Professional Documents
Culture Documents
Date: ___________
I. Objectives:
Give the place value of each digit in a 6 or more digit number
II. Learning Content
Reading and writing numbers through billions in figures and in words
References:
Materials:
BEC PELC 1 A 1
Enfolding Mathematics V
Place value chart, number cards
3. Practice Exercises
Write the following numbers in words.
1. 2 750 000
2. 3 716 513
3. 43 000 210
4. Generalization:
How many periods are there in billion? What are the periods in billion? Where do you
start reading numbers?
5. Application:
Write the value of the underlined digits.
1. 3 100 423 000
2. 9 2 7 657
3. 412 876 010 051
4. 234 145 687 921
IV. Evaluation:
Write each number in standard form.
1. 75 billion, 84 million, 26 thousand75 billion, 84 million, 26 thousand
2. 149 million, 400 thousand, twelve
3. 4 billion, 180 thousand
4. Thirty-five million, ten thousand
5. Sixty billion
V. Assignment:
Write the number words in numerals
1. 436 510 210
2. 2 004 716
3. 14 287 000
4. 8 286 000 450
5. 3 012 428 000
MATHEMATICS V
Date: ___________
I. Objectives:
Read and write numbers through billions in figures and in words correctly
II. Learning Content:
Reading and writing numbers through billions in figures and in words
References:
Materials:
BEC PELC 1 A 1
Enfolding Mathematics V
Number cards with number 0-9 written on recycled materials like boxes of milk.
MATHEMATICS V
Date: ___________
I. Objectives:
Identify the properties of addition used in an equation
II. Learning Content
Using the properties of Addition to Help Find the Sum
References:
Materials:
Generalization:
What are the properties of addition?
4. (5 + 1) + 2 = 5 + (2 + 1)
5. 3 + 9 = 9 + 3
5. Application:
Name the properties used.
a. (7+8)+2=7+(8+2)
b. 3 + 9 = 9 + 3
c. 14 + 0 = 0
d. 5 x ( 6 + 7 ) = (5 x 7)+(5 x 6)
e. 5 x 1 = 5
IV. Evaluation:
Find each missing addend. Name the properties you used.
1. (12 + 3 ) + 5 = + ( 3 + 5 )
4. 35 + 0 + = 35 + 9 + 0
2. 27 + = 27
5. ( 4 + ) + 16 = 4 + ( 16 + 12 )
3. (32 + ) + 8 = 32 + ( 8 + 7 )
V. Assignment
Use the properties to complete each sentence
1. 24 + 12 + 6 =
2. 65 + 20 + 115 =
3. 0 + 574 =
4. 0 + 45 + 7 =
5. 479 + 0 =
MATHEMATICS V
Date: ___________
I. Objectives:
Add numbers using properties
II. Learning Content
Using the properties of Addition to Help Find the Sum
References:
Materials:
4.
5.
Practice Exercises
Name the properties used;
1. 4 + (7 + 6) = 4 + (6 + 7)
2. (5 + 3) + 7 = 5 + (3 + 7)
3. (7 + 8) + 2 = 7 (8 + 2)
4. (5 + 1) + 2 = 5 + (2 + 1)
5. 3 + 9 = 9 + 3
Generalization:
What is the commutative property of addition? Associative property?
Application:
Use the properties to complete each sentence
1.
1 235 + 0 =
3. 20 + 20 + 35 =
5. 45 + 60 + 10 =
2.
17 + 13 + 9 =
4. 18 + 40 + 12 =
IV. Evaluation:
Find each missing addend. Name the properties you used.
1. 35 + 0 + = 35 + 9 + 0
2. (4 + + 16) = 4 + (16 + 12 )
3. ( 2 + 19 ) + = ( 2 + 9 ) + 19
V. Assignment
Use the properties to complete each sentence
3. 479 + 0 =
3. 30 + 20 + 15 =
4. 15 + 12 + 9 =
4. 16 + 30 + 14 =
5. 25 + 35 + 10 =
MATHEMATICS V
Date: ___________
I. Objectives:
Identify the properties of multiplication
II. Learning Content
Identifying and showing the properties of multiplication
References:
Materials:
d. 248 x 0 = 0
e. 6 x (8 x 10) = (6 x 8) x 10
IV. Evaluation:
Identify the property of multiplication illustrated. 1. 4761 x 0 = 0
2. 8 x 27 = 27 x 8
3. 956 x 1 = 956
4. 8 x (4 x 9) = 8 x (4 x 9)
5. 4 x (3 + 6) = (4 x 3) + (4 x 6)
V. Assignment
Name the property of multiplication illustrated.
1. 9x14=14x9
2. 25 x 1 = 25
3. 6 x (7 + 3) = (6 x 7) + (6 x 3)
4. 248 x 0 = 0
5. 6 x (8 x 10) = (6 x 8) x 10
MATHEMATICS V
Date: ___________
I.
Objectives:
Find out the product using the properties of multiplication
II.
Learning Content
Identifying and showing the properties of multiplication
References:
Materials:
III.
Learning Experiences:
A. Preparatory Activities:
1. Drill: Divide the class in groups of two or form diads.
1. Teacher flashes card like 426, 859, 206, 357
2. Each diads or each partner has only one answer sheet. One player writes the answer
in number one.
3. The first player of each diads passes the answer sheet to his/her partner who in turn
answers number two.
4. This game continues up to the 10th round.
5. Each diads exchange answer sheets for checking.
6. The diads or partners with the most number of correct answers are winners. There
maybe more than one winner in this kind of game.
2. Review:
What are the properties of multiplication?
B. Developmental Activities:
1. Motivation:
How will you learn better? If you want to learn better then group yourselves.
How can your groups perform well in an activity? What does each member of the group
need?
2. Presentation
Strategy : Whole Class Activity
Mechanics
a. Divide class into 6 groups. Two groups will be doing the same equations.
b.
Teacher distributes equation cards to each group for them to solve.
For example:
Group I & 2
32 x 1 = N
1 x 32 = N
Group 3 & 4
29 x 0 = N
0 x 29 = N
Group 5 & 6
6 x (4 + 5) = N
6 x (4 + 5) = (6 x 4) + (6 x 5)
6 x __ = ____ + ____
____ = ____
c.
Every group works on the equation assigned to each.
d.
Each group reports
e.
Why do some groups finish their work earlier than others?
3. Practice Exercises
Write true or false. If true, identify the property of multiplication illustrated
1. ( 8 + 2 ) x 3 = ( 8 x 3 ) + ( 2 x 3 )
2. 10 x 96 = 90 x 10 + 6
3. 5 x ( 5 x 2 ) x ( 6 x 5 )
4. Generalization:
What are the properties of multiplication?
5. Application:
Identify the property of multiplication illustrated and try to find out the answer.. 1.
4761 x 0 =
2.
8 x 27 = 27 x 8
3.
956 x 1 =
4.
8 x (4 x 9) = 8 x (4 x 9)
5.
4 x (3 + 6) = (4 x 3) + (4 x 6)
IV. Evaluation:
Write true or false. If true, identify the property of multiplication illustrated.
1. 8 x 4 = 4 x 8
2. (3 x 4) + (4 x 5) = (3 x 4) x 5
3. 7 x (4 + 2) =(7 x 4) + 2
4. 7 x 82 = ( 7 x 80 ) + ( 7 x 2 )
5. 457 x 0 = 0
V. Assignment
Write true or false. If true, identify the property of multiplication illustrated.
1. (8 + 2) x 3 = (8 x 3) + (2 x 3)
2. 10 x 96 = 90 x l0 + 6
3. 5 x (2 x 6) = (5 x 2) x (6 x 5)
4. 0 x 5 = 0
MATHEMATICS V
Date: ___________
I. Objectives:
Round off numbers to the nearest indicated place value
II. Learning Content
Rounding Numbers to the Nearest Tens, Hundreds, thousands, ten thousand, etc.
References:
Materials:
BEC PELC I A 3
Enfolding Mathematics V
flashcards, cut outs, number cards
Evaluation:
Round each number to the nearest
Ten
1.
2.
3.
4.
5.
V.
Hundred
Thousand
2 368
5 059
18 656
6 542
57 558
Assignment
List 5 greatest numbers that can be rounded off to the nearest
1. Hundreds
2. Thousands
3. Ten thousands
4. Hundred thousands
MATHEMATICS V
Date: ___________
I. Objectives:
Review the process of adding and solving large numbers with and without regrouping
II. Learning Content:
Review the process of adding and solving large numbers with and without regrouping.
References:
Materials:
3. Practice Exercises
Do the indicated operation
1. 638 431 + 972 302 + 439 166 =
2. 451 384 + 618 175 + 806429 =
4. Generalization:
How do we add large numbers with regrouping? Without regrouping?
5. Application:
Do the indicated operation
1. 638 431 + 972 302 + 439 166
2. 451 384 + 618 175 + 806 429
IV. Evaluation:
Solve the following correctly
1. From 189 860 add 56 780
2. Find the sum between 864 466 508 and 792 648 850
3. Find the sum between 162 488 462 and 87 498 624
4. Put together 874 321 987 from 922 498 674
5. Add 146 935 975 and 371 297 465
V. Assignment:
Complete the chart. Write the sum and difference of the numbers indicated.
Numbers
1. 984 207 542
263 481 563
2. 725 983 654
336 343 459
3. 5 963 425 321
2 876 976 781
Sum
Difference
MATHEMATICS V
Date: ___________
I. Objectives:
Review the process of subtracting and solving large numbers with and without regrouping
II. Learning Content:
Review the process of adding and solving large numbers with and without regrouping.
References:
Materials:
3. Practice Exercises
Do the indicated operation
1. 638 431 + 972 302 + 439 166 =
2. 451 384 + 618 175 + 806429
4. Generalization:
How do we subtract large numbers with regrouping? Without regrouping?
5. Application:
Do the indicated operation
1. 906 382 529 495
2. 703 800 476 247
3. 870 006 618 718
IV. Evaluation:
Solve the following correctly
1. From 189 860 take 56 780
2. Find the difference between 864 466 508 and 792 648 850
3. Find the difference between 162 488 462 and 87 498 624
4. Take 874 321 987 from 922 498 674
5. Subtract 146 935 975 from 371 297 465
V. Assignment:
Complete the chart. Write the sum and difference of the numbers indicated.
Numbers
4. 984 207 542
263 481 563
5. 725 983 654
336 343 459
6. 5 963 425 321
2 876 976 781
Sum
Difference
MATHEMATICS V
Date: ___________
I. Objectives:
Review the process of multiplying whole numbers
II. Learning Content
Reviewing the process of multiplying whole numbers
References:
Materials:
d. 9 x 3 = ____
9 0009
x 23
4. Generalization
To multiply whole numbers, multiply each digit of the multiplicand by each digit of
the multiplier. Start with the ones digit of the multiplier. Add the partial products to get the
final product.
5. Application:
Multiply.
5 269
x 47
31 695
x 43
IV.
9 009
x 24
10 312
x 35
Evaluation:
Find the product of the following. Be sure to solve accurately
x
40 306
27
37 715
x
53
45 618
x 13
V. Assignment:
Read each problem. Write the mathematical sentence then solve. Be sure to give the complete
answer.
1.Mr. Rico sold 2 321 copies of Mathematics books. Mr. Paz sold 12 times as many. How many
mathematical books did Mr. Paz sell?
2.How much will 2 575 chairs cost at P 98.00 each?
3.A taxi uses consumes up 1 200 liters of gasoline in a month. How many liters were consumed in
12 months.
MATHEMATICS V
Date: ___________
I. Objectives:
Review the Division of whole numbers
II. Learning Content:
Reviewing the division of whole numbers
References:
Materials:
Presentation
Three boys gathered chicos form an orchard. If there were 348 chicos in the basket,
how many chicos should each boy get as his share?
a. Ask the following:
1. What are given?
2. What are being ask?
3. How will you solve the problem?
b. Show by illustration how to divide 348 by 3
c. Define and identify dividend, divisor to quotient.
3. Practice Exercises
Read each problem and solve
a. Mang Berto gathered 1 350 mangoes from his orchard. Before selling the mangoes, he
placed them equally in 6 kaings. How many mangoes were placed in each kaing?
b. A rice dealer brought 1 224 sacks of rice. He hired 8 trucks to carry the rice from the
province to Manila. How many sacks of rice were in each truck?
4. Generalization
How will you divide whole numbers?
5. Application:
Divide then check. Do not forget to add the remainder if there is any.
1. 231 359
3. 64 7 872
2. 527 332
4. 23 25 576
5. 497 532
IV.
Evaluation:
Find the quotient:
1. 2413 248
3. 48 23 9708
2. 2415 184
4. 23 10 005
5. 3144 448
V. Assignment:
Read each problem and solve
1. The cost of 24 blouses is P 4 296. What is the cost of each blouse?
2. Last December, Lolo Carlos set aside P 1 015 which he distributed equally among his 7
grandchildren. How much did each child receive?
a. Ask the following:
1. What are the given?
2. What are being asked?
3. How ill you solve the problem?
b. Show the illustration how to solve the problem.
MATHEMATICS V
Date: ___________
I. Objectives:
Solve 1 step word problem using any of the four fundamental operations
II. Learning Content:
Solving 1-step word problem using any of the four fundamental operations.
References:
Materials:
3. Practice Exercises
Solve the following exercises
a. In 1997, Mr. Martinez sold 12 496 chicken during the first quarter, 10 724 during the
second quarter, and 23 318 chickens during the third quarter. How many chickens were
sold in 3 quarters?
b. Mr. Sison sold 41 000 kilograms of copra in January and another 29 368 kilograms in
June. How many more kilograms of copra did he sell January than in June?
4. Generalization
What are the steps in solving word problems?
5.
Application:
Evaluation:
Solve the following problem
1. Omar collected 31 242 eggs. He sold 19 568 eggs to store owners. How many eggs were left
unsold?
2. There were 4 grade levels which joined the parade in Luneta. Each grade level had 42 pupils.
How many pupils in all joined the parade?
V.
Assignment
Solve the following problem
1. During the Clean and Green Week celebration, 1 246 boy scouts and 1 038 girl scouts joined
in planting tree seedlings in Antipolo Hills. How many scouters in all joined the tree
planting?
2. The Boracay Beach in Aklan had 45 362 quest last year. If 31 625 were Filipinos and the rest
were foreigners, how many foreigners went to Boracay last year?
3. Miss Lorenzo distributed 3 264 squares of cloth equally among 16 girls to make a table cover.
How many squares of cloth did each girl receive?
MATHEMATICS V
Date: ___________
I. Objectives:
Solve 2-3 step word problems involving any of the four fundamental operations.
II. Learning Content
Solving 2-3 step word problems involving any of the four fundamental operations.
References:
Materials:
5. Application:
Evaluation:
Read and Solve
1. An airplane covered the following distances in 3 trips: 1 300 miles, 972 miles and 1 580
miles. The average speed of the plane was 550 miles per hour. What was the average distance
covered in the tree trips?
2. Mr. and Mrs. Lagman bought a house and lot of Villa Calamba worth P 300 000.00. They
made an initial payment of P 60 000.00. How much was the yearly amortization if they
agreed to pay for 15 years?
V.
Assignment
Solve the following problem
1. The PTA donated P 39 510 to the school to buy 15 typewriters. If each typewriter cost P 3
000.00 how much was the schools share?
2. In the childrens store, 285 thin notebooks and 325 thick notebooks were sold and the rest
were arranged in 15 shelves. How many notebooks were in each shelf?
3. The Grade V pupils went on a field trip to Tagaytay. They hired as bus for P 2 445 and a
minibus for P 1 235. The school gave P 1120 and the rest was shared equally by the 32 pupils.
How much did each pupil pay?
MATHEMATICS V
Date: ___________
I. Objectives:
Differentiate odd from even numbers
II. Learning Content
Skills:
Differentiate odd from even numbers
References:
BEC PELC I A 5.1.1
Enfolding Mathematics V
Materials:
concrete objects, number cards
III. Learning Experiences:
A. Preparatory Activities:
1. Drill :
Drill on discussing patterns
Write the missing numbers
1. 20, 22, 26, 32, ___, ___, ___, 76
2. 4321, 1432, 2143, ____
3. 68, 67, 64, 59, ___32
2. Review:
Read then do what is told.
1. Skip counting by 3 from 6 to 30
2. Skip counting by 5 between 10 to 40
3. Skip counting by 4
B. Developmental Activities:
1. Motivation:
Do you play games? What is the importance of games? How would you show
sportsmanship?
2. Presentation
Strategy: Use a game The boat is sinking
Mechanics
a. The teacher asks the pupils to stand occupying the wide space of the room. (number of
pupils 36)
b. If the teacher gives the signal Group yourselves into 2, the pupils will group
themselves into 2.
c. Teacher asks if everybody has a partner. The answer will recorded on the board.
d. The teacher repeats the signal giving another number, example into 3 and so on.
e. The results will be recorded on the board
f. Analysis and discussion will be done based on the results written on the board. The
teacher must see to it that it is clear to the pupils that even numbers are divisible by 2
while odd number is a number with remainder 1 when it is divided by 2.
3. Practice Exercises
Write odd or even on the blank before each number.
______ 1. 3 104
______3. 4 100
______ 2. 263
______ 4. 377
______ 5. 5 778
4. Generalization
How do you differentiate an odd number from an even number?
Numbers divisible by 2 are even numbers. Even numbers end in 0, 2, 4, 6 and 8
Numbers when divided by 2 and have a remainder of 1 are odd numbers. Odd numbers
end in 1, 3, 5, 7, and 9
5. Application:
Write odd or even on the blank before each number.
1. 3 104
2. 263
3. 5 778
4. 1 345
5. 377
IV. Evaluation:
Encircle the correct answer. If y is an odd number and x is an even number then:
1. y + y = odd, even
2. x x = odd, even
3. y + x = odd, even
4. y x = odd, even
5. x x y = odd, even
V. Assignment
Answer each Question:
1. If n is an odd number and p is an even number, then p + p + n = _______.
2. What will you get if you add three odd numbers and an even number?
3. Give the difference between the two odd numbers right after 20.
4. Add the consecutive even and odd numbers after 5.
MATHEMATICS V
Date: ___________
I. Objectives:
Give the common factor of a given number
II. Learning Content
Finding the common factors of given numbers
References:
Materials:
3. Practice Exercises
Find the GCF using continuous division
1.
9
2. 12
3. 14
12
16
21
4. 12
18
5. 18
27
4. Generalization
What are the methods of finding the GCF of numbers?
The methods for finding the GCF of numbers are list down method, prime factorization
method and continuous division.
5. Application:
Express each number as a product of its prime factors. Find the GCF.
1.18 =
2. 24 =
3. 12 =
27 =
30 =
24 =
GCF =
36 =
18 =
GCF =
GCF =
IV. Evaluation:
Give all the factors of each number then box the GCF
1. 4 = ?
2. 12 = ?
3. 38 = ?
8=?
30 = ?
46 = ?
20 = ?
V. Assignment
Solve each problem:
1. If the GCF of two numbers is 36, what are some of the prime factors of each number?
2. The letter N represents a number between 50 and 60. The GCF of N and 16 is 8. Find N.
MATHEMATICS V
Date: ___________
I. Objectives:
Identify prime and composite numbers
II. Learning Content
Identifying Prime and Composite Numbers
References:
Materials:
4. Generalization
What are prime numbers? Give examples.
What are composite numbers? Give examples.
5. Application:
List the factors of each number. Then encircle the number if it is prime and box the
composite.
1. 28
2. 13
3. 21
4. 16
5. 31
IV. Evaluation:
Write P if the number is composite and C if it Is composite.
1. 18 =
2. 12 =
3. 24 =
4. 27 =
5. 24 =
6.
30 =
V. Assignment:
1.
Name the prime numbers between 1 100.
2.
Name the composite numbers between 50-100.
MATHEMATICS V
Date: ___________
I. Objective:
Identify prime and composite numbers
II. Learning Content:
Identifying prime and composite numbers
References:
Materials:
BEC-PELC I A 5.1.3
Enfolding Mathematics V
flashcards, word problem written on manila paper
1. 72 _______
2. 48 _______
3. 71 _______
4. 37 _______
IV. Evaluation:
Write P if the number is prime and C if it is composite
_____ 1. 28
_____ 3. 21
_____ 2. 13
_____ 4. 16
V. Assignment:
Answers the questions
1. Name the prime numbers between 1 and 50.
2. Name the prime numbers between 50 and 100
3. Name two composite numbers that are prime.
5. 91 _______
_____ 5. 31
MATHEMATICS V
Date: ___________
I. Objective:
Find the prime factors of a number
II. Learning Content:
Finding the prime factors of a number
References:
Materials:
BEC-PELC I A 1.4
Enfolding Mathematics V
Chart, flashcards
5. 34
4. Generalization
How do we find the prime factors of a number?
5. Application:
Find the prime factors of these numbers using any method.
1. 30
2. 28
3. 24
4. 16
5. 42
IV. Evaluation:
Give the prime factors of the following numbers in exponential form.
1. 60
2. 48
3. 160
4. 95
5. 180
V. Assignment:
Write the prime factors of the following.
1. 84
2. 60
3. 90
4. 70
5. 88
MATHEMATICS V
Date: ___________
I. Objective:
Show multiplies of a given number by 10, 100
II. Learning Content:
Showing multiplies of a given number by 10, 100
References:
Materials:
BEC-PELC I A 5.1.5
Enfolding Mathematics V
flashcards
5. 180
5. 12
18
B. Developmental Activities:
1. Motivation
Present a number tree.
What is the use of this tree? Do you still remember this tree?
2. Presentation
Strategy Using Prime Factorization
What is the least common multiple (LCM) of 6 and 8? Of 60 and 80?
60:
2x2x5x3
80:
2x2x5x2x2
LCM 240
- What kind of numbers are 6 and 8?
- 60 and 80 are multiples of what number?
- How do we get 24?
- What is the LCM OF 60 and 80?
3. Practice Exercises
Determine the LCM of these numbers.
1. 35, 63
2. 48, 72
3. 50, 60
4. 30, 40
4. Generalization
What are the multiples? What is the least common multiple?
5. Application:
2. 6:
15:
LCM
3.
6:
12:
LCM
5. 100, 200
IV. Evaluation:
The prime factorization of each number is given. Give the LCM of each pair of numbers.
1. 6: 2 x 3
2. 9: 3 x 3
3. 8: 2 x 2 x 2
9: 3 x 3
15: 3 x 5
12: 2 x 2 x 3
LCM
LCM
LCM
V. Assignment:
Express each number as a product of prime factors. Then find the LCM
Example: 18: 2 x 3 x 3
27: 3 x 3 x 3
1. 18 =
2. 36 =
3. 54 =
4. 12 =
5. 30 =
MATHEMATICS V
Date: ___________
I. Objective:
Find the least common multiple of a set of numbers
II. Learning Content:
Finding the least common multiple of a set of numbers
References:
BEC-PELC I A 5.1.6
Enfolding Mathematics V
Materials:
flashcards, paper, ruler
III. Learning Activities:
A. Preparatory Activities:
1. Drill: Give the next 3 numbers in the sequence.
1. 0, 3, 6, 9
2. 0, 5, 10, 15
3. 0, 7, 14, 21
2. Review: Finding the GCF of given numbers using the prime factorization:
a. 24 and 36
b. 15 and 40
c. 12 and 24
B. Developmental Activities:
1. Motivation:
Recall the concept of multiples through skip counting. Do you know how to skip count by 6?
8? 7? 9?
2. Presentation
Strategy 1: Drawing tables/Making an organized list.
1. Divide the class into groups. Each group will be given dot papers for the activity.
2. Activity cards will be distributed among the groups as shown below:
Manipulative Activity
1. Choose a number from 3-7.
2. Show multiples of the number on dot paper by circling rows of dots. Example: if 3 is
chosen, circle rows 3, 6, 9, 12 and 15 dots.
3. Repeat the activity using different numbers.
3. Practice Exercises
Give the least common multiple (LCM)
1. 6 and 8
2. 3 and 6
3. 10 and 4
4. Generalization
What is the least common multiple (LCM) of a set of numbers?
5. Application:
Find the prime factors of these numbers using any method.
1 30
2. 28
3. 24
4. 16
IV. Evaluation:
Give the least common multiple for each pair of numbers:
1. 6 and 15
2. 12 and 24
3. 12 and 18
5. 42
4. 15 and 6
5. 10 and 15
V. Assignment:
Find the LCM of these set of numbers.
1. 8, 12, 30
4. 4, 10, 8
2. 12, 20, 45
5. 9, 12, 18
3. 18, 27, 35
MATHEMATICS V
Date: ___________
I. Objective:
State divisibility rules for 2, 5 and 10
II. Learning Content:
State divisibility rules for 2, 5 and 10
References:
Materials:
BEC-PELC I A 1.7
Enfolding Mathematics V
set of cards with number 0 to 9, flashcards
_____5. 650
IV. Evaluation:
Encircle the numbers which are divisible by the given number before each item.
_____ 1. 17, 16, 20, 15
_____ 3. 52, 15, 60, 156
_____ 5. 35, 54, 105, 153
_____ 2. 40, 14, 25, 300
_____ 4. 38, 45, 70, 85
V. Assignment:
Put a check on the blank if the first number is divisible by the second.
864, 2 ____
606, 10 ___
108, 2 ____
405, 5 ____
700, 10 ____
MATHEMATICS V
Date: ___________
I. Objective:
State the divisibility rules for 3, 6 and 9
II. Learning Content:
State divisibility rules for 3, 6 and 9.
References:
Materials:
BEC-PELC I A 1.7
Enfolding Mathematics V
flashcards, pocket chart
3. Practice Exercises
Put a check under the correct column applying the rules for divisibility.
3
120
315
8640
4176
4. Generalization
What are the rules of divisibility?
5. Application:
Put a check on the blank if the first number is divisible by the second number.
261,6_____
6453,9_____
345,3_____
459,3_____
114,6_____
IV. Evaluation:
Which of the following numbers are divisible by 3, 6 or 9. write 3, 6 or 9 or which ever of the
three in the blank.
______ 1. 630
______ 4. 4110
______ 2. 363
______ 5. 846
______ 3. 423
V. Assignment:
Encircle the numbers which are divisible by the given number before each item.
______ 1. 54, 261, 346, 84
______ 2. 657, 299, 846, 627
______ 3. 342, 296, 357, 477
______ 4. 843, 799, 312, 579
______ 5. 117, 378, 1953, 216
MATHEMATICS V
Date: ___________
I. Objective:
State divisibility rules for 2, 3, 4, 5, 6, 9 and 10
II. Learning Content:
State divisibility rules for 2, 3, 4, 5, 6, 9 and 10
References:
Materials:
BEC-PELC I A 1.7
Enfolding Mathematics V
kraft paper with chart of SW
504
4. Generalization
For 2: All numbers ending in 0, 2, 4, 6, or 8 are divisible by 2. these numbers are called even
numbers.
For 3: All numbers ending in the number is divisible by 3.
For 4: Last two digits of the number form a number divisible by 4 or the last two digits are
zeros.
For 5: All numbers ending in 0 or 5.
For 6: The number is divisible by both 2 and 3
For 9: Sum of digits of the number is divisible by 9.
For 10: All numbers ending in 0.
5. Application:
Put a check under each column to tell whether each given number is divisible by 6, 9 or 10
6
10
120
315
8316
8640
4176
IV. Evaluation:
Write on the blank before each number whether it is divisible by 2, 3, 4, 5, 6, 9 and 10.
_____ 1. 423
_____ 4. 2105
_____ 2. 5746
_____ 5. 354
_____ 3. 3000
V. Assignment:
Put a check mark on the blank if the first number is divisible by the second number.
483, 6 ______
624, 4 ______
1368, 9 ______
821, 2 ______
252, 5 ______
726, 4 ______
MATHEMATICS V
Date: ___________
I. Objective:
State divisibility rules for 2, 3, 4, 5, 6, 9 and 10
II. Learning Content:
State divisibility rules for 2, 3, 4, 5, 6, 9 and 10
References:
Materials:
BEC-PELC I A 1.7
Enfolding Mathematics V
kraft paper with chart of SW
504
4 Generalization
For 2: All numbers ending in 0, 2, 4, 6, or 8 are divisible by 2. these numbers are called even
numbers.
For 3: All numbers ending in the number is divisible by 3.
For 4: Last two digits of the number form a number divisible by 4 or the last two digits are
zeros.
For 5: All numbers ending in 0 or 5.
For 6: The number is divisible by both 2 and 3
For 9: Sum of digits of the number is divisible by 9.
For 10: All numbers ending in 0.
5. Application:
Put a check under each column to tell whether each given number is divisible by 2, 3, 4 or 5.
6
9
10
320
315
8316
8640
4176
IV. Evaluation:
Write on the blank before each number whether it is divisible by 2, 3, 4, 5, 6, 9 and 10.
_____ 1. 423
_____ 4. 2105
_____ 2. 5746
_____ 5. 354
_____ 3. 3000
V. Assignment:
Put a check mark on the blank if the first number is divisible by the second number.
483, 6 ______
624, 4 ______
1368, 9 ______
821, 2 ______
252, 5 ______
726, 4 ______
MATHEMATICS V
Date: ___________
I. Objective:
State divisibility rules for 2, 3, 4, 5, 9 and 10
II. Learning Content:
State divisibility rules for 2, 3, 4, 5, 9 and 10
References:
Materials:
BEC-PELC I A 1.7
Enfolding Mathematics V
set of cards with numbers 0 to 9
Practice Exercises
Supply the missing number to make the number divisible by the number opposite.
1. 5__1 3
3. 273__ - 4
5. 423__ - 3
2. 139__ - 2
4. 823__ - 6
4. Generalization
Recall the rules of divisibility by 2, 3, 4, 5, 6, 9 and 10.
5. Application:
Put a check mark on the blank if the first number is divisible by the second number.
483, 6 ______
624, 4 ______
1368, 9 ______
821, 2 ______
252, 5 ______
726, 4 ______
IV. Evaluation:
Supply the missing number to make the number divisible by the number opposite.
1. 712__ - 5
3. 262__ - 9
5. 216__ - 8
2. 463__- 10
4. 385__ - 6
V. Assignment:
Put a check under each column where divisibility rules apply.
2
3
4
5
6
9
10
1. 532
2. 4554
3. 249
4. 6020
5. 828
MATHEMATICS V
Date: ___________
I. Objective:
Change dissimilar fractions to similar fractions
II. Learning Content:
Change dissimilar fractions to similar fractions
References:
BEC-PELC II A 1
Enfolding Mathematics V
Materials:
flashcards
III. Learning Activities:
A. Preparatory Activities:
1. Drill: Mental Computation
Drill on finding the LCM of given numbers.
Example: 5, 10
2, 3
4, 6
2. Review:
Recall the rules for divisibility rules by 2, 5 and 10.
3. do?
B. Developmental Activities:
1. Motivation:
Who among you help their parents at home after school hours?
What household chore do you usually
2. Presentation
Strategy 1: Using a problem opener.
On Saturdays, Paolo helps his mother at home. He spends 5/6 hour in washing the clothes
and 2/3 hours in cleaning the house.
1. Help the pupils understand the problem by answering some comprehension questions.
Then ask: What are given? What is asked? You may further ask: What kind of boy is
Paolo?
2. Lead them in planning what to do by asking some guiding questions such as. How will
you find out which is greater 5-6 hour and 2/3 hours?
3. Let the pupils state the steps in changing / renaming dissimilar fractions to similar
fractions.
4. Provide more practice exercises in renaming dissimilar fractions to similar fractions.
3. Practice Exercises
Rename these dissimilar fractions to similar fractions
1. 3/10, 4/6
3. 10/12, 3/6
5. 2/3, 4/5
2. 5/8,
4. 4/6, 1/8
4. Generalization
How do we rename dissimilar fractions to similar fractions?
5. Application:
3/10, 4/6
5/80, 3/4
IV. Evaluation:
Write as similar fractions.
1. 6/6, 3/9
2. 2/8, 10/12
3. 10/12, 3/6
4. 4/6, 1/8
3. 6/8, 3/10
V. Assignment:
Rename these dissimilar fractions as similar fractions.
1. 6/8, 2/12
3. 6/15, 4/5
5. 4/9, 3/12
2. 3/20, 4/10
4. 2/10, 1/6
5. 2/3, 4/52
4. 4/10, 5/12
5. 2/9, 2/4
MATHEMATICS V
Date: ___________
I. Objective:
Identify equal fractions
II. Learning Content:
Identifying equal fractions
References:
Materials:
c. 6 x 2 =
d. 7 x 6 =
c. ( 7/10, 5/9 )
B. Developmental Activities:
1. Motivation:
Have you eaten pie? What does it look likes? How many slices can you eat?
Teacher shows model of pie on the board. Elicit and 2/4.
2. Presentation
Strategy 1: Paper folding
Materials: Sheets of paper
Mechanics:
1. Divide class into 6 groups.
2. Each group is given 2 pieces of paper of the same size.
3. Request them to fold the first paper into thirds. Color 1/3. Fold the second paper into
sixth. Color 1/6. Fit the second paper to the colored part of the first paper.
d. 4/5, 3/8
b. 3/5, 5/7
c. 4/5, 3/7
d. 6/15, 2/5
4. Generalization
Equal fractions are fractions that name the same part of the whole.
5. Application:
Give the equivalent fraction of the following.
1.
2/3
2. 4/5
3. 3/5
IV. Evaluation:
On the blank before each number, write YES if the pair of fractions are equal and NO if not.
_____ 1. 1/2, 3/6
_____ 4. 1/3, 1/6
_____ 2. 2/5, 3/10
_____ 5. 5/6, 3/4
_____ 3. 1/4, 3/12
V. Assignment:
Copy then write the missing numerator and denominator to make the statement correct.
MATHEMATICS V
Date: ___________
I. Objective:
Use cross product to determine whether 2 fractions are equal
II. Learning Content:
Using cross product to determine whether 2 fractions are equal
References:
Materials:
c. 7 x 6 =
d. 8 x 2 =
d. 4/5, 3/8
d. 6/15, 2/5
4. Generalization
The cross product method can be used to test if fractions are equal. If the cross products
are equal then the two fractions are equal.
5. Application:
Check if the fractions are equal, use the cross product method. Then write the correct
symbol in the blanks.
5/9 , 7/8
4/5,8/10
2/9,4/18
IV. Evaluation:
Check if the fractions are equal, use the cross product method. Then write the correct symbol in
the blanks.
V. Assignment:
Write the next 3 consecutive fractions that are equal to the given example.
MATHEMATICS V
Date: ___________
I. Objective:
Change dissimilar fractions to lower or higher term.
II. Learning Content:
Changing dissimilar fractions to lower or higher term.
References:
Materials:
c. 15 5 =
d. 8 2 =
c. 14 = ?
21 = ?
d. 18 = ?
27 = ?
B. Developmental Activities:
1. Motivation:
Do you love to eat cake? What type of cake do you want?
2. Presentation
Strategy 1: diagram
1. Show models of the same size of cake. Shade 4/8 of the cake. Shade 2/4 of the cake.
Shade of the cake.
5. Application
Reduce the following fractions to lowest form.
1. 16/20
2. 14/28
3. 8/24
IV. Evaluation:
Box the fraction in the higher term. Transform fractions in the lowest terms.
1. 3/7
2. 3/9
3. 9/10
4. 1/5
5. 6/8
V. Assignment:
Encircle the fraction which does not belong to the group. Give your reason.
MATHEMATICS V
Date: ___________
I. Objective:
Estimate fractions close to 0, or 1
II. Learning Content:
Estimating fractions close to 0, or 1
References:
Materials:
BEC-PELC II A 2
Enfolding Mathematics V
Bingo cards, flashcards, number line, illustration boards.
3. Practice Exercises
Estimate the following fractions if they are close to 0, , or 1. Write the correct estimate
at the blank before the number.
_____ 1.
_____ 4. 11/13
_____ 2. 5/12
_____ 5. 3/17
_____ 3.
4. Generalization
In estimating fractions, we have to consider both numerators and denominators.
5. Application
Answer the following questions. Choose the letter only.
1.
Which fraction is close to 0.
a. 7/8
b. 2/10
c. 6/10
d. 11/12
2.
Which fraction is close to 1.
a. 2/9
b. 4/8
c. 14/15
d. 1/6
3.
Which fraction is close to 1/2.
a. 8/14
b. 4/8
c. 13/14
d. 1/7
IV. Evaluation:
Put a check mark on the appropriate column that best describes the fractions.
Fraction
Close to 0
Close to
1. 9/10
2. 2/12
3. 1/7
4. 9/12
5. 3/10
V. Assignment:
1. Draw a number line showing 1/12 to 12/12 on an illustration board.
2. List the fractions that are close to 0, 1/2, or 1
Close to 1
MATHEMATICS V
Date: ___________
I. Objective:
Add two to four similar fractions
II. Learning Content:
Adding two to four similar fractions without or with regrouping
References:
Materials:
BEC-PELC II B 1.1
Enfolding Mathematics V
Fraction cards, regions
5. Application
Find the sm. Reduce answers to lowest form.
1. 13/20 + 5/20 =
2. 6/14 + 2/14=
IV. Evaluation:
Find the sum. Reduce answers to simplest form.
1. 4/8 + 1/8 =
3. 3/8 + 3/8 =
2. + =
4. 4/9 + 1/9 + 6/9 =
V. Assignment:
Find the sum and give the answer in simplest form.
1. 2/5 + 8/5 + 3/5 =
3. 5/12 + 2/12 + 4/12
2. 11/12 + 1/12 =
4. 2/7 + 3/7 =
5. 3/10 + 2/10 =