GR-5 Math

1st
MATHEMATICS V
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
III. Learning Experiences:

A. Preparatory Activities:
1. Drill: Writing numbers in expanded form to standard form
Strategy: Think and Share (Working back)
Mechanics:
a. Distribute 2 copies of a number in expanded form to a boy and a girl.
b. Let the two write the standard form of the number one on top of the other on the board.
c. The purpose of the game is to easily compare the places and digits of the standard form of the
number.
d. Have volunteers read the first number, give the place value of each digit and the value of each
digit.
e. Then have them give the place and the value of each digit in the second 'number.
f. The game continues until all the five pairs' of numbers are written on the board.
2. Review:
Reading smaller group of numbers written on recycled materials.
B. Developmental Activities:
1. Motivation:
Start playing Guess what number. The teacher places the following statements on the
board.
a. My telephone number is III II IIII II II IIII III
b. I traveled CDLXXIV kilometer by motorcycle.
Do you think the sentences are easy to read and understand? Why?
2. Presentation:
Strategy : The total student 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:
1. How is this number written in numerals?
2. In writing a numeral consisting of many digits, how are the digits divided?
3. Where do we start grouping the number by 3?
4. How are the three-digit number group separated from the other number groups?
5. Where do the value of each period as well as each digit in the periods depend?
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
Number cards with number 0-9 written on recycled materials like boxes of milk.

1. Drill:
Writing numbers in expanded form to standard form
Strategy: Formatting 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 says a number 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 nurr0ers prepared by the teacher have been all
dictated.
e. The group with the highest points wins.
2. Review:
Reading smaller group of numbers written on recycled materials.
1. Motivation
Show and discuss the place value chart. Chalk and board.
2. Presentation:
Strategy :
Picking Flowers Relay (Game)
Materials:
Paper flowers clipped on a cartolina tree
Mechanics:
1. Divide the class into 2 groups 10 boys and 10 girls.
2. Teacher post a tree on the board with flowers having numbers on them.
3. As the teacher says a number, the first set of participants rush to the board to pick the flowers
corresponding to the dictated number.
4. The participant who gets the right flower keep the flower and gets the point for his/her group.
5. The game goes on until all the flowers are picked. The group that has the most flowers wins.
Write the numerals of the following.
1. Three million seven hundred twenty three thousand, one hundred twenty
2. Five hundred thirty five million two hundred forty four
3. Six hundred eighty thousand eight hundred two
4. Eight hundred forty seven million three hundred fifty six thousand four hundred
fifteen
4. Generalization:
How is each period separated from each other?
When writing numbers in words, what is placed after each period?

5. Application:
Write the following numbers in words.
a. 123 456
b. 200 321 345
c. 245 062 556
IV.
Evaluation:
Write the value of the underline digit in each number
1. 3 10 423 000
__________________
2. 9 287 600
__________________
3. 412 875 010 051 __________________
4. 17 386 001 000
__________________
5. 234 126 143
__________________
V.
Assignment:
In the numeral 927 814 760 537, write each digit in the proper place according to value.
________ a. thousands
________ b. ten millions
________ c. billions
________ d. hundreds
________ e. ones
________ f. ten thousands
________ g. hundred millions
________ i. hundred thousands
________ j. ten billions
________ k. millions
________ l. tens
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:
BEC PELC 1 A 2.a

flashcards

1. Materials: Set the flashcards with 3-6 digit addends that are complete
1. Teacher prepares flashcards with numbers that are compatible - where properties of
addition are easy to use.
2. Teacher divides the class into 3 groups. Teacher shows the class a card and asks the
pupils to solve mentally as fast as they can. Teacher may give time limit to answer (i.e.
10-15 seconds depending on how difficult/easy the items are. No other means of
computation is allowed except mental computations)
3. Team with the most points wins.
2. Review:
How do we read numbers? Where do we start reading numbers?
Give examples. Read the following orally.
a. 245 132 150
b. 256 314 557
1. Motivation:
Ana picked 9 white roses and 8 red roses. How many roses did she picked?
2. Presentation:
a. Teacher posts several cards on the board to be used as example.
b. Ask from students ways of finding the sum of a set of numbers quickly.
Example: 12 + 7 + 8
c. Teacher probes if such techniques are possible
d. Elicit reason why the strategies mentioned by students Commutative, Associative and
Identity
e. Define and illustrate each. Mention that zero is the identity in addition.
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.
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:
BEC PELC A 2.a

flashcards

1. Materials: Set the flashcards with 3-6 digit addends that are complete
1. Teacher prepares flashcards with numbers that are compatible - where properties of
addition are easy to use.
2. Teacher divides the class into 3 groups. Teacher shows the class a card and asks the
pupils to solve mentally as fast as they can. Teacher may give time limit to answer
(i.e. 10-15 seconds depending on how difficult/easy the items are. No other means of
computation is allowed except mental computations)
3. Team with the most points wins.
2. Review:
What are the properties of addition?
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:
Cooperative learning activity Rally Table
1. Group class into groups of 4. Provide each group with worksheet with 10 items.
2. Person 1 answers question 1 mentally.
3. After time limit, teacher ring the bell and the paper is passed on person #2 of each
group.
4. Person #2 answers question 2.
5. This pattern continues with person #1 answering question 5.
3.
4.
5.
1.
2.
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:
1 235 + 0 =
3. 20 + 20 + 35 =
5. 45 + 60 + 10 =
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
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:
BEC PELC I A 2.b

Objects or bottle caps

1. Drill on Basic Facts of Multiplication
7x8 9x7 8x2 5x5 6x6 4x9 6x4 4x4
2. Review: Name the properties used:
1. (5 + 7 ) + 4 = 5 + ( 7 + 4 )
4. 12 + 0 = 12
2. 6 + 3 = 3 + 6
5. (7 + 1) + 2 = 7 + (2 + 1)
3. 2 + (5 + 3) = 2 + (3 + 5)
1. Motivation:
Who among you collect something for your past time like caps, stamps or coins?
Why do you do that? Elaborate answers of the pupils.
2. Presentation
Strategy :
Using Concrete Object
Mechanics:
1. Distribute 24 counters to each pair.
2. Partner 1 uses counters to show a 6 by 2 array. Partner 2 shows a 2 by 6 array.
3. Partners discus similarities and differences in arrays.
4. They write multiplication sentence for each array.
5. Pair repeat activity for these arrays:
6. Teacher asks what pupils say about the product.
7. This is the Commutative Property of Multiplication
Write true or false. If true, identify the property of multiplication illustrated
i. 8 x 4 = 4 x 8
ii. ( 3 x 4 ) + ( 4 x 5 ) = ( 3 x 4 ) x 5
iii. 7 x (4 + 2 ) = ( 7 x 4 ) + 2
4. Generalization:
What are the properties of multiplication?
5. Application:
Name the property of multiplication used.
a. 9 x 14 = 14 x 9
b. 25 x 1 = 25
c. 6 x (7 + 3) = (6 x 7) + (6 x 3)
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.
BEC PELC I A 2.b

Flashcards
Learning Experiences:
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:
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?
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:
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
Rounding Numbers to the Nearest Tens, Hundreds, thousands, ten thousand, etc.
References:
Materials:
BEC PELC I A 3
flashcards, cut outs, number cards

1. Drill:
Drill on reading numbers through billions.
Strategy : Game-Catching Fish
Mechanics:
a. Teacher divides class into two groups
b. Draw lots to decide who will be the first- player.
c. The first player catches fish by getting one cut out and reading the numeral correctly. Reading the
numeral accurately means one point for the group.
d. The second player comes from the other group.
f. The game continues up to the 10 rounds.
g. The group with the most number of points wins.
2. Review:
1. Motivation:
Read a news item that will show estimating large groups.
NEWS: Last week, a company managers called for a meeting. Almost 50 employees
came.
- Does the actual number of employees attend the meeting?
- What word in the news express an estimate? (almost)
2. Presentation
Mechanics
a.
Draw a number line on the board. Elicit from student the whole number
of points that are needed according to the problem, ("nearest hundreds'')
namely 100 and 200.
b.
Have student plot 187. Lead student to answer the problem of asking which
"hundred" is 187 closer to.
c.
Provide another number. What if we are expecting same process.
d.
Elicit from students which number would round up to 200 (150-199).
Mention that when we read the halfway mark, we round up.
e. Generalize the rule for rounding off boxed on student's observations.
f. Provide more examples and different place values.
Name the place value where the numbers are rounded.
1.
2.
3.
4.
5.
890
456 000
580 000 000
700 000 000
980 000 000
4. Generalization:
In rounding numbers to the nearest multiple of 10, look at the digit at the right of the
number to be rounded. If it is 1, 2, 3, 4 retain the digit and replace other digits that follow
with zeros. If it is 5, 6, 7, 8, or 9, add one to the digit to be rounded and with zeros after it.
5. Application:
Round off the following numbers to the indicated place value.
1. 865 to the nearest hundred
2. 597 644 to the nearest ten thousand
3. 50 138 to the nearest thousand
4. 865 207 to the nearest hundred thousand
5. 71 575 to the nearest ten thousand
IV.
Evaluation:
Round each number to the nearest
Ten
1.
2.
3.
4.
5.
V.
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
Hundred
Thousand
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:
BEC PELC I A 4.a

cards, chart, cartolina, strip of paper

1. Drill: Ask the pupils to give the sum and difference of the numbers found on each slice of
the pie
2. Review: Review on the properties of addition.

Identify the property of addition and fill in each blank.
56 + 34 = ____ + 56 = ____
569 + 0 = ____
(5 + 9) + 6 = 5 + (___ + 6 ) + ____
(___ + 2) + 16 = (8+2) + 16 = ____
(32 + 8) + ___ = 32 + ( 8 + 9 ) = ___
1. Motivation:
Have you been to a poultry farm? What did you see there? Do you have an idea about the
number of eggs that can be gathered in a big poultry farm in a week?
2. Presentation:
Strategy :
Problem Opener
Miss Nim's poultry farm produced 46 578 eggs in 200 and 51 254 eggs in 2001. How
many thousand eggs were produces in two years? How many more eggs were produced in
2001 than in 2000?
1. What is asked?
2. What are the given facts?
3. What operation will be used to answer the first question?
4. Write the equation for the problem 46576 + 51 254 = __
5. Let the pupils identify the parts of the equation.
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:
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
Review the process of adding and solving large numbers with and without regrouping.
References:
Materials:
BEC PELC I A 4.a

cards, chart, cartolina, strip of paper

B. Preparatory Activities:
1. Drill: Ask the pupils to give the sum and difference of the numbers found on each slice of
the pie
2. Review: Review on the properties of addition.

Identify the property of addition and fill in each blank.
56 + 34 = ____ + 56 = ____
569 + 0 = ____
(5 + 9) + 6 = 5 + (___ + 6 ) + ____
(___ + 2) + 16 = (8+2) + 16 = ____
(32 + 8) + ___ = 32 + ( 8 + 9 ) = ___
1. Motivation:
Have you been to a poultry farm? What did you see there? Do you have an idea about the
number of eggs that can be gathered in a big poultry farm in a week?
2. Presentation:
Strategy:
Problem Opener
Miss Nim's poultry farm produced 46 578 eggs in 200 and 51 254 eggs in 2001. How
many more eggs were produced in 2001 than in 2000?
1. What is asked?
3. What operation will be used to answer the first question?
4. Write the equation for the problem 46576 - 51 254 = __
5. Let the pupils identify the parts of the equation.

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:
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
Reviewing the process of multiplying whole numbers
References:
Materials:
BEC PELC I A 4.b

flashcards

1. Drill: Basic facts in multiplication through flashcards
a. 5 x 6 = ______
b. 10 x 6 = _____
c. 8 x 4 = _____
d. 9 x 3 = ____
2. Mental Computation: Perform mentally the following:

12
14
12
10
x 12
x 10
x 11
x 13
1. Motivation:
Sing the song (tune: Are you sleeping)
Mathematics! Mathematics!
How it thrills, How it thrills
Addition, Subtraction
Multiplication, Division
Mental ! Math! Mental ! Math!
(Repeat)
2. Presentation
Presentation of lesson through the use of word problem
Each of the 45 Servers of Excellent Garments can make 1 325 pairs of socks in a
week. How many pairs can they make?
1. What is ask in the problem
2. What are given?
3. What operation will be used
4. What is the mathematical sentence for the problem
Solve and explain the solution
8 364
62 008
x 53
x 13
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
Reviewing the division of whole numbers
References:
Materials:
BEC PELC I A R4.4

Spinner, blocks, stairs with numbers

1. Drill: Division Facts
a. Group the pupils
b. Each pupil by group will answer one division equation. If the answer is correct, the
next pupil in the group will answer the next step. If incorrect, the next pupil will
answer the same equation until the equation is correct.
c. The first group to finish get the star
2. Drill: Division facts
Strategy: Reach the star
1 696 8
896 8
96 8
72 8
24 8
1. Motivation:
Sing the song (tune: Are you sleeping)
Mathematics! Mathematics!
How it thrills, How it thrills
Addition, Subtraction
Multiplication, Division
Mental ! Math! Mental ! Math!
(Repeat)
2.
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.
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
Solving 1-step word problem using any of the four fundamental operations.
References:
Materials:
BEC PELC I A 5.a

charts, flashcards

1. Mental Computation:
Drill on the basic addition, subtraction, multiplication and division facts.
Mechanics:
1. Divide the pupils into the boys and the girls group
2. One member from each group will stand at the back of the room.
3. As the teacher flashes a card, they answer and the one who gives the correct answers
first advances forward.
4. The groups that gets the most points is the winner.
2. Review:
Review steps in problem solving
1. Motivation
When you visit a place for the first time, what do you do when you go back home?
2. Presentation
Strategy: Making an organized list
Problem Opener
Nena was to buy 3 different souvenirs. She has P100 to spend. How many different
combinations can she choose from?
Boardwalk Souvenirs
Mug
P 15.00
Poster
P 25.00
T-shirt
P 50.00
Key chain
P 25.00
Handkerchief
P 20.00
Prices include tax
a.
b.
c.
d.
e.
What are the given data?

What is asked in the problem?
What operation are you going to use?
What are all the possible mathematical sentences?
Which 3 items cost exactly P 100.00?
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:
Solve the following problem

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 in January that in June?
IV.
Evaluation:
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
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.
Solving 2-3 step word problems involving any of the four fundamental operations.
References:
Materials:
BEC PELC I A 5.b

flashcards

1. Drill on basic: addition facts, subtraction facts, division facts and multiplication facts
through the use of flashcards.
Mechanics:
1. As the arbiter flashes a card, the two contestants answer as fast as they could
2. The pupil, who gives the correct answer first, gets the point for his group.
3. The relay continues till at least 10 of the exercises operations are done.
2. Review:
What are the steps in problem solving?
1. Motivation:
During weekends, what do you do to help your parents earn extra money? Guide the
pupils to see the value of helpfulness.
2. Presentation
Strategy: Problem Opener (Simplifying the Problem)
Mang Ruben harvested a total of 11 380 kilograms of palay. He sold it to five
different rice dealers. If each dealer received equal amounts, how many kilograms did each
one get? If one kilogram costs P 25, how much did he get?
a. What is asked in the problem?
b. What are the given facts?
c. What process are involved?
d. What is the mathematical sentence? (11 380 5 ) x P 25 = N )
e. Solve the Problem
f. What is the answer
Solve the following exercises
a. There were 407 boys and 438 girls of Rafael Palma Elementary School who joined the
Alay Lakad. If 65 pupils rode in a bus, in giving to the assembly area, how many buses
were hired?
b. An egg vendor bought 600 eggs from the Soler Farm. She paid P 28 per dozen. How
much did she pay for all the eggs?
4. Generalization
What steps should you follow when solving problems?
What is the most important thing to consider in problem solving?
5. Application:
Read and Solve

1. An airplane covered the following distances in 3 trips: 1 200 miles, 1 072 mile
and 1 580 miles. The average speed of the plane was 550 miles per hour. What
was the average distance covered in 3 trips?
2. An egg vendor bought 600 eggs from the Soler Farm. She paid Php 28.00 per dozen.
How much did she pay for all the eggs?
IV.
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
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
Skills:
Differentiate odd from even numbers
References:
BEC PELC I A 5.1.1
Materials:
concrete objects, number cards
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
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.
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
Finding the common factors of given numbers
References:
Materials:
BEC PELC I A 5.1.2

Cards, strips of cartolina

1. Drill:
Mental drill on identifying prime and composite
Game: Flag lets race
Mechanics:
a. Divide the class into four groups. The leader gets the flags containing the words
composite and prime number.
b. Ask the first member of each group to stand first to answer then identify the number in
the cartolina strips as prime or composite.
c. The teacher flashes the number.
d. The pupil who raises the flag first give the answer.
e. Continue the game until most of the pupils have participated.
f. The team which reaches fist the finish line using the flag lets win the contest
2. Review:
Strategy: Dart Games ( pls. see page 27 of the lesson guide)
Divide the class into 3 groups.
1. Motivation:
Strategy: Coins Collection
- Divide the class into 2 groups. Group boys and group girls.
- Ask them to collect different denominations of Philippine coins from their pockets.
- Make a coin collection project after collecting the coins from the members of the group.
- Ask the leader of the group to present their coin collection.
- The group has the greatest number of coins wins the contest.
2. Presentation
Strategy: Listening method/making an organized list
Using a Problem Opener
Sally has two pieces of string, one 20 m long and 10 m long. She cuts the strings
of the same size, as large as possible without waste. How long were the strings she made?
b. Help the pupil understand the problem by asking some comprehension question. Then
ask what are given? What is asked?
c. Guide pupils in planning what to do to solve problem by letting list all the possible cuts
that can be made.
d. Through inspection, elicit from the pupils the longest possible cut that can be made for
both strings. (10)
e. Analysis and Discussion
What do you think are the possible cuts listed on the table for 20 and 10?
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
Identifying Prime and Composite Numbers
References:
Materials:
BEC PELC I A 5.1.2

Coins

1. Drill :
Mental drill on identifying prime and composite
Game: Coin Collection
Mechanics:
1. Divide the class into 2 groups. Group of boys and group of girls.
2. Ask them to collect different denominations of Philippine coins from their packets.
3. Make a coin collection project after collecting the coins from the members of the group.
4. Ask the leader of the group to present their coin collection.
5. The group that has the greatest number of coins wins the contest.
2. Review:
Give the factors of the following numbers.
36
72
64
18
24
12
1. Motivation:
Teacher shows pebble and leads the class to answer the following: What s this? Where
do we usually find many of this? Does it have any use? Where do we use it?
2. Presentation
Getting GCF through Factorization Method
Using the given numbers 16 and 20 teacher guides the pupils to gets the GCF using the
factorization method.
Game: Puzzle
Mechanics
a. Get 12 pupils from the class
b. Give each pupil a letter to form the word puzzle
c. When the teacher says start, the 12 pupils start to work together to form the puzzle.
d. What word is formed from the puzzle (prime factor)
Question:
What is the GCF of 20 and 16?
How did you get the GCF of 20 and 16 through factorization?
List the factors of each number. Then encircle the number if it is prime.
1. 36
2. 18
3. 20
4. 45
5. 12
6. 26
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
Identifying prime and composite numbers
References:
Materials:
BEC-PELC I A 5.1.3
flashcards, word problem written on manila paper
III. Learning Activities:

1. Drill: Drill on odd and even numbers
a. 89
b. 24
c. 98
d. 11
2. Review:
What are the methods of finding the GCF of numbers?
1. Motivation:
Teacher shows a pebble and leads the class to answer the following: What is this? Where
do we usually find many of this? Does it have any use?
2. Presentation:
Strategy Using Objects
1. Pupils will be grouped. Each group will be given pebbles which they will arrange
into different arrangements.
23
39
29
How many arrangements were made for each number?
Number of Pebbles
Possible arrangements
No. of possible
Arrangements
23
39
29
Example: 6
1, 2, 3, 6
3
1, 3
1. 48 _______
3. 53 _______
5. 79 _______
2. 36 _______
4. 64 _______
4. Generalization
What are the prime numbers?
5. Application:
Example: 6
1, 2, 3, 6
3
1, 3
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
Finding the prime factors of a number
References:
Materials:
BEC-PELC I A 1.4
Chart, flashcards

1. Drill: Mental Computation
Give the factors of the following numbers
1. 48
2. 24
3. 28
4. 32
5. 16
2. Review: Relay
Tell whether the following numerals are prime or composite use flashcards
1. 17
2. 3
3. 5
4. 21
5. 19
1. Motivation:
Give the number combinations when multiplied will give the product of 18.
2. Presentation
Strategy 1: Making an organized list
Group Activity:
1. Use the prime numbers listed on the board (2, 3, 5, 7) as factors
2. Name 2, 3 or 4 of the primes, multiply them and record the numbers sentence.
3. Try to find all possible products for the four numbers
4. Chart all findings in a table.
These are some of the expected outputs:
2x3=6
2 x 3 x 5 = 30
3 x 5 = 15
2 x 7 = 14
Find the prime factors of these numbers using any method.
1. 78
2. 80
3. 48
4. 28
5. 34
4. Generalization
How do we find the prime factors of a number?
5. Application:
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
Showing multiplies of a given number by 10, 100
References:
Materials:
BEC-PELC I A 5.1.5
flashcards

1. Drill: Finding prime and composite numbers
1. 60
2. 48
3. 160
4. 95
2. Review:
Finding on the common factors and GCF of given numbers
1. 9
2. 12
3. 18
4. 14
12
16
27
21
5. 180
5. 12
18
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?
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:
Find the LCM of each pair of numbers.

1. 4:
9:
LCM
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
Finding the least common multiple of a set of numbers
References:
BEC-PELC I A 5.1.6
Materials:
flashcards, paper, ruler
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
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.
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:
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
State divisibility rules for 2, 5 and 10
References:
Materials:
BEC-PELC I A 1.7
set of cards with number 0 to 9, flashcards

1. Drill: Mental Math Drills on Easy Division using flashcards.
Example: 126 3 = n
522 6 = n
255 5 = n
2. Review: On multiples of a number.
Give the 1st multiples of:
1. 4
2. 3
3. 5
4. 6
5. 8
1. Motivation:
Play The boat is sinking
2. Presentation
Teacher classifies numbers of students according to which are divisible by 2, 5 or 10.
teacher summarizes the numbers by writing these on a separate table.
Ask students to observe carefully the numbers divisible by 2. Ask what they notice.
Continue to elicit observations until the rule for divisibility by 2 is mentioned.
Do the same divisibility by 5 and 10.
Provide big numbers written on flashcards and have students categorize these as divisible
by 2, 5 or 10.
Write on the blank before each item whether the given number is divisible by 2, 5 or 10.
____ 1. 16
____ 3. 30
____ 5. 650
____ 2. 125
____ 4. 344
4. Generalization
Recall all the divisibility rules.
For 2: All numbers ending in 0, 2, 4, 6, 8 are divisible by 2.
For 5: All numbers ending in 0 or 5
For 10: All numbers ending in 0
5. Application:
Write on the blank before each item whether the given is divisible by 2, 5 or 10.
_____1. 16
_____2. 125
_____3. 30
_____4. 444
_____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
State divisibility rules for 3, 6 and 9.
References:
Materials:
BEC-PELC I A 1.7
flashcards, pocket chart

1. Drill: (Mental Computation)
Easy Division:
1. 366 6 = n
3. 387 7 = n
2. 148 2 = n
4. 488 4 = n
2. Review:
Review of previous lesson: Divisibility of 2, 5 and 10.
Place the check cards under the correct column by which the numbers are divisible.
2
5
10
3000
4124
775
726
1. Motivation:
Who among you are members of the student council? As a member what do you usually
do to help your co-students in school?
2. Presentation
Strategy: Use a problem Opener.
The school helpers are setting up the auditorium for the students council meeting. There
are a total of 197 mono-block chairs which they have to set up in either rows of 3, 6 or 9
which are set ups.
1. Ask the student: What are given? What is being asked? How may we solve the problem?
2. Ask the student: 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.
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
References:
Materials:
BEC-PELC I A 1.7
kraft paper with chart of SW

1. Drill: On easy division (mental computation-mc)
1. 488 8 =
2. 279 3 =
3. 168 4 =
2. Review: Divisibility Rules
- Have students recall the rules taken so far. Teacher provides 1 to 2 examples to illustrate
the rule.
1. Motivation:
Play Sa Pula, Sa Puti
Teacher will give statement regarding application of the divisibility rules. Students 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 half of the room.
Example: 51 is divisible by 3.
2. Presentation
a. Give examples of numbers divisible by 4. Use numbers that students can readily
determine as divisible by 4 and some numbers that are bid and therefore would require
the use of the divisibility rule rather than actual division.
b. State the divisibility rule of 4.
c. Give examples
d. Have the students complete the chart.
2
3
4
5
6
7
8
9
10
150
4460
1816
991510
5
Put a check under each column to tell whether each given number is divisible by 2, 3, 4 or 5.
2
3
4
5
120
405
272
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:
References:
Materials:
BEC-PELC I A 1.7
kraft paper with chart of SW

1. Drill: On easy division (mental computation-mc)
1. 488 8 =
2. 279 3 =
3. 168 4 =
2. Review: Divisibility Rules
- Have students recall the rules taken so far. Teacher provides 1 to 2 examples to illustrate
the rule.
1. Motivation:
Play Sa Pula, Sa Puti
Teacher will give statement regarding application of the divisibility rules. Students 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 half of the room.
Example: 51 is divisible by 3
2. Presentation
a. Give examples of numbers divisible by 4. Use numbers that students can readily
determine as divisible by 4 and some numbers that are bid and therefore would require
the use of the divisibility rule rather than actual division.
b. State the divisibility rule of 4.
c. Give examples
d. Have the students complete the chart.
2
3
4
5
6
7
8
9
10
150
4460
1816
991510
5
2
3
4
5
120
405
272
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:
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:
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
State divisibility rules for 2, 3, 4, 5, 9 and 10
References:
Materials:
BEC-PELC I A 1.7
set of cards with numbers 0 to 9

1. Drill: basic facts of multiplication
6 x 7 9x3
5x5
8x5
7x7
3x7
4x9
6x6
2. Review:
Teacher may continue giving analysis questions like in the previous days. Teacher may
also modify questions to those answered by ALWAYS, SOMETIMES, or NEVER.
1. Motivation:
Play The boat is sinking.
2. Presentation
Promote higher order thinking skills by playing Number Scramble
Strategy 1:
a. Teacher provides each team of 4 with cards bearing numbers 0 to 9. students are to use
these cards to form the number being asked for given certain conditions.
b. Give an example. Explain that the students may use the cards to identify the number
asked for.
Example: Without repeating any digit, from the least 3-digit number divisible by 2.
3
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:
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
Change dissimilar fractions to similar fractions
References:
BEC-PELC II A 1
Materials:
flashcards
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?
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.
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:
Rename these dissimilar fractions as similar fractions.

1.
2.
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
Identifying equal fractions
References:
Materials:
BEC-PELC II A 1.2 & 1.2.1

flashcards, flower cut-outs

1. Drill: basic facts in Multiplication.
a. 9 x 8 =
b. 8 x 5 =
c. 6 x 2 =
2. Review: changing dissimilar fractions to similar fractions.

Example: a. ( , 1/3 )
b. ( 5/9, 7/8)
d. 7 x 6 =
c. ( 7/10, 5/9 )
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.
4. Ask: What part is the same as 1/3?

What can you say about 1/3 and 2/6?
What can you say that 1/3 equals to 2/6?
5. Direct pupils to cross multiply
What can you say about the cross products?

Choose the set of fraction that are equal.
_____ 1. a. 5/9, 7/8
b. 4/5, 8/10
c. 2/9, 3/8
d. 4/5, 3/8
_____ 2. a. 7/10, 5/9
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
Using cross product to determine whether 2 fractions are equal
References:
Materials:

flashcards, flower cut-outs

1. Drill on basic facts in Multiplication.
a. 7 x 3 =
b. 9 x 5 =
c. 7 x 6 =
d. 8 x 2 =
2. Review on changing dissimilar fractions to similar fractions.

Example: a. ( 7/10, 5/9 )
b. ( 5/9, 7/8)
c. ( , 1/3 )
1. Motivation:
Do you love to eat cake? What type of cake do you want?
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.
4. Ask: What part is the same as 1/3?

What can you say about 1/3 and 2/6?
What can you say that 1/3 equals to 2/6?
5. Direct pupils to cross multiply
What can you say about the cross products?

Choose the set of fraction that are equal.
_____ 1. a. 7/9, 4/5
b. 2/5, 8/20
c. 5/8, 3/9
_____ 2. a. 7/10, 5/9
b. 3/5, 5/7
c. 4/5, 3/7
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.
Changing dissimilar fractions to lower or higher term.
References:
Materials:

cartolina strips, activity sheets, chart

1. Mental Computation
Drill on basic division facts
a. 9 3 =
b. 8 4 =
2. Review on finding the GCF
Find the GCF
a. 9 = ?
b. 12 = ?
12 = ?
16 = ?
c. 15 5 =
d. 8 2 =
c. 14 = ?
21 = ?
d. 18 = ?
27 = ?
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.
2. Compare the parts you shaded.

3. What fraction in the simplest form will name a part equivalent to 6/9?
4. Other fractions will be provided for the pupils to work on.
Reduce the following fractions to simplest form.
1. 16/20 =
3. 8/24 =
5. 6/27 =
2. 14/28 =
4. 21/24 =
4. Generalization
How did we change a fraction to lowest term?
How can we identify fraction in the lowest term?
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
Estimating fractions close to 0, or 1
References:
Materials:
BEC-PELC II A 2
Bingo cards, flashcards, number line, illustration boards.

1. Drill on rounding off whole numbers
Strategy 1: BINGO card
Materials: BINGO cards and flashcards
Mechanics:
a. Divide the class into 5 groups.
b. Distribute BINGO cards, one to each group. Rounded numbers are written on BINGO
cards.
c. Teacher posts the diagram of the winning BINGO.
d. Teacher starts showing a flashcard, example,
834 (nearest tens)
9426 (nearest hundreds)
2. Review on comparing fractions.
How did we change a fraction to lowest term?
How can we identify fraction in the lowest term?
1. Motivation
List fractions that are less than . Factions that is greater than .
2. Presentation
Strategy 1: use of the number line
Mechanics:
1. Divide the class into 6 groups.
2. Distribute illustrations boards, one to each group.
3. Teacher request each group to show the following fractional parts in the number line.
Group 1: to 12/12
Group 2: 1/10 to 10/10
Group 3: 1/9 to 9/9
Group 4: 1/8 to 8/8
4. Tell each group to show , , and 1 in the number line.
5. Answer the following questions.
Which fractions are close to 0?
Which fractions are close to ?
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
Adding two to four similar fractions without or with regrouping
References:
Materials:
BEC-PELC II B 1.1
Fraction cards, regions

Drill on basic division facts
a. 9 3 =
b. 8 4 =
c. 15 5 =
d. 8 2 =
2. Review:
Put a star () before the number if the fraction is in the lowest term. Simplify if it is not.
_____ 1. 9/11
_____ 3. 8/10
_____ 5. 10/15
_____ 2. 4/6
_____ 4. 7/8
1. Motivation
Have you been seen ribbon? How do we use it?
2. Presentation
Strategy: Modeling using a problem opener.
Aida bought 3/5 meter of blue ribbon, 4/5 meter of white ribbon and 2/5 meter of red
ribbon. How long are the ribbons put together end to end?
1. Ask leading questions as in No. 1 and 2 of strategy 1.
2. Direct the pupils to the model shown.
3. Using the model.
Let the pupils write the equation:
3/5 + 2/5 + 4/5 = 9/5
What kind of fraction did you get as an answer?
4. Lead the pupils to the idea that in adding similar fractions, answer must be reduced to
lowest term or in simplest form.
5. Provide more exercises in adding 2 or more similar fractions.
Find the sum. Reduce answer to simplest form.
1. 13/30 + 5/20 =
3. 2/9 + 1/9 + 4/9 =
2. 6/14 + 2/14 =
4. 8/10 + 3/10 =
4. Generalization
How do we add 2 or more similar fractions?
5. 5/14 + 2/14 + 7/14
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 =
3. 2/9 + 1/9 + 4/9 =
5. 3/10 + 2/10 =
5. 4/15 + 1/15 + 5/15
2nd
MATHEMATICS V
Date: ___________
VI.
Objectives:
Cognitive:
Visualized addition of dissimilar fractions without and with regrouping
Values:
Peace and harmony
VII.
Learning Content
Skills:
Visualized addition of dissimilar fractions without and with regrouping
References:
BEC PELC II B 1.2
Materials:
flashcards, game boards for square deal, fraction chart, strips
VIII. Learning Experiences:
C. Preparatory Activities:
1. Drill on adding similar fractions will be flashed to the class. The pupils give the correct
answer.
2. Motivation:
Can we mix oil with water? Why?
Similarly, we cannot just put together dissimilar fractions, can we?
D. Developmental Activities:
6. Presentation:
Strategy: Modeling
Using a problem opener
Mother has one whole cake. First she sliced 1/3 and then 1/6 if the cake. What part of the
cake did she slice?
i. 1
3
6
Ask: What parts of the cake had been sliced off? What was the total part of the cake that was
sliced off?
1
1
3
6
1
2
7.Practice Exercises
Use diagrams or fractions regions to add the following.
1. 2 + 1 =
3. 2 + 5 =
5. 5 + 1 =
3
4
3
9
8
2
2. 2 + 1 =
6
3
4. 3 + 1 =
8 4
8.Generalization:
How can we add fractions if they are dissimilar? (We make them similar)
IX. Evaluation:
Complete the diagrams by shading them correctly showing the given addition statements.
Rename the answers if needed.
X.
Assignment
Find the sum
1. 11 + 5 =
12 6
3. 2 + 7 =
3
8
2. 1 + 3 =
4
5
4. 7 + 3 =
10 4
5. 5 + 1 =
6
5
MATHEMATICS V
Date: ___________
I. Objectives:
Cognitive:
Values:
Add dissimilar fraction

Obedience

Skills:
Adding dissimilar fractions
References:
BEC PELC II B 1.3
Materials:
flashcards, concrete objects
II. Learning Experiences:
Drill on finding the LCM of some given numbers.
Strategy: Relay game
Mechanics:
a. Divide the class into 2 (boys and girls). One representative from each group stands at he
back of the room.
b. Teacher flashes card with 2 to 3 written numbers. (Be sure numbers are manageable by
the pupils)
c. Pupils give the LCM orally6 and pupil who gives the 1st correct answer gets the point.
d. The game continues until all the 10 participants from each group have participated.
e. The group having the most points wins the game.
a. Presentation:
Problem opener through cut outs (drawing picture of a circular pizza)
Faith ate 3/6 of a pizza. Mark ate 2/ 12 of the same pizza. How many parts of the pizza did
they eat in all?
1. What is asked?
2. What are given?
3. What kind of fractions are 3/6 and 2/12?
4. What operation is, needed to solve the problem?
5. Can we easily add 3/6 and 1/12? Why?
6. How can we add them? (Rename 3/6 into a fraction similar to 1/12)
7. Lets solve the problem.
Find the sum
1)
9/16
+ 4/8
2)
16/20
+ 2/10
3)
14/24
+ 6/16
4)
5/8
+ 4/6
5)
7/10
+ 2/20
3. Generalization:
How do we add dissimilar fractions?
In adding dissimilar fractions, find the LCD first. Then rename them to similar fractions. Add
as in adding similar fractions and reduce answer to lowest terms.

IV. Evaluation:
Rename these fractions as similar fractions. Add then express the sum in lowest term if possible
1. 2 + 3 =
8 4
3. 1 + 3 =
4
6
2. 2 + 1 =
8
2
4. 6 + 1 =
10 2
5. 5 + 1 =
8
4
V. Assignment
Find the sum and if necessary reduce the answer in its simplest form.
1. 3 + 4 =
6 10
3.
2.
4. 2 + 3 =
10 4
8 + 5=
12 9
6 + 7 =
15 10
5. 5 + 10 =
9
15
MATHEMATICS V
Date: ___________
I. Objectives:
Cognitive:
Values:
Add dissimilar fraction and whole number

Industry

Skills:
Adding the dissimilar fractions and whole numbers
References:
BEC PELC II B 1.4
Materials:
fraction cards, fraction strips, cut-outs
Drill on giving the LCD of given fractions
Example:
4 , 2
4 , 2
4 , 2
5 3
5 3
5 3
2. Motivation:
Who among you have tasted sweet tamarind candies? Do you have an idea what
ingredients they have?
1. Presentation:
Strategy: Modeling Paper Folding
Use a problem Opener
Last week, Mr. Sanchez worked three days in his vegetable garden. He worked 1/3 hour
en the first day, 3/6 hour on the second day and 2 hours on the third day. How long did he
work in all?
1. Do as in strategy l-numbers 1 and 2 you may further as: What good trait do you think has
Mr. Sanchez for having a vegetable garden at home? How can such garden help in
sustaining a family's day to day expenses? What other benefits can you get for
maintaining such garden at home?
2. Divide the class in-groups. Give each group circular cutouts of uniform sizes.
3. Focus their attention on the number sentence they have written on the board.
4. Let your represent each addend using the circular cut-outs
5. Lead the pupils to notice that the fractions have ' different denominators and are therefore
unlike fractions.
Find the sum. Express answer in simplest form if possible
1) 4 + 6 + 2 + 3
3) 2 + 1 + 2 + 9
5) 8 + 6 + 3 + 4
3 4
8 2
8 6
2)
5 + 3 + 15
4)
10 + 6 + 1
10 6
12 3
3. Generalization:
How do we add dissimilar fractions and whole numbers?
- Change the dissimilar fractions to similar fractions then add following the rules in adding
similar fractions
Add the whole numbers
- Express the answer in lowest tem of possible
IV. Evaluation:
Find the sum. Express the answer in lowest term of possible
1) 7 + 12 + 3 + 2 =
10 6
3)
9 + 3 + 7 + 11 =
15 6
2)
4)
6+7+ 4 +3 =
20 8
9+5 +4 =
12 8
5) 15 + 9 + 3 =
14 8
V. Assignment
Find the sum: Write the answer in the lowest term if possible
1) 8 + 10 + 2 + 4 =
12 9
3)
8 +3+6+4 =
10 8
2)
4)
12 + 2 + 7 + 3 =
10 6
6 +2 +7+2+3 =
4 9
5) 18 + 6 + 4 =
15 10
MATHEMATICS V
Date: ___________
I. Objectives:
Cognitive:
Values:
Add whole numbers and mixed forms

Spending Time Wisely

Skills:
Adding whole numbers and mixed forms
References:
BEC PELC II B 1.5
Materials:
cut-outs, cardboard/cartolina, pair of scissors
Drill on changing fractions to simplest form
2. Review on adding mixed forms and similar fractions.
1. Presentation:
Strategy: Cut-it-Out (Modeling)
Mechanics:
1. The class will be divided into groups of five members.
2. Pupils will cut figures (whole and fractions) from the cartolina.
3. After cutting figures, pupils will construct problem exercise using the cutouts
4. The groups will exchange each others work and do the excises.
Add the following
1) 4 + 2 7 =
8
3) 5 + 5 3 =
4
2) 5 + 10 1 =
2
4) 7 5 + 3 =
6
5) 9 + 3 4 =
5
3. Generalization:
What kind of numbers did we add today?
How do we add mixed forms and whole numbers?
IV. Evaluation:
Add the following.
1) 6 + 3 1 =
10
3)
2)
4) 18 + 5 3 =
8
4 +5 =
5
9+1 2 =
3
5) 6 + 4 =
7
V. Assignment
Think of an addition statement that would give the following as the answer.
(Guess and check)
1. ______ + ______ = 11 3
4
2. ______ + ______ = 16 5
8
3. ______ + ______ = 9 4
9
4. ______ + ______ = 16 7
10
5. ______ + ______ = 13 5
11
MATHEMATICS V
Date: ___________
I. Objectives:
Cognitive:
Values:
Add a mixed form and a dissimilar fraction

Thoughtfulness

Skills:
Adding of Mixed Form and Dissimilar Fraction
References:
BEC PELC II B 1.6
Materials:
fraction cards, cut-outs, number line model
1. Mental Computation.
Drill on adding similar fractions.
2. Review on giving LCD of 2 or more fractions
1. Presentation:
Strategy: Developing a concept Using Models
Using a Problem Opener
1. Do as in Strategy I - numbers 1 and 2
2. You may ask further: What kind of children do you think are Tina and Ayen? Why is it
important to remember our old folks? What are other ways of showing our love and concern
for them?
3. Post this activity:
a. Represent 1 112 and 3f4 = N by actually putting together 1 1/2 and 3f4 (Guide the
pupils in cutting and pasting the parts together as shown)
b. What value did get for N as shown by the models? (2 1/4 )
4. Using the cut-outs, let the pupils discover the rule in" adding a mixed form and a fraction
by asking some leading questions such as: What did we do with the pair of dissimilar
fractions before we did addition? (change / rename them into similar fractions)
5. Provide more exercises.
Find the sum
1) 9 1 + 4
3 4
2) 4 3 + 1
6 3
4) 5 2 + 1
10 4
5) 1 3 + 3
4 8
3) 2 1 + 2
4 6
3. Generalization:
How do we add a mixed form and dissimilar fractions?
First rename the fractions into similar fractions. Add as we do with similar fractions.
Express the answer in simplest form if possible.

IV. Evaluation:
Add. Reduce answer to simplest form.
1) 6 2 + 1 =
3 6
2) 8 5 + 1 =
10 4
4) 10 5 + 3 =
8 6
5) 7 7 + 2 =
10 5
3) 2 1 + 2 =
4 6
V. Assignment
Find the sum.
1) 3 2 + 1 =
7 3
2) 9 4 + 3 =
16 4
4) 4 8 + 3 =
10
4
5) 7 + 1 + 3 =
12 8
3) 17 3 + 3 =
6 8
MATHEMATICS V
Date: ___________
I. Objectives:
Cognitive:
Values:
Add a mixed form

Cooperation

Skills:
Adding of Mixed Form
References:
BEC PELC II B 1.7
Materials:
flashcards, show me cards, pieces of art paper, fraction chart
1. Mental Computation.
Drill on covering fractions to lowest terms.
Strategy: Oral Contest
Mechanics:
a. Divide the class into 6 groups (columns)
b. The first pupil in each group gives the simplest form of the given fraction.
c. The pupil who gives the correct answer earns the point for his group.
d. Teacher continues flashing fractions to be answered by the next pupil from each group.
e. Continue the game until all the pupils have participated.
f. The team with the most number of points wins.
1. Presentation:
Strategy: Use a problem opener with concrete objects.
Problem:
Evelyn used 2 pieces of red art paper and 1 1/3 pieces of yellow art paper to
decorate her guidance notebook. How many pieces of red and yellow art papers did she
use?
Mechanics:
2. Distribute strips of art papers, fraction chart to each group.
3. Ask each group to illustrate addition of dissimilar fractions using the strips of art
paper and the fraction chart.
4. Request each group to report and explain work to the class.
5. How did you cut the pieces of art paper? What should you do with the remaining
strips of paper? (Recycle)
6. What will you do with the fractions 112 and 1/3 before you can add them? How
about the whole numbers?
7. Elicit from the pupils that he LCD of both fractions must first be determine to be
able to rename them into equivalent fractions, and finally add them. Then add the
whole numbers
8. Provide more practice items.
1)
2)
3)
4)
5)
Find the sum and if necessary reduce to lowest terms.
5 + 3 2/6
3 4/10 + 2 4/8
1 3/9 + 5 6/12
7 5/6 + 3 4/10
8 5/20 + 2 1/8
3. Generalization:
To add mixed numbers with dissimilar fractions, first find the LCD. Transform all
fractions into similar fractions then add as in adding similar fractions. Add all the whole
numbers.
IV. Evaluation:
Add the following and reduce the lowest terms if necessary.
1) 6 3
2) 2 1
+ 8
+ 7
31
83
5
4
4) 8 1
+ 4
10 2
4
3) 2 2
+ 5
11
4
5) 5 2
+ 5
11
4
V. Assignment
1) 16 5
+ 9
27 2
3
2) 18 4
+ 5
25 5
6
4) 12 3
+ 8
16 5
9
5) 25 3
+ 4
10 5
6
3) 18 5
+ 7
72
3
MATHEMATICS V
Date: ___________
I. Objectives:
Cognitive:
Estimate sums of fractions
Values:
Cooperation, health - wise

Skills:
Estimating the sum of fractions
References:
BEC PELC II B 1.8
Materials:
fractions strips, fraction model and card
1. Drill
Tell whether each fractions is closer to 0, to or to 1.
Strategy: Contest
a. Divide the class into 4 groups.
b. Distribute piles of assorted fraction strips to each group.
c. Pupils make a recording sheet consisting of three columns labeled 0, 1/2, 1.
d. Pupils take turns recording the fractions on the strips into the columns, choosing the column
closest to the fraction.
e. The group which first completes the table correctly wins.
2. Motivation
a. Are you fond of eating fruits? Do you frequently buy fruits from the market? What do
you observe the way the vendors weigh fruits? Are they always exact or not? Why?
b. If you are asked to weigh something and there is no available weighing scale, what
could you do? How do you estimate certain measurements?
1. Presentation:
Teaching Modality
Mechanics:
1) Divide the class into teams of two pupils.
2) Writ e six addition problems on the chalkboard.
3) The first member on each team estimates the answer to the first problem. The second
member illustrates the answer to the problem using the fraction pieces. Partners take turns
in solving the six problems.
Read and solve
Bart bought 2 3f4 pounds of ham, 3 112 pounds of lamb, and 5 3/16 pounds of veal. About
how much meat did they buy?
3. Generalization:
How do you estimate the sum of two fractions?
To estimate the sum of two fractions, round the fractions to a or 1. If the fraction is 112 or
greater, round up to 1. Add 1 to the whole number. Otherwise, round down to zero
IV. Evaluation:
Estimate the sum and explain your answer.
1)
22
2) 13 5
3) 22 9
+ 9
+ 8
+ 16
33
14 1
14 1
5
8
8
4) 7 1
2
+ 81
10
38
9
5)
31
+ 6
45
6
1 1
2
V. Assignment
1. Last week, Abigail spent 11 213 hours cleaning some rooms in the house and 2 213 hours
publishing the silverware. How many hours did she work last week? Give the best estimate.
2. Ruben worked at the auto plant for 7 3f4 hours yesterday and 8 1f4 hours today. How many hors
did he work? Estimate the sum.
3. Which two numbers come closet to a sum of 1?
3
3
3
3
3
3
5
11
2
6
4
8
MATHEMATICS V
Date: ___________
I.
Objectives:
Cognitive: Add mentally two fractional units with similar denominators
Values:
Helpfulness
II.
Learning Content
Skills:
Adding similar fractions mentally
References: BEC PELC II B 1.9
Materials: roulette, flashcards, tic-tac-toe game board
II.
1. Drill
Basic addition facts using roulette.
2. Motivation
Who among you have joined in any painting contest? What do you do to develop or
improve your skill? In one school the pupils helped to beautify their school. Let's read the
problem on how some boys help.
1. Presentation:
Strategy: Simplifying the problem
Some boys volunteered to paint the school fence. They painted 1/ 5 of the fence on the
first day and 3/5 more on the second day. What was the total part of the fence painted?
1. Without using paper and pen, who can give the answer? How did you solve mentally?
2. Do you also help to make your school beautiful?
Solve mentally
1) 8 + 7
2) 9 + 5
15 15
20 20
3) 5 + 2
17 17
4) 8 + 2
15 15
5) 5 + 2
8 8
3. Generalization:
What are the steps in adding similar fractions mentally?
Add mentally the numerators, use the common denominators and express in simplest
form.
IV. Evaluation:
Teacher will use flashcards. Then pupils will answer orally with speed and accurary.
1) 5 + 2 =
2) 6 + 8 =
3) 9 + 2
4) 6 + 2
5) 9 + 15
8 8
12 12
15 15
9
9
30 30
V. Assignment
Find the sum mentally. Give your answer in simplest for.
1) 2 cup of milk and 5 cup of water =
2) 5 liter of gas and 1 liter =
MATHEMATICS V
Date: ___________
I.
Objectives:
Cognitive: Visualize subtraction of fraction
Values:
Perseverance in ones work
II.
Learning Content
Skills:
Visualize subtraction of fractions
References: BEC PELC II C1.1
Materials: concrete objects, fractional regions, flashcards, drill boards
A.
a.
b.
c.
II.
Preparatory Activities:
1. Drill
Drill on identifying fractional parts.
Strategy:
Lets Draw It!
Mechanics:
Pupils will be asked to get their drill boards, pieces of chalk and eraser
The teacher gives the direction while pupils follow
Example:
"Draw a circle. Shade 3/5 of it
Pupils will show their drawings to the teacher at the count of one to their classmates and the
count' of two and bring down the drill boards at the count of 3.
d. Other directions or exercises will
1. Presentation:
Strategy : Using a problem opener with concrete objects.
Acting out the problem
1) (Show a pitcher containl1g some juice)
Mother prepared pitcher of juice. Her children arrived from school and drank 2/ 4
from it. How much juice was left on the pitcher?
2) Ask the following questions
a. What is asked?
b. What are the given?
c. What operation will be used? Why?
d. What is the subtraction sentence?
3) Give more examples of problems using other concrete objects to visualized subtraction of
fractions.
Show the following numbers sentences on the number line.
1) 8 - 3
12 12
2) 10 - 5
3) 9 - 3
4) 8 - 3
15 15
11 11
10 10
5) 6 - 3
8
3. Generalization:
How will you subtract similar fractions?
To subtract similar fractions, subtract the numerator then copy the denominator.
Express the answer in simplest form if possible.
IV. Evaluation:
Draw regions or number line to illustrate the following. Then find the difference.
1) 5 - 2 =
2) 7 - 4 =
3) 4 - 1 =
4) 9 - 4 =
5) 6 - 3 =
6
10 10
V. Assignment:
Illustrate the following equations by drawing fractional regions.
1) 8 - 3 =
2) 9 - 5 =
3) 6 - 6 =
4) 12 - 5 =
7
12 12
11 11
15 15
5) 9 - 2 =
11 11
MATHEMATICS V
Date: ___________
I.
Objectives:
Cognitive: Subtract Whole Numbers from mixed forms
Values:
Helping parents/elders
II.
Learning Content
Skills:
Subtracting Whole Numbers from Mixed Forms
Materials: charts, pentel pen
II.
Drill on subtracting whole numbers in patterns.
Strategy: Brain Wave
Mechanics:
1. Pupils will be grouped and each group will be given a chart with the following number
game.
Donna and Roxanne are playing a number game. Donna gives a number and Roxanne
gives another according to pattern. Study the numbers they have given and complete the
table.
2. The groups, which post the chart with the correct answer, win.
1. Presentation:
Strategy: Use a problem opener
Mother prepared lunch for the family. She bought 3 kg. of chicken in the market. She
cooked 2 kg. How many kilograms of chicken were left?
1. Ask the following questions.
a. What is asked?
b. What are given?
c. How shall we solve the problem? What is the number sentence?
2. Who usually prepares the food for the family? How can the children like your help them?
3. Other problems will be provided to show subtracting whole numbers from mixed forms
to fix the skill.
1) 15 3
2) 26 5
4
7
-2 .
-20 .
3) 18 5
9
-9 .
4) 35 3
4
-20 .
5) 16 8
11
-7 .
3. Generalization:
The pupils will be led to think:
When subtracting whole numbers from mixed numbers from mixed forms, subtract
the whole numbers and affix the fraction. Always express the answer in simplest form.
IV. Evaluation:
Find the difference between the following mixed forms and the whole numbers.
1. 8 1/5 4 =
2. 9 1/3 -5 =
3. 9 4/9 1 =
4. 4 - ___ = 3
5. 3 3/7 3 =
V. Assignment:
1. Nel's mother needs 12 oranges for the fresh orange juice she is preparin9. If she has only 6
oranges, how many more does she need?
2. Mila has 13 tomatoes for the vegetable salad. She used 8 tomatoes, how many tomatoes were
left?
3. Vicky needs 5 cups of flour to bake a cake. She has 3 cups in her bowl. How many more cups
does she need?
MATHEMATICS V
Date: ___________
I.
Objectives:
Cognitive: Subtracting mixed Numbers from mixed numbers (similar fractions)
Values:
Cooperation
II.
Learning Content
Skills:
Adding of Mixed Form
Materials:
Flashcards, flag lets, subtraction wheel, and ball, string meters, stick Manila paper,
and activity sheets
II.
Drill on subtracting whole numbers in patterns.
Strategy: Brain Wave
Mechanics:
1. Pupils will be grouped and each group will be given a chart with the following number
game.
Donna and Roxanne are playing a number game. Donna gives a number and Roxanne
gives another according to pattern. Study the numbers they have given and complete the
table.
2. The groups, which post the chart with the correct answer, win.
1. Presentation:
1. Drill on subtracting Similar Fractions and Subtracting Whole Numbers from Mixed Forms
Strategy: The Leader Frog
a. The class will be divided into four groups
b. The teacher flashes the cards with subtraction exercises
c. A child from each group answers the exercises
d. They start from a starting area.
e. He / she makes a jump when he gets the
f. The child who reaches the finish line first gets the flag lets.
g. The group who gets the most. number of flag lets will win the game.
Perform as indicated
1) 10 5
6
-2 1
6
2) 25 8
11
-20 3
11
3) 30 11
15
-5 3
25
3. Generalization:
What kind of fractions did we subtract? How did we subtract this kind of fractions? What
do we do when the fraction in the minuend has lesser value than the fraction in the
subtrahend?
IV. Evaluation:
Find the difference and express it in simplest form.
1) 27 6/6 13 2/7
4) 96 13/29 79 7/29
2) 127 12/19 96 7/19
5) 136 7/9 79 2/9
3) 169 21/25 143 14/25
V. Assignment:
1. Amor weighs 50 1/8 kilos. Marife weighs 36 3/8 kilos. How many kilos h~avier is Amor than
Marife?
2. Mang Nardo has to plow his field for 3 4/9 hours. After plowing for 2 7/9 hours he rested and ate
his snacks. How many hours more does he have to work?
3. Mrs. Garcia had 5 2/5 meters of white cloth. Judith her daughter asked for 3 3/5 meters for her
project in EPP. How many meters of cloth were left?
4. Mr. Reyes was driving from Tanauan to Balayan, an approximate distance of 80 1/6 kilometers.
When he reached Lipa City he had a flat tire. If he had driven 24 4/6 kilometers, how many more
kilometers did he need to drive?
MATHEMATICS V
Date: ___________
I.
Objectives:
Cognitive: Subtract fractions from whole numbers
Values:
Sharing
II.
Learning Content
Skills:
Subtracting fractions from whole numbers.
Materials: Radio cassette, gift wrapped box, real objects, meter sticks
II.
1.
Mental computation
Drill on subtracting mixed numbers from mixed numbers.
Strategy:
Serendipity Game
Mechanics:
a. This game is played by the whole class.
b. A gift wrapped box is passed from one child to another as the music is played
c. When the music stops, the child holding the box removes the gift wrapping, and
exercise on subtracting mixed numbers from mixed numbers is uncovered.
Example: 16 5 - 9 2
7
7
d. The child answer the exercise.
e. The music is played again and the box. is passed.
g. The game continues until all the exercise s on the box are uncovered
1. Presentation:
Strategy : Problem Opener
Mr. Mariano bought 6 kilograms of lanzones for his children. He shared 5/ 10 kilogram
with his office helper. How many kilograms of lanzones did he have left for his children?
a. How many kilograms of lanzones did Mr. Mariano buy?
b. What did he do while in the office?
c. How can we express this in subtraction? 3 - 5/10 = N
d. How shall we do the subtraction?
Express the difference in lowest terms if possible
1) 56 5/25 =
2) 28 3/12 =
3) 92 - 6/8
3. Generalization:
What did we do today? How do we subtract fractions from whole numbers?
IV. Evaluation:
Read and solve
1. Ms. Sison bough 4 gallons of paint.She asked a painter to paint their wall. The painter used gallons.
How much paint was left?
2. Olive and MC harvested 5 kilograms of eggplants from their school garden. They gave 5/ 6
kg to their teacher. How many kilograms of eggplants did they bring home?
3. Mr. Garganta bought 5 kilograms of fertilizer. He gave 8/ 15 kilograms of fertilizer to his
pupils. How many kilograms of fertilizer were left?
V. Assignment:
Express the difference in lowest terms if possible
1) 56 5/25
2) 68 9/12
4) 48 7/12 = N
5) 48 7/12 = N
3) 48 7/12 = N
MATHEMATICS V
Date: ___________
I.
Objectives:
Cognitive: Subtract fractions from mixed numbers
Values:
Love and concern
II.
Learning Content
Skills:
Appreciate the sacrifice of the parents for their children
Materials: board, cutouts, fraction cards
II.
1. Drill
Drill on subtracting similar fractions.
Strategy: Board Game
Mechanics:
a. Each pupil will get his or her partner.
b. Each player shuffles the fraction cards of his or her partner and puts them in a pile face
down.
c. Both players pick a card from the top of his/her pile simultaneously. They answer the
exercises.
d. The player with the larger fraction colors ' the corresponding fractional part of his/her Iboard.
e. Both players pick again a card from the piles and playas before.
f. If the player with the larger fraction is unable to color the factional part, each player
picks a card again from his or her pile.
g. If both players pick the same or equivalent fractions each color that fractional part of
the I-board.
h. They continue playing until one player is able to color his or her I-board completely.
That player wins the game.
1. Presentation:
Using the number line (modeling)
Mr. Grasshopper jumped 2 2/6 meters, then he jumped back 5/6 of a meter.
Mr. Grasshopper is 1 meters away from the starting place.
Let us look at the solution
2 2 =
1 8
6
6
- 5
- 5
6
6
1 3 or 1 1 meters
6
2
Use the drill boards in doing the following
1) 15 3 - 8 =
2) 25 2 - 5 =
9 9
8 8
3) 18 5 - 7 =
15 15
3. Generalization:
What kind pf fractions did we subtract today? How did we subtract fractions from mixed
form with renaming or regrouping?
Lead the pupils to the following generalizations:
In subtracting fractions from mixed forms with regrouping, rename the mixed form
Subtract the fractions, then the whole numbers
Express the difference in lowest terms, if possible
IV. Evaluation:
Read and Solve
1. Aling Conching baked 24 7/9 dozens of macaroons. She reserved 7/9 of a dozen for her children.'
How many dozens were left to sell?
2. Bert sells fish ball in the university area. He bought a stock of 20 7/8 kilograms. He was able to
sell 5/8 kilogram on the first day. How many more kilograms of fish ball does he have to sell?
3. Erica weighs 42 5/12 kilos. Beverly weighs 7/12 less than Erica. What is Beverly's- weighs?
V. Assignment:
Find the difference. Change to lowest terms if necessary.
1) 10 1/18 3/8 =
2) 86 7/15 2/15 =
4) 13 4/9 6/9 =
5) 19 11/12 2 /12 =
3) 5/12 7/12 =
MATHEMATICS V
Date: ___________
I.
Objectives:
Cognitive: Subtract mixed number from whole numbers
Values:
Dignity of Labor
II.
Learning Content
Skills:
Subtracting mixed number from whole numbers
Materials: coins, flashcards, drawing of soap bars
II.
Mental Computation
Drill on expressing a whole number as a mixed form.
Examples:
3 = 2 6 12 = 11 5
6
5
9 = 8 10 8 = 7 8
10
8
Strategy: Cara y Cruz

Players : two teams; arbiter; master
Mechanics:
a. The first two players of each team will guess what is going to come out as the coin is tossed.
b. The player who guesses what come out will answer the question of the quizmaster.
Example: "Express 11 as a mixed form"
c. If the first player is not able to answer the second player can steal and gets the point.
d. The game continues until all the players in each team has played.
1. Presentation:
Strategy: Use Pictorial presentation
1. Present the pictures
31 1=13
4
4
Isabel helped Mother in washing clothes. Last Saturday, they used 1 of a bar of
soap. If there were 3 boxes, how many bars were left?
2) Let the pupils do the activity with computation.
311=n
4
3=24
4
-1 1 = 1 1
4
4
13
4
3) Lead the pupils to think about the following:

How will you describe Isabel? If you were Isabel, will you do as she did? Why?
4) Other examples will be provided for the pupils to work on
12 3 2 =
10
-2 3
9
Try to do the following exercises
1) 12
2) 20
-3 5
-4 5
8
12
3) 25
-7 1
2
4) 36
-9 2
3
5) 41
-15 8
12
3. Generalization:
Recall the process of subtracting mixed forms from whole numbers. What steps dud we
follow?
Rename the whole numbers as a mixed form the fractions of which us equal to one.
The denominator of the fraction should be the same as that of the subtrahend.
Subtracts the fractions; subtract the whole numbers.
Express the answers to lowest terms if possible.
IV. Evaluation:
Follow the rule to find each missing numbers
Rule: Subtract 5 3 from the input
Rule: Subtract 6 11 from the input
Input
Output
10
7
13
11
15
Inpu
t
9
15
21
12
Outpu
t
V. Assignment:
Subtract. Write each answer in lowest terms.
1) 18
-7 3
8
2)
9
-2 5
6
3) 14
-6 7
10
4) 10
-1 5
12
5) 9
-15 3
9
MATHEMATICS V
Date: ___________
I.
Objectives:
Cognitive: Visualize subtraction of dissimilar factions
Values:
Sharing
II.
Learning Content
Skills:
Visualizing subtraction of dissimilar fractions
References: BEC PELC II C 2
Materials: Strips of paper, cardboard strips, transparencies
II.
1. Drill on subtractions facts.
Give a pair of numbers with a difference of 5, 9, 12, 3 etc.
2. Motivation
Strategy:
Show me Game
Materials:
Sheets of bond paper
a. Divide the class into groups Give each group strips of bond paper.
b. The teacher will show a strip similar to the one they have.
Teacher says: Let's consider 1 strip as 1 whole. If fold it into 4, what do you call one
part? Use your strip of paper to show a fraction equivalent to . Use different folds to
show .
c. The group with the most number of correct answers wins the game.
1. Presentation:
Strategy : Using a Problem opener with, visual presentation
1) You may ask the following questions:
What is asked?
What are the given?
What operation will you use to solve the problem?
2) Show a visual representation of the problem through a diagram in transparencies in the
following sequence:
A.
Ask: What does the shaded part represent? (Weight of the live chicken)
B.
Ask: What does the shaded part represent? (The 1/8 kg. Lost after cleaning the chicken)
Putting the 1/8 part over the part, this will become the end result.
C.
How much is left after 1/8 -is crossed out? (5/8)

What does 5/8 represent? (The weigh of the dressed chicken which is 5/8)
3. Let the pupil discover that in order to subtract dissimilar fractions, they must be first changed
into similar fractions, as in the case of 3/ and 1/8
4. Give more examples. of problems or equations showing subtraction of dissimilar
fractions.
1) 4 2 =
2) 8 1 =
5 4
10 4
3) 9 - 3 =
16 12
4) 11 - 5 =
20 15
5) 10 4 =
12 9
3. Generalization:
How do we visualize subtraction of dissimilar fractions?
With the help of an illustration, be able to rename the dissimilar fractions into similar
fractions. Then find their difference.
IV. Evaluation:
Find the difference.
1) 3 1 =
4 2
2) 5 1 =
8 6
3) 8 - 1 =
10 4
4) 4 - 2 =
5 3
5) 7 3 =
10 5
2) 8 1 =
12 2
3) 3 - 2 =
4 12
4) 5 - 6 =
9 2
5) 5 3 =
8 6
V. Assignment:
Find the difference
1) 9 3 =
10 6
MATHEMATICS V
Date: ___________
I.
Objectives:
Cognitive: Subtracts dissimilar fractions
Values:
Cooperation
II.
Learning Content
Skills:
Subtracting dissimilar fractions
References: BEC PELC II C 2.1
Materials: paper, cutouts, show-me board strips
II.
Mental computation
Drill on finding N in the given equivalent fractions.
Sample:
3 =N
4 8
1. Presentation:
Strategy: Using a problem opener with a cutouts
Grandma has meter of lace. She used meter in decorating her dress. What part of the
lace was left?
1. Ask the questions
b. What are given?
c. What operation will you see to solve the problem? Why?
2. Using cutouts let the pupils represent the m lace and the m lace as shown.
3. Let the pupils put cut out B on top of the cut out A. wherein the shaded part of cutout B
is directly on top of the shaded part of cutout A.
4. Ask: What part of was left uncovered?
5. What do you think should be done first in order to subtract dissimilar fractions?
Find the difference
1) 2 1 =
2) 4 1 =
5 3
8 6
3) 3 - 2 =
4 12
4) 5 - 6 =
9 2
5) 5 3 =
8 6
3. Generalization:
How do we subtract dissimilar fractions?
First, find the least common denominator (LCD) of the two fractions and change/rename
them into similar fractions.
Subtract. Reduce the answer to lowest terms, if possible.
IV. Evaluation:
Subtract
1) 8 4 =
10 6
2) 15 2 =
20 4
3) 6 - 4 =
18 12
4) 6 - 2 =
8 5
5) 7 3 =
9 6
2) 4 5 =
6 18
3) 10 - 3 =
15 6
4) 15 - 6 =
20 8
5) 9 2 =
16 12
V. Assignment:
1) 9 2 =
10 3
MATHEMATICS V
Date: ___________
I.
Objectives:
Cognitive: Subtract fractions from mixed numbers (with dissimilar fractions)
Values:
Loving ones Family
II.
Learning Content
Skills:
Subtracting fractions from mixed numbers
Materials: board
II.
Drill on finding LCM of two fractions
2. Strategy: Roll a Die
Mechanics:
a. From 2 group of pupil s each. Line them.
b. Each group will be given a die with numbers in its faces, and a set of fraction cards,
Written in there are proper fraction.
c. At the signal go the first pupil in line will roll the die and pick a fraction card." He
will subtract the fraction in the card from the number he got when he rolled the die.,
He records the equation and his answer.
d. They continue playing until the last player.
e. The first group to finished and with the most number of correct answers wins the
game.
Note:
If one group finished later than the other but get a higher score, he will still be declared
as the winner. (Be sure to set a time limit for this game.
1. Presentation:
Problem Opener
Strategy: Using Cutouts
Arleene needs 5 cups of flour to bake a cake, she has cup in her bowl. How many
more cups of flour does she still need?
1. You may asked those question
a. What are given?
b. What is asked?
c. What operation will you used to solve the problem?
2. Using paper cutout, let the pupil represent the 5 cups of flour Arlene need an the
cup of flour she already have.
3. Let the pupil post the cutouts on the board as shown and label.
4. Ask. If you will fold the cutout representing cup and put it on top of the cutout.
What part of is equivalent to ?
5. What do think shall we do first when you subtract fractions form mixed numbers
whose fractions are dissimilar fractions.
1) 7 4/5
2) 9 8/10 2/6
3) 16 -
4) 10 6/8 3/6
5) 8 10/12 1/3
3. Generalization:
How do we subtract a fraction from a mixed number whose fractions are dissimilar?
First Change the fractions into similar fraction
Subtract the fractions following the rules ill subtracting similar fractions
Bring down the whole number.
IV. Evaluation:
Find the difference
1) 7 10/12 2/8
2) 4 15/20 5/10
3) 12 9/10 8/15
4) 22 9/15 3/9
5) 16 7/8 4/10
V. Assignment:
Solve this problem.
The original length of each roe is 6 3/6 meters. What part of each of the 3 ropes were cut.
2. 2/4 meter
3. 10/12 meter
4. 3/8 meterMATHEMATICS V
Date: ___________
I.
Objectives:
Cognitive: Subtract Mixed Numbers from mixed numbers (with dissimilar
fractions)
Values:
Sharing ones blessing
II.
Learning Content
Skills:
Subtracting mixed numbers from mixed numbers
Materials: cutouts, transparent plastic, fraction cards.
II.
Mental Computation
Drill on giving the unknown value of N in equivalent fractions
Sample: 5 = 3
10 N
1. Presentation:
Strategy: Using a problem opener with paper cutouts.
Sample:
Mr. Carlos Harvested 8 2/3 kilogram of lanzones from his orchard he gave 2 112 kilos to
his helper and took the rest home. How many kilograms of lanzones did he take home?
1. You may ask these questions:
a. What is asked ?
b. What are given?
c. What operation will you use to solve the problem? What is the number
sentence?
2. With the aid of the paper cutouts, let the pupil visualized 8 2/3 kilograms. Have the cutouts be
posted on the board.
Ask another pupil to represent 2 ki1ograms through the paper cutout being
posted on the board.
3. Ask a pupil to put on top of 2/3 Ask: What part of 2/3 will be left uncovered?
4. Let the pupils discover thru the activity that the dissimilar fractions must be changed first to
similar fractions before they can subtract mixed number from a mixed numbers whose fraction
are dissimilar.
Let them discover the abstract way of subtracting mixed numbers from mixed
numbers whose fraction are dissimilar.
5. Give more practice exercises for equations involving subtraction of mixed numbers from mixed
numbers.
Find the difference
1) 5 4/5 2
2) 9 8/10 6
3) 12 6/9 4 1/3
4) 8 4/8 1 2/4
5) 10 6/8 7 2/3
3. Generalization:
How do we subtract mixed numbers from the mixed numbers with dissimilar fractions?
First change the dissimilar fractions to similar fractions
Subtract the fractions following the rules in subtracting similar fractions
Subtract the whole numbers Express in simplest form, if possible.
IV. Evaluation:
Find the difference
1) 5 4/7 3
2) 11 5/6 4 3/8
3) 16 7/9 7 2/3
4) 12 3/7 4 1/5
5) 10 6/8 7 2/3
V. Assignment:
Solve this problem.
The original length of each candle is 15 cm. What part of three candles were burned?
1) 7 1/6 cm
2) 10 5/12 cm
3) 8 2/6 cm
MATHEMATICS V
Date: ___________
I.
Objectives:
Cognitive: Solve word problem involving subtraction of fractions.
Values:
Positive attitude towards body exercise alertness
II.
Learning Content
Skills:
Solving word problem involving subtraction of fractions
Materials: activity cards, shoe me cards, chart, illustration boards.
II.
Drill on subtraction of similar fractions
Strategy:
Group Contest
Mechanics
a. Divide class into 6 groups
b. Teacher dictates expressions or equations like
c. The first pupil in each group gives the answer
d. The first pupil who gives the correct answer will be given a point
e. Continue this activity up to the 10th round.
f. The group with the most number of points wins
1. Presentation:
Strategy: Problem Opener
Mechanics:
a. Divide a class into 4 groups (in column)
b. Teacher flashes equations like: 516 - l/S = N
5/6 1/8 = N
12 1/3 4/5 = N
12 4/7 = N
15 3/5 10 = N
c. All pupils are required to solve the equation in their own show me cards.
d. Only the first pupil from each group is expected to show the answer when the teacher gives the
signal.
e. The next pupil from each group will show the answer to the next equation. Every correct answer
is given a point.
f. This activity continues up to the 5th round.
g. The group with the most number of points is the winner.
Read and analyze, then solve the following problems.
1. Mother bought 18 kilos of flour. She used 10 5/8 kilos for baking cake. How many kilos
of flour were left?
2. A piece of ribbon is 8 4/5 meter long. What is the measure of the remaining ribbon if 2/5
meter is cut off from it?
3. Generalization:
To be able to solve word problems, simply know what is asked, what are given,
operation to use, and form a number sentence for the problem. Show the solution and write
the complete answer.
IV. Evaluation:
Read and Analyze, then solve the following problems.
1. Elmie had 8 1f4 meters of white cloth. Evelyn asked for 3J4 meter for her project in Science. How
many meters of cloth were left?
2. Marlon painted the poultry house using 5/6 liter of brown paint 2/3 liter of green paint. How
much more brown paint was used than the white paint.
3. Remy used 2/9 liter of oil in preparing the banana cue while 3/5 liter was used in preparing
banana fritters. Which recipe used more oil?
V. Assignment:
Analyze and solved.
1. Bessie baked a banana cake. Her brother ate 3/10 of the cake while her sister ate .Who ate
more?
2. Peter hiked 5/7 of a kilometer. Mike hiked 1/3 of a kilometer. Who covered a long distance?
3. Julius and Edgar harvested 10 kilograms of star apples from the orchard. They gave 2 1/3
kilograms to their friends. 'How many kilograms of fruits were left for the family?
4. Ruben cut 3 5/6 meters of ribbon from 15 meters of ribbon. How long is the remaining ribbon?
5. Miss Lopez bought 10 meters of cloth.
She sewed 5 3f4 meters for the classroom curtain and the remaining piece for the school clinic.
How many meters were used for the school clinic?
MATHEMATICS V
Date: ___________
I.
Objectives:
Cognitive: Solve 2-stepword problem involving addition and subtraction of
fractions.
Values:
Spending money wisely
II.
Learning Content
Skills:
Solving 2-stepword problem involving addition and subtraction of
fractions.
Materials: chart, colored chalks
II.
Mental Computation
Drill on adding fractions
1. Presentation:
Strategy: Problem opener Use a diagram / drawing
Liza bought 5 112 m of white ribbon and 6 114 m of yellow ribbon to make flowers. After
making 5 flowers, she found out she had 1 314 m of ribbon left. How many meters of ribbon
did she use for the flowers.
1. The teacher must first ask some comprehension question about the
problem. ,
She may ask the pupils to think about this: if you know how to make your own
flowers, is it wiser to make your own than buy expensive ones? Can you give other ways
of spending ones money wisely?
2. Analyze the problem
Ask: What are given in the problem? Is there a hidden question to solve? What is
asked in the problem? What do you think are the questions we should do to solve the
problem?
3. Guide the pupils through an illustration/drawing to understand the problem better.
Say: How will you show the ribbons Liza bought put together in drawing? (use color
chalk if possible)
Ask: What is the total length of the two ribbons? Is it necessary to find the total
length first before we can solve the problem? Write the number sentence for the hidden
question.
4. Ask. the pupils to 'Look Back" to see if the answer they got is really sensible.
5. Give more practice exercises in solving two step word problems involving addition and
subtraction of fractions.
Read and solve.
Grandma brought 16 meter of cloth. She used 8 m for curtains and 7 1/5 m for bed
cover. How many meters of cloth were not used?
3. Generalization:
How do we solve 2 step word problems involving addition and subtraction of fraction?
Read and understand the problem
Analyze it (Find what is given)
Find what the hidden question
Determined the operations to be used
Write the number sentence /Plan
Solve / carry out the plan
Look back (ask: Is the answer really sensible?)
IV. Evaluation:
Read and solve.
1. Mother brought 5 kg. of meat. She cooked 1 kg. On Saturday and 2 1/3 kg. on Sunday. How
many kilograms of meat were not cooked?
2. A big bottle contained 4 2/3 liters of vinegar into one bottle and 1 liters into another bottle.
How much vinegar was lest in the big bottle?
V. Assignment:
Read and solve.
Mr. Trono has a 2 4/6 hectare farm land. Corn is painted of the 2/3 hectare, mongo on 1/3 hectare
and vegetables on the rest. What apart of the farm is planted with vegetables?
MATHEMATICS V
Date: ___________
I.
Objectives:
Cognitive: Visualizing multiplication of fractions
Values:
Neatness, cooperation
II.
Learning Content
Skills:
Visualizing multiplication of fractions
References: BEC PELC II D 1.1
Materials: flashcard, strip of paper, cartolina
II.
Drill on multiplying mentally
Examples:
12
10
15
11
x4
x 10
x 2
x3
2. Motivation
Begin by asking: What is of a whole? Will you show it through your piece of pad
paper?
If you find of that part again what answer will you get? (Let them fold the paper
once more in half and shade the part)
You may ask: How will the result compare with .
1. Presentation:
Strategy : Using a problem opener and visual representations
Father owns a 314 hectares land. He planted 1/3 of it with sweet corn. What part of his
land was planted with sweet corn?
1) The teacher asks some comprehension questions. Like: How big is father's land? What part of it
was planted with sweet corn?
2) Analyze the problem by asking:
What are given in the problem? What is asked?
3) Guide the pupils in planning how to solve the problem by leading them to this question:
What is 1/3 of 3/4? And to the number sentence 1/3 x 3/4 = N.
4) Let the pupils visualize the problem by representing one hectare by a whole piece of. paper. Say:
If this is 1 hectare, how will you represent the 3/4 hectare land owner by father? (Pupils may fold
the piece into 4 equal parts of shade 3/4).
Ask: What do you think is represented by the double shade part?
What fraction name can you give it? (3/12)
The teacher may ask: What is the value of N in the number sentence 1/ 3
x 3/4 = N?( 3/12)
Illustrate and find the product.
1) 4/8 x =
3) 1/3 x =
2) 1/5 x 2/4 =
4) 2/3 x =
5) 3/5 x =
3. Generalization:
How do we visualize multiplication of factions?
Multiplication of fractions can be visualize by representing each fraction with horizontal
and vertical lines placed over the other and the resulting double shaded part represent the
answer to the equation.
IV. Evaluation:
Illustrate the following equations.
1) 2/3 x 3/5 =
3) 1/5 x 5/7 =
2) x 5/8 =
4) 4/5 x 3/8 =
5) 1/8 x 5/6 =
V. Assignment:
Prepare an album showing the following equations. Use paper folding methods.
1) 2/3 x =
2) 1/10 x =
3) 2/5 x 2/3 =
MATHEMATICS V
Date: ___________
I.
Objectives:
Cognitive: Find a fractional part of a number
Values:
Alertness, Active participation
II.
Learning Content
Skills:
Find a fractional part of a number
References: BEC PELC II D 1.2
Materials: Bottles or other actual objects, pictures of objects.
A.
1.
2.
3.
4.
5.
II.
Preparatory Activities:
Review on visualization of fractions
Strategy : Drawing on show-me-cards. Show the following by drawing.
x 5/6 = N
2/3 x 4/5 = N
5/6 x 2/3 = N
3/4 x 2/5 = N
1/8 x 3/5 = N
1. Presentation:
Strategy: Manipulating Activity
Mechanics:
a. Twelve bottles are placed on the table in front of the class.
b. Write on the board , 1/3, 2/3, 1/6, 5/6.
c. Pupils look at the first fraction written on the board and determine under the table. Repeat the
activity for 1/3, 2/3, 1/6, 5/6.
d. Pupils compare and discuss answers.
Multiply. Write each answer in lowest terms.
a. 7/8 x 5 =
b. 3/7 x 21 =
c. 14 x 5/6 =
d. 8 x 5/7 =
e. 15 x 2/3 =
3. Generalization:
In multiplying a whole number by fraction, rename the whole number as fraction then
multiply. Always express the answer in lowest terms.
To multiply the whole number by7 a fraction, multiply the whole number by. the
numerator. Copy the denominator. Always express the answers in lower terms.
IV. Evaluation:
Multiply. Write each answer in lowest terms.
1. 3/7 x 120 =
2. 1/4 x 80 =
3. 12 x 2/7 =
4. 15 x 5/6 =
5. 3/7 x 35 =
V. Assignment:
Find the product. Always express answers in lowest terms.
1. 25 x =
2. 5/8 x 45 =
3. 40 x 5/6 =
4. 5/6 x 120 =
5. 27 x 3/5 =
MATHEMATICS V
Date: ___________
I.
Objectives:
Cognitive: Translating expression such as 1/2 of 2/3 of 1/6 into Equation.
Values:
Active participation and cooperation
II.
Learning Content
Skills:
Translating expression such as 1/2 of 2/3 of 1/6 into equation.
References: BEC PELC II D 1. 2.1
Materials:
Flashcards, show-me cards, medium sized, bull rectangular grid, pictures of objects
II.
Drill on visualizing multiplication of fractions
Strategy:
show me cards
Mechanics:
a. The first part of the game is visualizing multiplication of fractions. The teacher flashes a card
Example:
x 3/4
b. Pupils visualize the equation on their own show-me cards.
c. When the teacher says" go" the pupils raise their cards to show the teacher.
d. Continue this activity as the teacher shows different equations.
1. Presentation:
Strategy :
Group Game - Weakest Link
Translate these expressions into equations and give the answers.
1) Divide the class into 5 groups.
2) Teacher flashes a card, Ex. 3/5 of 112 of5/6
3) The first 5 pupil in a column will answer the first exercises. Pupils who give incorrect answers
will be excluded fro the group.
4) Continue the game until everybody has participated.
5) The group with the greatest number of remaining members will be the winner.
Form equations out of the following expressions then answer.
1) of of 1/5 =
3) 2/5 of of 2/7 =
5) 1/3 of 2/3 of 3/5 =
2) 1/3 of 2/5 of 1/3 =
4) of 4/5 of 5/6 =
3. Generalization:
In translating expression such as: of 2/3 of 1/6 is just like forming multiplication
equations.
In translating expressions like 1/2 of 2/3 of 1/6" the times sign is used in . place of the
preposition "of"
IV. Evaluation:
Form equation out of the following expression then answer.
1) 2/5 of of 3/5 =
2) of 1/5 of 5/6 =
3) 2/5 of 5/6 of 3/7 =

4) 1/7 of 5/8 of 4/5 =
5) 3/7 of 5/6 of 2/8 =
V. Assignment:
Translate the following expression into equation then write you answer.
1.
2.
3.
4.
5.
5/9 of 3/4 of 2/7 =

4/7 of 5/9 of 3/5 =
2/9 of 5/8 of 7/8 =
5/6 of 4/9 of 3/8 =
7/8 of of 5/9 =
MATHEMATICS V
Date: ___________
I.
Objectives:
Cognitive: Multiplying by another fractions
Values:
Sharing, Accuracy in competition
II.
Learning Content
Skills:
Multiplying by another fractions
References: BEC PELC II D 1.3.1
Materials:
2 cubes (dm3) with faces all numbered activity sheets, strips of paper, flashcard,
chart
II.
Drill on multiplication facts using 2 cubes (1dm 3 cube) as shown
Strategy:
Group Contest
Mechanics:
1). Divide the class into four groups.
2) Call for two volunteer students to take charge of tossing the cubes.
One student takes hold of one cube.
3) The two students toss the cubes simultaneously. The first four student of each group; will
give the product of the two numbers that appear in the' cube.
4) Continue the contest until everybody in the class has participated.
5) The first student to give the correct product will be given a point.
6) The group that gathered the greatest number of points wins the contest.
1. Presentation:
Strategy: Use a problem opener (Concept Development)
Sample:
Linda received 112 of a pizza pie from her friend. She gave 1/3 of these to her seatmate
who had no money to buy food for recess. What part of the whole pie did Linda share to her
seatmate?
1. Ask the following question
a. What are the given?
b. What is asked?
c. How will you solve the problem?
d. What equation can you make solve the problem?
2. Ask the pupils to think about this: if you were Linda would you have shared thee pie the
same way? Why or Why not?
3. Call for volunteer pupils to write their equations and solutions on the board.
Find the product. Express your answer in lowest terms if possible.
1) 5/7 x 11/20 =
3) 6/10 x 5/12 =
5) 9/10 x 2/15 =
2) 4/5 x 30/40 =
4) 1/6 x 10/12 =
3. Generalization:
To multiply fraction, multiply the numerators to get the numerate of the, product.
Multiply the denominator to get the denominator of the product.
Always reduce answers to lowest terms or simple forms. When we multiply fractions, the
product is less than the original numbers
IV. Evaluation:
Find the product
1) 2/3 x 4/5 =
2) x 2/3 =
V. Assignment:
3) x 2/3 =
4) 4/7 x =
5) 2/5 x 4/7 =
Give the product in simplest form.

1. 2/9 x 18/24 =
2. 5/8 x 3/20 =
3. 2/7 x 8/12 =,
4. 4/14 x 6/20 =
5. 5/6 x 8/10 =
3rd
MATHEMATICS V
Date: ___________
I.
Objective:
Multiply mixed form by a fraction
Value: Value of wise buying and choosing the right kind of food
II.
Learning Content
Multiplying Mixed Form by a Fraction
References: BEC-PELC II D1.3.3
Materials:
flashcards, activity cards, coin, number card
III.
1. Drill on Multiplication Facts:
8x9=
9x5=
3x7 =
10 x 13 =
Drill on Changing Mixed Forms to Improper Fraction:

Give the improper fraction of the following: (using flashcards)
7 2/3
8 5/6
30 2/5
36 2/3
2. Review:
Review on Multiplication of Fractions
1/8 x =
x 1/3 =
2/5 x 2/8 =
2/5 x =
42 x 8 =
24 1/5
3/5 x 2/3 =
1. Presentation:
Strategy 1 : Use a problem opener with pictorials.
Sample:
Show pictures of different foods items like fruits, candies, junk food etc.
Problem:
Mother bought 1 kg of mangoes. Elsa ate 1/5 of this for recess and lunch. How
many kilograms of mangoes were eaten by Elsa?
1. Ask the following questions:
a. What are we asked to find?
c. How do we solve the problem?
What operation do we used to solve the problem?
d. How do we translate the expression 1/5 of 1 = N into a mathematical equation?
What operation do we use in place of the preposition of?
e. What shall we do with 1 first to be able to solve the problem?
f. How do we rename 1 into fraction?
2. Ask 5 volunteers pupils to solve and explain on the board, one by one.
3. What kind of food should we buy and eat for our body?
2. Practice Exercises:
Performed an indicated:
1. 5 x 2/3 =
2. 2/5 x 6 =
3. 3 4/5 x 2/7 =
3. Generalization:
When multiplying a mixed form and a fraction, rename the first mixed form into an
improper fraction. Then, multiply the improper fractions with the given fraction. Always
express the answer in simplest form
IV. Evaluation:
Find the products. Use cancellations if possible so that the answer is expressed in lowest terms.
1. 4/10 x 1 =
2. 1 3/5 x =
3. 1/7 x 1 =
4. 1 1/5 x 3/5 =
5. 3 2/7 x =
V. Assignment
Answer what is asked for the following:
1. If you multiply 5/6 and 3 4/5, what will you get? _________
2. Find the value of N in the equation N = 4/7 x 6 3/5.
3. the product of 5/8 and 4 5/6 is what number? ________
4. I f2/9 and 1 5/8 are multiplied together, the product is ________.
5. What is the product of 2/3 x 1/5 x 4 2/5?
MATHEMATICS V
Date: ___________
I.
Objective:
Multiply mixed form by a mixed form
Value: Positive attitude towards work.
II.
Learning Content
Multiplying mixed form by a mixed form
References: BEC-PELC II D1.3.4

Materials:
flashcards, square grid
III.
1. Drill on Multiplication Facts:
- fraction by fraction
3/5 x 2/4 =
x 2/3 =
x=
2. Review on Multiplication of mixed form by a fraction.

3/5 x 1 2/3 =
1x4=
3 x 5 2/3 =
1. Presentation:
Strategy 1: Magic Square (UP and to the right) modeling
Materials: square grids
Mechanics:
1. Teacher divides class into 6 groups.
2. Each group is given square grid to accomplish.
3. Teacher gives the following directions:
a. Follow the arrow directions.
b. Multiply up. Multiply cross.
c. Complete the square.
d. The first group to complete the grid wins.
e. A representative of each group explains how they were able to
complete their work.
Find the products and reduce answer to lowest term.
1. 1 2/3 x 2 =
2. 4 x 1 2/7 =
3. 1 2/5 x 3 =
3. Generalization:
In multiplying mixed form by a mixed fraction, first rename the mixed fractions as
improper fractions. Then multiply. Express the answer in lowest terms, if possible.
IV. Evaluation:
Rename the mixed form. Then, multiply. Express the answer in lowest terms, if possible.
V. Assignment
MATHEMATICS V
Date: ___________
I.
Objective:
Solve word problems involving multiplication of fractions.
Value: Willingness to work, sharing blessings with others.
II.
Learning Content
Solving word problems involving multiplication of fractions.
References: BEC-PELC III D3.1
Materials:
coin, number cards, flashcards
III.
1. Motivation:
Drill on Multiplication of Fractional Units (Concept Development)
Strategy 1: Tossing A Fraction Game
Materials: coin, number cards
Mechanics:
a. Divide the class into two teams
b. Teacher places number cards on pocket chart like the following:
c. Teacher prepares Score Chart on the Board like this:

Score Chart
Round
Team 1
1.
2.
3.
4.
5.
d. Teacher gives the rules of the game to the glass.
Team 2
2. Review:
Find the products express the answer in lowest term if possible.
4/5 x 2/3 = N
4 x 2/3 = N
5 3/7 x 3 4/5 = N
1. Presentation:
Materials: activity cards
Mechanics:
2. Teacher distributes activity cards for each group with a word problem, for example
Marlon earned P150 by selling newspaper. If he put 2/5 of his money in his piggy bank,.
how much did he save? Problem to be distributed to each group vary.
3. Inscribed in the activity cards are the questions that follow:

b. What are given facts?
c. What is the word clue?
d. What is the operation to be used?
e. What is the mathematical sentence for the problem?
f. Solve and explain.
g. What is the complete answer?
4. After the group work, each group is required to report in class.
5. Teacher clarifies and responds to problems and questions raised by the pupils.
Write the equation then solve.
1. Mang Celso caught 50 kilograms of fish. He sold 4/5 of them to the neighbors and
brought the rest to the market. How many kilograms of fish were sold in the market?
3. Generalization:
To solve problem, analyze the problem first by knowing what is asked, what facts are
given, the operation or process to use and the mathematical equation for the problem. Then
solve, showing the solution. Be sure to always label the answer.
IV. Evaluation:
Read the problems carefully. Write the mathematical equation then solve.
1. A car travels at a speed of 2 km. per hour. How far can it go in 3 1/3 hours?
2. Nelia sold 5 sacks of calamansi. How many kilograms of calamansi did she sellif a sack
weighted 4 kilograms assuming that the sacks have the same weight.
3. Linas has 5/6 of the house to clean. She has finished of it. what part of the houses has she
finished?
V. Assignment
Solve the following problems. Write the mathematical equation first.
1. Lucys mother walked in her boutique for 2 hour each day for 2 weeks. How
many hours did she work in all?
2. Fathers monthly salary amounts to P20,500. Every time, he receives his
salary he deposits 1/5 of it. How much is fathers monthly savings? How much
is his annual savings?
3. How far can father go in 8 hours if he travels at an average speed of 15
kilometers an hours?
MATHEMATICS V
Date: ___________
I.
Objective:
Compare the two quantities using ratio
Value: Value of wise buying and choosing the right kind of food
II.
Learning Content
Naming and writing ratios in two ways
References: BEC-PELC II E 1.1 1.2
Materials:
flashcards, cut-outs, real objects
III.
Mental Computation
Mental computation (MC) on reducing fractions to lowest terms as review of previous lesson
- use flashcards (pen-and-paper drill)
1. Presentation:
Strategy 1:
Using Actual Pupils in Naming Ratio (Use of tables)
Mechanics:
1. Let the pupils count the number of girls and boys in their respective
rows.
2. Let the pupils write their answers on the board ..
3. Tabulate board data as follows.
Row
Number of
Number of
number
Boys
Girls
Number of
pupils in a
Row
4. Ask:
a. How many pupils are there in each row?
b. How do you compare the number of boys to number of girls in Row
1? Row 2?
5. Introduce concept of ratio as the comparison of two quantities
Visualize the ratio of these sets of objects by using illustration or
drawings.
1. 15 apples to 3 plastic bags
2. 9 boxes to 45 candies
3. 1 ball pen to 3 notebooks
4. 3 blouses to 2 skirts
5. 15 blue marbles to 10 red marbles
3. Generalization:
What is ratio?
Ratio is the comparison of two quantities or given sets of objects
What are the 2 ways of writing ratio? Using colon, fraction form.
IV. Evaluation:
Write the ratio of the following:
1. 3 books, 5 bags - ratio of books to bags
2. 10 candies, 2 chocolate bars - ratio of chocolate bars to candies
3. 7 boys, 9 girls - ratio of girls to boys
4. 3 dogs, S cats - ratio of dogs to all the animals
5. 6 forks, 12 spoons - ratio of spoons to forks.
V. Assignment
Write the following in ratio:
1.
2.
3.
4.
5.
number of days in a week to the number of months in a year.

number of hours in a day to the number of hours in a week.
number of centimeters to meter
number of eggs in a dozen to the number of eggs in 3 dozens
number of kilograms to 1000 grams
MATHEMATICS V
Date: ___________
I.
Objective:
Reduce ratios in lowest terms
Value: Love for Mother Earth by recycling
II.
Learning Content
Writing ratios in lowest terms
References: BEC-PELC II E 1.3
Materials:
flashcards, cut-outs, real objects
III.
Mental computation on reducing fractions to lowest terms
Strategy 1: Traveling Game
Materials: flashcards
Mechanics:
a. Student no. 1 challenges the person seating directly beside or behind him.
b. Teacher flashes a card. The pupil who gives out the correct answer first moves on to
challenge the next pupil. Losing pupil sits on back the vacant chair.
c. Winner continues to move until he loses. In this case, he sits on the chair of the new
winner.
d. Pupils who has traveled the farthest from his original seat may be crowned "King or
Queen" of the Day.
2. Review:
Review definition of ratio and the two ways of writing ratio (colon and fraction form)
1. Presentation:
Strategy 2: Using pupils to solve problem opener
In the launching of the Class Recycling Day, there were 24 students present. The ratio of
boys to girls is 4:2. How many boys and how manY.9irls are there?
1. Ask: What are given? What is being asked?
2. Ask further: Why is there a need to recycle? What things can we recycle?
3. Call on 4 boys and 3 girls to come up front. Name the ratio of boys to girls. What is
another way of naming the ratio?
4. Proceed as in Strategy 1. Ask leading questions which use in no. 4 and no. 5.
5. Solve the problem using a table or an organized list.
6. Provide more exercises.
Express the ratio of the first quantity to the second quantity in simplest form.
1. 2 teachers to 46 pupils
3. 12 flowers to 4 vases
2. 4 books to 10 students
4. 21 garbage cans to 14 classrooms
3. Generalization:
What did you learn today? How do we reduce ratios to lowest terms?
IV. Evaluation:
Write the following ratios in lowest terms:
1. 4/8
3. 20/10
5. 10/15
2. 3/9
4. 6/3
V. Assignment
Express these ratios in lowest term.
1. 100 dm
10 m
4000 g
2. 50 dm
500 cm
3. 200m
2km
4. 120 min
2 hr
5. 4 kg
MATHEMATICS V
Date: ___________
I.
Objective:
Identifying equal ratios
Value: Appreciating the value of proper nutrition
II.
Learning Content
Identifying equal ratios
Materials:
pictures
III.
1. Drill on Naming Ratios:
a. 5 red cars to 6 white cars
b. 3 handbags to 4 hats
c. 6 mayas to 4 eagles
d. 5 kites to 7 tops
2. Review:
Review on reducing ratios to lowest terms.
10:5
3:12
0:4
15:3
6:8
1. Presentation:
Strategy: Using the price list (listing)
1. Present the following price list.
P5.00
P10.00
Figure A
Figure B
2. Ask: what is the ratio of the pencils to the price in Figure A? in the Figure B?
3. Tell the pupils to write the ratios as fractions.
4. If there will be the cost of 1 pencil, how do we check our answers?
2/5 = 6/ __
2/5 = 1/ __
Give the more equal ratios for each
1. 2:5
2. 4:1
3. 2:14
4. 3:8
5. 10:12
3. Generalization:
Lead the pupils to answer these questions.
When are two ratios equal? How can we build a set of equal ratios? Complete the tables
to build a set of equal ratios.
IV. Evaluation:
Identify equal ratio. Write Yes or No.
1. = 12/16 __________
2. 3/2 = 6/4 __________
3. 4/5 = 13/15 __________
4. 6/36 = 1/6 __________
5. 9/2 = 72/16 __________
V. Assignment
Complete the equal ratios:
MATHEMATICS V
Date: ___________
I.
Objective:
Forms ratio and proportion for groups of objects/numbers
Value: Cooperation
II.
Learning Content
Forming Ratio and Proportion for Groups of Objects/Numbers
Materials:
table, charts, fraction cards, colored chips, spinner
III.
1. Drill:
Drill on giving the ratio of the number of shaded parts to the number of unshaded parts.
Strategy
Game: Black or White
Materials: fractions showing shaded parts
Directions:
a. Form 2 groups. Let them form lines.
b. The teacher flashes the fraction showing shaded parts.
Example:
c. She emphasizes this code: black or shaded parts and white for unshaded parts.
e. Once she flashes fraction card and say black and white, the first pupil in I . line will give
the ratio of shaded to unshaded parts. If she say white to black, pupils will give the ratio
of unshaded to shaded parts.
f. The first pupils to give the correct answer earn a point for the team.
g. The team with the most number of points earned wins.
2. Review:
Finding the missing term in equal ratios
1. 2: = 9:5
2. :10 = 70:100
3. 20:32 = 5
3. Motivation:
What is your favorite ball game? Why is it your favorite?
1. Presentation:
Strategy:
Finding a Pattern/Making a Table Using a Problem Opener
Example:
Mr. Cruz found out that the can he has could contain 3 tennis balls. How many of these
cans does he need to put all his 18 tennis balls?
1. Help the pupils understand the problem by asking some comprehension questions
2. Lead them in solving the problem by making a table and finding a pattern.
3. Check the answer of writing ratios using the data:

1/3 = 6/18
4. How do we check if these ratios are equal?
5. Introduce the concept of proportions.
6. Show how it is written and read.
1/3 = 6/18 or 1:13 = 6:18
Form proportions using the given set of objects:
]
3. Generalization:
What is proportion?
IV. Evaluation:
Put a check if the ratios form a proportion and x if they do not.
V. Assignment
Which is a proportion? Put a check before the item.
MATHEMATICS V
Date: ___________
I.
Objective:
Find the missing term in a proportion
Value: Cooperation
II.
Learning Content
Identifying the missing term in a proportion
Materials:
flashcards, concrete objects, die
III.
Drill on finding the value of n in equal ratios (give equal ratios in flashcards which are
child friendly)
= n/4
3/6 = 2/n
3/5 = n/10
2. Motivation:
What is your fathers occupation?
1. Presentation:
Strategy: Looking for Pattern/Listing use a Problem Opener
Example:
Mang Arman, Dina's father, is a painter. He used 2 cans of points for every 25 chairs.
How many cans of points did he use for 200 chairs?
1. Help pupils understand the problem by asking some comprehension questions. Then ask
what are given? What is asked?
2. Makes a table of the given facts: and let the pattern and later find the answer to the
problem.
Expected output:
Cans of
point
2
4
6
8
up to 16
Number of
chairs
25
50
75
100
up to 200
Find the missing term in each of the following proportions.
1. 6: n = 3:15
2. 3/8 = 6/n
3. n:4 = 15:12
3. Generalization:
How do we find the missing term in a proportion? The missing term in a proportion can
be solved using cross products.
IV. Evaluation:
Find the missing term to in each proportion.
V. Assignment
Use fractions to write the following as proportion. Then find the missing
element in each proportion.
1.
2.
3.
4.
5.
15 is to 9 as is to 3
MATHEMATICS V
Date: ___________
I.
Objective:
Rename in decimal form fractions whose denominators are powers of 10 and vice versa.
Value: Accuracy, Alertness, Speed
II.
Learning Content
Rename in decimal form fractions whose denominators are powers of 10
References: BEC-PELC II F 1.1
Materials:
chart, grid
III.
In a group of 10 members, 3 are boys, what is the ratio of the boys to the . number of
members? If you write "that into a fraction, which is the numerator? the denominator?
2. Review:
Strategy: Filling out
Materials: 3 (word fractions - fraction symbols using table), number chart
Mechanics:
a. Teachers post the 3 chart on the board
Fraction Fractions
1. four tenths Word .
2. six tenths
3. three tenths
4. seven tenths
5. 3 hundredths
6. 14 hundredths
7. 23 hundredths
8. 6 hundredths
9. 4 thousandths
10.35 thousandths
b. Divide the class into 2 groups. Using pentel pens let the first group fill up the second
column (1-5) and the 2nd , group the same column (6-10)
c. Teacher checks the work of each group. The group with the most number of correct
wins.
1. Presentation:
Strategy 1: Use a problem opener: (Simplifying the problem)
Mother brought home a whole egg pie and divided it into 10 equal
parts.! Marisa ate 2 parts. What fractional part, of the egg pie was eaten
by Maria.
1. Ask (he following questions:
a. What are given?
b. What is being asked?
c. How will you write the eaten part of the pie in fraction?
d. If you are to write that in decimal, how is it written?
2. Tell the pupils: fractions may be written in decimal form A fraction with
a denomination of 10 is equal to a one-digit decimal number.
3. Through the illustrations let the pupils get the idea that 2/10 and 0.2
have the same value.
4. Elicit from them that the number of zeros in the denominator tells the
number of digits there are in the decimal number and vice versa.
5. Provide more exercises
Rename these decimal as fractions
1. 0.38
2. 0.6
3. 0.752
4. 0.09
5. 0.56
3. Generalization:
How do we determine the number of decimal places when changing fractions do
decimals?
IV. Evaluation:
Express each fraction in decimal form:
1. 3/10
2. 12/100
3. 135/1000
4. 5/100
5. 24/100
V. Assignment
Express as a fraction with a power of 10 as denominator.
1. 0.4
2. 0.13
5. 0.00032
3. 0.754
4. 0.01
MATHEMATICS V
Date: ___________
I.
Objective:
Identify the place value of each digit of a given decimal
Value: Accuracy and Orderliness
II.
Learning Content
Giving the place value of each digit of a given decimal.
Materials:
place value charts
III.
Review on expressing fractions with denominators of la, 100 or 1000 in decimal form.
Strategy 1: Matching Game
Mechanics:
a. Divide the class into 2 groups. Group A is holding the fraction form and
Group B the decimal form
b. As the teacher flashes the decimal word, the member of each group
holding the equivalent fraction or decimal form stands. The first pupil
with the correct card to stand up gets the point.
c. The group with the most points wins.
2. Review:
Review on place value in whole numbers
1. Presentation:
Strategy 1: Using a problem opener
The distance between town A and town B is 695.324 kilometers. What does 695.324
mean? How much bigger is it than 695?
1. Give the pupils different decimal representations.
2. Let them read each decimal representation.
3. Construct a place value chart up to the hundredths place on the board, and let them write
the different decimals onto the chart.
4. Have the pupils take turns in reading the decimals and stating the place value of a digit
you will choose.
5. Provide more examples of decimals less than 1.

Give the place value of the underlined digit in each decimal number.
1. 0.146
2. 0.614
3. 5.094
4. 11.4256
5. 9.0081
3. Generalization:
a. How do we determine the place value of digit in a decimal?
b. If you have a number with a whole and decimal part, how will you read it?
IV. Evaluation:
Write the place value of the underlined digit.
1. 0.345
2. 0.3469
3. 0.6954
V. Assignment
Write the digit in each place
1. 0.34607
______ hundredths
______ tenths
______ thousands
2. 0.00642
______ thousandths
______ hundredths
______ hundred thousandths
3. 5.06789
______ tenths
______ hundred thousandths
______ thousandths
______ hundredths
______ ten thousandths
4. 0.3769
5. 0.18765
MATHEMATICS V
Date: ___________
I.
Objective:
Read and write decimals through thousandths
Value: Vigilance to current issues
II.
Learning Content
Reading and writing decimals through thousandths
References: BEC-PELC II F 1
Materials:
cartolina strips, place value chart, decimal cards, 100-square grid
III.
1. Drill:
Drill on expressing fractions as decimals
2. Review:
Review on reading and writing whole numbers by presenting some statistics. Read the
numbers and write them in words (cartolina strips)
3. Motivation:
Are you all aware of what is happening in our country? Are you aware of the economic.
situation in the Philippines? What is the implication to our economy of the peso-dollar
exchange rate?
1. Presentation:
Strategy 1: Use problem opener (drawing pictures tables)
1. Present the following problem.
Every morning Atty. Castillo reads the newspaper. He takes note of the dollar
exchange. One morning, he read that the exchange rate of a dollar is P54.596. How do we
read this number?
2. Present the decimal number on the . problem in a place value chart.
3. Using the chart the pupils will read the given decimal, then write it also in words as:
fifty-four and five hundred ninety-six thousandths.
4. Other decimal numbers will be provided for the pupils to read and write.
0.47
0.5
0.94
Write the following as decimals
a. 4/100
b. 45/100
c. 9/10
d. 16/1000
3. Generalization:
Elicit from the pupils the rules on reading and writing decimals. Let them explain how
the decimal point is to read.
IV. Evaluation:
Based on the given clues, form the required
1. 7 in the hundredths place 5 in the ones place
8 in the tenths place
4 in the tens place
2. 2 in the tenths place
The place value of the digit 6 is 10 times the place value of 2.
The place value of the digit 9 is one-tenth the place value of 2.
3. 9 in the tenths place
7 in the thousandths place
The place value of 6 is ten times the place value of 9.
1 in the hundredths place
V. Assignment
Write the following as fraction and as decimals
1. One hundred twenty five and one hundredth
2. Sixty-four and thirty three hundredths
3. Six and nine hundredths
4. Twenty-four and one hundred sixty-seven thousandths
5. Fifty seven and six tenths
MATHEMATICS V
Date: ___________
I.
Objective:
Round decimals to the nearest tenths/hundredths/thousandths
Value: Speed and Accuracy
II.
Learning Content
Rounding decimals to the nearest tenths/hundredths/thousandths

Materials:
flashcards
III.
1. Mental Computation (MC)
Oral Drill: Round the following to the nearest place indicated
T Hundredths Thousandths
.e
.426
.7483
.2
.375
.3912
.4
.620
.1738
8
1. Presentation:
Problem 1:
Luis climbed a 483 meter hill. If there are 1000 meters in 1 kilometer,
what part of the hill and die Luis climb? Rounded to the nearest
hundredths, what number is this?

c. What is process to be used?
d. What is the mathematical sentence?
e. What other thing is asked in the problem?
f.
Why is the different 517 rounded to 500?
g. What rule did you follow?
Round off to the underline digit:
1. 6.540
2. 7.35
3. .3892
4. 0.55
3. Generalization:
What is the rule to be followed when rounding decimals?
IV. Evaluation:
Round off the following decimals to the nearest place indicated.
5. .64
1.
2.
3.
4.
5.
Tenths
.36
.18
.23
.54
.84
Hundredths
.823
1.736
.937
.608
.381
Thousandths
6.5864
35.0453
74.3092
49.1791
35.0067
V. Assignment
Round 85.81267 to the nearest place indicated:
Tenths
__________
Hundredths __________
Thousandths __________
MATHEMATICS V
Date: ___________
I.
Objective:
Round decimals to the nearest tenths/hundredths/thousandths
Value: Active participation in class discussions
II.
Learning Content
Rounding decimals to the nearest tenths/hundredths/thousandths
Materials:
flashcards, number cards
III.
1. Drill:
Ordering decimals from least to greatest or vice-versa.
Strategy: Game - Number Tumble
Materials: Number cards
Mechanics:
a. Form 2. groups of five pupils each . Provide each group with five sets of cards in
envelopes.
b. When the teacher says, "arrange from greatest to least", members form each group will
open the envelope and arrange the cards as specified. (Members will hold the cards and
arrange themselves in front of the class. The teacher will read from left to right)
c. The group who can give the first correct answer earns a point.
d. The group with the most number of points wins the game.
2. Review:
Review on place value of decimals.
Round the following to the nearest place indicated.
T Hundredths Thousandths
e.
.426
.7483
.2
.375
.3912
4.
.620
.1738
8
1. Presentation:
Strategy: Modeling Use a problem opener
Sample:
Elmers house is 0.86 kilometer away from school. About how many
tenths of a kilometer is the distance?
1. The teacher asks some comprehension questions.
2. To help the pupils solve the problem, present the number line.
3. Ask the pupils to plot the points of the problem on the number line.
4. Ask: In which tenths in the number line is 0.86 closer? (0.9)
5. BY citing more examples, elicit from the pupils the rule in rounding-off
decimals
6. She may further ask: What should each pupil do to learn more during
class discussions.
Round off to the underline digit:
1. 6.540
2. 7.35
3. .3892
4. 0.55
3. Generalization:
What is the rule to be followed when rounding decimals?
IV. Evaluation:
Round off the following decimals to the nearest place indicated.
1.
2.
3.
4.
5.
Tenths
.36
.18
.23
.54
.84
Hundredths
.823
1.736
.937
.608
.381
Thousandths
6.5864
35.0453
74.3092
49.1791
35.0067
V. Assignment
Round 85.81267 to the nearest place indicated:
Tenths
__________
Hundredths __________
Thousandths __________
5. .64
MATHEMATICS V
Date: ___________
I.
Objective:
Add decimals through thousands without and with regrouping
Value: Accuracy and Speed
II.
Learning Content
Adding decimals through thousands without and with regrouping
References: BEC-PELC II G 1A
Materials:
flashcards
III.
1. Mental Computation/Drill:
Mental computation/drill on addition of whole numbers.
a. 6 + 9 =
b. 10+5 =
c. 11 + 4 =
d. 25 + 13 =
1. Presentation:
Nena learned how to cook beef sinigang. She used 0.5 kg. of radish and 0.25 kg. of okra.
How many kilograms of vegetables did she use?
What are given facts?
What operation is to be used?
How will you solve the problem?
If you are to write the given facts in the
How are the decimal points placed?
1. 24.5 + 73.23
2. 41.75 + 34.45
3. 1.2 + 3.5
3. Generalization:
In adding decimals how do we write the addends? How are the decimal points placed?
IV. Evaluation:
Add:
1. 25.17
+ 8.23
2.
6.14
+ 4.76
3.
8.53
+ 9.35
4. 26.30
+ 24.31
23.34
+ .3
3.
0.76
+ 0.23
4. 37.786
+ 2.632
5. 63.22
+ 9.35
V. Assignment
Find the sum.
1.
3.76
+ 4.356
2.
5. 4.762
+1.38
MATHEMATICS V
Date: ___________
I.
Objective:
Subtracting decimals through thousands without and with regrouping
Value: Accuracy and speed
II.
Learning Content
Subtracting decimals through thousands without and with regrouping
References: BEC-PELC II G 1b
III.
1. Mental Computation/Drill:
Strategy 1: Relay Game
Mechanics:
a. Divide the class into 4 groups of equal numbers each and form 4 lines at the aisle
between the desks.
b. As the teacher flashes the cards one after the other the members take turn in giving the
correct answer. The member who had answered will go to the end of the line.
c. The group that returns to its original formation first is the winner.
2. Review:
Add the following:
1. 0.5 + 0.33 + 0.451 =
2. 1.81 + 3.056 + 50.3 =
1. Presentation:
Strategy 1: Problem opener written on a manila paper
A piece of cloth measure 0.8972 meters. Josie cut 0.3120 m. from it for her work in
patching. How many meters of cloth were left?
(Pupils answer the following questions)
1. What are we going to find out?
2. What process shall we use to get the correct answer?
3. Write the solution on the board.
4. How did you write the decimal point of the minuend, subtrahend and remainder?
5. What similarity exists between subtracting whole numbers and subtracting decimals?
Find the difference:
1. 0.762 0.36 =
2. 0.936 0.642 =
3. 0.753 0.542 =
3. Generalization:
What important points did you learn from today's lesson? What should you remember
when the minuend has less decimal places than the subtrahend?
IV. Evaluation:
Solve for the difference
1. 0.3 0.18
2. 0.4 0.27
3. 0.74 0.397
4. 0.8 0.36
5. 0.4 0.187
V. Assignment
Read and solve.
1. A farmer has an orchard measuring 0.82 hectare. If 0.543 hectare is planted to mangoes and the
rest to avocadoes/ what part is planted to avocadoes?
2. Mr. Cruz has a 0.56 hectare land. He allotted 0.198 hectare to build a fishpond. What part of his
land is not allotted to his fishpond?
MATHEMATICS V
Date: ___________
I.
Objective:
Add mixed decimals with regrouping
Value: Accuracy
II.
Learning Content
Adding mixed decimals with regrouping
References: BEC-PELC II G 2.a
Materials:
flashcards, coins
III.
Drill on addition of whole numbers (flashcards)
23 + 8 =
41 + 26 =
35 + 12 =
70+28 =
2. Review:
Review on adding decimals without regrouping (flashcards)
1. 0.2 + 0.65 + 0.308 =
2. 0.36 + 0.4 + 0.092 =
1. Presentation:
Strategy 1: Using concrete objects:
Game: Money matters
Materials: coins of denominations
Mechanics:
1. Form 2 groups of 3.
2. Give each group 3 pairs of , envelopes.
3. At the signal go, the first pupil will open the amount in each and add the coins to get the
total amount.
Note: Each envelope should have coins totaling more than P1.00.
4. The first pupil to give the correct total amount earns a point.
5. The group with more points earned wins the game.
Arrange in columns and add:
1. 1.257 + 2.3 + 3.426 = N
2. 2.5 + 3.057 = N
3. 2.37 + 13.316 + 8.045 = N
3. Generalization:
How do we add mixed decimals with regrouping?
IV. Evaluation:
Arrange in column and add:
1. 8.6 + 7.4 + 9.35 = N
3. 2.37 + 8.56 + 3.7 = N
5. 9.2 + 10.13 + 3.5 = N
2. 4.521 + 1.46 + 2.8 = N

4. 5.6 + 3.48 = N
V. Assignment
Find the missing addend or sum.
1.
2.
3.
4.
33.45 + 14.25 = _____

______ + 174.6 = 211
5.062 + 3.095 = _____
9.6 + 3.095 = ______
5. _____ + 21.99 = 41.00MATHEMATICS V

Date: ___________
I.
Objective:
Subtract mixed decimals with regrouping
Value: Accuracy, working willingly, thrift
II.
Learning Content
Subtract mixed decimals with regrouping
References: BEC-PELC II G 2.b
Materials:
flashcards
III.
Drill on subtracting from multiples of 10
a. 50 27 =
b. 30 16 =
2. Review:
subtract the following:
1. 1.257 + 2.3 + 3.426 = N
c. 20 12 =
2. 2.5 + 3.057 = N
d. 60 23 =
3. 2.37 + 13.316 + 8.045 = N
1. Presentation:
Strategy: Problem opener (written on manila paper)
Mother has 8.5 kg of flour. She used 2.3 kg in cooking kutsinta. How many kg of flour
were left?
Ask these questions:
1. What is asked in the problem?
2. What are the given data?
3. What process are you going to use?
4. What is the mathematical sentence?
5. Solve the problem. Show the solution.
1. 25.17
2. 6.14
- 8.23
- 4.76
3.
8.53
- 9.35
4. 26.30
- 24.31
5. 63.22
- 9.35
3. Generalization:
What should be done when the last two digits from the right of the subtrahend are longer
than the minuend?
IV. Evaluation:
Find the difference:
1. 0.3 0.18 =
2. 0.68 0.485 =
3. 0.8 0.36 =
4. 0.4 0.187 =
5. 0.74 0. 397 =
V. Assignment
Read and solve:
1. Sol ran the 100-m dash 0.68 second faster than the 18.32 seconds record set by Tina last year.
How many seconds did Sol run the 100-m dash?
2. A pair of sports shoes costs P308.35. Wally has saved only P189.50. How
much more does he need to buy the shoes?
3. A barangay has a total road length of 184.53 km. If 109.97 km of this had been paved, how much
more remains to be paved?
MATHEMATICS V
Date: ___________
I.
Objective:
Solve word problems involving either addition or subtraction of decimals including money
Value: Speed and accuracy
II.
Learning Content
Solving word problems involving either addition or subtraction of decimals
including money
References: BEC-PELC II G 3.1
Materials:
charts
III.
1. Drill:
Mental Computation: Answer Orally
a. 24 + 13 =
b. 16 7 =
c. 82 24 =
2. Review:
1. 20.11
- 8.22
2. 6.18
- 3.76
3.
d. 39 + 24 =
9.50
- 4.33
1. Presentation:
Strategy 1:
Using a problem opener
Simplifying the problem/linguistic reading, speaking
Sample:
It was Mother's birthday. Nina gave her a pair of slippers that cost P55.50 and a bandana
worth P27.75. How much in all did Nina spend for the gifts?
1. What did Nina buy for her mother?
2. How much is each gift?
3. What is the operation to be used?
4. Can you transform the problem into a mathematical sentence? Do it.
5. Solve and label your answer.
Solve the following problems:
1. A meter measures about 39.37 inches. How much longer is a meter than a yard?
2. John drove 48.62 km. in the first hour, 38.95 kg. 2 nd hour, and 41.96 km the third hour.
How far did he drive in 3 hours?
3. Generalization:
What steps did you learn to solve a mathematical problem? What clues will help, you
determine the process to be used?
IV. Evaluation:
Solve the following problems.

1. Ellen has P7.35 while her brother has P4.95. How much money do they have? How much more
money does Ellen have than her brother?
2. A meat vendor has 56.8 kilos of pork. She sold 49.5 kilos. How many kilos were left?
V. Assignment
Analyze and solve the problem.
Mrs. Flores bought 3 chickens which weighed 2.7 kilos, 1.8 kg. and 2.2 kilos. What was the total
weight?
MATHEMATICS V
Date: ___________
I.
Objective:
Solve word problems involving either addition or subtraction of decimals including money
Value: Appreciation
II.
Learning Content
Solving word problems involving either addition or subtraction of decimals including money
References: BEC-PELC II G 3.2
Materials:
charts where problems are written
III.
If your mother gives you P20.00 for your daily allowance, how much is your weekly
allowance?
2. Review:
Solve the following:
A tree 10.5 meters high broke during the storm. The broken part measured 3.75 meters.
How tall was the remaining part?
1. Presentation:
Strategy 1: Problem opener
Materials: written on manila paper
Simplifying the problem/cooperative group
Problem:
Mang Andrew has 8.25 kg of tomatoes to sell in the market. In the morning, he sold 4.75
kg. In the afternoon, he sold 2.25 kg. How many kilograms of tomatoes were left?
1. What is asked in the problem?
3. What is the hidden information?
4. What are the processes to be used?
5. What is the mathematical sentence?
6. Solve the problem and label the answer.
7. Look back if the answer make sense.
Group the pupils into 4 and give them 4 different problems written on strips of' paper. Let
the leader stand to draw lots on the problem than are to solve as a group. They then explain
their group work.
3. Generalization:
What are the things needed to be able to solve a problem? Do you need to solve the
hidden question first? Why? Which of the 2 operations used should be done first?
IV. Evaluation:
Study the following menu in a canteen and answer the question that follows:
Menu
Mango Juice P7.50
Gulaman P 6.00
Nilaga (pork) P22.50
Pinakbet P15.00
Fried Fish P12.00
1. Arnel paid P50.00 for nilaga and rice. How much was his change?
Spaghetti P23.75
Palabok P 21.50
Lugaw P8.50
Rice P5.00
2. Ayen ordered palabok and gulaman. How much did she pay?
3. Mrs. Lopez ordered rice, pinakbet and fried fish. She gave P100.00. How
much was her change?
4. Kate gave P50.00 for spaghetti and mango juice. How much is her change?
5. It was Tina's birthday. She ordered spaghetti, palabok, mango juice and
gulaman. If She paid a hundred peso bill and gave off a tip of P5.00 how
much is her change?
V. Assignment
Brain twisters.
MATHEMATICS V
Date: ___________
I.
Objective:
Visualize multiplication of decimals using models
Value: Keep ones work and work area neat and clean
II.
Learning Content
Visualizing multiplication of decimals using models
References: BEC-PELC II H 1.1
Materials:
flashcards, colored chalk, drawings
III.
1. Drill:
Make an illustration of the following fraction.
a.
b. 2/5
c. 7/8
d. 7/6
2. Review or Mental Computation:

Aling Rosa -bought 0.8 kg of hotdog. She placed 0.25 of it in the refrigerator and cooked
the rest. How much hotdog did she cook?
1. Presentation:
Strategy: Using a problem opener with transparent plastic.
Sample:
Mr. Dizons farm is 0.3 km long and 0.1 kg wide. How big is his land?
Into how many parts is the whole divided?
How is 0.3 shown in the grid?
What about 0.1?
Illustrate the following number sentence.
1. 2 x 0.5 = N
2. 0.6 x 0.7 = N
3. 4 x 0.3 = N
3. Generalization:
How do we visualize multiplication of decimals?
IV. Evaluation:
shade the picture to represent each number sentence.
1. 0.8
2. 0.3
3. 0.9
0.3
0.4
0.6
4. 0.7
0.7
5. 0.4
0.9
V. Assignment
Prepare paper grid divided into 100 equal parts and be ready to show your
own multiplication equation of decimals.
Show the following multiplication equations by using numbers lines.

1. 0.3 x 0.6 =
3. 0.7 x 0.4 =
2. 0.5 x 0.8 =
4. 0.2 x 0.9 =
5. 2 x 0.5 =
MATHEMATICS V
Date: ___________
I.
Objective:
Multiply tenths by another tenths
Value: Appreciation of the beauty of nature.
II.
Learning Content
Multiplying tenths by another tenths
Materials:
Multiplication wheel, 10 by 10 grid (transparent plastic)
III.
1. Drill:
Basic Multiplication Facts
Multiplication Wheel
a. If you have three 500-peso bills. How much do you have in all? At 12.75 each ripe
mango, how much will 6 ripe mangoes cost?
b. Rene deposits P200 every month. How much is his deposit in one year?
3. Review:
How many of you have gone to Luneta? Fort Santiago? What do you usually see in these
places?
1. Presentation:
Strategy 1: Using a problem opener
The park is rectangular in shape and measure 0.3 km, long and 0.2 km wide the signs that
you see in parks?
- What do you picture in your mind when you read the problem?
- As a good boy and girl what must you do with signs that you see in parks?
- What is asked in the problem?
- How shall we solve it?
To find the area is to multiply the length and the width.
Steps 1: Multiply the digit as if you are multiplying whole numbers

3x2=6
Steps 2: Count the number of decimal places in the multiplicand and multiplier. The sum of
the number of decimal places in the factors is equal to the number of decimal
places in the product.
Steps 3: Add zero if necessary.
0.3 x 0.2 = 0.06
Give the products:
a. 8.4 x 0.5
b. 3.6 x 0.8
c. 0.7 x 0.3
d. 0.9 x 0.5
3. Generalization:
How do we multiply tenths point in the product equal to the sum of the number of
decimal places in both factors?
IV. Evaluation:
Copy and place the decimal point in the product.
1. 0.7 x 0.5 = 35
3. 0.96 x 0.53 = 45
2. 0.8 x 0.6 = 48
4. 0.6 x 0.3 = 18
5. 0.4 x 0.7 = 28
V. Assignment
Slow: find the products. Write in column.
1. 6.5 x 0.7 =
2. 0.9 x 0.9 =
3. 0.8 x 0.3 =
Fast: Write the following fractions to decimals then multiply.
MATHEMATICS V
Date: ___________
I.
Objective:
Multiply hundredths by tenths and vice versa.
Value: Sharing
II.
Learning Content
Multiplying hundredths by tenths and vice versa.
Materials:
flashcards, pictures of a family
III.
1. Drill:
Basic Multiplication Facts
Relay (Flashcards)
a. Let 3 pupils stand on the aisle of the room
b. The pupil who gets the correct answer moves one step forward.
c. The pupil who reach the place of the teacher wins the game.
2. Review/Mental Computation:
a. Anne bought 7 apples. If each apple cost P15.00, how much did she pay for it?
b. A bag of sugar weighs 3.5 kg. What is the weight of 3 kgs. of sugar?
1. Presentation:
Activity: Using fractions
0.16 x 0.2 = 16 x 2 = 32 = 00.32
100 10 1000
- What is the product of 16/100 x 2/10 in decimal?
- How does the sum of the number of zeros in the denominators of the factors
compare with the number of zeros in the product?
- How does the number of decimal places in the product compare with the number
of decimal places in the factors? Practice Exercises or Fixing Skills
Change the fractions, multiply then express your answer into decimals?
1. 0.14 x 0.3 =
2. 0.22 x 0.4 =
3. 0.35 x 0.2 =
3. Generalization:
How do we multiply hundredths by tenths?
IV. Evaluation:
Place the decimal point in the product.
1. 0.6 x 0.32 = 0192
3. 0.29 x 0.45 = 01305
2. 0.09 x 0.45 = 00405
4. 0.9 x 0.45 = 0405
5. P0.49 x 0.7 = 0343
V. Assignment
Write in column and multiply
1. 0.34 x 0.4 = ______
2. 0.93 x 0.8 = ______
3. 0.6 x 0.47 = ______
4. 0.7 x 0.23 = ______
5. 0.74 x 0.6 = ______
4th
MATHEMATICS V
Date: ___________
I.
Objective:
Derive the formula for finding the circumference of a circle
Value:
Creativity; Resourcefulness
II.
Subject Matter:
Deriving a formula for finding the circumference
References: BEC-PELC A1.1 p. 36
Materials:
Cut-outs of circles of different sizes Protractors
III.
Subject Matter:
A. 1. Preparatory Activities:
a. Exercises in OBFAD/4Fs
(One Basic Fact a Day)
b. Drill: Convert the following to m
100 cm = _______ m
125 cm = _______ m
Convert the following m to cm
.7 m = _________ cm
8 m = _________ cm
c. Review:
Conduct a review of the different kinds of plane figures. Recall the parts of a
circle. Have them tell something about circle.
d. Checking of Assignment
2. Lesson Proper:
Motivation:
Give examples of things that are round. Give their uses. Do they add beauty?
B. Presentation:
a. Present this story problem written on a chart.
Mayor Ople of Hagonoy, Bulacan built a fountain in front of the town plaza. The fountain
stands on a circular pond with a diameter of 20 meters. Find the distance around the pond.
b. Distribute individual cut outs of circles of different sizes to the pupils.
c. Explain the meaning of:
circumference
distance
radius
pi
C. Generalization:
What is the meaning of circumference?
What is diameter? Radius?
What is the formula in finding the circumference of a circle?
D. Practice Exercises:
Find the circumference by using the formula
IV. Evaluation:
Find the circumference:
1. Radius 5 meters
2. Radius 7 cm
3. Diameter 12 cm
V. Assignment:
Analyze the problem then solve using the formula.
The wheel of Paolo's bicycle has a diameter of 20 cm. How far can it travel when the wheel
makes 10 complete turns?
MATHEMATICS V
Date: ___________
I.
Objective:
Find the circumference of each circle using the formula.
Value:
Show respect in making ones home beautiful and orderly
II.
Subject Matter:
Circumference of a Circle
References: BEC-PELC III A.1 p.36
Materials:
Cylindrical figures like cans, wheels and bottle cups, cut outs of circle of different
sizes, protractors
III.
Subject Matter:
b. Drill: Identify polygon drown bellow
c. Review:
What is the name of the part of the circle drawn bellow?
2. Lesson Proper:
Motivation:
Have you seen plants named crotons? Describe them. Discuss with the pupils how they
can help in beautifying their school. Have them give examples of plants that can beautify
one's school, house or yard.
B. Presentation:
1.
Present this problem written on the chart.
Mrs. Ramiro planted dwarf crotons around her circular flower garden which has a
diameter of 8 meters. How many meters will be planted with dwarf crotons?
2. Have them analyze the word problem. Lead them to discover the circumference by placing a
meter-marked string around the circle and counting the meter marking. Let them study how to
find the circumference by computation.
C = 8 x 3.14
= 25.12 m
C. Generalization:
What is the formula in computing the circumference, if the diameter is given? If the radius is
given?
Copy and complete the table. Use pi
= 3.14
R
Di
Circumf
a
a
erence
d
m
i
et
u
er
s
1
3
c
m
1
0
m
3
4
12
c
m
8
m
IV. Evaluation:
Find the circumference of each circle.
2. Radius = 14 m
V. Assignment:
Read and solve.
1. The girl scouts helped plant medicinal herbs around the circular town plaza with a 40 m diameter.
Find the circumference of the town plaza?
2. The diameter of a circular garden in the park is 18 m. Find the circumference of the garden.
MATHEMATICS V
Date: ___________
I.
Objective:
Tell what is asked/are given/word clues/operation(s) to solve the problem
Value:
Critical Thinking
II.
Subject Matter:
Problem Solving
References: BEC III A.2.1.1.1. p.36
Materials:
Chart on problem solving
III.
Subject Matter:
b. Drill: Identify the following polygons
c. Review:
What is the formula for finding circumference?
2. Lesson Proper:
Motivation:
Your mother asked you to buy a kilo of avocado. When you reached the market, you saw
class A avocado for P 40.00 a kilo. Overly ripped avocados cost P 20.00 a kilo. Which would
you buy? Infuse the value of critical thinking.
B. Presentation:
1. Present this story problem written on a chart. (Discuss critically)
Sta. Monica Elementary School has a circular playground with a radius of 18 meters.
How many meters of wire are needed to enclose the playground?
2. Call on the pupils to answer each step in analyzing the word problem. For step 1 have the
pupils read the problem aloud. For step 2, have the pupil repeat the question to be answered.
For step 3 have a pupil relate what information(s) is/are given. For step 4 in dealing
which process to use, have the pupil reread the word problem for key words to give them the
clue.
C. Generalization:
How do we analyze word problems? Give the steps that must be followed in solving word problems.
Analyze this problem. Tell what is asked/ is/are given and the operation to be used. One day,
Justin and Joseph made a kite. They placed a big circle on the body of the kite. The circle is
trimmed around with colorful strings. How long is the string if the radius of the circle is 40 cm?
IV. Evaluation:
Read carefully. Give your answers to
a. What is asked?
b. What are given?
c. What operation is needed in solving the problem?
1. Mr. Villanueva wants to fence his circular bamboo field with cyclone wire. How much cyclone
wire does he need to use if the field has a radius of 15 meters?
2. Find the circumference of a circular lagoon if the radius is 8 meters.
V. Assignment:
Read the problem your answers to
1. What is asked?
2. What are given?
3. Operation needed problem
Trina and Paulo painted the scenery for the class play. For the moon, they drew a circle. Then
they trimmed it around with a string of sequins. If the diameter of the moon is 120 cm., how long
was the string of sequins that they used?
MATHEMATICS V
Date: ___________
I.
Objective:
Analyze the word problem
Value:
Initiate in doing things
II.
Subject Matter:
Analyzing Word Problems
References: BEC-PELC A2.1.1 p. 36
Materials:
chart with steps in problem solving
III.
Subject Matter:
b. Drill:
Drill on giving names to the different polygons
c. Review:
Recall how to find the circumference of a circle.
Find the circumference:
1. Radius = 5 cm
2. Radius = 3 cm
2. Lesson Proper:
Motivation:
Show to the class a sample of a crochet circular doily. Ask there if they have also
crocheted items at home. Discuss with the pupils how they can initiate projects at home and
in school.
Infuse the value of having initiative in doing things.
B. Presentation:
Alice is making a circular table cloth. It has a diameter of 1.4 meters. How many meters of
lace are needed to decorate the sides of the table-cloth?
Let them read and analyze the problem. Ask a pupil to read the question and another to
answer it.
C. Generalization:
What are the steps in analyzing word problems?
Read carefully and answer each question.
Rita made a circular placemat which has a radius of 3 cm. How many centimeters of lace
trimmings are needed to put around the placemat?
IV. Evaluation:
Analyze the problem carefully.
The members of the Barangayette are helping the teachers plant medicinal plants around the
circular Science Garden of the school. The Science Garden has a diameter of 2 meters. Find the
circumference of the Science Garden.
V. Assignment:
Analyze the problem. Follow the steps learned in analyzing word problems.
Joan would like to out ribbon around a centerpiece that is circular in shape. If it has a diameter of
20 cm, how long will the ribbon be?
MATHEMATICS V
Date: ___________
I.
Objective:
Transform the word problem into number sentence
Value:
Wise use of leisure time
II.
Subject Matter:
Problem Solving
References: BEC-PELC A 2.1.2 p.36
Materials:
III.
Subject Matter:
b. Drill: Identifying plane figures
c. Review: Steps in analyzing word problems
2. Lesson Proper:
Motivation:
You were already in school when classes were suspended due to very inclement weather
condition. What will you do to make your time worthwhile?
Infuse the value of using the using the leisure time wisely
B. Presentation:
1. Present this word problem for analysis.
Mr. de Rivera sewed a white round veil for her daughters first communion. She needs a
five lace around the veil. How long was the lace that she used if the radius of the veil was 80
cm?
2. Have the pupils analyze the word problem orally.
3. Provide additional practice exercises as may be needed.
C. Generalization:
How would you be able to give the mathematical sentence of certain word problem?
D. Practice Exercies:
Give the mathematical sentence for each problem.
1. Angel would like to put lace around a circular centerpiece. If the centerpiece has a diameter
of 15 cm, how long will the lace be?
2. What is the circumference of a table with a 25.5 cm diameter?
IV. Evaluation:
Give the mathematical sentence.
1. Mrs. Lazaro crocheted the top cover of their dining table, then she sewed the trimmings on the
edges. If the diameter of the finished table cloth cover is 3 meters, how many meters of trimmings
were used?
2. Mr. Ramiro fenced his circular vegetable garden with chicken wire. The radius of the garden is
7.5 meters. How many meters of chicken wire did he use?
V. Assignment:
Give the mathematical sentence.
1. A circular swimming pool has a diameter of 18 m. Find the distance the pool.
2. The wheel of Paolo's bicycle has a diameter of 20 cm. How far can it travel when the wheel
makes 10 compete turns?
MATHEMATICS V
Date: ___________
I.
Objective:
Use the correct operation
Value:
Cleanliness, Orderliness
II.
Subject Matter:
Problem Solving
References: BEC-PELC A 2.1.3 p.36
Materials:
Chart on problem solving
III.
Subject Matter:
b. Drill: Drill on the identification of the different polygons.
c. Review: Review the steps in Problem Solving
2. Lesson Proper:
Motivation:
You are a member of Family I assigned to clean the H.E.'s kitchen. How can you help to
make the task easier?
Infuse the value of cleanliness and orderliness in the discussion.
B. Presentation:
Go over the different word problems involving finding the circumference that have been
presented on the chart. Call pupils to analyze each problem. Then let them solve the problem
using the correct operation either on the board or in their seats. Have them show their solution to
the problem. Remind the pupils to label the given facts correctly.
C. Generalization:
What must you remember in order to analyze and solve word problems correctly?
Solve by using the correct operation. Show your solutions.
1. The diameter of a circular garden is 18 meters. Find its circumference.
2. A telescope has a lens with a diameter of 102 cm. What is the distance around the lens?
IV. Evaluation:
Read carefully. Solve the problem by using the correct operation. Label the numbers properly.
1. The boy scouts helped plant medicinal herbs around the circular town plaza which has a diameter
of 40 meters. Find the circumference of the town plaza.
V. Assignment:
Read carefully. Then answer the questions.

Nanette's circular garden is 5 meters in diameter. How many meters of chicken wire are needed to
fence it?
1. The problem asks for the of meters of chicken wire needed to put a fence around the garden.
2. The given facts are 5 m and _______.
3. The mathematical sentence is _______.
4. The solution is _______.
5. The answer is _______.
MATHEMATICS V
Date: ___________
I.
Objective:
State the complete answer
Value:
Initiate in doing things
II.
Subject Matter:
Stating the Complete Answer
References: BEC-PELC A. 2.1.4 p.36
Materials:
Chart, flashcards, show-me-card
III.
Subject Matter:
b. Drill: Multiplication facts (using flashcards)
c. Review: Read and answer the questions after this problem.
A circular garden has a radius of 4.5 m. What is its circumference?
What is asked?
What is/are given?
The word clue/s?
What is the operation to be use?
What is the number sentence?
2. Lesson Proper:
Motivation:
Have some pupils describe a circular table cloth they may have at home or in school.
Discuss with the pupils how they can initiate projects at home or in school.
B. Presentation:
1. Present this -problem on the board
Nice is making a circular table cloth. It has a diameter of 1.4 meters. How many meters
of lace are needed to decorate the sides of the table cloth?
2. Discussion
What are the given facts?
How do you make the diagram for the problem?
What is the formula for finding the circumference?
What is the mathematical sentence?
What is the complete answer?
C. Generalization:
How will you state the complete answer in solving word problems?
Solve. State the complete answer.
1. Patricia made a circular cloth placemat as her project in H.E. It has a diameter of 30
centimeters. How many centimeters of bias binding are needed to put around the cloth?
2. A telescope has a lens with a diameter of 102 cm. What is the distance around the lens?
IV. Evaluation:
Solve each problem. State the complete answer.
1. Mr. Cabral wants to fence his circular bamboo field with cyclone wire. How much cyclone wire
does he need to use if the field has a radius of 15 m?
2. Marina wants to measure the circumference of her dinner plate. She got a ruler and found its
radius. The plate's radius is 12 cm. What is the circumference?
V. Assignment:
1. Mrs. Caparas crocheted the top cover of their round dining table. Then she sewed trimmings on
the edges. If the diameter of the finished table cover is 3 meters, how many meters of the
trimmings were used?
2. Mr. Bautista fenced his circular vegetable garden with chicken wire. The radius of the garden is
15 meters. How many meters of chicken wire did he use?
MATHEMATICS V
Date: ___________
I.
Objective:
Solves word problems involving circumference measure
Value:
II.
Subject Matter:
Solving Word Problems Involving Circumference Measure.
References: BEC-PELC A.2.1
Materials:
Chart o n problem solving
III.
Subject Matter:
b. Drill: What do you call this angle?
c. Review: Find the circumference given the following data.

1. D = 5 cm
2. R = 3 cm
3. R = 8 m
2. Lesson Proper:
Motivation:
Classes are suspended due to bad weather. What will you do so that your time will be
worthwhile?
Infuse the value of using their leisure time wisely.
B. Presentation:
1. Present this problem. Trina has a project in EPP-HE. She plans to make a circular table cloth.
It has a diameter if 1.4 How many meters of lace will she need to decorate sides of the table
cloth?
2. Discuss with the pupils how the problem will be solved. Have them take note of the steps
used in analyzing and solving word problems.
C. Generalization:
What are the steps that you must remember in analyzing and solving word problems?
Read carefully and solve.
1. Linda is making a circular veil which has a radius of 7 cm. How many centimeters of lace
trimmings does she need to put around the veil?
2. The diameter of a circular garden in the park is 15 m. Find its circumference?
IV. Evaluation:
1. Tito Celing needs some old tires in making flower pots. What is the circumference of each flower
pot if the radius is 25 cm?
2. If the radius of the Ferris Wheel is 12 m, what is its circumference?
V. Assignment:
Read and solve.
1. Bebs would like to put ribbon around a centerpiece that is circular in shape. If it has a diameter of
23 cm, how long will the ribbon be?
2. The skating rink at a mall has a diameter of 12 m. How many meters of railing are needed to
surround the skating rink?
MATHEMATICS V
Date: ___________
I.
Objective:
Find the area of parallelograms in square meters/centimeters
Value:
Promote community responsibility
II.
Subject Matter:
Finding the Area of Parallelogram
References: BEC III B.1 p. 37
Materials:
Flashcards, illustrations
III.
Subject Matter:
b. Drill: Multiplication facts (using flashcards)
c. Review: What are the different plane figures?
2. Lesson Proper:
Motivation:
Talk about the role of farmers in food production. Let them appreciate the role of farmers
to our country. Then discuss about the responsibilities of every citizen in the community.
B. Presentation:
1. Present this lesson for discussion
A field has nearly the shape of a parallelogram in which the base is 65 meters and the
height is 48 meters. What is the area of the field?
2. Discussion:
Solution:
Base = 65 m
Height = 48 m
Formula: base x height = area of parallelogram
Area of parallelogram = 65 x 48 = 3220 m2
The field has an area of 3220 m2
C. Generalization:
What is the formula in finding the area of parallelogram?
Solve for the area of parallelogram. (Group Activity)
1. b = 12 m; h = 15 m
2. b = 18 m; h = 20 m
A = ________
A = ________
3. b = 25 m; h = 8 m
A = _______
4. b = 8.5 cm; h = 4 cm A = _______
IV. Evaluation:
Solve for the area of the following.
1. b = 51 m
h = 26 m
A = _____
2. b = 15 cm
h = 9.5 cm
A = _____
3. b = 12 m
h=8m
A = _____
V. Assignment:
Solve the following problems.
1. Mrs. dela Paz has a sugarcane field in the shape of a parallelogram. Its base is 500 meters and its
altitude is 200 meters. What is its area?
2. A parallelogram lot is for sale P 1,200.00 per square meter. How much is the cost of a lot with
320 m base and 210 m height?
MATHEMATICS V
Date: ___________
I.
Objective:
Find the area of trapezoids in square meters/centimeters
Value:
Eating fish is good for the body
II.
Learning Content:
Finding the Area of Trapezoids
References: BEC III B.1 p.37
Materials:
Cut-outs, illustrations, flashcards
III.
Subject Matter:
b. Drill: Basic multiplication facts (using flashcards)
c. Review:
What is this figure?
Let us place two of these triangles together like this. What figure is formed? Is one
triangle equal to one-half of the parallelogram?
2. Lesson Proper:
Motivation:
Motivate the children by asking them what kind of food they like to eat. Encourage them
to eat fish than meat by discussing the food nutrients we get from fish. Also discuss the
money our mothers can save if the family will eat more fish than meat.
B. Presentation:
1. Present this example written on the board.
Since we know that parallelogram consist of 2 triangles, let us solve for the areas of 2
triangles in the trapezoid.
2. Discussion: (illustrated written on the board)
C. Generalization:
What is the formula in finding the area of a trapezoid?
Find the area of these trapezoids.
IV. Evaluation:
Find the area of these trapezoids.
Base 1
Base 2
Height
Area
1. 7 m
8.5 m
4.5 m
2.
12 10 cm
7.5 cm
cm
3.
15 11 cm
6 cm
cm
4. 10 m 15 m
9 cm
5. 25 m 20 m
16 m
V. Assignment:
Find the area of this trapezoids.
MATHEMATICS V
Date: ___________
I.
Objective:
Find the area of a circle
Value:
Show
II.
Learning Content:
Finding the Area of a Circle
References: BEC III B.1 p.37
Materials:
Cut-outs, illustrations, flashcards
III.
Subject Matter:
c. Review:
A circle is a closed plane figure. It is not formed by line segments. Is a circle a
polygon? What is the formula in finding the circumference of a circle?
2. Lesson Proper:
Motivation:
Discuss the meaning of herbs. Discuss also how to make one's pace beautiful. Let them
give examples of plants that can beautify one's home or yard. Let them give other ways to
make a certain place beautiful.
B. Presentation:
1. Present this problem written on the board.
A rectangular lawn is 18 m by 12 m. At each end of the lawn, there is a circular flower
plot with a radius of 3 rn. Find the area of the two circular flower plots.
2. Discussion
What is the solution using the formula: A = r 2?
Area of the 2 flower is 56.52 m2
Solution: (illustrated on the board)
C. Generalization:
Give the formula in finding the area of a circle.
Find the missing data.
1. Radius = 12 cm Area = _______
2. Diameter = 18 m
Area = _______
3. Radius = 31.6 cm
Area = _______
IV. Evaluation:
Find the area of these circles:
1. r = 18 cm
2. r = 16.4 cm
3. d = 7.6 cm
4. r = 12 cm
5. d = 19 m
V. Assignment:
Complete the table. An example is done for you.
Radius
12.3 cm
12.25 m
_________
3.5 cm
Diameter
24.6 cm
_________
18 dm
_________
Circumference
77.244 cm
_________
_________
21.98
Area
475 cm2
_________
_________
_________
MATHEMATICS V
Date: ___________
I.
Objective:
Value:
Appreciate Filipino sports and games
II.
Learning Content:
Analyze the Word Problem
References: BEC III B.2.1.1 p.37
Materials:
Flashcards, chart with word problems
III.
Subject Matter:
c. Review: What are the steps to solve word problems easily?
2. Lesson Proper:
Motivation:
What is your a favorite sport or game? Why do you like it? Does it help to make your
body strong and healthy? Do you know other Filipino sports and games? Give examples.
Lead the children to the appreciation of Filipino sports and games.
B. Presentation:
1. Present this problem
The bases of a trapezoid are 6.5 cm and 3.7 cm, Find the area if its height is 7.3 cm.
2. Discussion
What is asked?
What is/are given?
What is/are the word clue/s Give the operation to be used? What is the mathematical
sentence?
3. Give more word problems to be analyzed by the pupils.
C. Generalization:
What should we remember in analyzing word problems?
Read and answer the following questions.
1. A circular park has a radius of 70 meters. What is its area?
What is asked? .
What is the word clue?
What is the operation to be used?

2. Each morning, Rudy jogs 6 times around the Memorial Circle. If he covers a distance of 2827
m, what is the radius of the Circle? What is its area?
What is asked?
What is the word clue?
What is the operation to be used?
IV. Evaluation:
Read and analyze the following problems:
1. Manuel cut a circle from a piece of red paper. Its diameter is 3.5 centimeter. What is its area?
2. A lot is in the form of a triangle. The base is 38 rn and the height is 25 m. What is the area of the
lot?
V. Assignment:
Analyze this problem:
The area of a circular antenna is 19.625 m2. Find its radius.
MATHEMATICS V
Date: ___________
I.
Objective:
Solves word problems involving area of plane figures
Value:
Appreciate the beauty and ways of life in the farm
II.
Learning Content:
Solving Word Problems Involving Area of Plane Figures
References: BEC B 2.1 p. 37
Materials:
Flashcards, chart with word problems
III.
Subject Matter:
c. Review: What should we remember in analyzing word problems?
2. Lesson Proper:
Motivation:
Ask them if they have seen grain stalks swaying in the fields. Have them narrate their
experiences in the fields. Ask them if they want to live in the farm? Why and why not? Ask
the pupils what beautiful spots can be seen in the farm? Lead them to appreciate the ways of
life in the farm.
B. Presentation:
1. Present this problem.
The bases of a trapezoid are 5.4 cm and 7.2 cm. Find its area if the height is 3.5 cm.
2. Discussion:
What is asked?
What is/are the operation/s to be used?
What is the formula in finding the area of a trapezoid?
Show the solution on the board.
C. Generalization:
What would we remember in solving the area of a plane figures?
Read and solve.
A dinner plate has a diameter of 25.8 cm. What is its radius, circumference and area?
IV. Evaluation:
Read and solve:
1. How many square meters of carpet are needed to cover a room of 7.85 m by 9.5 m?
2. The length of a rectangle is 2.75 m and its width is 3.15 m. What is its area?
V. Assignment:
Read and solve.
A circle graph in the book has a radius of 4.9 cm. Find the area.
MATHEMATICS V
Date: ___________
I.
Objective:
Tell what is asked given, word clue and operation to be used
Value:
II.
Industry, Productivity
Learning Content:
Telling what is asked, given, word clue and operation to be used (problem solving)
References: BEC III B.2.1.1.1 p. 37

Materials:
Word problem chart, flashcards, show me card
III.
Subject Matter:
b. Drill:
Tell what kind of plane figures are the following.
c. Review:
Write the formula in finding the area of the following polygons.
1. circle
2. square
3. trapezoid
4. rectangle
5. triangle
2. Lesson Proper:
Motivation:
Who among you have a backyard? Can you describe to us what we can find in your
backyard? What can you do to make it Productive?
B. Presentation:
1. Mr. Perez wanted to plant some vegetables at his triangular backyard. Together with his
brother they cleaned the area with a base of 60 dm and a height of 30 dm. What was the total
area that they cleaned?
2. Discussion:
What are given?
What are the word clues?
What operations will be used to solve the problem?
C. Generalization:
How do we analyze word problems?
Read and analyze.
Mang Daniel's tilapia fishpond is in the shape of a trapezoid. Its upper base is 6 m, while its
lower base is 8 m.
What is the area of the trapezoid if its height is 4 m?
1. What is asked?
2. What are given?
3. What are the word clues?
4. What are the operations to be used?
IV. Evaluation:
Read the problem and supply the needed information.
Janica wants to buy a new carpet for their living room which is 9 meters long and 5 meters wide.
What is the area of the carpet that she needed?
Ask:
________________________
Given:
________________________
Word clues:________________________
Operation: ________________________
V. Assignment:
Read and analyze.
Mrs. Mariano has a lot which is shaped like a trapezoid. The dimensions of the lot are b l =
12 m; b2 = 17 m; s = 10 m and h = 8 m. What is the area of the lot?
Ask:
________________________
Given:
________________________
Word clues:________________________
Operation: ________________________
MATHEMATICS V
Date: ___________
I.
Objective:
Transform the word problem into a number sentence
Value:
Creativity
II.
Learning Content:
Problem Solving
References:
Materials:
BEC IV B.2.1.2; 2.1.3; 2.1.4 p. 37

Word problem chart, show-me-card
III.
Subject Matter:
b. Drill: Identifying plane figures
c. Review: Review the steps in analyzing word problems.
2. Lesson Proper:
Motivation:
If you have an old scarf, are you going to throw it away? Use it as rag? (Infuse the value
of being creative)
B. Presentation:
Raiza covered her old triangular scarf with sequins and beads. What is the area covered if the
scarf has a base of 130 cm and a height of 70 cm?
1. Discussion:
What are the word clues?
-
What is the formula for finding the area of a triangle?

What operations are we going to use?
C. Generalization:
In solving word problems involving area,
How do we transform word problem into a number sentence?
How are we going to know the operation/operations to be used?
How do we state the complete answer in solving word problem?
Read and analyze

Two brothers, Patrick and Dennis inherited a piece of land from their parents. Patrick's lot
has a base of 140 m and a height of 80 m., while Dennis' has a base of 125 m and a height of
75 m. What is the area of Patrick's lot?
The operation/s needed ___________________
The number sentence ___________________
The complete answer ___________________
IV. Evaluation:
A. Read the problem and supply the needed information.
Bianca bought a corner lot in the shape of a trapezoid. The upper base is 45 m, the lower base
is 60 m and the height is 30 m. What is the area of the lot?
The operation/s needed ___________________
The number sentence ___________________
The complete answer ___________________
V. Assignment:
Read and answer the questions that follow.
Mr. dela Cruz has a triangular field of a palay, the base which is 20 meters and the altitude is 16
meters. Find the area of the triangular field.
What operations are needed?
MATHEMATICS V
Date: ___________
I.
Objective:
Tell the unit of measure used for measuring the volume of cubes/rectangular prisms
Value:
Being well organized
II.
Learning Content:
Telling the unit of measure used for measuring the volume of cubes/rectangular prisms
References: BEC III C.1.1 p. 38
Materials:
ruler, real objects such as dice, shoebox, hollow block, powdered milk box,
illustrations, show-me-card
III.
Subject Matter:
b. Drill: Tell what spatial figures are the following
1.
_______
2.
_______
3.
_______
4.
_______
c. Review:
Identify the spatial figure being described.
_______ 1. It has 6 equal faces, 12 equal edges and 8 vertices
_______ 2. It has 2 bases and 4 lateral faces, 8 vertices and 12 edges
2. Lesson Proper:
Motivation:
What are the things or toys that you often play with? After playing, what will you do with
the toys? Is it important to keep them in a safe place and to be well-organized? (Infuse the
value of being well-organized)
B. Presentation:
Janna is playing a dice and a shoebox. She wants to know what unit of measure she is going
to use in measuring the volume of the dice and the shoe box. Can you help Janna?
1. Show the dice and the shoe box to the class, with the use of their ruler. Ask a pupil to measure
the edges of the dice. Ask what unit of measure did he use in measuring the dice.
Call another pupil and ask him to measure the shoebox and ask him to measure the edges
of the shoebox.
C. Generalization:
What unit of measure are we going to use in measuring the volume of smaller cubes and
rectangle prisms?
(With the use of show-me-card) What unit of measure are you going to use in measuring the
volume of the following?
1. Television
2. box
3. divan
4. lunch box
5. dice
IV. Evaluation:
1. What unit of measure are you going to use in measuring the volume of the following?
a. aquarium
b. shoebox
c. dice
d. gulaman bar
V. Assignment:
Write the unit of measure used in measuring the volume of the following.
1. gift
2. hollow block
3. soap
MATHEMATICS V
Date: ___________
I.
Objective:
Convert one cubic unit of measure to a larger or smaller unit
Value:
Be concerned about the health of the family members
II.
Learning Content:
Converting one cubic unit of measure to a larger or smaller unit
References: BEC III C.1.2 p. 38
Materials:
show-me-card
III.
Subject Matter:
b. Drill: Have the children answer their exercises in their show-me-cards.
2 x 100 =
5000 1000 =
4 x 1000 =
7000 1000 =
3.5 1000 =
c. Review:
What unit of measure in measuring the volume of a solid?
2. Lesson Proper:
Motivation:
What do you usually drink at breakfast? Talk about the importance of milk to our body.
B. Presentation:
Floriane bought a box of milk with a net weight of 250 milliliters, a can of powdered milk
with 250 milliliters and another big box of milk with 500 milliliters. How many liters or milk did
she buy?
1. Discussion:
a. Analyze the word problem
b. Ask for the number sentence 250 ml + 250 ml + 500 ml = 1000mIc. To convert milliliters to liters of milk, we divide. Since there are 1000 ml in a liter,
divide:
1000 = 1 liter
1000
C. Generalization:
How do we convert one cubic unit of measure into a larger on smaller unit?
Write the missing number for each
1. 2.5 liters = _____ ml
2. 3000 ml = _____ liters
3. 7.8 liters = _____ ml
IV. Evaluation:
Change each of the following to the unit given in parenthesis.
1. 7 liters (ml)
2. 1250 ml (ml)
3. 8.5 liters (L)
V. Assignment:
Find the total. Then write the answer in the unit written in parenthesis.
1. 640 ml + 395 ml (L)
2. 3.8 L 8.75 L (mL)
3. 6350 ml + 2765 mL (L)
MATHEMATICS V
Date: ___________
I.
Objective:
Derive a formula for finding the volume of cube
Value:
Accuracy
II.
Learning Content:
Deriving a formula for finding the volume of cubes.
References: BEC III C. 1.3 p.38
Materials:
cube, box, show-me-card
III.
Subject Matter:
b. Drill: Giving the name of special figures and describing them.
c. Review:
Fill in the blanks to complete the equivalent measures.
1) 3.5 L = ______ ml
2) 3.5 L = _____ ml
3) 4000 ml = _____ L
2. Lesson Proper:
Motivation:
In Grade IV, you have learned that the measure of the space occupied by a solid is called
its volume. Today, we will discover the formula for finding the volume of a cube.
B. Presentation:
1. Show a box 4 cm long, 4 cm wide and 4 cm. high. Let them measure the box (the length,
width and height) Emphasize the value of accuracy in measuring. Then count the number of
cubes.
2. Discussion:
a. How many rows of cubes are there?
b. How many cubes are there in each row?
c. How many layers of cubes are there?
C. Generalization:
How do we find the volume of a cube?
Divide the class into 3 groups. Make a formula to find the volume of a cube using the given
data.
1. side = 3.5 cm
2. side = 83 cm
3. side = 4.28 cm
IV. Evaluation:
Make a formula to find the volume of a cube.
1. side = 6 dm.
2. side = 3.2 cm.
3. side = 63 cm.
4. side = 4 m.
5. side = 7.4 cm.
V. Assignment:
Find the volume of the following cubes with the given sides
1. side = 5.2 cm.
2. side = 4.6 cm.
3. side = 9 cm.
MATHEMATICS V
Date: ___________
I.
Objective:
Find the volume of cube/rectangle prism
Value:
Get into the habit of eating fish rather than meat
II.
Learning Content:
Finding the volume of a cube/rectangular prism
References: BEC III C.1 p. 38
Materials:
show-me-card, real solids (cube and rectangular prism)
III.
Subject Matter:
b. Drill: (Using show-me-card) Identifying spatial figures.
c. Review: What are the parts of a cube?
2. Lesson Proper:
Motivation:
What kind of food do you like to eat? Do you like to eat more fish than meat? Why?
What are the food nutrients we get from fish?
B. Presentation:
Mr. dela Cruz used a square-shaped /and to construct his fish pond which is 5 meters on each
side and 5 meters deep. How much soil was dug up to construct the fish pond?
1. Discussion;
a. Analyze the word problem
b. Ask for the number sentence 3 x 5 x 3 = N
c. To find the volume of a cube, multiply the 3 sides. To find the volume of a multiply the
length, width and height
d. What is the volume of a cube/rectangular prism?
C. Generalization:
How do we find the volume of a cube/rectangular prism?
Find the volume
1. S = 8 dm
2. 1 = 10 m; w = 5 m h = 8 m
3. s = 6 m
IV. Evaluation:
Find the volume of each solid.
1. s = 8 cm
2. s = 4 dm
3. l = 12 dm
w = 6 dm
h = 8 dm
4. l = 10 m
w=6m
h=4m
V. Assignment:
Find the volume
1. l = 9 m
w=7m
h = 10 m
v = ____
2. s = 12 dm
v = _____
3. s = 15 m
v = ______
MATHEMATICS V
Date: ___________
I.
Objective:
Tell:
- What is asked
- What is/are given
- The word clue/s
- The operation to be used
Value:
Caring for animals/fishes
II.
Learning Content:
Analyzing word problems
References: BEC III C.2.1.1 p. 38
Materials:
show-me-cards, word problem chart
III.
Subject Matter:
b. Drill: (using show-me-card) find the product.
2x2x3=
4x2x3=
6x5x2=
c. Review: Finding the volume of cube a/rectangular prism
2. Lesson Proper:
Motivation:
Who among you have an aquarium at home? What should you do to protect the fishes in
your aquarium?
B. Presentation:
Janet's rectangular aquarium is 8 dm long, 5 dm wide and 6 dm high. How much water on the
aquarium hold?
1. Discussion;
c. What is the word clue?
d. What operation will be used?
C. Generalization:
How do we analyze word problems involving measurement of volume?
Read and analyze the word problem.

Mrs. Mateo made a box for his sons toys. One of the 4 equal sides of the boxes measures 1.5
m. What is the volume of each box?
1. What is asked?
2. What is given?
3. What is the word clue?
4. What operation will be used?
IV. Evaluation:
Read and analyze each word problem.
1. Mr. Lagmay bought a rectangular water tank to collect water during the rainy days. It measures
3m long, 2m wide and 4m high. How many cubic meters of water can it had?
2. At the corner of his yard, Patrick has a tilapia pond which measures 20 dm. long, 12 dm. wide
and 9 dm. high. What is its when filled with water?
V. Assignment:
1. Tess wants to find the volume of her shoe box. It has a length of 25 cm, width of 14 cm, and
height of 8.5 cm. What is the volume of the shoe box?
a. what is asked?
b. what are given?
c. what is the word clue? .
d. what operation will be used?
MATHEMATICS V
Date: ___________
I.
Objective:
Solve word problems involving measurement of volume.
Value:
Cleanliness
II.
Learning Content:
Problem solving involving measurement of volume.
References: BEC III C. 2.1
Materials:
show-me-card, word problem chart
III.
Subject Matter:
b. Drill: Multiply using show-me-card
23 x 15 =
17 x 5 =
19 x 11 =
13 x 5 =
c. Review: What are the steps in analyzing word problems?
2. Lesson Proper:
Motivation:
What materials are considered wastes and should be disposed of? Should we disposes of
these waste materials properly? How and why?
B. Presentation:
The dump truck that hauls garbage in 4 m long, 3 m wide and 3 m high. How much garbage
can it hold?
1. Discussion:
a. What is asked?
b. What are given?
c. What s-the word clue?
d. What is the number sentence?
C. Generalization:
How do we solve word problems involving measurement of volume?
Read and solve
1. Mrs. Mariano's rectangular water tank is 6m long, 4m wide and 4m. high. What is the total
capacity of the water tank?
2. Janna's bed is box-type with a foam which is 178 cm long, 86 cm wide and 14 cm thick. What
is the volume of the foam?
IV. Evaluation:
Solve each word problems.

1. How much soil is in a hole that is 4 m long, 3 m wide and 7 m deep?
2. Danica placed some ube pastillas in a square box measuring 40 cm long, 30 cm wide and 15 cm
high. How many cubes of ube pastillas can the box hold?
V. Assignment:
Solve:
Cherry used a box measuring 5 dm long, 4 dm wide and 3 dm high in packing powdered fruit
price mix. Every cubic dm of space can contain 3 packages of powdered fruit mix. How many
packages are inside the box?
MATHEMATICS V
Date: ___________
I.
Objective:
Transform the word problem into number sentence
Value:
Concern others/Helpfulness
II.
Learning Content:
Transforming Word Problem Into Number Sentence
References:
Materials:
BEC III C.2.1.2 p. 39

flashcards, chart, show me card
III.
Subject Matter:
b. Drill:
Supply the missing number.
1. 300 cm = _____ dm
2. 4.5 m = _____ cm
3. 250 dm = _____ m
c. Review:
Review the different steps in analyzing word problem.
2. Lesson Proper:
Motivation:
Do you help our brothers and sisters from far places especially the victims of calamities?
How?
B. Presentation:
1. Present this word problem
Jasmin has two big boxes. She will use the bigger box to hold the old clothes that she will
give to the poor. The first box is 6 dm long, 5 dm wide and 4.5 dm high the second box has a
square bottom 5 dm on each side. Which box should she use?
2. Have pupils read and analyze the problem
3. Have them transform the word problem into number sentence. Use the formula
C. Generalization:
What makes up a number sentence?
The teacher will dictate the word problems. Have the pupils write the number sentence on
their show me card.
IV. Evaluation:
Transform the following word problem into number sentence.
1. An aquarium filled with water is 43 cm long, 28 cm wide and 22 cm high. What is the volume of
the aquarium?
2. The container part of the garbage truck is 5 meters long, 2.7 m. wide and 1.9 m high. How many
cubic meters of garbage can it contain?
V. Assignment:
Write a word problem involving volume of solid and transform it into number sentence.
MATHEMATICS V
Date: ___________
I.
Objective:
Use the correct operation
State the complete answer
Value:
Industry, Resourcefulness, Thrift
II.
Learning Content:
Using the correct operation
Stating the complete answer
References: BEC III C.2.1.3, IV C.2.1.4
Materials:
models of geometric figures, flashcards, chart
III.
Subject Matter:
b. Drill: Identifying geometric figures using models
c. Review: Answering of assignment.
2. Lesson Proper:
Motivation:
Which is cheaper, to buy a ready to use material or just make the needed material by
yourself? (Infuse the value of industry, being resourcefulness and being thrifty)
B. Presentation:
Jessa made a box for her siopao. The box measures 3.5 dm long 3 dm wide and 2 dm
high. What is the volume of the box? Every cubic dm of space can contain 2 siopao. How
many siopao are inside the box?
2. Reading and analyzing the problem
3. Have pupils solve the problem using the correct operation.
4. Let them state the complete answer.
5. Give more exercises to achieve mastery.
C. Generalization:
How do you state the complete answers?
Solve this problem using the correct operation then state the complete answer.
A bar of gold is 11 dm long 3 dm wide and 2.5dm high. How many cubic dm of gold are in
the bar?
IV. Evaluation:
Read and solve. Use the correct operation and state the complete answer.
The grade V boys are digging a pit 3 m by 4 m by 7 m. How much soil will be dug from the
ground?
Value: Did you join your group activity willingly?
V. Assignment:
Solve this problem using the correct operation and state the complete answer.
How many cubic meters of space are there in a room of 9m long 7m wide and Earn high?
MATHEMATICS V
Date: ___________
I.
Objective:
Identify the parts of a thermometer
Value:
Interest in learning how and why things work/Curiosity
II.
Learning Content:
Identifying parts of Thermometer
References: BEC III D.1.1
Materials:
Clinical thermometer, room thermometer, enlarged drawing of thermometer
III.
Subject Matter:
c. Review:
What is temperature? What instrument is used to measure temperature?
2. Lesson Proper:
Motivation:
What instrument does the doctor put in a patients mouth to determine if he or she has a
fever?
B. Presentation:
(Infuse the value in having interest in learning how and why things work)
1. Show the clinical thermometer and room thermometer.
2. Have the pupils describe the similarities of the two thermometers.
3. Guide them in identifying the parts of the thermometer.
4. Discussion about its parts and functions
C. Generalization:
What are the parts of a thermometer?
Identify the part described.
1. It goes down the tube when put in a cool place.
2. It helps us tell how far up the mercury rises n how far down it goes.
3. It is a liquid found inside the bulb.
4. Its end in shaped liked a bulb.
IV. Evaluation:
Draw a thermometer and label the parts
Value: How did you show your interest in learning how and why things work.
V. Assignment:
Make an improvised thermometer with movable mercury.
MATHEMATICS V
Date: ___________
I.
Objective:
Read a thermometer
Value:
Handle materials/tools with care
II.
Learning Content:
Reading Thermometer
References: BEC III D. 1.2
Materials:
Clinical thermometer, glass with warm water, glass with cold water, cardboard
thermometer, show me cards.
III.
Subject Matter:
b. Drill: Basic division facts (using flashcards)
c. Review:
What are the parts of thermometer?
2. Lesson Proper:
Motivation:
What instrument is used in measuring the hotness and coldness of a body object?
Infuse the value of handling materials/tools with care.
B. Presentation:
1. Ask volunteer to soak the bulb of the thermometer in warm water. Let him/her read the
temperature.
2. Have other pupil soak the same thermometer in cold water and read the temperature.
3. Have them compare the two readings
4. Discussion on the rising and falling of the mercury when placed on warm and cold water.
5. Give more exercises in reading thermometer
C. Generalization:
How do we read thermometer?
Contest in reading thermometer using the improvised thermometer?
IV. Evaluation:
Give the reading of the thermometer if the mercury is
1. 3C above the normal body temperature
2. 15C lower than the boiling point of water
3. 38C above the freezing point of water
4. Three line above the normal body temperature

V. Assignment:
Do exercises 1 - 5 on page 239 of Grade School Mathematics 5.
MATHEMATICS V
Date: ___________
I.
Objective:
Give the body temperature using degree Celcius
Value:
Work independently
II.
Learning Content:
Giving the Body Temperature Using Degree Celsius
References: BEC III D.1
Materials:
Flashcards, cardboard thermometer with movable mercury
III.
Subject Matter:
b. Drill:
Contest in reading thermometer
c. Review:
2. Lesson Proper:
Motivation:
Who was Andres Celcius? What was his contribution to Science?
B. Presentation:
1. Present this situation
Rogelio has a fever. His temperature is 2.7 0C higher that the normal body temperature.
What is his body temperature. What is the body temperature.
2. Reading and analyzing the situation.
3. Call on pupil to give the normal body temperature.
4. Guide pupil in finding/giving the body temperature.
5. Give more exercises /exercises to achieve mastery.
C. Generalization:
How do you determine the body temperature?
Roque is not feeling well. What is his temperature if it is 1.9 0C higher than normal body
temperature?
IV. Evaluation:
Cris has a fever. His temperature is 39.8C. After 3 hours upon taking medicine his temperature
has lowered by 2.5C. What is his body temperature now?
Value:
Did you work independently?

V. Assignment:
1. Write a word problem involving body temperature.
2. Solve the problem.
MATHEMATICS V
Date: ___________
I.
Objective:
Solve word problems involving body/water temperature.
Value:
Promote health and body standards
II.
Learning Content:
Solving Word Problems
References: BEC-PELC A1.1 p. 36
Materials:
III.
Subject Matter:
b. Drill: Basic Multiplication Facts
4x5=
5x4=
6x7=
7x6=
c. Review:
What is the normal body temperature?
What are the boiling and the freezing points of water?
2. Lesson Proper:
Motivation:
Talk about the school personnel who take care of the health of the children.
Infuse respect and health care.
B. Presentation:
1. Present this problem to the pupils
Maricel was sent home by the school doctor because of high fever after giving her some
medicine. Her temperature was 38.5C. How many degrees higher is her temperature from
the normal body temperature?
2. Analysis/Discussion
Ask the pupil to read the question and have another pupil answer it.
a. What is asked?
Difference between Maricel's temperature and normal body temperature.
b. What facts are given? 38.5C 37C
c. What operation will you use? Subtraction
d. What is the mathematical sentence?
C. Generalization:
How do we solve word problem involving body/weather involving?
Solve this problem:
It was cold in Tagaytay. The temperature reading in the morning temperature reading in the
morning was 20.8 0C. In the afternoon, it rose to 25.4 0C. How many degrees was the change in
temperature?
IV. Evaluation:
Solve this problem:
Vilma baked a chicken in the oven with a temperature of 350 C. After 15 minutes, she lowered it
to 175 C for slow cooking. What is the difference in temperature?
V. Assignment:
Solve:
The temperature in Baguio is 16C while the temperature in Manila is 30C. How much warmer
is it in Manila than in Baguio?
MATHEMATICS V
Date: ___________
I.
Objective:
Read/Interpret data presented in a line graph.
Value:
Make time for family get together.
II.
Learning Content:
Reading/Interpreting Data Presented in a Line Graph
References: BEC III V A.1 p.41
Materials:
chart, graphing paper
III.
Subject Matter:
b. Drill: Basic multiplication facts
c. Review: Measuring temperature
2. Lesson Proper:
Motivation:
Discuss with the children the importance of family reunion.
Ask: How, do members of the family share quality time together?
B. Presentation:
1. Present the following problems and line graph to the pupils.
Mrs. Gonzales save some money to put up a poultry busine3s. She made a monthly
deposit for ten months. Below is a graphical report of her monthly deposits.
2. Analysis/Discussion:
What is the title of the graph?
What information do the vertical axis and the horizontal axis give?
How much money did Mrs. Gonzales deposit in January?
How many months did she save?
In what months did she make the same deposit?
In what months did she make the largest deposit?
Find the total deposits made in ten months indicated.
C. Generalization:
How do we read and interpret data presented in a line graph?
Study the line graph showing Mrs. Cruz monthly sales, then answer the questions below.
MRS. CRUZ MONTHLY SALES
Answer the following:

1. In what month did Mrs. Cruz has the biggest sales?
2. In what month did she has the lowest sales?
3. How much did she earn each month?
IV. Evaluation:
Use the line graph to answer the questions.
REYS VIDEO RENTAL
1. What is the title of the line graph?

2. How many drama tapes were borrowed?
3. How many suspense tapes were rented from the action tapes?
V. Assignment:
Use the line graph bellow to answer the questions.
HABIBS SCORE
MATHEMATICS V
Date: ___________
I.
Objective:
Read a line paragraph
Value:
Thoughtfulness
II.
Learning Content:
Reading a Line Graph
References: BEC V A.2
p.41
Materials:
Chart, graphing paper
III.
Subject Matter:
b. Drill: Basic multiplication facts
9x8=
8x9=
7x8=
8x6=
c. Review:
How can you interpret data presented in a line graph?
2. Lesson Proper:
Motivation:
What is your favorite fruit?
What vitamins can you get from fruits?
Emphasize the vitamins the fruits can give to our body.
Explain to them the importance of being thoughtful by giving little things like fruits
especially for the family.
B. Presentation:
1. Present the following to the pupils.
Mr. Tan bought different kinds of fruits in the market. He prepared all of these for his
family for food consumption. He listed the cost of each fruit.
Cost of the Fruits
a. Guide the pupils to read the line graph.
b. Tell the children that the line graph presents information through points and lines.
c. Ask: What is the cost of pineapple? How about apple?
3. Give more exercises to the pupils.
C. Generalization:
How do we read the line graph?
Rea the following graph.
IV. Evaluation:
Read this line graph.
V. Assignment:
Construct a line graph. Be ready to read it in class.
MATHEMATICS V
Date: ___________
I.
Objective:
Organized data presented in a line graph
Value:
Neatness and accuracy
II.
Learning Content:
Organizing Data Presented in a Line Graph
References: BEC V A.3.1 p.41
Materials:
chart, graphing paper
III.
Subject Matter:
b. Drill: Basic Multiplication facts
5x9=
9x5=
6x9=
c. Review: Reading a line graph
9x6=
2. Lesson Proper:
Motivation:
Did you record your scores in spelling for the month of July?
Infuse the value of neatness and accuracy in reading scores for the different subject areas.
B. Presentation:
1. Present the line graph and the data to the pupils.
Cristy's Average Score in Spelling in July
Week 1
50
Week 2
48
Week 3
46
Week 4
49
C. Generalization:
How do we organize data presented in a line graph?
Organize the following information in a line graph.
A construction company building the skyway from Manila to Alabang has this number of
workers.
Study the table and make a line graph
Morning Shift
30
Afternoon Shift
25
Night Shift
20
Foreman
5
IV. Evaluation:
Organize the following data in a line graph.
A school has a contest on these games. Make a line graph for these data
School Contest
Game
Contestant
Sipa
10
Yoyo
8
Table Tennis
4
Tennis
5
V. Assignment:
Some tourists visited these places. Construct a line graph for each of the following data.
Tourist Spots
Scenic Spot
Tourist
Tagaytay
20
Boracay
25
Hidden Valley
10
Baguio
20
Corregidor
15
Subic
5
MATHEMATICS V
Date: ___________
I.
Objective:
Contracts a line graph
Value:
II.
Learning Content:
Constructing a Line Graph
References: BEC V. A.3 p.41
Materials:
Chart, graphing paper, chalkboard
III.
Subject Matter:
b. Drill: Basic Multiplication Facts
7x8=
7x9=
6x8=
c. Review:
What is a line graph?
What are the parts of line graph?
8x6=
2. Lesson Proper:
Motivation:
What do you mean by the acronym DA?
Did you know that without framers we can't be able to have a meal in our
everyday life?
Stress the importance of farmers in our lives.
Infuse the value of being industrious.

B. Presentation:
Donna prepared a table of her monthly reading speed.
My Reading Speed
Month
No. of Words/minute
June
125
July
129
August
140
September
147
October
150
November
154
December
164
January
168
Let the pupils make and analyze a graph.
What information can you get from the graph you made?
Which is the vertical axis? The horizontal axis?
What are the information used to complete the table?
C. Generalization:
How do we construct a line graph?
Make a line graph using the information given below.
Monthly Electric Consumption.
Month
Electric Consumption
January
3149
February
3468
March
3579
April
3680
May
3995
IV. Evaluation:
Construct a line graph using the following given data.
Height of Tree
Height in M
Week
0
1st
1
2nd
2
3rd
3
4th
4
5th
5
6th
V. Assignment:
Construct a survey among your classmates find out their favorite subjects. Construct a line graph
using the data gathered.
Fill up a table with these headings.
Favorite Subject
Number

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1st

III. Learning Experiences:

III. Learning Experiences:

When writing numbers in words, what is placed after each period?

BEC PELC 1 A 2.a

III. Learning Experiences:

BEC PELC A 2.a

III. Learning Experiences:

BEC PELC I A 2.b

III. Learning Experiences:

BEC PELC I A 2.b

Write true or false. If true, identify the property of multiplication illustrated

III. Learning Experiences:

BEC PELC I A 4.a

III. Learning Experiences:

2. Review: Review on the properties of addition.

Do the indicated operation

BEC PELC I A 4.a

III. Learning Experiences:

2. Review: Review on the properties of addition.

Do the indicated operation

BEC PELC I A 4.b

III. Learning Experiences:

2. Mental Computation: Perform mentally the following:

BEC PELC I A R4.4

III. Learning Experiences:

b. Show the illustration how to solve the problem. MATHEMATICS V

BEC PELC I A 5.a

III. Learning Experiences:

What are the given data?

Solve the following problem

BEC PELC I A 5.b

III. Learning Experiences:

Read and Solve

BEC PELC I A 5.1.2

III. Learning Experiences:

BEC PELC I A 5.1.2

III. Learning Experiences:

What are prime numbers? Give examples.

III. Learning Activities:

III. Learning Activities:

III. Learning Activities:

Find the LCM of each pair of numbers.

III. Learning Activities:

III. Learning Activities:

III. Learning Activities:

III. Learning Activities:

III. Learning Activities:

Rename these dissimilar fractions as similar fractions.

BEC-PELC II A 1.2 & 1.2.1

III. Learning Activities:

2. Review: changing dissimilar fractions to similar fractions.

4. Ask: What part is the same as 1/3?

What can you say about the cross products?

_____ 2. a. 7/10, 5/9

BEC-PELC II A 1.2 & 1.2.1

III. Learning Activities:

2. Review on changing dissimilar fractions to similar fractions.

4. Ask: What part is the same as 1/3?

What can you say about the cross products?

BEC-PELC II A 1.2 & 1.2.1

III. Learning Activities:

2. Compare the parts you shaded.