A Detailed Lesson Plan in Mathematics 5

I. Objectives

At the end of the lesson, learners are expected to:

1. explain the process on dividing of simple fractions and whole numbers to
another fraction;
2. recognize the importance of the following steps on dividing simple fractions
and whole numbers to another fraction;
II. Subject Matter

Topic: Dividing simple fractions and whole numbers by a fraction or vice versa.
Content Standard: The learner demonstrates understanding of divisibility, order
of operations, factors and multiples, and the four fundamental operations
involving fractions
Performance Standard: The learner is able to apply divisibility, order of
operations, factors and multiples, and the four fundamental operations involving
fractions in mathematical problems and real-life situations.
Learning Competencies: The learner divides simple fractions and whole numbers
by a fraction and vice versa
Reference: math5_q1_mod16_division-of-simple-fractions-and-whole-
numbers.pdf
Materials: Power Point Presentation

III. Presentation/ Procedure or Strategy

Teacher’s Activity Pupil’s Activity
Drill/Review
Before we proceed to our lesson, let
us have a short activity about to our
topic that we discussed last time.

I will present online flashcards on my

screen and you need to identify the
answers. Are you ready?
Yes, we are!

Answers:

1) × =

2) × = 1)
2)
 3) × =

3)
4) × =

4)
5) ×

6. Motivation
Now, will you please get pen and 5)
paper?
Kindly draw 3 squares.

Sure, teacher!=
(The learners draw squares)

Are you done?

Okay! Will you please divide each

<Yes, teacher =
square into two equal parts?

1 1
Are you done? 2 2

1 2 3 4 5 6
Now, how may halves do you have?
Yes, teacher
What do you think the mathematical
expression did the illustration
shown? (The learners start to count) Pupil: We have
6 halves of the squares, teacher.

Very Good, the mathematical

expression for our first illustration is
3÷ =6 Pupil: Teacher, 3÷ =6

Now, let us have another example.

Will you please draw a rectangular

shape on your paper?
 How will you visualize the fraction
to the illustration you draw?
Sure, teacher=

Excellent! Now, let us divide by 2.

How will you draw it to your rectangle?
Pupil: Teacher, first, I will divide the
rectangle into 8 equal parts and I will
shade the 3 parts of a whole rectangle.
Great! Will you please show us your
illustration?
Okay, (name) got the illustration of
3/8 ÷2.
The answer for this example is 3/16.
Pupil: Teacher, we will divide our rectangle
horizontally to visualize that we divide 3/8
Why do you think it became 3/16??
by 2

Excellent! We will count first the top

shaded parts of the rectangle.

1 2 3 Pupil: Teacher, I think it became 3/16

when we count first the top shaded part of
the rectangle and then we count the total
number parts of a whole. The shaded parts
And then we will count the number are included.
of units of 2.
(The learners start to count)
1 2 3 4 5 6 7 8

9 1 1 1 1 1 1 1
0 1 2 3 4 5 6 (The learners start to count)
So, the answer is 3/16.
B. Lesson Proper
1. Presentation
How did you find the activity? Is it
hard or easy?
Pupil: Teacher, it is easy.
Okay, great! Now, study the given
expressions.

4÷ = × = or 6

What did you observe in this

expression?
Pupil: Teacher, I observed that the
improper fraction was replaced to mixed
number and that is the quotient.

Great observation! Who else who

wants to share? Pupil: Teacher, I observed we put 1 as the
denominator of the whole number 4.
Very good! Anyone who wants to
share their other ideas?
Pupil: Teacher, the division sign was change
Okay nice! Any other one? to multiplication sign.

Pupil: Teacher, 3/5 was change to 5/3.

Good job! How about this expression?
Will you please make an observation
with this given?

Pupil: Teacher, I observed that we just copy

4/7 even when we change the division into
multiplication sign.

Great! Anyone else?

Pupil: Teacher, we just simplify the answer
Amazing! Will you please give me of the given expression.
another observation?
Pupil: Teacher, we get the inverse of 2/3
and we change division sign to
multiplication sign.
Excellent! All of you have wonderful
observations. I see that you analyze
the given expressions very well!

2. Discussion
Today, you will learn about division of
fractions and whole numbers by a
fraction.

Did you know that there are step-by-

step procedures in dividing fractions
and whole numbers?
(The teacher will explain) (The learners raised their hands)
Okay! In dividing fractions and
whole numbers, you need to
No, teacher.
follow the following steps.
Will you please read?
To divide the whole number by a
fraction: (The learners raised their hands)
a) Change the whole number to a
fraction with a denominator of 1.
b) Change the divisor to its
reciprocal and also the operation
to multiplication.
c) Multiply both the numerator and
denominator.
d) Reduce the answer to the lowest
term, if necessary.
Looking back at the given expressions
lately,

4÷ =
How will you apply the first step in
dividing whole number by a fraction?

Great! We were going to put 1 as the

Pupil: Teacher, first, we were going to
denominator of 4.
change the whole number to a fraction by
4÷ = adding 1 as denominator.

Will you please apply the next step?

Pupil: Teacher, we will change 3/5 to 5/3.

Great! She/he change the divisor to its
reciprocal so, we will change 3/5 to
5/3.

What will happen to the division sign?

Exactly! The division sign will become Pupil: Teacher, we will change it to
multiplication. multiplication sign.
What would be the next step? Pupil: Teacher, we will now multiply
numerators and denominators.

Very good! We will multiply 4 by 5 and

1 by 3. What will be the answer? Pupil: Teacher the answer the answer is
20/3.

The last step, we will simplify 20/3.

The answer is improper fraction. What
do you remember if our answer in in Pupil: If our answer is improper fraction, we
the improper fraction? will change it to mixed number by dividing
numerator to denominator.
Great! Now let us divide 20 by 3.
What will be the final answer?
Pupil: Teacher, the final answer is 6 and
2/3.

Excellent! Reminder: In simplifying the

answer it must be in proper fraction
or mixed number.

How about if we have this kind of

expression?

÷2=

How will you solve this?

Pupil: Teacher, I will apply the step-by-step
procedure in solving whole numbers by a
fraction.
Great! What is the first step or rule in
solving whole number by a fraction? Pupil: First, we will change whole number
into a fraction. We will add 1 as the
Very good! In our given expression the denominator.
divisor is, what?
Pupil: 2, teacher.
Okay, we will change 2 into a fraction
by adding 1 as the denominator.
What will be the next step? Pupil: Teacher, we will just copy the first
fraction which is 3/5 and we will get the
reciprocal of the divisor which is 2/1 and
change the operation.
Great! We will copy 3/5 and change
2/1 into 1/2 and then change the
division sign into multiplication sign.

÷ = × =
For our next step?
Pupil: Teacher, now, we will multiply the
numerators and denominators.
÷ = × =
Will you please solve the expression
for us? Yes, teacher. We will multiply 3 by 1 so the
answer is 3 and we will multiply 5 by 2 and
the answer is 10. So now, I got 3/10.

That’s all in dividing whole number by

a fraction. Do you understand the
step-by-step procedure?
Yes, teacher
That’s good to hear! Now, let us
proceed in dividing fraction to another
fraction.

Remember these steps on how to

divide simple fractions. Will you
(The learners raised their hands)
please read?
a. to divide simple
fractions, copy the first
fraction and change the
divisor to its reciprocal,
b. changes the division
sign to multiplication sign;
c. multiplies the
numerators then multiply
the denominators; and
d. expresses the answer in
the lowest term, if
necessary.

Looking back to the second expression

lately,
 Pupil: Teacher, first, we were going to copy
first the 4/7 and get the reciprocal of 2/3.
How will you apply the first step in The reciprocal of 2/3 is 3/2.
dividing fraction by another fraction?
Pupil: Teacher, we will change it to
multiplication sign.
Okay, very good! What will be the
next step?
Pupil: Teacher, we will now multiply
numerators and denominators.
Exactly! The division sign will become
multiplication. What would be the
next step?

Great! We will multiply both

numerators and denominators.

Pupil: The answer is 12/14.

Pupil: We will get the lowest term of 12/14.

What will be the answer?
To get the lowest term we will look for
number that we can divide both 12 and 14
Will you please simplify your answer?
which is 2. 12 ÷ 2 = 6 and 14 ÷2 = 7 so the
6/7
answer is 6/7.

All: No, teacher.

Do you know that you can use the

cross cancellation in dividing whole
numbers?

In dividing whole numbers, you can

use cross cancellation. Pupil: Teacher, we can divide 4 and 2.

Now, what numerator and

denominator we can divide? Pupil: We can divide them by 2, teacher.

Where we can divide 4 and 2?

Excellent! 4 ÷ 2 = 2 and 2÷2 = 1. Now

we will change 4 in 2 and change the 2 Pupil: 2 x 3 = 6 and 7 x 1 = 7 so, we have
in 1. Then, will you please multiply to 6/7.
get the answer?

Same answer, right? All: Yes, teacher!

Tips for solving whole numbers and

fractions to another fraction,
remember the three words CFM.
Stands for Change the operation, flip
the divisor and multiply numerators
and denominators.

3. Application
Now, we will have an activity. I will
divide you into 6 group. Each group
will have a pie that have different set
Yes, teacher!
of fraction that you will divide each.
You will answer this as a group and
the first group who finish the activity None, teacher.
and answer it correctly will have a
prize
Are you ready, class?

Do you have any questions?

Pupil: a) Change the whole number to a
fraction with a denominator of 1.
b) Change the divisor to its
4. Generalization
reciprocal and also the operation
Again, class what are the steps in
to multiplication.
solving whole numbers by a fraction?
c) Multiply both the numerator
and denominator.
d) Reduce the answer to the
lowest term, if necessary.

Pupil: a. to divide simple fractions, copy the

first fraction and change the divisor to its
reciprocal,
How about dividing fractions to b. changes the division sign to
another fraction? multiplication sign;
c. multiplies the numerators
then multiply the denominators;
and
d. expresses the answer in the
lowest term, if necessary.

Pupil: CFM stand for change, flip and

multiply
 To easily remember the steps, use
CFM.
What is CFM again?

Thank you very much Grade 5 learner

for your active participation! Now, you
will have a short quiz.

IV. Evaluation
Directions: Read and analyze the given questions. Encircle the letter of the correct answer.
Test I

1. Find the quotients of ÷

a. 1 b. c. 1 d. 1

2. Divide by

a. 35 b. 1 c. 37 d.34

3. What is the quotient of ÷ ?

a. b. c. d.

4. Find the answer ÷ =N

a. 5 b. c. 3 d.

5. Divide by
a. 55 b.5 c. 50 d. 1
Test II.
Directions: Match the item in column A with their correct quotient in column B.
Column A Column B

6. ÷ = a.

7. ÷ = b.

8. ÷ = c.

9. ÷ = d.
ā ÿ
10. ÷ = e. 6
 㗗 Ā

Key to correction
Test I. Test II
1. a 6. b
2. b 7. a
3. b 8. d
4. d 9. e
5. d 10. C

V. Assignment

Create a word problem based on the given illustration below. Analyze the illustration and
then answer the follow-up questions. Kindly write your answers on a clean sheet bond
paper.
1 2

1/2

Questions:

1. How did you interpret the illustration?

2. How many parts divide a whole?
3. Now, solve the problem using the AGONSA method.
4. What answer did you get?

Prepared by:
 Ana Mae Sayson

Attachments:

GROUP ACTIVITY