Republic of the Philippines

Department of Education
Region IX
SCHOOLS DIVISION OFFICE OF ZAMBOANGA SIBUGAY
TUNGAWAN CENTRAL ELEMENTARY SCHOOL

MATHEMATICS 5
DEMONSTRATION LESSON
2nd QUARTER

A. Content Standards
The learner demonstrates understanding of
Observatio
the four fundamental operations involving
n Notes
decimals and ratio and proportion.
B. Performance The learner is able to apply the four
Standards fundamental operations involving decimals
and ratio and proportion in mathematical
OBJECTIVES

problems and real-life situations.

C. Learning 1. Visualize ratio of the two given
Competencies/ numbers.
Objectives 2. Show willingness in using the ratio in a
given situation.
3. Tell the ratio of the two given numbers.
I.

II. CONTENT (Subject Visualizing Ratio of the Two Given Numbers

Matter/Lesson) M5NS-IIh-122
Value Focus: Being resourceful
A. References: 21st Century Mathletes p. 62-64
1. Teacher’s
III- LEARNING RESOURCES

Guide pages
2. Learner’s 21st Century Mathletes 142-145
Materials
pages
3. Textbook 21st Century Mathletes 142-145
pages
4. Additional Activity Sheet
Materials from
Learning
Resource
portal
B. Other Learning Flashcard, Charts, real objects
Resources
A. Preliminaries Prayer Ask the pupils to stand and dance the “Math In this area,
Greetings Attendance Dali” indicator
check Recalling House #1is
Rules Collecting Classroom Rules observed.
Assignment 1. Raise your hand if you have a question and “Applied
want to answer. knowledge
2. Listen to your teacher/classmate talking in of content
front. within and
3. Avoid going outside. across
4. Participate in class and group activities. curriculum
teaching
areas.”
B. Reviewing previous Read and answer the word problems by Indicator #2
lesson or presenting the following Polya’s technique. Used a
new lesson range of
Mary and her 2 friends bought 5 packs teaching
 of candies that cost P16.50 each. If they strategies
shared equal amount, how much did each that
person pay? enhance
learner
achievement
in literacy
and
numeracy
skills
A. Establishing a Game: Four Pics- One Word! Indicator #2
purpose for the Used a
lesson range of
1. 2. teaching
strategies
that
enhance
learner
Mechanics: Guess what the word is by looking achievement
at four pictures with one common word. Each in literacy
word will be given 10 seconds to answer. and
numeracy
skills
B. Presentation Presentation of the Problem:
Romy and his classmates in Grade 5 class In this area,
are going in a field trip to Paradiso Farm. They indicator #1is
are so excited for they will be seeing a lot of observed.
animals in the farm. They saw 3 cows, 5 goats “Applied
and 4 pigs. knowledge of
content
within and
across
curriculum
teaching
areas.”
Indicator #3
Applied a
range of
teaching
strategies to
develop
critical and
creative
thinking, as
How can we take good care of the things we well as other
found in the farm? higher-order
thinking skills.
C. Discussion How many goats did Romy and his classmates
see?
How about the number of cows?
- If we want to compare the number of
goats to the number of cows. We write it
as 5:3 and we read this as 5 is to 3.
How many pigs did Romy and his classmates
see?
- If we want to compare the number of
pigs to the number cows. We write is as
4: 3 and we read this as 4 is to 3.

Can you now compare the number of goats to

the number of pigs?
- 5:4 or 5 is to 4

RATIO- The comparison of two quantities or

numbers. And we use : or colon or fraction
I form to express ratio.
V
- Note: Write the terms of the ratio according to
what is mentioned first in the problem.
P D. Discussing new Take a look of the picture in the box. Give the
R concepts and ratio of the following:
O practicing new skills
C #1
E Indicator #7
D “Established
U a learner-
R centered
E culture by
using
teaching
strategies
that respond
to
their
linguistic,
cultural,
socio-
As shown in the pictures economic
1. What is the ratio of Subanen boys to and religious
Muslim boys? backgrounds
2. What is the ratio of Muslim boys to .
Subanen boys?

Ask the learners who are the Muslim Indicator #1

and Subanen among them (make sure “Applied
to ask them what particular tribe they knowledge
belong) of content
Ask them to compare and contrast the within and
number of Muslim Learners and across
Subanen Learners. curriculum
teaching
Ask the class: areas.”
1. What is the ratio of Subanen learners to ( Compare
Kalibugan Learners? and
2. What is the ratio of Tausug Learners to Contrast)
Subanen learners?
3. What is the ratio of Kalibugan to
Tausug Learners?
E. Discussing new
concepts and JD has 2 mangoes, 7 pineapple and 8 Papaya.
Indicator #8
practicing new “Adapted
skills# 2 (the teacher will explain things in more than and used
one way and more than once to enable the culturally
indigenous learner to understand and learn.) appropriate
Mangoe-Mumpalam Pineapple-Pisang teaching
Papaya- Kopaya strategies to
1. What is the ratio of mangoes to Papaya? address the
2. How about the ratio of Papaya to needs
Pineapple?
of learners
3. What if I will ask the ratio of the
from
Pineapples to the total number of
indigenous
fruits? What should you do?
groups.”
F. Developing Mastery Teacher has to set the group activities by
station, each group has only 3-5 minutes to
complete or finish the given task in each
station. Every Group has to take turns in
every station.
GROUP ACTIVITY
Station 1:
a. What is the ratio of the number of
vowels to the number of consonants in
the English Alphabet?
b. What is the ratio of the number of
vowels to all the number in the English
Alphabet?
c. What is the ratio of the number of boys
to the number of girls in your class?
d. What is the ratio of the number of boys Indicator #8
to all the pupils in your class? “Adapted
and used
Station 2 culturally
Keram's mom will cook delicious muslim foods appropriate
because they will be celebrating their new teaching
year. strategies to
His mother will cook ten baolu, six lokot-lokot address the
and twenty pyuto. needs
of learners
1. What is the ratio of baolu to lokot-
from
lokot?
indigenous
2. What is the ratio of lokot-lokot to
groups.”
pyuto?
3. What is the ratio of pyuto to baolu?
4. What is the ratio of baolu to the total
number of foods that Keram’s mom
cooked?

Ask the class, what food/delicacies they

prepare during their celebration. Briefly In this area,
explain to them that the food they prepare indicator #1is
represents the tribe they belong. This way, the observed.
teacher can promote Indigenous Culture. “Applied
knowledge of
Station 3 content
within and
across
curriculum
teaching
areas.”

1. What is the ratio of the number of the Indicator #9

color red nips to the number of color Used
blue nips? strategies
2. What is the ratio of the number of the
for providing
color yellow nips to the number of color
timely,
red nips?
accurate and
3. What is the ratio of the number of color
violet nips to the number of color blue constructive
nips? feedback to
Teacher’s improve
Feedback:__________________________ learner
Rubrics performance
5pts 4pts 3pts 2pts 1pt
Each group Each group Each group Each group Each group
will receive 5 will receive 4 will receive 4 will receive 2 will receive 1
points when points when points when points when point when
all the answer there is one there is two there is three there is four
is correct and wrong wrong wrong wrong
if all the answer and if answers and answers and answers and
members of 1 member of if 2 members if 3 members if 5 members
the group the group did of the group of the group of the group
cooperate not cooperate did not did not did not
cooperate cooperate cooperate
G. Finding practical Study the given situation, then give what is
applications of asked in the items that follow.
concepts and skills
in daily living Give the ratio in colon form and in fraction
form.
Princess with to the zoo, she listed all the
animals she saw. On her list, you can see 8
tigers, 4 crocodiles, 2 lions, 10 parrots, 5
snakes and 3 giraffe.
Statement Colon Form
Tiger to crocodile
Lion to snake
Parrot to giraffe
Giraffe to Parrot
Parrot to total
number of
animals

H. Making What is a ratio?

Generalizations and How will you visualize the ratio from the given Indicator #3
abstractions about data? Applied a
the lesson range of
teaching
strategies to
develop
critical and
creative
thinking, as
well as other
higher-order
thinking skills.
I. Evaluating learning Activity Sheet Indicator#9
Used
Visualize the ratio of these sets of objects by strategies
using illustrations or drawings. for providing
a. 15 apples to 3 plastic bags timely,
b. 9 boxes to 45 candles accurate and
c. 1 ballpen to 3 notebooks constructive
d. 3 blouses to 2 skirts feedback to
e. 15 blue marbles to 10 red marbles improve
f. learner
Teachers Feedback: ________________________
performance
J. Additional activities Study the given situation, them complete the
for application or table that follows by giving the ratio ask in
remediation each item.

Barangay Alawihao in Daet, Camarines

Norte would like to donate seedlings of fruit
bearing trees to support the tree planting
activity of Grade 5- Sincere Pupils. The
officials headed by Barangay Captain Bacerdo
prepared 20 mango seedlings, 15 duhat
seedlings, 14 rambutan seedlings and 17
dalandan seedlings for them.
FRUIT- BEARING TREES NUMBER OF SEEDLINGS
MANGO 20
DUHAT 15
RAMBUTAN 14
DALANDAN 17

Give the ratio of the following:

1. Dalandan to mango _______
 2. Duhat to rambutan _______
3. Mango to rambutan _______
4. Rambutan to duhat _______
5. Mango to duhat _________
6. Rambutan to the total number of
seedlings _________
7. Duhat to the total number of
seedlings__________
8. Mango to the total number of seedlings
___________
9. Rambutan to the total number of
seedlings ___________
10.Total number of seedlings to mango
__________

V. REMARKS
Prepared by:

MANILYN R. LEHAYAN
Teacher III
Observed by:

RELIA V. RETARDO
Master Teacher II