
b) A number multiplied by 1 is equal to 10 (20)
2
c) A number divided by 3 is equal to 2 1 (17 )
4 2 8
d) A number divided by 2 is equal to 9 (6)
3
e) A number multiplied by 3 is 8 (10 2 )
4 3

3. Motivation:
Ask: Who has a favorite pillow? Do you share your pillow
with the other members of the family? If you do or you
don’t, what trait did you show? How often do you change
your pillow case? Why? What kind of cloth is your pillow
case made of?
B. Developmental Activities:
1. Presentation:
Present the lesson through this problem:
 89

Aling Elena has 6 meters of cotton to sew pillow cases for her daughters who love clean and
beautiful pillows. She has to decide the measurement of the material considering the
following:
a) How many pillow cases each 4 of a meter long can she make?
b) How many pillow cases can she 5 make if she will use 1 3m long for each pillow cases?
5
Ask:
Who has to sew the pillow cases?
For whom are the pillow cases?
What kind of cloth does Aling Elena has?
How many meters of cotton does Aling Elena has?

Let us understand and analyze the problem:

What is asked in the problem?
What are the given facts?
What operation is to be used to solve the problem?

Say: Let us read again the questions being asked.

4
How many pillow cases each of a meter long can she make?
5
3
How many pillow cases can she make if she will use 1 m long for each
5
pillow case?
Ask: What does the problem ask you to find? How will you solve for the answer?

2. Performing the activity:

Divide the class into 5 working groups.
Recall standards for group activity.
Ask the groups to work cooperatively among themselves.
Say: What will be the answer to the 1 st question? What steps did you use in
solving the word problem using the division process?
What will be the answer to the 2 nd question? What steps did you use?
Expected Answer:
 Answer to question number one.
4
6 ÷ =N
5
4
1. Find the reciprocal of the divisor .
5
2. And multiply the reciprocal of the divisor by the dividend.
3. Solve for the quotient.

So: 6 ÷ = N

N=7 or 7
=7

4
There are 8 pillow cases that she can make each with a meter long.
5
 Answer to question number 2.
3
6 ÷ 1 =N
5
 90

= ÷

= ÷

= x =

= or
=3
3
There are 4 pillow cases each with 1 meter long.
5

After the groups have finished, ask them to display their outputs on the board
and ask them to discuss their answer.

3. Processing the Activities:

After the groups have presented their answers,
ask: How did you find the activity? How did you solve the problem? What are the
steps involved in solving word problem involving division of fractions?
Expected answers:
 We followed the steps in solving problem.
a. Understand the problem.
We knew what the problem asked for
We wrote down the given facts.
b. Plan:
We determined the operations to use.
We thought of the solution to the problem.

c. Solve:
We solved the problem using the correct operation.
We answer the problem using the correct label.
d. Check and Look Back:
We checked if our answers make sense.
We stated the complete answer.

4. Reinforcing the Concept and Skills:

Solve the following problems involving division of fractions:
a) The boy scouts bought 12 meters of rope. They cut 1 of it into pieces of 2meter
each. How many pieces did the boy scouts make? 2 3
Analyze the problem following the same procedure as in Problem
Write the operation, then solve:
b) A 9 – meter bamboo is to be cut into pieces 1 1 meters long.
How many pieces can be made? 3
If each piece is divided into 6 strips, how many strips are there in all?
Explain that the hidden information is important in solving the problem.

5. Summarizing the Lesson:

What are the steps in solving routine or non- routine problems?
 91

The steps in solving routine problems are:

a) Understand- know what is asked, what are given.
b) Plan- know the operation to be used. Write the number sentence.
c) Solve- solve and write the correct units/label.
d) Check and look back- review and check your answers.

The steps in solving non routine problems are:

To solve non- routine problems involving division with or without other
operations in fractions, use the following steps:
1. Read and analyze the problem carefully. Tell what is asked and what are
Given;
2. Then, use other strategies like act out the problem, listing/ table method,
guess and test, drawing/ making diagram, using pattern, working
backwards. etc. to solve the problem and
3. Label the answer with correct label or units.

6. Applying and New Other Situations:

Solve:
1. Mrs. Lucas has two farms. One is 2 3 hectares and the other is 3 1 hectares.
5
Hectares is planted with coconuts and4 the rest with mangoes. How3 many hectares6 of
land is planted with mangoes?
2. Jose works in a flower farm 6 hours a day. He spends 2 1 hours for watering plants, 1
3
hours for1cutting weeds, and the rest for potting new seedlings. How many hours in 6
2
days does he spend in potting new seedlings?
3. Bananas sell at 25.00 a kilogram and mangoes at 50. 00 a kilogram. How much will
a man pay if he buys 10 kilograms 1 of bananas and 5 kilograms 1 of mangoes?
4. A cooking class is divided into 6 teams. Each team’s recipe needs4the following:
2
2 1 cups cake flour
2
2 1 teaspoon baking powder
2
1 Cup shortening
2
1
cups sugar
4
How much of each ingredient does the entire class need?
If the total cost of all the items is 300.00, how much will all the teams pay?
5. A garden is 6 3 meters by 5 3 meters. It is to be enclosed by 6 strands of barbed wire.
How many meters8 of barbed 4 wire is needed?
 92

IV. Assessment:
Solve:
1. Nila bought 2 1 kg of beef at 140 per kg. How much change did she get from a 500
bill? 2
2. There are 19 boys in Section 1 and 23 boys in Section. If 2 of them are boy scouts, how
many boy scouts are there in all? 6
1 2 3
3. Ana mailed 3 packages weighing 2 kg, 4 kg, 6 kg. What was the average weight of
the packages? 2 5 8

M.L: _______________________

I.D.:_______________________

V. Home Activity Remediation

Read, analyze, then write the equation/number sentence and solve.
a. Loida needs 3 1 meters of curtain cloth to decorate each window in the house. If there
4 how many meters of curtain cloth does she need?
are 8 windows,
b. A farmer has 3 daughters and 7 1ha of land, and what remained to the eldest. How
4
much land did each daughter receive?
c. Find out your weight. How much will you weigh if you take out all the water from your
 93

Date:

I. Objective:
Creates problems (with reasonable answers) involving division or with any of the other
operations of fractions and whole numbers. (M5NS-Ij-98.1)

II. Subject Matter

A. Lesson 28: Creating problems (with reasonable answers) involving division or with any of the
other operations of fractions and whole numbers.
B. References: K to12 Grade 5 Curriculum Guide M5NS-lj-98.1 Skills Enhance in Mathematics 6; LG
in Mathematics Grade IV.
Materials: Problem charts, activity cards
C. Prerequisite Concepts and Skills:
Solving word problems involving all operations of fractions and whole numbers.
D. Steps in solving word problems.
E. Value Focus: Keeping Oneself Healthy

III. Instructional Procedure:

A. Preliminary Activities:
1. Drill: Conduct a drill on fractions using different operations.
6 1 1
1) + =N 4) ×2=N
8 8 10

4 2 4
2) − =N 5) 3 ÷ =N
5 3 5

1 3
3) 1 × =N
2 8

2. Review:
Have a review on solving different word problems involving division of fractions.
Solve the following problems:
1
1) Eloisa needs 3 meters of curtain cloth to decorate each window in the house.
4
If there are 8 windows, how many meters of curtain cloths does she need?
 94

1 2
2) A farmer has 3 daughters and 7 hectares of land, and he gave of it to the
4 5
3
youngest daughter. what remained to the next youngest, and what remained
5
to the eldest. How much land did each daughter receive?
Ask: “How do you solve problems involving division of fractions and whole
numbers?”
“What are the steps in solving word problems?”
1. Understand the problem. – What is asked?
2. Plan what to do. – Determine what operation to use.
- Write the number sentence.
3. Carry out the plan. – Solve.
4. Look back. – Does the answer make sense?
- Is there another way of solving the problem?

3. Motivation:
Aside from jogging or exercising what are the other ways of keeping our body healthy?
(Expected answers as correlated to the problem are eating fruits and vegetables). Infuse
the value: Keeping oneself healthy.

Have you seen lanzones fruits? What is the shape? What is the taste? Is it fleshy and
juicy?

B. Developmental Activities:
1. Presentation
Show a picture to the class.

Mang Leandro’s Lanzones farm 3 friends help pick lanzones

1
10 Baskets of lanzones 2 baskets were given to friends
2

2
1=8 Kilograms
3

Based on this situation, can you create a problem involving division of fractions?

Ask: Who has the lanzones farm? How many baskets of lanzones does he have? What will be
your guide?

2. Performing the Activities

Group the children into 5 working groups.
Recall standards for group activity.
Say: Work cooperatively with your groups.
Ask: What problem have you created for the data?
Expected answer:
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Mang Leandro and his 3 friends went to his lanzones farm. He was happy when he
1
saw the trees with fruits ready to harvest. They were able to pick 10 baskets of lanzones.
2
2
Each basket contained 8 kilograms. Mang Leandro gave his friends 2 baskets for helping
3
pick the fruits. How many kilograms did each of his friends received?
After the activities are done, let the groups post their created problems and ask them
to discuss their answer.

3. Processing Activities
After they have presented, ask: How did you find the activity? How did you create the
problems for the data given? What is your guide?

Expected Answer:
1. We familiarize ourselves with the mathematical concepts and its application to
real- life situations.
2. We thought of the type of problems we want to create.
3. We read and studied some problems that we have solved and their solutions.

4. Reinforcing the concepts and skills

Enhance your Skills. Create a problem out of the following situations by groups.

Situation 1:
Data: Lina will make curtains
1
3 meters of cloth
4
8 window
Situation 2:
Data: Ana mailed 3 packages
Weight:
1
Package 1 - 2
2
2
Package 2 - 4
5
3
Package 3 - 6
8
Average Weight:

5. Summarizing the lesson

Ask: What did you do to be able to create problems involving fractions and whole
Numbers? What are the steps in creating problems?
Steps in creating problems involving division of fractions:
1. Familiarize yourself with the concepts. Think of an
application to everyday life situations.
2. Think of the type of problem you want to create and the
formula to be used. Relate the problem to real- life
situations.
3. Study the solution in solving the problem.
4. Make your own styles/ strategies to justify the solutions.
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6. Applying the New and Other Situations

Create problem /problems for the data below:

Secretary is typing

1
2 minutes = 100 words
2
Average per minute

IV. Assessment
Create a problem using the given data.
1. Data: Tailor man
10 meters of cloth
Php 62.00/ meter for polo shirts
1
1 meters for each polo shirt
4
Problem:
Expected Answer:
1
A tailor bought 20 meters of cloth at Php 62.00 a meter for polo shirts. He used 1
4
meters for each polo. How many polo shirt can he make out of 10- meter cloth?

2. Data:
Alan
3 stickers with numbers at the back
1
1 sticker =
2
1
2 sticker =
3
3 sticker =?
Average = 1
Problem:
Expected Answer:
Alan gives his friends 3 stickers. Each sticker has numbers at the back of it. Of three
1 1
numbers, two are and . The average of the 3 numbers is 1. What is the third
2 3
number?

3. Data
Rope = 20 meters
1
Cut into 2 meters
4

Problem:
Expected answer:
1
Manny has a piece of rope 20 meters long. He cut it into 2 meters per piece. How
4
1
many pieces of 2 meter can he make?
4
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V. Assignment
Create at least 3 words problems using involving division of fractions and whole
number.

M.L.:_________________

I.D.:__________________