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: Materials: BEC-PELC II D1.3.3 Enfolding Mathematics V flashcards, activity cards, coin, number card

III. Learning Experiences: A. Preparatory Activities: 1. Drill on Multiplication Facts: 8x9= 9x5=

3x7 =

10 x 13 =

42 x 8 =

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 =

24 1/5

2/5 x =

3/5 x 2/3 =

B. Developmental Activities: 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? b. What are the given facts? 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? Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ _____________

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: Materials: BEC-PELC II D1.3.4 Enfolding Mathematics V flashcards, square grid

III. Learning Experiences: A. Preparatory Activities: 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 = B. Developmental Activities: 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.

2. Practice Exercises: 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

Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ _____________

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: Materials: BEC-PELC III D3.1 Enfolding Mathematics V coin, number cards, flashcards

III. Learning Experiences: A. Preparatory Activities: 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 Team 2 1. 2. 3. 4. 5. d. Teacher gives the rules of the game to the glass. 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 B. Developmental Activities: 1. Presentation: Materials: activity cards Mechanics: 1. Divide the class into 8 groups. 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: a. What is asked in the problem? 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. 2. Practice Exercises: 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? Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ _____________

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: Materials: BEC-PELC II E 1.1 1.2 Enfolding Mathematics V flashcards, cut-outs, real objects

III. Learning Experiences: A. Preparatory Activities: Mental Computation Mental computation (MC) on reducing fractions to lowest terms as review of previous lesson - use flashcards (pen-and-paper drill) B. Developmental Activities: 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

Number of Boys

Number of 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 2. Practice Exercises: 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

Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ _____________

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: Materials: BEC-PELC II E 1.3 Enfolding Mathematics V flashcards, cut-outs, real objects

III. Learning Experiences: A. Preparatory Activities: 1. Mental Computation 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) B. Developmental Activities: 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. 2. Practice 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 2. 50 dm 3. 200m 10 m 500 cm 2km

4. 120 min 2 hr

5. 4 kg 4000 g

Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ _____________

MATHEMATICS V Date: ___________ I. Objective:

Identifying equal ratios

Value: Appreciating the value of proper nutrition II. Learning Content Identifying equal ratios References: Materials: BEC-PELC II E 1.4 Enfolding Mathematics V pictures

III. Learning Experiences: A. Preparatory Activities: 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 B. Developmental Activities: 1. Presentation: Strategy: Using the price list (listing) 1. Present the following price list.

6:8

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/ __ 2. Practice Exercises: 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:

Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ _____________

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 References: Materials: BEC-PELC II E 1.5 Enfolding Mathematics V table, charts, fraction cards, colored chips, spinner

III. Learning Experiences: A. Preparatory Activities: 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? B. Developmental Activities: 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 2. Practice Exercises: 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.

Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________

____________________________________________________________________ _____________

MATHEMATICS V Date: ___________ I. Objective:

Find the missing term in a proportion

Value: Cooperation II. Learning Content Identifying the missing term in a proportion References: Materials: BEC-PELC II E 1.6 Enfolding Mathematics V flashcards, concrete objects, die

III. Learning Experiences: A. Preparatory Activities: 1. Mental Computation: 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? B. Developmental Activities: 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

2. Practice Exercises: 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 3 is to 10 as is to 30 6 is to 2 as is to 8 9 is to 12 as is to 4 10 is to 8 as is to 4

Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ _____________

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: Materials: BEC-PELC II F 1.1 Enfolding Mathematics V chart, grid

III. Learning Experiences: A. Preparatory Activities: 1. Mental Computation: 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 Word . Fractions 1. four tenths 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. B. Developmental Activities: 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 2. Practice 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 V. Assignment

4. 5/100

5. 24/100

Express as a fraction with a power of 10 as denominator.

1. 0.4 2. 0.13 3. 0.754 4. 0.01 5. 0.00032

Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ _____________

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. References: Materials: BEC-PELC II F 1.2 Enfolding Mathematics V place value charts

III. Learning Experiences: A. Preparatory Activities: 1. Mental Computation: Review on expressing fractions with denominators of la, 100 or 1000 in decimal form. Strategy 1: Matching Game Materials: flashcards 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 B. Developmental Activities: 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. 2. Practice Exercises: 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 Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ _____________

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: Materials: BEC-PELC II F 1 Enfolding Mathematics V cartolina strips, place value chart, decimal cards, 100-square grid

III. Learning Experiences: A. Preparatory Activities: 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? B. Developmental Activities: 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 2. Practice Exercises: 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 Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ _____________

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 References: Materials: BEC-PELC II F 2.2 Enfolding Mathematics V flashcards

III. Learning Experiences: A. Preparatory Activities: 1. Mental Computation (MC)

Oral Drill: Round the following to the nearest place indicated

Tenths .25 .46 .82 Hundredths .426 .375 .620 Thousandths .7483 .3912 .1738

B. Developmental Activities: 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? Ask the following questions: a. What is asked in the problem? b. What are the given facts? 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? 2. Practice Exercises: Round off to the underline digit: 1. 6.540 2. 7.35 3. .3892

4. 0.55

5. .64

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 __________

Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ _____________

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 References: Materials: BEC-PELC II F 2.2 Enfolding Mathematics V flashcards, number cards

III. Learning Experiences: A. Preparatory Activities: 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. Tenths Hundredths Thousandths .25 .426 .7483 .46 .375 .3912 .82 .620 .1738 B. Developmental Activities: 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. 2. Practice Exercises: Round off to the underline digit: 1. 6.540 2. 7.35 3. .3892

4. 0.55

5. .64

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 __________

Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ _____________

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: Materials: BEC-PELC II G 1A Enfolding Mathematics V flashcards

III. Learning Experiences: A. Preparatory Activities: 1. Mental Computation/Drill: Mental computation/drill on addition of whole numbers. a. 6 + 9 = b. 10+5 = c. 11 + 4 = d. 25 + 13 = B. Developmental Activities: 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? Ask the following questions: What is asked in the problem? 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? 2. Practice Exercises: 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 V. Assignment Find the sum. 1. 3.76 + 4.356

2.

6.14 + 4.76

3.

8.53 + 9.35

4. 26.30 + 24.31

5. 63.22 + 9.35

2. +

23.34 .3

3.

0.76 + 0.23

4. 37.786 + 2.632

5. 4.762 +1.38

Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ _____________

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 Enfolding Mathematics V

III. Learning Experiences: A. Preparatory Activities: 1. Mental Computation/Drill: Strategy 1: Relay Game Materials: flashcards 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 =

B. Developmental Activities: 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? 2. Practice Exercises: 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?

Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ _____________

MATHEMATICS V Date: ___________ I. Objective: Add mixed decimals with regrouping Value: Accuracy II. Learning Content Adding mixed decimals with regrouping References: Materials: BEC-PELC II G 2.a Enfolding Mathematics V flashcards, coins

III. Learning Experiences: A. Preparatory Activities: 1. Mental Computation: 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 = B. Developmental Activities: 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. 2. Practice Exercises: 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 2. 4.521 + 1.46 + 2.8 = N

3. 2.37 + 8.56 + 3.7 = N 4. 5.6 + 3.48 = N

5. 9.2 + 10.13 + 3.5 = N

V. Assignment Find the missing addend or sum. 1. 33.45 + 14.25 = _____ 2. ______ + 174.6 = 211 3. 5.062 + 3.095 = _____ 4. 9.6 + 3.095 = ______ 5. _____ + 21.99 = 41.00 Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ _____________

MATHEMATICS V Date: ___________ I. Objective: Subtract mixed decimals with regrouping Value: Accuracy, working willingly, thrift II. Learning Content Subtract mixed decimals with regrouping References: Materials: BEC-PELC II G 2.b Enfolding Mathematics V flashcards

III. Learning Experiences: A. Preparatory Activities: 1. Mental Computation: 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 =

d. 60 23 =

2. 2.5 + 3.057 = N

3. 2.37 + 13.316 + 8.045 = N

B. Developmental Activities: 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. 2. Practice Exercises: 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? Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ __

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: Materials: BEC-PELC II G 3.1 Enfolding Mathematics V charts

III. Learning Experiences: A. Preparatory Activities: 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. 9.50 - 4.33

d. 39 + 24 =

B. Developmental Activities: 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. 2. Practice Exercises: 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. 2nd 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?

Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ _____________

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: Materials: BEC-PELC II G 3.2 Enfolding Mathematics V charts where problems are written

III. Learning Experiences: A. Preparatory Activities: 1. Mental Computation: 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? B. Developmental Activities: 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? 2. What are the given facts? 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. 2. Practice Exercises: 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: Spaghetti P23.75 Palabok P 21.50 Lugaw P8.50 Rice P5.00 1. 2. 3. 4. 5. Menu Mango Juice P7.50 Gulaman P 6.00 Nilaga (pork) P22.50 Pinakbet P15.00 Fried Fish P12.00 Arnel paid P50.00 for nilaga and rice. How much was his change? Ayen ordered palabok and gulaman. How much did she pay? Mrs. Lopez ordered rice, pinakbet and fried fish. She gave P100.00. How much was her change? Kate gave P50.00 for spaghetti and mango juice. How much is her change? 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.

Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ _____________

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: Materials: BEC-PELC II H 1.1 Enfolding Mathematics V flashcards, colored chalk, drawings

III. Learning Experiences: A. Preparatory Activities: 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? B. Developmental Activities: 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? 2. Practice Exercises: Illustrate the following number sentence. 1. 2 x 0.5 = N 2. 0.6 x 0.7 = 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

3. 4 x 0.3 = N

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 = 5. 2 x 0.5 = 2. 0.5 x 0.8 = 4. 0.2 x 0.9 = Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ _____________

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 References: Materials: BEC-PELC II H 1.2 Enfolding Mathematics V Multiplication wheel, 10 by 10 grid (transparent plastic)

III. Learning Experiences: A. Preparatory Activities: 1. Drill: Basic Multiplication Facts Multiplication Wheel

2. Mental Computation: 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? B. Developmental Activities: 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 2. Practice Exercises: 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 V. Assignment Slow: find the products. Write in column. 1. 6.5 x 0.7 = 2. 0.9 x 0.9 =

5. 0.4 x 0.7 = 28

3. 0.8 x 0.3 =

Fast: Write the following fractions to decimals then multiply.

Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ________________________

MATHEMATICS V Date: ___________ I. Objective: Multiply hundredths by tenths and vice versa. Value: Sharing II. Learning Content Multiplying hundredths by tenths and vice versa. References: Materials: BEC-PELC II H 1.3 Enfolding Mathematics V flashcards, pictures of a family

III. Learning Experiences: A. Preparatory Activities: 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? B. Developmental Activities: 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 2. Practice Exercises: 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. 2. 3. 4. 5. 0.34 x 0.4 = ______ 0.93 x 0.8 = ______ 0.6 x 0.47 = ______ 0.7 x 0.23 = ______ 0.74 x 0.6 = ______ Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ _____________